Dehydration and Heat-Related Emergencies

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Course Name: Exploration of Health Occupations and Career Planning

  Program Name: Health Science

  Course Number: 8400210

  Course Type: Orientation/Exploratory

  CIP Number: 03179999EX

  Course Name: Exploration of Health Science Professions

  Program Name: Health Science

  Course Number: 8400310

  Course Type: Orientation/Exploratory

  CIP Number: 03179999EX

• Unit Outline

  
  

  This lesson should be used with the Case Study "Water and Wellness" (See CPALMS Resource ID 219137).

• Career Connection

  
  

  Dehydration can lead to heat-related emergencies. This lesson will introduce students to heat-related emergencies and give them the opportunity to role-play emergency situations. In addition, one extension activity prompts students to research careers in emergency medicine.

  Students will demonstrate compassion, empathy, active listening, and communication skills as they respond to ‘hurt’ patients in the medical scenario role-playing activity.

  Students will practice critical thinking and problem-solving as they analyze scenarios for which medical problem is occurring and decide the best course of treatment/care for each scenario.

• Learning Objectives

  
  
  • Identify heat-related emergencies and symptoms associated with each.
  • Identify appropriate first aid care for dehydration and heat-related medical conditions.
  • Role play scenarios involving diagnosis and treatment for dehydration and heat-related medical conditions.

• Prior Knowledge

  
  

  Students should be familiar with/able to:

  • Some of our behaviors and choices impact our health.
  • Identify water as a nutrient that is needed for many bodily functions, including maintaining appropriate body temperature.
  • Dehydration results from taking in less water than the body needs.
  • First aid and/or emergency care is needed for some medical problems.

• Guiding Questions

  
  
  • What medical problems can result from dehydration?
  • What symptoms indicate a more serious heat-related condition?
  • How should you respond to different heat-related conditions?

• Procedure

  
  

  Introduction:

  1. Pose the following bellwork/warm-up question: “How can you tell if someone is experiencing a medical emergency?” Then, have students share with a partner and/or the class.
     
     
  2. Provide the case study “Water and Wellness” (See CPALMS Resource ID 219037) to students.
     • Tell students that the case study will provide background/setting for today’s lesson.
     • Have students read it aloud with a partner or group.
       
       
  3. The teacher can have students discuss these questions (in groups or as a class):
     • What symptoms does Jake experience?
     • What factors and/or choices might have affected how poorly Jake felt?
     • Why is water important and needed by your body? (answers may include: It is a component of blood, cools the body, etc.)
     • What problems can result from not drinking enough water? (answers may include: overheating, dizziness, cramps, etc.)
       
       
  4. Tell students that the activity will focus on heat-related conditions and emergencies that often result from lack of water and subsequent overheating.
     
     
  5. Pass out the Handout: “Dehydration and Heat Related Conditions.” Have students read the passage aloud in groups to learn about five heat-related conditions (heat rash, heat cramps, dehydration, heat exhaustion, and heat stroke).
  • • Allow students to take notes, underline/highlight key information, etc.
    • Encourage students to look for symptoms that indicate a more dangerous condition and possible need for emergency care/treatment.
    • After 5-10 minutes, come together as the whole class and discuss/review the five conditions.
      
      

  Student-Centered Activity:
  

  1. Students will role-play how to provide first aid care for people in heat-related situations and emergencies.
  • Put students in groups of 3 students.
  • Give each group a scenario, students can also select their own scenarios. Students will review the scenario, identify which condition it is by comparing it to the handout, and discuss the appropriate treatment for that condition.
  • The teacher should circulate to make sure each scenario is correctly diagnosed. (Answer key provided on the last page of the scenario file.)
  • Students can then act out their scenarios for the class. Teacher can allow students 5-10 minutes to practice their scenario in their groups.
  • Each group role play their scenario for the class, providing review of all five of the medical conditions and the treatment for each. (If time doesn't permit, students can volunteer to perform their scenario.)

  Closure:

  1. Follow-Up discussion:
     • Have students share what they learned with the class.
     • Ask students to refer back to the case study. What problem was Jake experiencing? (answer: heat exhaustion)
     • Ask students how this knowledge helps them take better care of themselves and help others in emergency situations.
     • Ask students what medical careers might be involved in treating someone with one of these conditions. (answers may include ER doctors/nurses, paramedics, school nurses, etc.)

• Teacher Notes

  
  
  • This lesson can be split over multiple class periods if necessary.
  • This lesson is designed for students to work in groups. The teacher should set up groups of 2-3 students in advance.
    
    
  • If needed, review guidelines for group work with the class, such as remaining on-task, positive/encouraging team talk, flexibility, equal participation, etc.
    
    
  • Lesson pacing: 10 minutes case study and discussion, 15 minutes to review the “Dehydration and Heat-Related Emergencies” Handout, 5-10 minutes to practice the role play, 15-20 minutes to present role-play medical scenarios to the class, and 5 minutes follow-up discussion.
    
    
  • The teacher should circulate as students are working to guide discussion and monitor behavior. Possible questions to guide discussion include:
  • Why is water important to health and wellness?
  • What medical problems can result from dehydration?
  • What symptoms indicate a more serious heat-related condition?
  • How should you respond to different heat-related conditions?

• Optional

  
  
  • The teacher can informally assess learning through group discussion and observation of students during the role-playing activity.