Blood-borne Pathogens

TITLE:  Blood-borne Pathogens                                 Submitted from Caldwell, Idaho

GRADE: any

SUBJECT:  Health, Science

MATERIALS/TIME REQUIRED: Grade/Age appropriate reading material for Jigsaw

PROVIDE FOR INCLUSION – A You Question, Energizer, or Linking Strategy:

Thumbs up, thumbs down questions to establish prior knowledge, learning connections.

Example:  Donating blood can save a person’s life.

Blood can carry deadly diseases.

You can tell by the color of blood, whether or not it is infected with a disease.


Content Standard:  Universal precautions:  How to protect yourself from blood-borne pathogens.

Collaborative:  Listen attentively, solve problems creatively

Personal: Internalize information and apply to daily, personal life

IDENTIFY THE STRATEGY: Jigsaw / Peer Response Huddle

Have stations prepared with reading or visual material (or actual presenters at each) for topics, such as First Aid, Blood-borne pathogens, Prevention measures…

Use the Jigsaw strategy so that each student is an “expert’ and can return to his/her original tribe/group and convey information.

Use the strategy “Peer Response Huddle” to check for understanding and accurate information dispensed during ‘Jigsaw’.  Using whiteboards in groups is another way to assess


What did you learn?

What is an appropriate prevention measure if someone has a nosebleed?

How important is hand washing?  What is a possible effect of not washing your hands?

How well did you listen?

What will you change or keep doing in your daily life?


AUTHENTIC ASSESSMENT:  During ‘peer response huddle’, you could have each student take a turn writing down the answer to a question – then have them organize and collect at the end of class.

Or, for younger students, they can draw a picture of a time they were in need of help.


Group Development Process

►Cognitive Theory

Multiple Intelligences

Cooperative Learning


Reflective Practice

Authentic Assessment