LESSONS ON COMMUNICABLE DISEASE PREVENTION

1 LESSONS ON COMMUNICABLE DISEASE PREVENTION K-12 Student Services/ PREVENTION and Wellness Team WISCONSIN DEPARTMENT OF PUBLIC INSTRUCTION ELIZABETH BURMASTER, STATE SUPERINTENDENT This publication is available from: Student Services/ PREVENTION and Wellness Team Wisconsin Department of Public Instruction 125 South Webster Street Box 7841 Madison, Wisconsin 53707-7841 (608) 266-8960 (800) 441-4563 This document is also available on the World Wide Web: First Edition May 2009 Wisconsin Department of Public Instruction The Wisconsin Department of Public Instruction does not discriminate on the basis of sex, race, religion, age, national origin, ancestry, creed, pregnancy, marital or parental status, sexual orientation, or physical, mental, emotional, or learning disability.

2 Printed on Recycled Paper Acknowledgements The Wisconsin Department of Public Instruction (DPI) staff of the Student Services PREVENTION and Wellness Team responded to the need for PREVENTION strategies to address the spread of COMMUNICABLE DISEASE . One of the strategies was to develop a set of LESSONS for elementary, middle, and high school students that were engaging, age appropriate, and could connect to a number of content areas such as Science, Art, Music and Social Studies and put them on the DPI Pandemic Flu web site for use by teachers. The LESSONS were adapted or developed by Jon W. Hisgen, Health and Physical Activity Consultant. Linda Carey served as the editor of the document. Reviewers Douglas White, Director Student Services PREVENTION and Wellness Team, DPI Rachel Gallagher Consultant, School Nursing Services, DPI Special thanks to the many teachers who helped develop the original performance based LESSONS that were a part of DPI's School Health Performance Item development group.

3 Iii Table of Contents Elementary School Hand Washing Concept Map ..1 Stop the Spread of DISEASE ..7 You are the Teacher ..11 How Vaccines Work ..15 Middle School Inspector Bacterium ..21 The Germs Go Marching In ..27 Archaeological Dig ..33 Middle or High School The Great CDC Scavenger Hunt ..41 Who Gets the Drug?..47 Attack of the Super Bug ..53 iv Elementary School 1 Content Area: COMMUNICABLE DISEASE PREVENTION Performance Task: Hand Washing Concept Map Educational Level: Elementary School Student Instructions After learning about how to wash our hands and the importance of washing hands properly, you show what you have learned by completing a hand washing concept map. Answers will be scored on the following: Assessment Criteria 1.

4 How well you complete the concept map with correct information. 2. How well you understand why we should wash our hands. 3. How well you understand when to wash our hands. 4. How well you understand how to properly wash hands. 5. How well you understand what can be done when we are unable to wash our hands properly. 2 After learning all about washing our hands, let s fill in this concept map! Washing our Hands Washing our Hands When should we wash our hands? How should we wash our hands? What can we do if we need to wash our hands and there is no sink or hot water? Why is it important to wash our hands? 3 Content Area: COMMUNICABLE DISEASE PREVENTION Performance Task: Hand Washing Concept Map Educational Level: Elementary School Teacher Information language Arts, Health Education Curriculum Connections Students create the attached concept map on different aspects of hand washing.

5 Overview Students receive a copy of the hand washing concept map to fill in responses to questions. Students show understanding of when, how, and what of washing hands as well as what precautions can be taken in a situation where appropriate hand washing facilities are not available. Requirements This assessment can be completed in one class period. Time Hand washing concept map, pen, or pencil Materials 4 Provide instruction on various aspects of hand washing, including instruction on the spread of bacteria and possible use of hand sanitizers. A glow germ presentation might be helpful. Instructions Answers will be scored on the following: Assessment Criteria Students show how well they understand the when, how, and why of hand washing as well as what to do when appropriate hand washing facilities are not available.

6 Wisconsin Health Education Standards A DISEASE PREVENTION and health promotion B Health behavior C Goal setting and decision-making D Accessing accurate information E Impact of culture and media F Communication skills G Advocacy 5 Hand washing is the single most important PREVENTION step for reducing the spread of DISEASE . Hands should always be washed upon exiting animal areas and before eating or drinking. Sample Response HOW Wet hands with running water; place soap in palms; rub together to make a lather; scrub hands vigorously as you say the ABC song. Dry hands with a clean towel. Do not dry hands on clothing. WHEN After touching animals. Before eating. After using rest rooms. WHY It is the single most important PREVENTION step for reducing the spread of DISEASE .

7 WHAT Use hot water if possible. If only cold water is available, use a soap that works effectively in cold water. If there is no sink, running water that has some pressure and volume will work if there is soap available. Hand sanitizers can work if no other hand washing station is available. 6 7 Content Area: COMMUNICABLE DISEASE PREVENTION Performance Event: Stop the Spread of DISEASE Educational Level: Elementary School Student Instructions In this activity, you will make a Stop the Spread of DISEASE book. On each page of your booklet is listed a general healthy behavior that works to stop the spread of DISEASE . Draw a picture of that healthy behavior and print information that explains your drawing so that students your age can understand your explanation.

8 When your booklet is finished, make a cover and write a title on it. Your booklet should include the following: 1. A book cover with a title. 2. A page for each healthy behavior. List the behavior, draw a picture of the behavior, and tell about your behavior. Answers will be scored on the following: Assessment Criteria 1. How well you understand health information on healthy hygiene. 2. How well you demonstrate an understanding of individual responsibility as it applies to healthy behaviors. 8 9 Content Area: COMMUNICABLE DISEASE PREVENTION Performance Event: Stop the Spread of DISEASE Educational Level: Elementary School Teacher Information Curriculum Connections Art, language Arts, Health Education Overview This activity promotes the practice of healthy behaviors.

9 Requirements Children in the primary grades will make booklets to promote healthy behaviors. They should include the following: Hand washing. Proper coughing technique. What to do if you begin coughing, have a headache, or start to sneeze. When to tell parents, teachers, or school nurses about how you feel. Other behaviors you think are important to stop the spread of DISEASE . Each page of the booklet should list one healthy behavior, illustrate the behavior, and include information about the behavior. Students assemble their work into a booklet with cover pages of two sheets of construction paper. They design a cover and give their booklet a title. If time permits, the students could read their booklets to other students. Teachers may want to include pages on how diseases spread.

10 This is an individual assignment. Time This task will take two class periods to complete. Materials Students will need paper labeled with behaviors, construction paper, pencils, markers or crayons, and a stapler. Instruction Explain how personal health choices and behaviors play an important role in DISEASE PREVENTION . 10 Assessment Criteria Answers will be scored on the following: 1. How well students understand health information to prevent the spread of DISEASE . 2. How well students demonstrate an understanding of the impact individual responsibility has on healthy behaviors. Wisconsin Health Education Standards A DISEASE PREVENTION and health promotion B Health behavior C Goal setting and decision-making D Accessing accurate information E Impact of culture and media F Communication skills G Advocacy Sample Response Cover and Title *The Stop the Spread Train Drawing of a train with five cars, each one representing one health behavior.