diabetes: introduction, warnings signs, diagnosis and … · 2015. 4. 21. · “we have something...
TRANSCRIPT
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T S1Teacher Enrichment Initiatives/SPARKT
2011© The University of Texas Health Science Center at San Antonio
Lesson PLan overview
Diabetes: Introduction, Warnings Signs, Diagnosis and Treatment/Prevention
objectives:Students will be able to:
● identifyvocabularyassociatedwithdiabetes
● classifycharacteristicsorbehaviorsaseitherwarningsignsornot warningsignsassociatedwiththediagnosisofdiabetes
● compareandcontrasttype1andtype2diabetes
● categorizehealthylivingchoicesthatmaypreventortreatdiabetes
activity Description:Thistwodaylessonprovidesopportunitiesforstudentstoobservethebodyasasystemandhowitutilizesglucose,identifywarningsymptomsofpre-diabetesordiabetes,identifytwotypesofdiabetesandpracticegoodchoicesinlivingwithorpreventingdiabetes.Theunitbeginswiththemelodrama,“Insulin,OurHero,”aplayinwhichstudentsentertheofficeofDr.LangerhansandNurseBetaCell,takeon,intheofficeofDr.LangerhansandNurseBetaCell,takeontherolesofdiabeticpatientsinthepursuitofadiagnosisoftheirsymptoms.
Theplayintroducesbasicconceptsrelatedtothebodyandthenatureofdiabetesalongwiththewarningsigns,treatmentandpreventativepracticesofthedisease.TheplaydistinguishesbetweenInsulinDependentDiabetes(IDDM,Type1)andNon-InsulinDependentDiabetes(NIDDM,Type2).
Throughamelodramaallstudentscanthestudentswillengageinexaggeratedemotionsandinteractthroughoralresponsecards.Inadditiontomakingsoundeffectsforthemelodrama,studentscanpreparecostumes,props,andcreatecuecardsforeachsoundeffect.
vocabulary:Diabetes,type1diabetes,type2diabetes,riskfactor,glucose,sugar,insulin,pancreas,betacells,roleplay,isletsofLangerhans,andmelodrama.
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T S2Teacher Enrichment Initiatives/SPARKT
2011© The University of Texas Health Science Center at San Antonio
Teacher BackgrounDAccordingtotheAmericanDiabetesAssociation,diabetesisactuallyagroupofdiseasescharacterizedbyhighbloodglucoselevelsduetodefectsinthebody’sabilitytoproduceoruseinsulin.Insulin,producedinthepancreasbybetacells,isahormonethattransportsglucoseintothebody’scells.Onceinthecells,glucoseprovidesenergynecessaryforthebodytofunction.
Theglucoseinthebloodstreamstartsoutascarbohydrates,alsoknownasstarches,inthefoodweeat.Asthecarbohydratesarephysicallydigestedthroughchewingandchemicallydigestedinthestomach,therelativelylargestarchmoleculesarebrokendownintosmallermoleculesofglucose.Withoutsufficientinsulin,theglucoseremainsinthebloodstream,creatingdifferentissuesasittravelsthroughoutthebodysystems.Theeffectsofthisdefectcanaffectmultiplebodysystemsandcreateavarietyofhealthissuesforindividualswhoarediabetic.Forexample,theAmericanDiabetesAssociationstates“heartdiseaseandstrokeaccountforabout65percentofdeathsinpeoplewithdiabetes.”Additionaleffectsinclude,butarenotlimitedto:
●HighBloodPressure
●Blindness
●Kidneyfailure
●Amputations
●Nervedamageknownasneuropathy
●Stroke
●PeripheralArterialDisease(PAD)
Diabetesisadangerousandlife-threateningdiseaseifleftuncontrolled.However,workingwithyourdoctorandhealthcareteamtoreducebloodglucoselevelscanalsoreducetheriskofdevelopingcomplications.
Peoplecangetdiabetesatanyage.ThetwokindsofdiabetesareknownasType1andType2diabetes.Type1diabetes,formerlycalledjuvenilediabetesorinsulin-dependentdiabetes,isusuallyfirstdiagnosedinchildren,teenagers,oryoungadults.Withthisformofdiabetes,thebetacellsofthepancreasnolongermakeinsulinbecausethebody’simmunesystemhasattackedanddestroyedthem.TreatmentforType1diabetesincludestakinginsulinandcanpossiblyinvolveadditionalmedications.
Type2diabetes,formallycalledadult-onsetornoninsulin-dependentdiabetes,isthemostcommonformofdiabetes.PeoplecandevelopType2diabetesatanyage–evenduringchildhood.Thisformofdiabetesusuallybeginswithinsulinresistance,aconditioninwhichfat,muscle,andlivercellsdonotuseinsulinproperly.Atfirst,thepancreaskeepsupwiththeaddeddemandbyproducingmoreinsulin.Intime,however,itlosestheabilitytosecreteenoughinsulininresponsetomeals.BeingoverweightandinactiveincreasesthechancesofdevelopingType2diabetes.
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T S3Teacher Enrichment Initiatives/SPARKT
2011© The University of Texas Health Science Center at San Antonio
Beingphysicallyactiveisveryimportantinpreventingorcontrollingdiabetes.Also,accordingtotheAmericanDiabetesAssociation“Physicalactivitycanimprovesomanyaspectsofone’sphysical,mentalandemotionalwell-being.It’snosecretthattheU.S.isexperiencinganoverweightandobesityacademic”.Teachingstudent’saboutthebenefitsofphysicalactivityregardingoverallhealthisextremelyimportant.
Type 1 Diabetes:
AccordingtoMcDowellandGordon(1996)“Insulindependentdiabetesisadependenceonexogenouslyinjectedinsulintopreventketosisandmaintainlife.Withoutinjectedinsulin,patientswithTypeldiabetesdie.”Ketosisorketoacidosisoccurswhencellsdonothavesufficientglucose.Ifinsulinlevelsaretoolow,glucosecannotentercellstoprovideneededenergy.Thecellsbegintoburnfatasanalternativeenergysource.Whenfatisburnedforenergy(metabolized),ketonesarereleasedasthefatbreaksdown.Highlevelsofketonesaretoxictothebodyandcanleadtoadiabeticcoma.
Type 2 Diabetes:
McDowellandGordon(1996)“Thistypeofdiabetesisthecommonestformworld-wideandthereisnorequirementforinsulintopreventketosisandpreservelife.Themajorityofpatientscanbemanagedbydietarymeansalone.”UnlikeType1diabetics,Type2diabeticsrarelydevelopketosis.Instead,Type2diabeticscandevelophyperosmolar nonketoticcoma.Thisconditioniscausedasthebodyattemptstogetridofexcessbloodglucosebyexcretingitinurine.McDowellandGordonalsocontendthatobesityisacommonconditionfoundinType2diabeticsovertheageof40.Theystate“insuchpeoplethebodytissuesarerelativelyresistanttotheeffectsofinsulin,thuscausingelevationofbloodglucose.”PatientswithType2diabetescanbettermanagetheirconditionbyreducingtheirbodyweight.
● Diabetes:Aperson’sbloodsugar(glucose)istoohigh.Althoughsomeglucoseisnecessaryforenergyinyourbody,toomuchglucoseisn’tgoodforaperson’shealth.
● Glucose –bloodsugar
● Pancreas –isalong,flatglandthatliesintheabdomenbehindthestomach.Itproducesenzymesthatarereleasedintothesmallintestinestohelpwithdigestion.Italsocontainsclustersofcellscalledislets.Thecellsintheseisletsproducehormonessuchasinsulinandglucagon,whichhelpcontrolthelevelofglucoseintheblood.
● Beta Cells –atypeofcellinthepancreasthatmakesinsulin.
● Type 1 Diabetes:aperson’spancreasnolongermakesinsulin;firstdiagnosisisinchildren,teenagersoryoungadults
● Type 2 Diabetes:fat,muscleandlivercellsdonotuseinsulinproperly;canbedevelopedatanyage
● Role Play -Toassumeorrepresentinadrama;actout.
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T S4Teacher Enrichment Initiatives/SPARKT
2011© The University of Texas Health Science Center at San Antonio
● Melodrama:adramacharacterizedbyexaggeratedemotions
▲studentaudiencewillfollowmelodramacuecardstointeractwiththeplay
●Theislets of Langerhansaretheregionsofthepancreasthatcontainitsendocrine(i.e.,hormone-producing)cells.Discoveredin1869byGermanpathologicalanatomistPaulLangerhansattheageof22.
activity Materials ● Vocabulary cards(oneperstudent)
▲Somestudentswillhavethesamevocabularyword
▲Copyvocabularycardsontocardstock
▲Laminatevocabularycards
●Oneactsetpergroupof4-5studentsprovidedinDayOne
●TeacherChoiceBookprovidedinDayOne
●Glue
●Scissors
●Crayonsorcoloredpencilsormarkers
●TeacherCueCard(keephandythroughoutlessonforreference)
●TeacherMastercopyofplay
●tissueboxorshoeboxorsimilarcontainerfor“studentmailbox”
Management considerations●Teachercutsoutvocabulary cards–(oneperstudent)
●Organizeclassintogroupsoffour(4)tofive(5)students.
●GroupingSuggestions
● Numberedheads:numberstudents1,2,3,4,5andcollateallones,twos,threes,foursandfives
● Fishbowl:gatherstudentnamesinacontainer;pulloutfournamesforthefirstgroup,nextfournamesforthesecondgroupandsoon.
● Abilitygrouping:Liststudentnamesindescendingreadingabil-ity,groupthetoptwowiththebottomtwoforfirstgroupof4,andcontinueuntilallstudentsaregrouped.
●Copyoneactsetpergroupwillincludestudentchecklist
●Posttest(onecopyperstudent)
�Rubrics1-3forteacherassessment(onecopyperstudent)
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T S5Teacher Enrichment Initiatives/SPARKT
2011© The University of Texas Health Science Center at San Antonio
Day oneExplaintothestudentsthatinthislessontheywillbelearningabouttwotypesofdiabetes.Theywillalsobelearninghowthebodyworks
asasystemandsometimesthethingsweeatmaymakeusnotfeelwell.Explaintothemthattheywillbelearningnewandexcitingvocabulary,andthattheywillbeplayingafungameandgettoperformaspecialtypeofcharacterplaycalledamelodrama.
Opening Question suggestions:
*Sensitivity Caution -Beawarethatsomestudentsmaybepersonallyconnected,concerned,orcuriousaboutdiabetesperformaspecialtypeofcharacterplaycalledamelodramanotfeelcomfortablediscussingdiabetesinagroupsetting.Provideastudentmailbox,madefromatissuebox,shoeboxorsimilarcontainerinwhichstudentsmayplaceprivatequestionsorcommentsforyourreview.Besuretoaddresseachcommentfollowingthelesson.
Duetothesensitivenatureofthelesson,youmaywishtoopenthelessonwiththefollowing:
“WehavesomethingVERYexcitingtolearnabouttoday.Butevenexcitingthingscansometimesmakeyoufeeluncomfortable,orsad,orconcerned.Andthatisok.Ifsomethingwediscusstodaymakesyoufeeluncomfortable,orsad,orconcerned,youcanusethismailboxtosharethosethoughtswithme.”
Usethefollowingtostartadiscussionaboutdiabetes:
●Doesanyoneinyourfamilyhavediabetes?Ifso,who?
●Ifsomeoneanswers“yes”,askthemiftheywouldbewillingtosharewhattheyknowaboutdiabetes.
●Whydodoctorscheckfordiabetes?
●Howdoesdiabetesmakeyousick?
●Didyouknowtherearedifferenttypesofdiabetes?
Let students know that they will play a vocabulary game:
●Havecardscutoutandreadytoplay.
●Eachstudentwillgetonecard;somecardswillhavethesamevocabularywordonthem.
●Tellthestudentsthisgamerequirestheysitandstandwhichisphysicalactivityandphysicalactivityisverygoodforthem.Explaintostudentsyouwillbereadingthedefinitiontoanewvocabularywordandiftheythinktheyhavethecorrectvocabularywordtostandup.
●Thefirststudenttostandwiththecorrectvocabularywordwillearnareward.Keeprewardssimplesuchasstickersorotherappropriatereward.Itcanalsobesomethingassimpleaspickinganaffirmationfortheclassorbeinglineleaderforlunch,orasimple“Wow,youaresupersmart!”
●Afterplayingthegameonce,havestudentsswitchcardsandplayagain.
●Youmayalsochooseyourhighreaderstoreadthedefinitiontotheclass.
Calendar
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2011© The University of Texas Health Science Center at San Antonio
call students to circle time reading area (Suggested reading list – If these books are not available, please ask your school librarian for other suggested read alouds)
“Even Superhero’s Get Diabetes”bySueGanz-Schmitt
Kelvinlovesallthings“Superhero”.Hisdaysarespentbattlingimaginaryvillainsanddisasters.Onedayhisfantasyworldisshatteredbytherealityofgettingdiabetes.AmysteriousdoctordiscoversthatKelvinhassuperpowers.Theboybecomes‘SuperK’,andthestoryrevealsanewsuperherothatuseshissuperpowerstohelpchildrenwith
diabetes.
“Even Little Kids Get Diabetes” byConniePirner
Evenlittlekidsgetdiabetes.Whenshewastwoyearsold,thegirlinthisbookgotreallysickandskinnyandhadtogotothehospital.That’swhenshefoundoutshehaddiabetes.Nowsheknowsallaboutgettinginsulinshotseverydayandtestingtoseeifshehastoomuchsugarortoomuchinsulin.Sheknowsjustwhattoeatandwhen.But
mostofall,sheknowsthatinspiteofeverything;she’sjustaregularkid.
“Taking Diabetes to School” byKimGosselin
Thisbeautifullyillustratedandfun-to-readstorybooksimplifiesandnormalizesacomplicatedchildhoodcondition.Whenreadaloud,otherchildrencanidentifywhyapeermaybetreateddifferentlyandbegintoempathizewiththem.Inaddition,childrenwhoseconditionssetthemapartasbeingdifferentbegintofeelacceptedandsafe.
“Jackie’s Got Game” byHowardSteinburg
Aninspirationalstoryisaboutanine-year-oldwhocomestorecognizehowtoputhisdiabetesinperspectivesohecanbewhohewantstobe.ThestorychronicleshowJackiefacesthechallengesoffittinginwhileenjoyinganddealingwiththesamethingsaskidswithoutdiabetes—includingtryingoutfortheschoolbasketballteam.Withthesupportofhisfamily,friends,andcoach,Jackiefinallyrealizesthatheisthesameaseverybody
else,butalittlebitdifferent,too.
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T S7Teacher Enrichment Initiatives/SPARKT
2011© The University of Texas Health Science Center at San Antonio
Directions for Read Alouds:
●Readchosenbookwithstudentsandhaveaclassdiscussioncoveringsuchareasaswarningsigns,preventionsortreatments,familyimpact,newvocabularytermsthatmaybeaddressedinthebook(s).
●Beforelettingstudentsgetintotheirgroups,explainexpectationsanddirectionsforpreparingforclassplay.
●GroupStudents(teacherchoice–seeactivitypreparation)
●Explainthattheywillmakecharactersprovidedintheactsetforeachgroup
●Passoutactsettospecifiedgroups
●Studentswillworkaccordingtostudentdirectionchecklistincludedinactset
Student “To Do” Checklist:(Allow~12-15minutesforthisactivity)
●Colorcharactersinactset
●Cutoutcharactersinactset
●Gluecharacterstopopsicle-sticks(orstraws,teacherchoice)
●Iftimeallows,groupsmaypracticeroles
Day TwoMaterials:
●Teachercopyof“I’mnotFeelingMyOldSelf”(onecopy)willneedtobecutbeforelesson
●Scissors
●ScotchTape
●Completedactsetpergroupof4-5students
●OneTransparencyof“HowSugarWorksintheBody”
Opening Question Suggestions:
●Whataresomewordsthatyoumightusefromyesterdayslessonifyouweretellingafriendaboutdiabetes?
●Howmanytypesofdiabetesdidwelearnaboutyesterday?
●Whatwouldyoudoifyoufoundoutyouhaddiabetes?
●Howwouldyoutakecareofyourself?
●Canyoumakeasentenceusingaoneofthesewords?(seevocabularylist)
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T S8Teacher Enrichment Initiatives/SPARKT
2011© The University of Texas Health Science Center at San Antonio
Optional suggestion:Organizeweb-mapofdiabetesvocabularyasguidedpracticewithstudentstoevaluatevocabularyretention.
●Ifbookwasread,thisisagreattimetoreflectonstory.
●Asguided-practicereadchoral-readmelo-cuecardswithstudentsbeforestartingplay.
●Explaintostudentswhoarenotparticipatingincurrentscenethattheywillbethe“audience”thatrepeatsthemelo-cuecardswhentheyareheldup.
Starting Play: ●Allow10–12minutesforeachscene.
●Startsceneone:“WarningSignsofDiabetes”
●Continuewithscenetwo:“DiagnosingDiabetes”
●Intermission–studentsnowplay“I’mnotFeelinglikeMyOldSelf”.Evaluatestudentunderstandingbyanswersgiven.(Allow10–12minutesforthisactivity)
●DrawT-Chartonwhiteboard,onesidelabeledWarningsignforDiabetes/NotaWarningsignforDiabetes.
●Explaintostudentsthattheywilleachreceiveawarningsign.
●Passoutwarningsigns,oneperstudent.
●Studentswilluseasmallpieceoftapetoattachtheirwarningsign.(keeptapedispensernearboardsoeachstudentmaygetasmallpieceoftapewhentheycomeuptoplacetheirwarningsignintheT-Chart)
●Introducecauseandeffectofdiabetesatthistimewithstudents,clarifyingthedirectrelationshipbetweenbehaviorsanddiabetes.(i.e.Eatingjunkfoodmaycauseelevatedsugarlevelsinyourbody;ahealthydietwilldecreaseyourchancesofdevelopingdiabetes)
Withenthusiasmtellstudents“Now,I’mgoingtoshowyouhowsugarworksinthebody,thisissoexciting!”
●Usingover-headtransparencyof“HowSugarWorksintheBody”guidestudentsthroughprocessofsugarregulationinourbody.(Allow10–12minforthisactivity)
●Startscenethree:“Type2Diabetes”(remindaudiencetorespondtomelo-cuecardswhenheldup)
●Continuewithscenefour:“ComparingType1andType2Diabetes”
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2011© The University of Texas Health Science Center at San Antonio
Suggested Closing Questions:●Howcanhealthylivingpracticeshelpotherhealthproblemsbesides
diabetes?
●Inyourownwords,explainhowdiabetesaffectsyourbody.
●Whattypeofphysicalactivitycanbedonetokeepyourbodyhealthy?
●Whatwouldhappenifyouwerediagnosedwithdiabetesanddidnottakecareofyourself?
●Howwillyoumakechangesinyoureatinghabits?
●Whatwillyoutellyourfamilywhatyoulearnedtodayaboutdiabetes?
Suggested Modifications:●Timidstudentsorstudentswithexceptionalneedsmayberesponsiblefor
theartandcraftofroles,propsandcuecards
●Usingahandheldvoicerecorder,recordstudentsandplaybackwhiletheteachermanipulatescharacterstominimizestagefright(willrequireextratimeforrecordingdonebyteacher)
●Extendedtimetopracticeassignedactspriortopresentation
●Exceptionalneedsstudentscoulddrawpicturestorepresenttheactionofthemelodrama(createastoryboard)
Suggested Extensions:Discussandresearchtheoutcomesofuntreateddiabetesandcompleteacauseandeffectchart–ex:heartdisease/attacks,stroke,blindness,amputations,orhighbloodpressure(blankcauseandeffectchartincludedinstudentmaterials)
Make a healthy menu that reflects diabetic meals (blackline master included)
write/Draw an alternative outcome to your play (blackline master included)
consider rehearsing the play for a performance
Invite the school nurse to your class when the play is being presented to provide the opportunity to address additional
commentary about the prevalence of diabetes.
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T S10Teacher Enrichment Initiatives/SPARKT
2011© The University of Texas Health Science Center at San Antonio
Administrivia Intended Grade Level: 3 rd
Key Concepts:early education of diabetes, healthy living choices
Previous Learning Assumed: human body as a system, healthy and unhealthy
living style consequences
Process Skills Utilized in Activity:Observing the body as a system and how it utilizes glucose;
identify warning symptoms of pre-diabetes or diabetes; identify two types of diabetes; practicing good choices in living with or
preventing diabetes.
Science TEKSElementary Health5.2 (A)(2) Health information. The student recognizes the basic structures and functions of the human body and how they relate to personal health throughout the life span. The student is expected to:
(A) Describe the structure, functions, and interdependence of major body systems.
Middle School Health6.1 (A, B)(1) Health information. The student comprehends ways to enhance and maintain personal health throughout the life span. The student is expected to:
(A) Analyze healthy and unhealthy dietary practices.(B) Explain the importance of a personal dietary and exercise plan.
7-8.4 (B, C)(4) Health information. The student knows how to research, access, analyze, and use health information. The student is expected to:
(B) Develop evaluation criteria for health information.(C) Demonstrate ways to use health information to help self and others
Middle School Science6.12 (A)(12) Organisms and environments. The student knows all organisms are classified into Domains and Kingdoms. Organisms within these taxonomic groups share similar character-istics which allow them to interact with the living and nonliving parts of their ecosystem. The student is expected to:
(A) Understand that all organisms are composed of one or more cells.7.6 (B, C)(6) Matter and energy. The student knows that matter has physical and chemical properties and can undergo physical and chemical changes. The student is expected to:
(B) Distinguish between physical and chemical changes in matter in the digestive system.(C) Recognize how large molecules are broken down into smaller molecules such as carbohydrates can be broken down into sugars.
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resourcesAmericanDiabetesAssociation(2009).Diabetes basics.Retrievedfrom
http://www.diabetes.org/diabetes-basics
Kids learn about diabetes.(2009).Retrievedfromhttp://kidslearnaboutdiabetes.org
Living with type 1 diabetes.(2009).Retrievedfromhttp://healthlibrary.epnet.com
McDowell,Joan,&Gordon,Derek(1996).Diabetes, caring for patients in the community.NewYork,N.Y.:ChurchillLivingstone.
*Key Words for Webpage:diabetes,pre-diabetes,glucose,insulin,Type1diabetes,Type2diabetes
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T S12Teacher Enrichment Initiatives/SPARKT
2011© The University of Texas Health Science Center at San Antonio
vocabulary game – “insulin – our hero”Each student will receive a vocabulary word, some will be the same.
The teacher will have the definition cards. See lesson plan for directions
gLucose gLucose Pancreas Pancreas TyPe 1 DiaBeTes
TyPe 1 DiaBeTes
TyPe 2 DiaBeTes
TyPe 2 DiaBeTes insuLin insuLin
BeTa ceLL BeTa ceLL DiaBeTes DiaBeTes
a person’s blood sugar (glucose) is
too high
BeTa ceLL DiaBeTes BLooD sugar insuLin
a long, flat gland that lies in the
abdomen behind the stomach
when a person’s pancreas no longer
makes insulin; first diagnosis is in children, teenagers
or young adults
TyPe i DiaBeTes
when fat, muscle, and liver cells do
not use insulin properly; can be
developed at any age
TyPe ii DiaBeTes
a type of cell in the pancreas that
makes insulin.gLucose
a hormone that is central to
regulating the energy …and
glucose metabolism in the body.
Pancreas
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T S13Teacher Enrichment Initiatives/SPARKT
2011© The University of Texas Health Science Center at San Antonio
Teacher Cue CardWhat are the signs of diabetes?
The signs of diabetes are
● being very thirsty
● urinating often
● feeling very hungry or tired
● losing weight without trying
● having sores that heal slowly
● having dry, itchy skin
● losing the feeling in your feet or having tingling in your feet
● having blurry eyesight
Type 1 Type 2
Body does not make insulin Body does not properly use insulin
Typically diagnosed before adulthood Developed at any time
Treated by taking insulin medicine or injections Treated by diabetic medication
Should practice healthy eating choices, stay physically active, and control blood pressure and cholesterol
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T S14Teacher Enrichment Initiatives/SPARKT
2011© The University of Texas Health Science Center at San Antonio
glucose and your Body
G
G = Glucose (sugar)
MuscleEsophagus
Liver
Stomach
Pancreas (behind Stomach)
Your Body’s cells use glucose (sugar) for energy
Small Intestine
Large Intestine
▲ Digestion ▲Your body breaks down the food you eat into a simple sugar called glucose. Glucose
is your body’s main soirce of energy.
Your liver also makes glucose. When you have not eaten, blood glucose levels begin to drop. In response, your liver releases glucose into the bloodstream.
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T S15Teacher Enrichment Initiatives/SPARKT
2011© The University of Texas Health Science Center at San Antonio
insuLin, our hero A Two Play with Melodrama
Characters Listed by Groups(All characters may be played by either male or female student)
GROUP OnE:•Dr.Langerhans
•Melodrama-cue
•NurseBeta
•Type1Patient
GROUP TWO:•Dr.Langerhans
•Melodrama-cue
•NurseBeta
•Type1Patient
GROUP ThREE:•Dr.Langerhans
•NurseBeta
•Type2patient
•Melodrama-cue
GROUP FOUR:•Dr.Langerhans
•Melodrama-cue
•NurseBeta
• Insulin
•Type2Patient
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2011© The University of Texas Health Science Center at San Antonio
insuLin, our hero
AFourActPlayusingMelodrama
Introducing Diabetes Warning SignsSCEnE 1 - GRouP onE
nuRSE BETA: Goodmorningyoungman(younglady)andhowareyoudoingthismorning?
TYPE 1 PATiEnT: Goodmorning,NurseBeta.Oh,Ihaven’tbeenfeelingverywelllately.I’malwayscomplainingandmymomisalittleworried.ShesaysthatI’mnotmyoldself!IthinkI’veevenlostweight,butIamnottryingto!Shecallsmeherskinnyweenie.Butmystomachisupset,youknow,IfeellikeI’mgoingtothrowup,andsometimesIdo!
MELo-CuE 1:“ee-yulk!!Boo!!”
nuRSE BETA: Ooops!Welldoyouhaveastomachachenow?Stomachacheequalsvomit!Hereisthetrashcan,justincase!!
MELo-CuE 2:“oooooooooooh!!”
TYPE 1 PATiEnT: Thanks,Idon’tneeditrightnow–butIwillkeepithandy.Ipromisenottotrytomakeamessforyouhere.Ihopethedoctorcanseemerightaway;I’mworried.
nuRSE BETA: Well,Ireallysorrythatyoudon’tfeelwell.Dr.Langerhanswillseeyouinjustamoment.PleasehaveaseatwhileIlethim(her)knowyouarehere.Dr.Langerhans,yourfirstpatientofthedayisheretoseeyouandIcantellitsserious.Theyseemveryworried.
DR. LAnGERHAnS: Pleasesendthepatientin,NurseBeta.
MELo-CuE 3:“Yeah!!”
nuRSE BETA:Dr.Langerhansisreadytoseeyounow;pleasefollowme.
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T S17Teacher Enrichment Initiatives/SPARKT
2011© The University of Texas Health Science Center at San Antonio
DR. LAnGERHAnS: Goodmorningyoungman(younglady).Comein,takeaseat,andtellmewhatisbotheringyou?
End of Scene one
Diagnosing DiabetesSCEnE 2 – GRouP 2
TYPE 1 PATiEnT: WellDr.Langerhans.IhavejustnotbeenfeelingwellandI’msotired.I’velostalotofweightbecausemyclothesdon’tfit.Idon’tknowwhy.Ifeelsicktomystomach,andIamsothirsty–well,IthinkIcoulddrinkuptheGulfofMexico!
MELo-CuE 4:“Glug,glug,glug,glug,glug”
TYPE 1 PATiEnTOh,andDoctor,it’sembarrassing,butIhavetogothebathroomallthetime!(Whisper)Mymomcallsiturinatebut,Icallitnumberone.
DR. LAnGERHAnS Hmmm,itsoundslikeyouhavethewarningsignsoftype1diabetes,andyouareneartheagewhenitcanbegin.Ineedtoaskyousomemorequestions.Canyouseeokay?Haveyouhadanysoresorbugbitesthattakealongtimetoheal?Doyouhavecrampsinyourmusclesorareyoufeelingmorehungry?
TYPE 1 PATiEnT Well,Dr.Langerhans,IdohavetroubleseeingtheboardatschoolandIhavebeenabithungrierlately.IcanfinishmylunchandashorttimelaterI’mreadytoeat.Doyouthinkyouknowwhat’swrong?
DR. LAnGERHAnS Hmmm,youarethirsty,hungry,andneedtousetherestroomalot.Youareunder30yearsold,andyouarenotoverweight.Itmaybethatyouhaveaformofdiabetes!Tobesure,weneedtocheckthelevelofsugarinyourblood.NurseBeta,wouldyoupleasedoabloodglucosescreeningforouryoungpatientplease?
nuRSE BETACertainly,Dr.Langerhans!Nowpleasedon’tconfusemewithavampire,butIwillneedtotakesomeofyourblood.I’mjustgoingtotakealittlebloodfromtheendofyourfinger.
MELo-CuE 5:“oooooooooooh!!”
nuRSE BETADon’tbescared.Holdoutyourhand,please.It’llonlyhurtalot,Imean,alittle(nursesmirks).
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TYPE 1 PATiEnTIsitgoingtohurt?Ihavebeencalledcrybabybefore.NotthatIagree,butithasbeensaid.
nuRSE BETAOknowdon’tcry,yell,kick,norhitme.It’lljustbealittlesting,thenasqueeze!Nowjustafewsecondsandthisglucometerwillshowusyourbloodsugarlevel.
DR. LAnGERHAnSWhoa!Yourbloodsugarleveliswayoverthelevelthatit’ssupposedtobe!Ibetternotifythedoctorrightaway.
MELo-CuE 6:“Yikes!!”
DR. LAnGERHAnSIthinkyouhavediabetesallright.Wewillneedtodoothertest,butfornow,let’stravelinsideofthehumanbodysothatIcanexplainthediseasetoyou
End of Scene Two
Type 2 Diabetes
SCEnE THREE - GRouP 3 nuRSE BETA GoodafternoonSiR(ma’am)andhowareyoutoday?
TYPE 2 PATiEnT Ifeelgreat.I’mheretocheckonmybloodtestsandtolearnsomemoreabouteatinghealthy.
nuRSE BETA IwillletDr.Langerhansknowthatyouarehere.
DR. LAnGERHAnSThankyou,NurseBeta.Pleasesendourpatientrightin.
nuRSE BETA Dr.Langerhansisreadytoseeyounow;pleasefollowme.Here’sourpatient,Dr.Langerhans.
DR. LAnGERHAnS:Goodmorningsir(ma’am).Comein,takeaseat.Let’sstartbytalkingabouteatingahealthydiet.Then,wewilltakealookatyourlabworktoseehowyourbloodsugarlevelsaredoing.Didyoubringyourdiabetesjournal?
TYPE 2 PATiEnT: YesIdid.Hereitisdoctor.
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MELo-CuE 7: “Yay!!
DR. LAnGERHAnS: Goodwork.Youaredoingagreatjobbyeatinghealthy.Ilikethatyouaredrinkingmorewaterandlesssoda,andIalsoseethatyouareeatingmorefruit.Great!
TYPE 2 PATiEnT:Thankyou,Iamtryingtodobetter.RememberwhenIfirstcametoseeyouDr.Langerhans.IwassoscaredwhenyoutoldmeIhaddiabetes!
DR. LAnGERHAnS: Idorememberwhenyoufirstcametoseeme,youwerefeelingalittletiredandeasilyupset.Youfeltthirstyandhungry,andhadgainedweight.And,youneededtogotothebathroomalotmorethanyouusedto.
TYPE 2 PATiEnT: Yes,Dr.Langerhans.TheonlythingIthoughtaboutwaswhenyousaid,“diabetes,”wasmygrandmawhohasdiabetes.
MELo-CuE 8:“Aw”
DR. LAnGERHAnS: Yes,Iremember,andType2diabetesdoessometimesseemto“run”infamilies.Yourfamilyhistory,weight,andyourothersymptomsmademecheckfordiabetes.Andthat’swhatthebloodworktoldusthatday.So,let’stakealookattoday’slabworkandseehowyouaredoing.
nuRSE BETA: Youknow,yourbodyremembersthetrailthatsugarleavesinyourbody.Whenbloodsugarsarehigh,sugarmoleculesattachtoredbloodcellsandtheredbloodcellsstorethesugarinformationformonths.
DR. LAnGERHAnS: Thetestthatwegaveyouwilltellusyourbloodglucoselevel.Thehigherthelevel,thehigheryourriskisforgettingsickfromdiabetes.Itisimportanttorememberthatthisdoesnottaketheplaceofthetestyougiveyourself.Itisthebestwaytoseehowfoodandexerciseareaffectingyourdiabetes.Yourtestlookswonderful;youaredoingagoodjoboftakingcareofyourself!
MELo-CuE 9: Cheering, “Hoooray!”
End of Scene Three
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Comparing Type 1 and Type 2 diabetesSCEnE 4 – GRouP 4
TYPE 2 PATiEnT: SohowisType2DiabetesisdifferentfromType1Diabetes.ThiskiddowntheblockfrommehasType1DiabetesandIknowhehastotakeshots.WillIhavetotakeshots,too?
DR. LAnGERHAnS:
Type 1 patients take insulin through shots because his or her body no longer makes insulin. Type 2 patients can stay healthy through a sugar-controlled diet, weight loss, and exercise.
MELo-CuE: “Hooray!Ourhero!!”
inSuLin: Inyourbody,thereisnotenoughofme,ORtherecouldbeenoughofme,butyourbodydoesnotusemetherightway.
MELo-CuE 9: “oh, no!!”
inSuLin:
Please keep away from junk food, sodas, and sweets, a limit the amount of sugar that you eat. You should eat healthy, and exercise regularly. If you do these things, I will be able to do my job, and the diabetes will be under control!
MELo-CuE 10: “Hoooray! Go sugar, it’s your birthday!”
TYPE 2 PATiEnT:SowhenIcontrolthesugarinmydietandworktokeepmyweightdown,Icankeepmydiabetesinlineandhelpoutmybody!
nuRSE BETA:Yes!Yousee,whileaType1patientcannotmakeinsulin,you,asaType2patientmusthelpyourbodycellsdothejobstheyaresupposedtodo.
TYPE 2 PATiEnT:It’salottothinkabout,butIwillkeepdoingmybesttokeepmybodyworkingtherightway.
DR. LAnGERHAnS:Verygood.Rememberthateatinghealthy,playingoutside,andexercisewillhelpyoulivealong,normal,andhappylife!!
MELo-CuE 11: “Hooray!
End of Scene Four
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insuLin, our hero
Name:________________________________________
Date:_________________________________________
Directions: Write True or False
1. What would a doctor tell you to do to take care of your diabetes?a.runb.playvideogamesc.sleepd.eatchips
2. What do doctors check that is in the blood to see if you havediabetes?a.waterb.bloodsugarlevelc.dietsodad.orangejuice
3. Which foods are a healthy choice?a.Frenchfriesandicecreamb.chipsandsodac.yogurtandgranolad.syrupandwaffles
4. In Type 1 diabetes, the body needs __________.a.insulinb.waterc.tomoved.torest
5. A disease that can be passed to children from their parents is ___________.a.unhealthyeatingb.Type2diabetesc.wearingglassesd.theflu
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Complete the chart using the following sentences:
Thebodyneedsinsulin. Eathealthyfortreatment.
Foundmostlyinkids. Thebodyhasinsulin.
Foundanytimeinlife. Exerciseisgood.
Type 1 Diabetes Type 2 Diabetes
use the WoRD BAnK to write one paragraph.
WoRD BAnK
diabetes sugar pancreas
Exercise soda sick
Warning sign doctor practice
A XC ZB Y