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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.

IDENTIFY THE OBJECTIVES:

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

REFLECTION:

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?

PROVIDE AN OPPORTUNITY FOR APPRECIATION:  Invite statements

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.

LEARNING COMPONENTS

Group Development Process

►Cognitive Theory

Multiple Intelligences

Cooperative Learning

►Constructivism

Reflective Practice

Authentic Assessment

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