Risk Factors for Illness

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Program Title (as applicable):

  n/a

  Course Title:

  Orientation to Health Science Professions

  Course Number:

  8400110

  Career Cluster:

  Health Science

  CIP Number:

  03179999OR

  Course Type:

  Orientation/Exploratory

  CTE Standard(s) or benchmarks:

  CTE-HLTH.68.8400110.5.2 - Demonstrate an understanding of the risk factors that contribute to illness.

• Unit Outline

  
  

  This is the first lesson for the case study, "Risk Factors for Illness" (CPALMS resource ID# 214980).

• Career Connection

  
  

  Students will gain knowledge of risk factors for several serious illnesses. This is necessary as a health care professional to be able to advise and treat future patients.

• Learning Objectives

  
  

  Students will be able to:

  • Define risk factors.
  • Differentiate between controllable and non-controllable risk factors.
  • Give examples of controllable and non-controllable risk factors.
  • Explore factors that lead to insulin resistance and high blood pressure and classify them as controllable or non-controllable.
  • Write a paragraph explaining how risk factors and illness are related.

• Prior Knowledge

  
  

  Students should be familiar with/able to:

  • The concept that illness is caused by many things.
  • The concept that some of our behaviors and choices impact our health.

• Guiding Questions

  
  
  • What causes illness?
  • What are risk factors?
  • Give an example of how a behavior can impact health.
  • What risk factors increase the likelihood of developing insulin resistance? of high blood pressure?
  • Can illness be prevented?
  • How do you know your risk of developing an illness or disease?

• Procedure

  
  
  1. Introduction: Ask students what they know about what causes illness and disease. Record student answers on the board or an anchor chart, if desired.
     
     
  2. Pass out the Case Study: Risk Factors for Illness to students. Provide each student with a copy so they can take notes and/or underline important details as they read.
     
     
  3. After providing a few minutes for students to read the case study, have groups discuss the story. Suggested discussion questions:
     
     
     • What is Michael’s diagnosis? (medical problem)
     • What things in Michael’s lifestyle might be affecting his health?
     • What is Zoe’s diagnosis? (medical problem)
     • What things in Zoe’s lifestyle might be affecting her health?
     • What is Zoe worried about?
       
       
  4. Then, have students brainstorm things they want to know about illness or what they need to know to address Zoe's concerns. Record student answers on the board or an anchor chart to refer back to later in the lesson, if desired.
     
     
  5. Pass out the Illness and Risk Factors Student Notes worksheet to each student. Students will complete the chart as they move through the Risk Factors Stations.
     
     
     • Station #1 describes the three main causes of illness.
     • Station #2 introduces risk factors, controllable vs. non-controllable risk factors and have a card sort to classify risk factors as controllable or non-controllable.
     • Station #3 provides information about high blood pressure
     • Station #4 provides information about insulin resistance
       
       
  6. As students finish the stations, give each one a copy of the Illness and Risk Factors Conclusion paper. They will classify the causes and risk factors for both high blood pressure and insulin resistance as controllable or non-controllable. Then, they will write a full paragraph using evidence from the stations, logical organization, and transitions to explain the connection between illness and risk factors.
     
     
     • If time is limited, this paper could be assigned as homework.
       
       
  7. To bring the lesson to a close, bring the class back together for a group discussion. Ask students what they learned about risk factors, high blood pressure, and insulin resistance. Then, go back to the end of the case study and discuss the following:
     
     
     • Are Zoe's concerns about her behaviors leading to illness correct?
     • Is it possible that her children will also develop insulin resistance or high blood pressure?
     • Is there anything she can do to prevent that from happening?
     • What discussions would you have with Zoe as her medical provider?
     • How can doctors advocate for their patients to consider controllable risk factors (i.e., wearing sunscreen, yearly screenings, exercise, etc.)?

• Teacher Notes

  
  
  • This lesson allows students approximately 5 minutes at each station. If more time is desired, the teacher can allow two days for this lesson.
    
    • 1 Day Lesson Pacing: 10-15 minutes for warm up and case study, 25 minutes for the stations (approx. 5 minutes at each, plus transitions), 10 minutes for the Conclusion assignment, and 5 minutes for the whole-group discussion
      
      
  • This lesson is designed for students to work in groups. The teacher should set up student groups in advance.
  • Station information and card sort resources will have to be printed and distributed at stations or a copy given to each group.
  • The teacher should circulate as students are working to guide discussion and monitor behavior. Possible questions to guide discussion include:
  • What causes illness?
  • What are risk factors?
  • Give an example of how a behavior can impact health.
  • What risk factors increase the likelihood of developing insulin resistance? of high blood pressure?
  • Can illness be prevented?

• Optional

  
  

  Extension Ideas:

  • Teachers could proceed with a second lesson, Exploring Risk Factors for Illness, see CPALMS ID 214982.
  • Students could interview family members to determine genetic risk. (See “Investigating Genetic Risk and Family Health History” worksheet.)
  • Students could research relevant careers of a genetic counselor, endocrinologist, and/or nutritionist and create a poster or brochure about the career.
  • Students could research a genetic disorder and create a digital One-Pager (mini-poster) about it. Suggested genetic disorders for research include: Thalassemia, Cystic fibrosis, Tay-Sachs disease, Sickle Cell Anemia, hemochromatosis, Hemophilia, Duchenne muscular dystrophy, spina bifida, albinism, and/or Down syndrome. (See “Genetic Disorder One Pager Directions and Rubric” handout.)
  • Assign each student group one kind of pathogen (bacteria, protists, viruses, parasites, and fungi) to research. Have students make a poster and present their pathogen to the class.