Identify Signs of Food Poisoning

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Program Title: Medical Skills and Services

  Course Title: Medical Skills and Services

  Course Number: 8400320

  Career Cluster: Health Science

  CIP Number: 03179997PA

  Course Type: OTHER - High School Programs

  CTE Standards or Benchmarks:

  • CTE-HLTH.912.8400320.5.3 -Recognize types of poisoning and treatment.

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “The Case of the Bad Shrimp.” See CPALMS resource ID#215708.

• Career Connection

  
  

  Students completing studies in the healthcare field should be aware of how essential it is to have the knowledge required to effectively discuss possibilities and make an accurate assessment of a given situation, assuring that a patient receives the needed treatment. Equally, the importance of maintaining effective relationships needs to be part of the studied areas in order to facilitate the decision-making process in a timely and effective manner.

• Learning Objectives

  
  

  Students will be able to:

  • Identify and differentiate between symptoms of food poisoning and allergic reactions.
  • Assess the medical needs of the patient and decide on a plan of action.
  • Explain why the health status of the patient requires a visit to the emergency room, or not.
  • Assess a business' responsibility and necessary steps to report the incident to food services and prevent future occurances.
  • Create a detailed action plan to be used in emergency situations involving potential food poisoning or allergic reactions.

• Prior Knowledge

  
  

  Students should be familiar with:

  • the vocabulary terms: allergy, poisoning, vital signs, procedures, shock, and doses.
  • the process of assessing vital signs and recognizing signs of shock.
  • basic emergency medical procedures for treating allergic reactions and food poisoning.

• Guiding Questions

  
  
  • How do teamwork and collaboration influence the effectiveness of medical treatment in emergency situations?
  • Why is it important for healthcare workers to have a thorough understanding of medical procedures and protocols?
  • How can healthcare workers ensure they make well-informed decisions when providing care?
  • What key factors should be considered when creating procedures to prevent, respond to, and document incidents of food poisoning or allergic reactions?

• Procedure

  
  
  1. To start this lesson, review all vocabulary terms listed as prior knowledge, as needed.
  2. Pass out a copy of the case study “The Case of the Bad Shrimp” (CPALMS Resource ID#215708). Allow sufficient time for students to read the case study individually and encourage students to mark up the case study as they read, taking note of important information related to medical skills and services.
  3. Once students have finished reading the case study, facilitate a whole group discussion to assess comprehension and highlight the important medical skills and services content in the case study. If needed, the following questions can be used to guide discussion:
     • What symptoms did Adam exhibit that could indicate a food poisoning or allergic reaction?
     • How should medical professionals prioritize their initial response to stabilize him?
     • What treatments can EMTs administer for a suspected severe allergic reaction?
     • Why is it crucial to administer these treatments quickly?
     • How can medical professionals differentiate between symptoms of food poisoning and an allergic reaction?
     • What factors should influence the decision to transport a patient to the emergency room?
     • What other information is important to know before administering treatment or deciding on a plan of action?
     • What steps can the hotel manager take to prevent future incidents and ensure the safety of guests?
     • How does recognizing and treating different types of poisoning help in managing liability and guest safety?
  4. Group students into small groups of 3 – 4. Explain that each group will act as the hotel’s management team to create a comprehensive written action plan that can be used to handle similar incidents in the future. Students’ plans should ensure the safety of guests and staff, effectively manage the emergency, and minimize liability for the hotel.
     • Pass out a copy of the Action Plan Rubric (see attachments) to each group. Groups may receive 1 copy for the whole group or multiple copies so that each group member can refer to the rubric, as needed, while developing the action plan.
     • Allow students time to develop their plans. While students are working, visit groups to answer questions and address any misconceptions that may arise. Remind students to use the rubric to guide development of their plan.
  5. Once all groups have completed their plans, have them present their action plans to the class for feedback and discussion.
  6. To close the lesson, have students provide an individual written reflection to one of the following questions: “How can this information help you in a real-life emergency situation?” or “How can you apply the skill you used today in other situations, either in school or in your future career?”

• Teacher Notes

  
  
  • A variation to this activity could be to provide the same basic scenario to all groups with some variations. For example, one group does not need to know the blood pressure and heart rate reading, or that the patient has not reported food allergies.