English Language Learners (ELL)
Health Curriculum
April 2015
English Language Learners (ELL) Health Curriculum
Lesson 1: Health Care Systems and Health Insurance ................................................... 1
Lesson 1 Teacher Notes ............................................................................................... 10
Lesson 2: Health Professions ........................................................................................ 12
Lesson 2 Teacher Notes ............................................................................................... 22
Lesson 3: Immunizations............................................................................................... 24
Lesson 4: Oral Health.................................................................................................... 25
Lesson 4 Teacher Notes ............................................................................................... 34
Lesson 5: Cardiovascular and Nervous Systems/Hypertension .................................... 36
Lesson 5 Teacher Notes ............................................................................................... 45
Lesson 6: Reproductive System and Sexual Health ..................................................... 47
Lesson 6 Teacher Notes ............................................................................................... 60
Lesson 7: Respiratory and Skeletal Systems and Tuberculosis .................................... 63
Lesson 7 Teacher Notes ............................................................................................... 72
Lesson 8: Muscular and Digestive Systems and Hepatitis B......................................... 74
Lesson 8 Teacher Notes ............................................................................................... 85
Lesson 9: Diabetes........................................................................................................ 87
Lesson 9 Teacher Notes ............................................................................................... 98
Lesson 10: Lymphatic System and Cancer ................................................................. 100
Lesson 10 Teacher Notes ........................................................................................... 112
Lesson 1: Health Care Systems and Health Insurance
K-W-L Graphic Organizer
K (Know)
What do you know about Health
Care Systems and Health
Insurance?
1
W (Want)
What do you want to know about
Health Care Systems and Health
Insurance?
L (Learned)
What did you learn about Health
Care Systems and Health
Insurance?
Minnesota Department of Health | ELL Curriculum Project 2014
Lesson 1: Health Care Systems and Health Insurance
Glossary
1. co-insurance: the percentage of money that you are expected to pay after the deductible is reached
2. co-pay: the flat fee that you are expected to pay for a medical service, such as a doctor’s appointment
3. deductible: the amount of money that an individual pays before the benefits of health insurance kick in and coinsurance starts
4. health insurance: a system that organizes people, institutions and resources to deliver health care services
5. Medicaid: health insurance for very low-income people, funded by federal and state government
6. Medical Assistance: Minnesota’s Medicaid program
7. Medicare: a federal health insurance program for people over 65
8. MinnesotaCare: a program for Minnesotans who are low income, are not eligible for Medical Assistance, and do
not have access to affordable health care coverage through their employer
9. network: the groups of health care providers, laboratories, pharmacies, etc. that are connected to a specific
health insurance company
10. out-of-pocket limit: after you have paid this amount of money, your health insurance will cover 100% of your
costs for medical services that are included in your plan
11. premium: the amount of money that you and/or your employer pays the insurance company every month or year
as part of the insurance plan
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Minnesota Department of Health | ELL Curriculum Project 2014
Lesson 1: Health Care Systems and Health Insurance
Reading and True and False
Medicare is a federal health insurance program for people
over 65 and people with certain disabilities.
What kinds of health insurance does the
government provide in Minnesota? 1,2,3
Medical Assistance (MA), Minnesota’s Medicaid program,
pays for medical care for very low-income Minnesotans.




People enrolled in MA include children, parents, pregnant
women, adults without children, seniors and people with
disabilities.
There are eligibility requirements for the program. People
must have an annual income lower than a certain level.
Even if their income is above the limit, people may still
qualify for MA if they have enough medical bills.
Federal and state money pays for MA.
People who work in the U.S. pay a small part of each
paycheck to Medicare. If you have paid this Medicare tax
during your working years, you will pay less for Medicare when
you are older.
If you have not worked in the U.S. and have not paid anything
to Medicare, you will need to pay more to get Medicare
insurance when you are older.
Minnesota has a Medicare savings program to help people
with low income pay for Medicare.
Read each sentence. Then circle True or False.
MinnesotaCare is a program for Minnesotans who have low
incomes, are not eligible for MA, and cannot get affordable
health insurance through their employer.




The program is mainly for adults. Children who are not
eligible for MA may be able to get MinnesotaCare.
There are eligibility requirements for the program. For
example, people must have an annual income below a
certain level.
Most people who have MinnesotaCare pay a monthly
premium. The cost depends on your family size and
income.
MinnesotaCare is paid for with state and federal tax
dollars, taxes on healthcare providers, and the premiums
paid by people who are enrolled.
1. Medical Assistance is for people with low incomes.
True
False
2. Medicare is for people 60 and older.
True
False
3. The cost of MinnesotaCare depends on your income and
family size.
True
False
4. MinnesotaCare is mainly for children.
True
False
5. People with an income above the limit will never qualify for
Medical Assistance.
True
False
6. Medical Assistance is Medicaid.
True
False
7. Medicare is for people over 65.
True
False
8. MA is paid for only by federal dollars.
True
False
9. Minnesota has a program to help people with Medicare
costs.
True
False
1
http://ezinearticles.com/?Advantages-and-Disadvantagesof-Point-of-Service-Health-Plans&id=2681705
10. People with disabilities can get health
coverage.
True
False
2
http://www.dmhc.ca.gov/dmhc_consumer/hp/hp_ppos.aspx
http://www.dhs.state.mn.us/main/idcplg?IdcService=GET_D
YNAMIC_CONVERSION&RevisionSelectionMethod=LatestRele
ased&Redirected=true&dDocName=id_006254
3
3
Minnesota Department of Health | ELL Curriculum Project 2014
Lesson 1: Health Care Systems and Health Insurance
Reading Comprehension
What is a health care system?
A health care system organizes people and resources to
provide medical care to a community or population. Different
countries have different health care systems.

Countries such as Canada, England and Taiwan have a
national health care system. This means health care is run
only by the government and almost all health care
information comes from one government organization.

In the United States, health care is a collaboration of
private companies and government (public) institutions.
Insurance and health care can be complicated and difficult
to understand.
Under the US system, health care is managed through
many different organizations that are not connected to one
another. This is why you may have to fill out information
forms again if you go to a new clinic or hospital. This can
also make health care very confusing.
What is health insurance?
Insurance is something you buy so that if you get sick, you will
not have to pay all of the medical bills by yourself. Having
health insurance allows a sick or injured person to have her
insurance company pay for part of the medical services.
Without health insurance, a person must pay for all his medical
care by himself, which can cost a lot of money.
Health insurance also supports preventive health care. Often,
the health insurance company will pay for yearly check-ups, to
help prevent individuals from becoming very sick.
How does health insurance work?
Health insurance is like a shared jar of money for medical
expenses. Everyone puts money into the jar. Some people
may get sick and need to use this jar of money more than
other people. Other people may not get sick and may not need
to use the money. If everyone puts money in the jar, then there
is enough for everyone to have money when they get sick.
4
How can I get health insurance?
 Employed: Many people receive health insurance through
their workplace.
 Employed but uninsured: Individuals whose jobs do not
offer insurance can purchase private insurance.
 Unemployed, disabled or low-income: Individuals may be
able to get insurance through a program funded by the
state and/or the federal government, such as Medical
Assistance or MinnesotaCare.
 Age 65+: Senior citizens who have lived and worked in the
U.S. for a certain amount of time qualify for Medicare,
health insurance for senior citizens provided by the federal
government.
Write a short answer based on the reading.
1. What kind of health care system does the US
have?
_________________________________
_________________________________
2. How can you get health insurance if you don’t
have a job?
_________________________________
_________________________________
Critical thinking skills:
1. Think about the question.
2. Talk about the answer with a partner.
3. Write a brief paragraph to answer the question.
Why is having health insurance important?
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
Minnesota Department of Health | ELL Curriculum Project 2014
Lesson 1: Health Care Systems and Health Insurance
Definitions Match and Complete the Sentence
Health Insurance
Read each item. As a class, write the letter from the column on the right that provides the correct
definition for the word on the left.
1. ______ Network
a. The percentage of money that you are expected to
pay after the deductible is reached
2. ______ Deductible
b. The groups of health care providers, laboratories, and
pharmacies connected to a specific health insurance
company
3. ______ Out-of-pocket limit
c. The amount of money that you and/or your employer
pays the insurance company every month or year as
part of the insurance plan
4. ______ Co-pay
5. ______ Premium
d. After you have paid this amount of money, your health
insurance will cover 100% of your costs for medical
services that are included in your plan
6. ______ Co-insurance
e. The amount of money that an individual pays before
the benefits of health insurance kick in and coinsurance starts
f.
The flat fee that an individual is expected to pay for a
medical service, such as a doctor’s appointment
Use the words in the box to complete each sentence in the following passage about health insurance.
premium
co-pay
network
insurance
Many employers offer their employees health ________________ as a benefit. The
________________ is often taken from your salary with each pay check, a little bit at a time.
If you get sick, you often have to choose a doctor that is in your ________________. When
you go to the doctor’s office for an examination, you pay your ________________.
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Minnesota Department of Health | ELL Curriculum Project 2014
Lesson 1: Health Care Systems and Health Insurance
Chart and Questions
Use the chart about Jane’s health insurance to answer the questions.
1. How much is Jane’s deductible?
______________________________________________________________________________
2. What percentage of the bill does Jane’s health care plan pay once co-insurance begins?
______________________________________________________________________________
3. What percentage of the bill does Jane pay once co-insurance begins?
______________________________________________________________________________
4. How much is Jane’s out-of-pocket limit?
______________________________________________________________________________
5. How much does Jane pay after she reaches her out-of-pocket limit?
______________________________________________________________________________
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Minnesota Department of Health | ELL Curriculum Project 2014
Lesson 1: Health Care Systems and Health Insurance
Conversation
Mario was just hired at a technology business. He is meeting with the Human Resources Director to
talk about health insurance. She is explaining the different health benefit options to Mario.
HR:
Hello, Mario. Welcome to Tech Solutions. I would like to review your health benefits with you.
Mario:
That’s great, because it can be really confusing.
HR:
Yes, it can. Your coverage is with a Health Maintenance Organization (HMO). Most medical services, such as
the lab, x-ray, and pharmacy, are located within the same site.
Mario:
Okay, that seems convenient. What are the other advantages of this type of system?
HR:
Well, HMOs think preventive care is important, so those types of services are almost always covered. They
have low monthly premiums and low co-pays. You’ll probably have a primary health care provider who
coordinates your care.
Mario:
That all sounds good. Are there any disadvantages to this type of system?
HR:
Your primary health care provider must be within the HMO network, because providers out of the network
aren’t covered or have limited coverage. You must get a referral from your primary provider to see a
specialist. Not all medical services are covered.
Mario:
I see. Well, thank you for explaining all of that.
HR:
You’re welcome! Here are some informational materials for you to take home. Read them carefully. If you
have any further questions, please let me know!
----------------------------------------------------------------------------------------------------------------------------
Talk with your partner and write a short answer to the following question.
What are some of the advantages and limitations of Mario’s coverage?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
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Minnesota Department of Health | ELL Curriculum Project 2014
Lesson 1: Health Care Systems and Health Insurance
Quiz
Read the questions. Then circle A, B, C or D.
1. What kind of health care system does
the United States have?
A. government-run
B. private companies
C. a collaboration between government
and private companies
D. none
a monthly payment
20%
80%
a flat fee you pay for a medical
service
3. What is a deductible?
A. a group of health care providers
B. a co-pay
C. money you pay until co-insurance
starts
D. a monthly payment
4. What is Medical Assistance?
A. co-pay
B. medicine
C. medical assistance for the very
wealthy
D. medical assistance for low-income
individuals
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A.
B.
C.
D.
for people under 65
for people over 65
for people over 56
for people over 60
6. What is MinnesotaCare?
A. Minnesota’s Medicare Program
B. Minnesota’s dental plan
C. a program for people who need
affordable health insurance but are
not eligible for MA
D. Minnesota’s day care assistance
2. What is a co-pay?
A.
B.
C.
D.
5. Medicare is…
7. How much will health insurance pay
after you reach your out-of-pocket limit?
A. 100%
B. 90%
C. 80%
D. 20%
8. How can you find more information
about health insurance?
1. ______________________
______________________
2. ______________________
______________________
3. ______________________
______________________
Minnesota Department of Health | ELL Curriculum Project 2014
Student Survey: Health Insurance Unit
1. Did you learn more information about health insurance from studying this lesson?
1
2
no
3
4
some
5
yes
2. If you don’t have health insurance, will you apply after learning about it?
1
2
no
3
4
maybe
5
yes
3. If you have health insurance, was this information helpful for you to understand it better?
1
2
no
3
4
a little
5
yes
4. Would you share this information with family and friends?
1
2
no
3
4
maybe
5
yes
5. Do you know where to find more information about health insurance if you have more questions?
1
2
no
3
4
somewhat
5
yes
6. Did you like the class activities?
1
2
no
3
somewhat
4
5
yes
We value your opinions! Could you tell us what you liked or give us some suggestions on how to improve this lesson?
Thank you!
9
Lesson 1: Health Care Systems and Health Insurance
Teacher Notes
Objectives
1. Students will be able to explain the general overview of the American health care system
2. Students will be able to explain how health insurance works
3. Students will be able to identify health insurance information resources
Pre-lesson (15 minutes)
K-W-L Chart about health care systems and health insurance
1. Ask students about what they know about health insurance and have them write it down in the graphic
organizer.
2. Then ask students what they want to know about health insurance and write it down in the graphic
organizer.
3. This could be done as a class. You could use the projector or write the K-W-L on the board.
Lesson – choose from any of the following activities
Reading Comprehension (15 minutes)
1. First read the passage about Health Care Systems and Health Insurance to the class.
2. Next have students read the passage silently.
3. Then have the students read aloud with a partner, taking turns.
4. Have the students complete the questions with a partner or individually.
5. Correct as a class.
Definitions Match and Complete the Sentence (10 minutes)
1. After students complete the definitions match and have them match each word with the correct letter.
2. Next have students complete each sentence in the reading passage using a word from the box.
3. Correct on the board with the whole class, by having students come to the board and each writing a
sentence.
Chart and Questions (10 minutes)
1. Read through and explain the chart with the class.
2. Have the students answer the questions with a partner or individually.
3. Correct on the board with the whole class.
Reading Comprehension (15 minutes)
1. First read the passage about Government Health Insurance Programs to the class.
2. Next have students read the passage silently.
3. Then have the students read aloud with a partner, taking turns.
4. Have the students read each sentence and circle True or False, with a partner or individually.
5. Correct as a class.
Conversation and Writing (10 minutes)
1. First read the dialogue to the class, or model it with a volunteer.
2. Have students read the health insurance dialogue with a partner.
3. If time, have the students perform this dialogue in front of the class.
4. Talk about the advantages and limitations of the health benefit, as a class.
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Minnesota Department of Health | ELL Curriculum Project 2014
Lesson 1: Health Care Systems and Health Insurance
Teacher Notes
Revisit the K-W-L Chart about health care systems and health insurance (10 minutes)
1. Have students fill in the last column about what they learned about health care systems and health
insurance.
2. Use the Appendix of resources and share websites with students about how they can find out more
information about health care insurance.
3. Visit the computer lab and visit the health care insurance websites.
Assessment
Quiz (5-10 minutes)
1. As a formal assessment, give the quiz at the end of the lesson.
2. Check the quiz individually, or as a class.
3. Give informal feedback to students as you circulate and listen to them read, check questions and
activities.
Extension
Glossary (10 minutes)
1. Have students write a variety of sentences about the advantages of health insurance, using the
glossary.
Appendix of Internet Resources – can be used for computer lab activities
Where can I find out more about health insurance?
About health insurance:
•
Guide to Additional Health Care Resources - Minnesota Department of Health:
www.health.state.mn.us/clearinghouse/resources.htm
•
Summary of Coverage, Cost Sharing and Limits - Medical Assistance and MNCare:
https://edocs.dhs.state.mn.us/lfserver/Public/DHS-3860-ENG
•
Health Coverage Options – Minnesota Department of Health:
http://www.health.state.mn.us/clearinghouse/clhlthcov.htm
•
U.S. Health Insurance Marketplace: www.healthcare.gov
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Minnesota Department of Health | ELL Curriculum Project 2014
Lesson 2: Health Professions
Glossary
1. Bachelor’s Degree: a 4-year degree from a college or university
2. Certification: some jobs require you to complete a training program or pass an exam to show that you have
the knowledge to do the job; once you have completed the requirements, you are certified
3. Community/Technical College: offers 2-year and shorter programs for an associate’s degree or certification
4. Graduate Program: an additional 2-year (or longer) degree after a 4-year degree has been completed
5. Prescription: written instructions from a healthcare provider; a patient brings a prescription to a pharmacy to
get medicine
6. Salary: the payment a person receives during one year for doing his or her job
7. Training: learning the skills required for a job
Health Professions
1. Emergency Medical Technician (EMT) or Paramedic: People in these positions respond to 911 calls. They
perform lifesaving emergency procedures and transport patients to the hospital in an ambulance. They write
reports and communicate with other healthcare providers about the care they have given to patients. An EMT
may complete more training to become a paramedic. The median salary is $31,000.
2. Home Health Aide: This position requires a brief training program. Home health aides help patients who have
illnesses or disabilities, or who are older. Aides help with daily living tasks, such as bathing, dressing and taking
medication. The median salary is $21,000.
3. Medical Assistant: A one-year training program is usually required. Medical assistants help physicians by
interviewing and explaining information to patients and recording patients’ medical information in a computer
system. Medical assistants also set up patient rooms and sterilize equipment. The median salary is $29,000.
4. Medical Doctor (MD) or Physician: This career requires at least 8 years of college and residency. Doctors
prescribe and administer treatment to patients, order and interpret medical tests and monitor patients’
conditions. The salary is at least $75,000 and may be much higher.
5. Medical Lab Technician: A position requiring a 2-year degree that involves testing patients’ blood, urine and
other body fluids. A medical lab technician uses complicated equipment and is responsible for setting it up and
cleaning it. Technicians enter test results into the computer and discuss them with their supervisors. The
median salary is $37,000.
6. Nursing Assistant: Nursing assistants help patients with daily tasks such as bathing and eating. They check
patients’ vital signs and may give medications. Nursing assistants communicate with patients and the nurses
who supervise them. This position requires a brief training program for certification. The median salary is
$24,000.
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Minnesota Department of Health | ELL Curriculum Project 2014
Lesson 2: Health Professions
Glossary
7. Nursing: Licensed Practical Nurse (LPN) and Registered Nurse (RN): Both LPNs and RNs take care of
patients by observing them, recording how they are doing, and communicating with other healthcare providers.
Nurses provide many types of care, education and treatment, generally under the supervision of doctors. RNs
have more training and greater responsibilities than LPNs. The median salary for LPNs is $41,000; they must
have a 2-year degree. The median salary for RNs is $65,000; the position requires a 4-year degree.
8. Occupational Therapist (OT): This position requires at least 4 years of college. Occupational therapists work
with patients to help them perform daily living and working tasks. OTs may recommend special exercises and
equipment. The median salary is $75,000.
9. Occupational Therapy Assistant (OTA): OTAs, who must complete a 2-year college degree, assist
occupational therapists by helping patients, carrying out the OT’s treatment plan, and handling administrative
tasks such as answering the phone. The median salary is $49,000.
10. Pharmacist: This position requires a graduate degree. The pharmacist reviews prescriptions and educates
patients about drug interactions and side effects. They supervise other workers and keep records on patients.
The median salary is $117,000.
11. Pharmacy Technician: Pharmacy technicians assist pharmacists by helping patients, entering patients’
information into a computer system, and keeping medical supplies organized. The median salary is $29,000.
12. Physical Therapist (PT): This career requires a graduate degree. PTs help rehabilitate patients by planning
and carrying out programs to restore physical functioning after an injury or illness. The median salary is
$80,000.
13. Physical Therapy Assistant (PTA): This career requires 2 years of college. PTAs assist physical therapists by
observing patients, helping patients do their exercises, and communicating with patients’ families. The median
salary is $39,000.
14. Physician Assistant (PA): This position requires a graduate degree. PAs examine patients and practice
medicine under the direction of a physician. They obtain and record patient information and perform some
medical procedures. The median salary is $100,000.
15. Radiologic Technologist: To get this job, you need a 2-year degree. Radiologic technologists perform imaging
tests, such as X-rays, on patients. They operate equipment, communicate with patients and physicians, and
enter information into a computer system. Salary range is $56,000.
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Minnesota Department of Health | ELL Curriculum Project 2014
Lesson 2: Health Professions
Reading Comprehension
Medical Assistant
A Medical Assistant helps a doctor by
interviewing patients, recording their
medical information in a computer
system and explaining treatment
procedures. Medical Assistants set up
patient rooms and disinfect
instruments. They also help the doctor examine and treat
patients. The median salary is $29,000. A one-year
training program after completing high school / GED may
be required.
Pharmacy Technician
A Pharmacy Technician
assists a pharmacist by
greeting customers,
entering their information
into a computer system,
and preparing their prescriptions. Pharmacy Technicians
keep medications organized, take phone calls and handle
payments. The median salary is $29,000. A brief training
program after completing high school / GED may be
required.
Medical Lab Technician
A Medical Lab Technician tests patients’ blood, urine or
other body fluids. This
requires using
complicated equipment.
Technicians set up, clean
and maintain laboratory
equipment. They enter
information about the tests they conduct into a computer
system, and they discuss the results with their
supervisors. The median salary is $37,000. A 2-year
college degree is generally required.
Home Health Aide
A Home Health Aide helps patients who have illnesses or
disabilities, or who are older. Aides may help with
14
bathing, dressing, taking
medication, and other daily
living tasks. They
communicate with nurses
and other health
professionals about their
patients. Home Health Aides may do some cleaning and
organizing. The median salary is $21,000. A brief training
program may be required.
Write a short answer based on the reading.
1. Which one of these health professions requires a
2- year degree?
_________________________________
_________________________________
2. What does a Pharmacy Technician do?
_________________________________
_________________________________
3. What is the median salary for a Medical
Assistant?
_________________________________
4. What does a Home Health Aide do?
_________________________________
_________________________________
Critical thinking skills:
1. Think about the question.
2. Talk about the answer with a partner.
3. Write a brief paragraph to answer the question.
What kinds of skills would help a person be
successful in these health professions?
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
Minnesota Department of Health | ELL Curriculum Project 2014
Lesson 2: Health Professions
Vocabulary Card Match
Home Health Aide
Salary
Graduate Degree
Medical Doctor
(MD) or Physician
15
Physical Therapist
(PT)
Bachelor’s Degree
Learning the skills
required for a job
Prescribes and
oversees
treatment for
patients
Annual payment
for a career
A 4-year degree
Community/Technical
College
Helps patients
with daily living
tasks, such as
bathing
Offers 2-year
associate’s
degrees and
shorter
certification
programs
Training
An additional 2year (or longer)
degree after a 4year degree has
been completed
Helps rehabilitate
patients to
restore physical
functioning
Minnesota Department of Health | ELL Curriculum Project 2014
Lesson 2: Health Professions
Vocabulary Card Match
Copy the words and their definitions after you match all of the cards.
1. _________________________________________
2. _________________________________________
3. _________________________________________
4. _________________________________________
5. _________________________________________
6. _________________________________________
7. _________________________________________
8. _________________________________________
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Minnesota Department of Health | ELL Curriculum Project 2014
Lesson 2: Health Professions
Organizing Information
Write the name of each health profession in the column that correctly tells the length of
training for that profession.
Shorter Training
At least a 4-year degree
Licensed Practical Nurse
(LPN)
Emergency Medical Technician
(EMT) and Paramedic
Pharmacist
Physical Therapy Assistant
(PTA)
Registered Nurse (RN)
Occupational Therapist (OT)
Pharmacy Technician
Medical Assistant
Physician’s Assistant (PA)
Radiologic Technologist
Medical Lab Technician
Physician
17
2-year degree
Home Health Aide
Minnesota Department of Health | ELL Curriculum Project
Lesson 2: Health Professions
Partner Dictation
Partner A
Read these sentences to your partner.
1. A Licensed Practical Nurse provides basic care and treatment to patients.
2. A 2-year training program is required in order to become a Physical Therapy Assistant.
3. An Emergency Medical Technician performs lifesaving emergency procedures during an
ambulance ride.
4. A salary is the payment a person receives during one year for doing his or her job.
Now listen to your partner read. You write the sentences.
5. _________________________________________________________________________
6. _________________________________________________________________________
7. _________________________________________________________________________
8. _________________________________________________________________________
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Minnesota Department of Health | ELL Curriculum Project 2014
Lesson 2: Health Professions
Partner Dictation
Partner B
Listen to your partner read. You write the sentences.
1. _________________________________________________________________________
2. _________________________________________________________________________
3. _________________________________________________________________________
4. _________________________________________________________________________
Now read these sentences to your partner.
1. A Radiologic Technologist career requires a 2-year degree.
2. A bachelor’s degree is a 4-year college degree.
3. To become a Nursing Assistant, you need a certification.
4. A Pharmacist reviews and fills prescriptions for patients.
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Minnesota Department of Health | ELL Curriculum Project 2014
Lesson 2: Health Professions
Quiz
Read the questions. Then circle A, B, C or D.
1. How many years of school do you need
to become a Nursing Assistant?
A.
B.
C.
D.
Four-year degree
Certification – no degree required
Two-year degree
Graduate degree
Help patients get dressed
Talk with nurses
Prescribe medicine
Clean rooms
A.
B.
C.
D.
3. What does salary mean?
A.
B.
C.
D.
Annual pay
Health benefits
Training
Schedule
20
Home Health Aide
Radiologic Technologist
Physical Therapist
Emergency Medical Technician
(EMT)
$39,000
$37,000
$28,000
$25,000
An RN has more training.
An RN has fewer responsibilities.
An RN has more responsibilities.
Both A and C.
7. Which of these health professions
requires a short training program?
A.
B.
C.
D.
4. What health profession performs
lifesaving emergency procedures in an
ambulance?
A.
B.
C.
D.
A.
B.
C.
D.
6. Why is a Registered Nurse (RN) paid
more than a Licensed Practical Nurse
(LPN)?
2. Home Health Aides do NOT:
A.
B.
C.
D.
5. What is the median salary for a Medical
Lab Technician?
Medical Doctor (MD)
Medical Assistant
Registered Nurse
Physician’s Assistant
8. Which health profession interests you
the most? Why?
________________________
________________________
________________________
________________________
________________________
Minnesota Department of Health | ELL Curriculum Project 2014
Student Survey: Health Professions Unit
1. Did you learn more information about health professions from studying this lesson?
1
2
no
3
4
some
5
yes
2. After studying this lesson, are you more interested in a health-related career?
1
2
no
3
4
maybe
5
yes
3. Would you share this information with family and friends?
1
2
no
3
4
maybe
5
yes
4. Do you know where to find more information about health professions if you have more questions?
1
2
no
3
4
somewhat
5
yes
5. Did you like the class activities?
1
2
no
3
somewhat
4
5
yes
We value your opinions! Could you tell us what you liked or give us some suggestions on how to improve this
lesson?
21
Thank you!
21
Lesson 2: Health Professions
Teacher Notes
Objectives
1. Students will be able to identify various health care professions and the duties required
2. Students will be able to describe the training and educational requirements of various healthcare
professions
Pre-lesson
Organizing Information (10 minutes)
1. Have a conversation eliciting background knowledge the class has about health professions.
2. Explain training requirements for health professions and what the column headings mean.
3. Tell students to write each health profession in the correct column.
4. This could also be done as a pre-lesson activity to get a sense of what students already know about
certain health professions.
5. Students will probably need to use the glossary for this activity.
Vocabulary Card Match (10 minutes)
1. Copy and cut up the Vocabulary Match page with the vocabulary word and the definitions.
2. Give half of the students a vocabulary word and the other half the definition.
3. Have students walk around and try to match themselves with the correct profession or definition.
4. Have students copy the vocabulary words and definitions on the lines provided.
5. Students can play “Memory” with the cards and a partner.
Lesson – choose from any of the following activities
Reading Comprehension (15 minutes)
1. First read the passage about Health Professions to the class.
2. Next have students read the passage silently.
3. Then have the students read aloud with a partner, taking turns.
4. Have the students complete the questions with a partner or individually.
5. Correct as a class.
Partner Dictation (15 minutes)
1. Put students in pairs.
2. Give one partner the Partner A worksheet and the other partner the Partner B worksheet.
3. Model in front of the class. Partner A reads the sentences first, while Partner B writes the sentences
down. Then they switch. Partner B reads the sentences, while Partner A writes the sentences down.
4. Correct on the board with the whole class when everyone is finished.
Assessment
Quiz (5-10 minutes)
1. As a formal assessment, give the quiz at the end of the lesson.
2. Check the quiz individually, or as a class.
3. Give informal feedback to students as you circulate and listen to them read, check questions and
activities.
22
Minnesota Department of Health | ELL Curriculum Project 2014
Lesson 2: Health Professions
Teacher Notes
Extension
Glossary (10 minutes)
1. Have students write a variety of sentences related to health professions using words from the glossary.
23
Minnesota Department of Health | ELL Curriculum Project 2014
Lesson 3: Immunizations
Lesson coming soon.
24
Minnesota Department of Health | ELL Curriculum Project 2014
Lesson 4: Oral Health
Glossary
1.
Bacteria: tiny living creatures that can only be seen with a microscope; some bacteria help
the human body, and other bacteria cause illness
2.
Blood vessels: very small tubes that blood flows through; they are in your teeth and other
parts of your body
3.
Cavity: a hole in the tooth caused by bacteria
4.
Crown: the visible part of the tooth
5.
Dental floss: thread that helps clean between the teeth
6.
Dentist: a person whose job is caring for teeth
7.
Enamel: hard outer covering of a tooth
8.
Filling: a strong material a dentist uses to fill a cavity in a tooth
9.
Germs: tiny living things that cause disease; some germs are bacteria
10. Gums: soft pink tissue that supports teeth
11. Oral hygiene: daily care of teeth and gums, such as brushing and flossing
12. Periodontal disease (gum disease): disease that affects the gums and bone that support
the teeth
13. Plaque: sticky layer of bacteria that builds up on teeth
14. Root: part of the tooth inside the gums and bone that holds the tooth in place
15. Tooth decay: damage to tooth caused by bacteria; also called a cavity
25
Minnesota Department of Health | ELL Curriculum Project 2014
Lesson 4: Oral Health
Reading and Questions
Why is oral health important?
Oral health plays a large role in a person’s overall health. Oral
health refers to your entire mouth, including teeth and gums.
The mouth is part of the digestive system. Your mouth helps
you taste, chew and digest food. Your mouth also helps you
express your feelings by smiling and talking. Because the
mouth is where food enters the body, it is also a place where
germs come into the body. If you do not take care of your
mouth, these germs can damage your teeth and gums and
move to other parts of your body.
Facts about teeth and gums:
 The main parts of the tooth are the crown (the part you
can see above the gum) and the root (the lower part, in
the gum and bone).
 Teeth contain blood vessels.
 These blood vessels are protected by the hard outer layer
of the crown, called enamel. Enamel is very tough, but
poor oral hygiene can wear down enamel. 1
 Gums are the pink, fleshy material that works with bone to
support teeth.
Consequences of poor oral hygiene
Germs (or bacteria) occur naturally in the mouth. If the mouth
is not regularly and carefully cleaned, germs grow and hold on
to the teeth. The germs can develop into a sticky yellow layer
called plaque.
Periodontal (gum) disease: Periodontal disease affects the
gum and bone that support the teeth. Poor oral hygiene allows
germs to grow in the gums around the teeth. Inflamed gums,
pain and difficulty chewing are problems that can happen with
gum disease. 3 Your teeth can also become loose. Untreated
gum disease also lets bacteria enter the body.
Other health problems: Bacteria that grow in an unhealthy
mouth can get into the blood vessels in the teeth. Through
these blood vessels, bacteria can travel to the rest of the body,
causing serious health problems. 4 Taking care of your mouth is
especially important if you already have a health problem such
as diabetes. Diabetes makes an individual more likely to get
gum disease. Gum disease can make it difficult to control
diabetes.
Keeping your mouth healthy
To keep your mouth healthy, brush your teeth twice a day and
floss once a day. Remember to brush your tongue. You may
also wish to use a mouthwash. Go to the dental office for a
cleaning and check-up every six months. See the dentist right
away if you have a toothache or any kind of pain in your
mouth.
Write short answers based on the reading.
1. Why is oral health important?
_________________________________
_________________________________
Tooth decay: Tooth decay happens when the tooth is
damaged by bacteria. Tooth decay is also called a cavity,
which means a hole in the tooth. The food you eat, especially
sugary foods, comes into contact with plaque (bacteria) on
your teeth. The combination of sugars and bacteria creates
acid, a chemical that wears away tooth enamel.
2. What is tooth decay?
_________________________________
_________________________________
3. What can you do to keep your mouth
healthy?____________________________
When the enamel breaks down, germs have a chance to
attack the inside of the tooth and the blood vessels. 2 Tooth
decay may cause pain, and the tooth may become loose and
fall out. An untreated cavity may also allow germs to enter the
rest of the body. A dentist treats a cavity by filling the hole with
a strong material, so bacteria cannot enter the tooth.
_________________________________
_________________________________
3
1
2
http://www.mouthhealthy.org/az-topics/d/decay.aspx
http://www.mouthhealthy.org/az-topics/d/decay.aspx
26
http://www.cdc.gov/chronicdisease/resources/publications/
AAG/doh.htm
4
http://www.mayoclinic.com/health/dental/DE00001/NSECTI
ONGROUP=2
Minnesota Department of Health | ELL Curriculum Project 2014
Lesson 4: Oral Health
Conversation
Rosa is at the dentist’s office for her checkup. The dentist gives her advice on maintaining healthy
teeth and gums.
Dentist:
Your teeth look good, Rosa. No major problems, but I want to give you advice on maintaining healthy teeth
and gums.
Rosa:
Great. I want to keep my teeth healthy! How can I do that?
Dentist:
You should brush at least twice a day and floss daily. You should also drink plenty of water and rinse your
mouth frequently.
Rosa:
Oh, I didn’t know about the importance of rinsing! What else can I do to keep my teeth healthy?
Dentist:
Avoid smoking. Also, your diet affects oral health, so try to cut down on sugary foods, soda and alcohol.
Rosa:
That’s good to know. I don’t drink those things, but I do eat some sweets.
Dentist:
Toothbrushes wear out and also contain bacteria from your mouth. It’s a good idea to change your
toothbrush every 3 to 4 months. Would you like a new one now? Here you go!
Rosa:
Thanks so much! Thanks for the good advice on keeping my mouth healthy, as well!
Dentist:
You’re very welcome, Rosa! I’ll see you in another 6 months.
----------------------------------------------------------------------------------------------------------------------------
Talk with your partner and write a short answer to the following question.
What did the dentist recommend for Rosa to maintain good oral health?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
27
Minnesota Department of Health | ELL Curriculum Project Spring 2013
How do I brush and floss?
The best way to take care of your
mouth is to brush and floss twice a day.
This helps remove the sticky film called plaque that
collects on teeth and gums. Plaque makes acids and
toxins that can damage your
teeth and gums.
Using a mouthwash can also help fight plaque.
If you’re not sure what kind to use, ask
your dental team.
Here are some ways to get the
most out of your brushing routine:
Are you holding your toothbrush
correctly? Here are some tips:
Hold your
toothbrush at a
45-degree angle
to your gumline.
Brush 2 or 3 teeth
at a time. Move
the toothbrush
from the gums
toward the edge
of the teeth.
• Brush for at least 2 minutes, twice a day,
with a fluoride toothpaste.
Pay special attention to your back teeth, which
may have more plaque on them.
• Use a toothbrush with soft bristles.
rush with gentle strokes so you don’t wear
B
away your gums or teeth.
• Change your toothbrush every 3 months.
Bristles that are worn remove less plaque.
• Brush your tongue to help freshen your breath.
rush from back to front using a gentle
B
sweeping motion.
Hold the
toothbrush
vertically to
clean behind
your upper
and lower
front teeth.
Use gentle
up-and-down
strokes with the tip
of your toothbrush.
how do i brush
and floss?
Flossing helps keep teeth
and gums healthy.
For a healthier mouth, consider using
a electric rechargeable toothbrush.
Flossing every day removes plaque along
the gumline and between teeth.
Most electric chargeable toothbrushes remove
more plaque than manual toothbrushes. Some also
have built-in features that help protect teeth and
gums.
To floss correctly, follow these steps:
• Wind floss around your middle fingers.
• Use your thumbs and index
fingers to guide floss
between teeth.
• Wrap the floss around the
sides of each tooth, making
a “C” shape. This will help
ensure that you get between
gums and teeth.
Here are some other flossing tips:
• Check your gums in the mirror while you floss.
our gums should be firm and pink.
Y
If they are red, swollen, or bleeding,
see your dental team.
• Don’t stop flossing if your gums bleed.
Flossing can improve the health of your
gums and help them stop bleeding.
To use a electric chargeable toothbrush:
• Guide the brush head from tooth to tooth.
S imply move the brush head against
each tooth for a few seconds and let the
mechanical movement of the brush provide
the cleaning action.
• Gently direct the brush head along the gumline.
Follow the natural curve of your mouth.
•S
weep the brush head along your tongue to
freshen your breath.
Quick tips for better oral health
• The best way to take care of your mouth is to
brush with a fluoride toothpaste and floss your
teeth twice a day.
• Using mouthwash can also help fight plaque
and freshen your breath.
• Hold your manual toothbrush at a 45-degree
angle to your gumline.
• When flossing, form a “C” shape
around each tooth.
For more tips on brushing and flossing,
talk to your dental team or visit oralb.com.
• For a healthier mouth, consider using a electric
chargeable toothbrush. Most electric chargeable
toothbrushes remove more plaque
than manual toothbrushes.
Why are regular dental visits important?
Regular dental visits are important because they
help keep your teeth and gums healthy. You
should have a regular dental visit at least
every 6 months.
What happens at your visit?
There are 2 parts to a regular dental visit. One
part is the check-up. The other is the cleaning.
The check-up
Your dental professional will check for cavities and
to see if there is plaque or tartar on your teeth.
Plaque is a clear, sticky layer of bacteria. If it is not
removed, it can harden and become tartar. You
cannot remove tartar with brushing and flossing.
If plaque and tartar build up on your teeth, they
can cause oral diseases.
Healthy teeth and gums
Next, your gums will be checked. This will be
done with a special tool to measure the spaces
between your teeth and gums. With healthy gums,
the spaces are shallow. When people have gum
disease, the spaces may become deeper.
The check-up should also include your tongue,
throat, face, head, and neck. This is to look for
any signs of trouble, swelling, or cancer.
Plaque and tartar buildup
Why are regular
dental visits mportant?
The cleaning
Quick facts about regular dental visits
Brushing and flossing help clean the plaque from
your teeth, but you can’t remove tartar at home.
During the cleaning, your dental professional will
use special tools to remove tartar.
This is called scaling.
• Regular dental visits are important
because they help to keep your teeth and
gums healthy.
• There are two parts to a regular dental visit:
- The check-up
- The cleaning
• During the check-up, your dental professional
will check your overall oral health for any
trouble areas.
• During the cleaning, your dental professional
will remove any plaque and tartar buildup
and may polish your teeth.
Scaling removes plaque and tartar
• You should have a regular dental visit at least
twice a year.
After your teeth are scaled, they may be polished.
In most cases, a gritty paste is used for this. It helps
to remove any surface stains on your teeth.
The final step is flossing. Your dental professional
will use floss to make sure the areas between your
teeth are clean.
What you should do between visits
Be sure to take care of your teeth and gums
between regular dental visits. Plaque is always
forming on your teeth, but you can get rid of it by
brushing and flossing regularly. Here are some tips
for good oral care at home.
• Brush your teeth at least twice a day. Be sure to
use a toothpaste that contains fluoride.
• Floss at least once a day.
• Use a mouth rinse to help get rid of plaque
bacteria. This will also help to freshen breath.
Want to learn more about regular dental visits?
Talk to your dental professional
or visit oralb.com.
Lesson 4: Oral Health
Quiz
Read the questions. Then circle A, B, C or D.
1. Why is oral health important?
5. What other disease can make you more
susceptible to gum disease?
A. unhealthy teeth and gums can cause
disease
B. germs can grow if you don’t practice
good oral hygiene
C. to prevent tooth decay
D. all of the above
A.
B.
C.
D.
antibiotic
sugar
diabetes
cavity
6. Why should you brush your tongue?
2. What can you do daily for good oral
hygiene?
A.
B.
C.
D.
brush your hair
both C and D
brush your teeth twice a day
floss daily
3. What is another word for tooth decay?
A.
B.
C.
D.
gum disease
enamel
root
cavity
4. What is the hard outer covering of the
tooth?
A.
B.
C.
D.
32
enamel
crown
cavity
gum
A.
B.
C.
D.
to remove bacteria
to keep your balance
to keep your breath fresh
both A and C
7. What should you do if you have pain in
your mouth?
_____________________
_____________________
_____________________
_____________________
8. Where can you find out more
information about maintaining good oral
health?
_____________________
_____________________
_____________________
_____________________
Minnesota Department of Health | ELL Curriculum Project Spring 2014
Student Survey: Dental Health Unit
1. Did you learn more information about dental health from studying this lesson?
1
2
no
3
4
some
5
yes
2. Would you share this information with family and friends?
1
2
no
3
4
maybe
5
yes
3. After studying this lesson, are you more likely to go to the dentist?
1
2
no
3
4
somewhat
5
yes
4. Do you know where to find more information about dental health if you have more questions?
1
2
no
3
4
somewhat
5
yes
5. Did you like the class activities?
1
2
no
3
somewhat
4
5
yes
We value your opinions! Could you tell us what you liked or give us some suggestions on how to improve this
lesson?
Thank you!
33
Lesson 4: Oral Health
Teacher Notes
Objectives
1. Students will be able to explain why oral health is important
2. Students will be able to describe how to maintain oral health
3. Students will be able to find out where to get more information about oral care
Pre-lesson (10 minutes)
1. Have a brief discussion about oral health, dentists and why oral hygiene is important. Then do the
reading comprehension about oral health.
Lesson – choose from any of the following activities
Reading Comprehension (15 minutes)
1. First read the passage about Oral Health to the class.
2. Next have students read the passage silently.
3. Then have the students read aloud with a partner, taking turns.
4. Have the students complete the questions with a partner or individually.
5. Correct as a class.
Conversation and Writing (10 minutes)
1. Have students read the oral health dialogue with a partner.
2. If time, have the students perform this dialogue in front of the class.
3. Talk about the dentist’s recommendations for maintaining good oral health, as a class.
Guided Practice (15 minutes)
1. Go through the “How do I brush and floss?” handout together. Demonstrate proper brushing and
flossing motions.
2. Have students practice the motions with toothbrushes and floss in small groups.
Assessment
Quiz (5-10 minutes)
1. As a formal assessment, give the quiz at the end of the lesson.
2. Check the quiz individually, or as a class.
3. Give informal feedback to students as you circulate and listen to them read, check questions and
activities.
Extension
Glossary (10 minutes)
1. Have students write a variety of sentences about the advantages of good oral hygiene, using the
glossary.
Appendix of Internet Resources – can be used for computer lab activities
The Parts of a Tooth: www.mouthhealthy.org/en/az-topics/t/tooth.aspx
Video from the American Dental Association about the anatomy of a tooth.
34
Minnesota Department of Health | ELL Curriculum Project
Lesson 4: Oral Health
Teacher Notes
Not everyone has dental insurance. If you do not have dental insurance but need to see a dentist, here are
some more affordable options:
-Services at a dental school
-State-funded dental plans:
o
Program for HIV-positive individuals
www.dhs.state.mn.us/main/groups/aging/documents/pub/dhs16_163741.pdf
o
Minnesota public programs cover children and some limited services for non-pregnant adults.
 MinnesotaCare:
http://mn.db101.org/mn/programs/health_coverage/minnesotacare/program2b.htm
 MA:
http://mn.db101.org/mn/programs/health_coverage/ma/program2b.htm
-Nonprofit organizations: often located at community clinics, these dentists see low-income patients on
a sliding fee scale.
35
Minnesota Department of Health | ELL Curriculum Project
Lesson 5: Cardiovascular and Nervous Systems / Hypertension
Glossary
Cardiovascular System Glossary
1. Blood: fluid that carries oxygen, nutrients, waste, and water to and from the cells in your body
2. Blood pressure: the force inside your blood vessels that pushes blood through your body
3. Blood vessels: tubes that carry blood through your body
4. Heart: a very strong muscle that pumps blood throughout the body
5. Heart attack: the heart does not get enough oxygen because a blood vessel leading to the heart is
clogged
6. Heart disease: long-term problems with the heart and/or the blood vessels leading to the heart
7. Hypertension: when there is too much force in the blood vessels; also called high blood pressure
8. Platelets: help to plug up the hole when a blood vessel breaks
9. Red blood cells: carry oxygen back to cells
10. Stroke: lack of blood flow and oxygen to the brain
11. Symptom: a sign that you are sick, such as pain or fever
12. White blood cells: help the body defend against infections
Nervous System Glossary
1. Brain: part of the body that controls all functions of the body
2. Involuntary action: an action that happens unconsciously, such as digesting food
3. Nerves: collections of neurons that create a pathway for signals to travel between your brain and other
parts of your body
4. Neurons: specialized nerve cells that receive and send signals throughout the body
5. Voluntary action: an action you control, such as kicking a ball
36
Minnesota Department of Health | ELL Curriculum Project 2014
Lesson 5: Cardiovascular and Nervous Systems / Hypertension
Reading Comprehension
Cardiovascular System
The cardiovascular system’s purpose is to circulate blood
throughout the entire body. It is made up of the heart and
blood vessels. The heart is a very strong muscle that
pumps blood throughout the body. Blood vessels are the
tubes that carry blood throughout the body.
Blood carries oxygen, nutrients, waste and water to and
from body cells. There are three types of blood cells: red
blood cells, white blood cells and platelets. Red blood
cells carry oxygen to the rest of the body and carry back
carbon dioxide to the lungs. White blood cells help the
body defend against infections. Platelets are the reason
why scabs form. They help to plug up the hole when a
blood vessel breaks.
Blood Pressure
All human body cells need blood to survive. The heart
pumps blood throughout the body to support life. Blood
pressure is the force inside your blood vessels that
pushes blood through your body.
Analogy: Think about a faucet that has water running
through it.
• Low pressure: If there is only a trickle of water
running through the faucet
• High pressure: If the faucet is blocked, then the
water pipe will begin to leak, or maybe even
break. The water pressure is too high.
• Normal pressure: Steady and normal amount of
water flows through the faucet
Why is high blood pressure prevention and treatment
so important?
 High blood pressure over time can weaken organs or
limbs. Examples:
Heart disease: Continuous high blood pressure
weakens the heart’s blood vessel walls
• High blood pressure increases the risk of clogged or
burst vessels, which can cause the following serious
medical conditions:
Stroke: Without blood flow and oxygen to the brain,
brain and nerve cells die. Brain damage or death can
occur.
Heart attack: Clogged blood vessel of the heart can
cause a heart attack.
Talk with a partner. Answer the following
questions based on the reading.
1. What are the three types of blood cells?
2. What is blood pressure?
What is high blood pressure?
High blood pressure, also known as hypertension,
means there is too much force in the blood vessels,
making your heart work harder to pump blood. If this
condition continues over time without treatment, the blood
vessel can clog or burst.
37
3. Why is it important to prevent or treat high
blood pressure?
Minnesota Department of Health | ELL Curriculum Project 2014
1
Lesson 5: Cardiovascular and Nervous Systems / Hypertension
Reading Comprehension
Write short answers based on the reading.
Why is the Nervous System important? 1
The nervous system is the control center of the body. It allows
you to move, think and act the way you do. It coordinates the
voluntary and involuntary actions of your body.


Voluntary action: A voluntary action is an action you
control. If you want to kick a ball, your brain sends a
message to your leg to kick the ball
Involuntary action: An involuntary action happens
unconsciously. For example, you don’t tell your body to
digest food. Your body does it without you telling it to do
so.
How the nervous system works
Neurons: Specialized cells (called nerve cells) receive and
send signals throughout the body. Analogy: A neuron is like a
utility pole that receives and sends messages.
Nerves: Nerves are collections of neurons that create a
pathway for signals to travel between your brain and body.
Analogy: Nerves can be thought of as the collection of utility
poles that work together to receive and send messages.
Brain: The brain is very important in the nervous system and
in the body. It controls all functions of the body. Without the
brain, the body cannot function or survive. Each part of the
brain is responsible for a specific part of the body. If a part of
the brain is damaged (by a head injury or stroke, for example),
other parts of the body may become disabled.
1. What is a neuron?
_________________________________
_________________________________
_________________________________
2. What are nerves?
_________________________________
_________________________________
_________________________________
3. Why is the brain an important part of the body?
_________________________________
_________________________________
_________________________________
Critical thinking skills:
1. Think about the question.
2. Talk about the answer with a partner.
3. Write a brief paragraph to answer the question.
Describe the difference between voluntary and
involuntary actions.
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
1
http://www.youtube.com/watch?v=NL1S0AhYyFw
38
Minnesota Department of Health | ELL Curriculum Project 2014
Lesson 5: Cardiovascular and Nervous Systems / Hypertension
Definitions Match and Complete the Sentence
Cardiovascular System
Read each item. Write the letter from the column on the right that provides the correct definition. Use
the Background Information reading to help you.
1. ______ Platelets
a. a body system that circulates blood in the body
2. ______ Heart
b. a very strong muscle that pumps blood throughout
your body
3. ______ White blood cells
c. help the body defend against infections
4. ______ Blood
d. carry oxygen back to cells
e. the tubes that carry blood through your body
5. ______ Red blood cells
f.
6. ______ Blood vessels
7. ______ Cardiovascular system
8. ______ Blood pressure
help to plug up the hole when a blood vessel
breaks
g. fluid that carries oxygen, nutrients, waste and
water to and from body cells
h. the force inside your blood vessels that pushes
blood through your body
Use the words in the box to complete each sentence in the following passage about blood cells.
lungs
oxygen
carbon dioxide
white blood cells
platelets
Red blood cells carry ________________ to body cells. Once they have deposited oxygen in
the body cells, they pick up body cells’ ________________ waste, which will eventually be removed
through the ________________.
__________________ are very important in the immune system. They help the body defend
against infections. They are responsible for detecting, weakening and attacking infections in the body.
___________ are the reason why scabs form when you have a scrape on your skin.
39
Minnesota Department of Health | ELL Curriculum Project 2014
Lesson 5: Cardiovascular and Nervous Systems / Hypertension
Vocabulary Card Match
HEART
BRAIN
BLOOD
WHITE BLOOD
CELLS
40
HEART ATTACK
a very strong
muscle that
pumps blood
throughout the
body
heart does not get
enough oxygen
due to clogged
blood vessel
BLOOD VESSELS
part of the body
that controls all
functions of the
body
tubes that carry
blood throughout
the body
RED BLOOD CELLS
fluid that carries
oxygen, nutrients,
waste, and water
to and from body
cells
carry oxygen back
to cells
PLATELETS
help the body
defend against
infections
help to plug up
the hole when a
blood vessel
breaks
Minnesota Department of Health | ELL Curriculum Project 2014
Lesson 5: Cardiovascular and Nervous Systems / Hypertension
Vocabulary Card Match
STROKE
lack of blood flow
and oxygen to the
brain
HYPERTENSION
when there is too
much force in the
blood vessels,
called high blood
pressure
Copy the words and their definitions after you match all of the cards.
1. _________________________________________
2. _________________________________________
3. _________________________________________
4. _________________________________________
5. _________________________________________
6. _________________________________________
7. _________________________________________
8. _________________________________________
9. _________________________________________
10. _________________________________________
41
Minnesota Department of Health | ELL Curriculum Project 2014
Lesson 5: Cardiovascular and Nervous Systems / Hypertension
Conversation --------------------------------------------------------------------------------------------------------------------Faduma is at the doctor’s office for a routine checkup. The nurse is concerned because
Faduma’s systolic blood pressure (during heart beats) is 139, and her diastolic blood
pressure (between heart beats) is 85. This is considered pre-hypertension. Normal blood
pressure is less than 120/80.
Nurse: Hello, Faduma. I am concerned that your blood pressure is a little high. We call this pre-hypertension,
because you are at risk of developing hypertension (high blood pressure). Faduma: Oh, no. That's not good. I had no idea! Nurse: Right--most people don't. There are no obvious symptoms of hypertension.
Faduma: Why is my blood pressure higher now than it used to be? Nurse: Your blood pressure may go up as you get older. Blood vessels become less flexible as you age,
which is why we suggest getting your blood pressure checked often. Faduma: Yeah, I'm not very young anymore. Is there anything I can do to prevent it from getting worse? Nurse: Eating more fruits and vegetables is good, and so is getting 30 minutes of physical activity a day. Faduma: I know. But it's hard to find the time to exercise. Nurse: We can work together to set an exercise goal for you, Faduma.
Faduma: Thanks. I'd like that. Talk with your partner and write a short answer to the following question.
What did the nurse recommend for Faduma to improve her blood pressure?
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
42
Minnesota Department of Health | ELL Curriculum 2014
Lesson 5: Cardiovascular and Nervous Systems / Hypertension
Quiz
Read the questions. Then circle A, B, C or D.
1. What is in blood?
A.
B.
C.
D.
5. Blood pressure is…
red blood cells
white blood cells
platelets
all of the above
A.
B.
C.
D.
2. Which of the following are involuntary
actions?
A.
B.
C.
D.
kicking a ball
digesting food
reflexes
both B and C
7. Which of these is a normal blood
pressure?
A.
B.
C.
D.
controls only voluntary actions
is the control center of the body
none of these
is not important
130/83
141/92
115/80
129/89
8. Write 3 things you can do to prevent
high blood pressure.
1.
4. How can you prevent high blood
pressure?
A.
B.
C.
D.
6. High blood pressure can lead to a stroke
or heart attack.
A. true
B. false
3. The nervous system:
A.
B.
C.
D.
the force inside your blood vessels
the force inside your bones
cholesterol in your veins
kidney disease
______________________
______________________
smoke
diet and smoke
become overweight
eat a healthy diet, exercise and don’t
smoke
2.
______________________
______________________
3.
______________________
______________________
43
Minnesota Department of Health | ELL Curriculum Project 2014
Student Survey: Cardiovascular/Nervous Systems Unit
1. Did you learn more information about cardiovascular health from studying this lesson?
1
2
no
3
4
some
5
yes
2. Would you share this information with family and friends?
1
2
no
3
4
maybe
5
yes
3. After studying this lesson, are you more likely to ask your health care provider about hypertension?
1
2
no
3
4
somewhat
5
yes
4. Do you know where to find more information about cardiovascular health if you have more questions?
1
2
no
3
4
somewhat
5
yes
5. Did you like the class activities?
1
2
no
3
somewhat
4
5
yes
We value your opinions! Could you tell us what you liked or give us some suggestions on how to improve this
lesson?
Thank you!
44
Lesson 5: Cardiovascular and Nervous Systems / Hypertension
Teacher Notes
Objectives
1. Students will be able to explain how the Cardiovascular and Nervous Systems work
2. Students will be able to describe the concept of blood pressure and why it is important
3. Students will be able to find out where to get more information about blood pressure
Pre-lesson
Vocabulary Card Match (10 minutes)
1. Have students copy and cut up the Vocabulary Card Match page with the vocabulary word and the
definitions.
2. Have students match their vocabulary cards to their definitions
3. When they are finished, have students copy the word and definition on the lines provided.
4. Students can play “Memory” with the cards and a partner.
Lesson – choose from any of the following activities
Definitions Match and Complete the Sentence (10 minutes)
1. After students complete the Vocabulary Card Match, have them match each word with the correct
letter.
2. Next have students complete each sentence in the reading passage using a word from the box.
3. Correct on the board with the whole class, by having students come to the board and each writing a
sentence.
Reading Comprehension (for both Nervous System and Hypertension - 15 minutes)
1. First read the passage to the class.
2. Next have students read the passage silently.
3. Then have the students read aloud with a partner, taking turns.
4. Have the students complete the questions with a partner or individually.
5. Correct as a class.
Conversation and Writing (10 minutes)
1. Have students read the hypertension dialogue with a partner.
2. If time, have the students perform this dialogue in front of the class.
3. Talk about what the nurse recommended for Faduma by giving examples.
4. Have students write sentences about the recommendations that the nurse gave to Faduma.
Assessment
Quiz (5-10 minutes)
1. As a formal assessment, give the quiz at the end of the lesson.
2. Check the quiz individually, or as a class.
3. Give informal feedback to students as you circulate and listen to them read, check questions and
activities.
Extension
Glossary (10 minutes)
1. Have students write a variety of sentences explaining how to prevent hypertension.
45
Minnesota Department of Health | ELL Curriculum Project
Lesson 5: Cardiovascular and Nervous Systems / Hypertension
Teacher Notes
Additional resources - can be used for computer lab activities
• High Blood Pressure - Centers for Disease Control and Prevention:
www.cdc.gov/bloodpressure/index.htm
•
Heart Disease in Minnesota - Minnesota Department of Health:
www.health.state.mn.us/divs/hpcd/chp/cvh/documents/2012mnhypertensionfactsheet.pdf
•
High Blood Pressure - MedlinePlus: www.nlm.nih.gov/medlineplus/ency/article/000468.htm
•
High Blood Pressure Risk Calculator - American Heart Association:
www.heart.org/HEARTORG/Conditions/HighBloodPressure/High-BloodPressure_UCM_002020_SubHomePage.jsp
•
American Society of Hypertension: www.ash-us.org/
Interactive Activities:
Cardiovascular System
•
TeensHealth from Nemours: http://kidshealth.org/teen/your_body/body_basics/heart.html#cat20121 or
•
KidsHealth from Nemours: http://kidshealth.org/kid/centers/heart_center.html#cat20121
Nervous System
•
TeensHealth from Nemours:
http://kidshealth.org/teen/your_body/body_basics/brain_nervous_system.html#cat20121 or
•
KidsHealth from Nemours: http://kidshealth.org/kid/cancer_center/HTBW/brain.html#cat20121
46
Minnesota Department of Health | ELL Curriculum Project
Lesson 6: Reproductive System and Sexual Health
K-W-L Graphic Organizer
K (Know)
What do you know about the
reproductive system or STDs?
47
W (Want)
What do you want to know about
the reproductive system or STDs?
L (Learned)
What did you learn about the
reproductive system or STDs?
Minnesota Department of Health | ELL Curriculum Project 2014
Lesson 6 and 6A: Reproductive System, Sexual Health and Urinary System
Glossary
1. anus: the opening at the lower end of the digestive system through which solid waste leaves the body
2. bladder: stores urine until a person is ready to use the bathroom
3. condom: a thin cover, often made of latex (rubber), worn on the penis or in the vagina during sex to prevent
pregnancy and STDs
4. infertility: in women, infertility means trouble getting pregnant or carrying a baby until it is ready to be born; in
men, infertility means trouble getting a female partner pregnant
5. kidneys: a person’s two kidneys remove waste products and nutrients from the blood
6. kidney stones: highly concentrated clumps of nutrients that form after being filtered through the kidney; if large
enough, they can get lodged in the ureter, causing pain
7. menstrual cycle: changes in a woman’s uterus and ovaries to prepare for pregnancy; the menstrual cycle lasts
around 28 days; if a woman is not pregnant, she has a period (menstruation)
8. ovaries: a woman’s ovaries produce eggs (ova) and hormones
9. penis: male organ that expels sperm and urine
10. reproduction: in this context, to reproduce means to have children
11. reproductive system: includes the body parts necessary for reproduction, such as penis and testes in men, and
uterus and vagina in women
12. sex: the physical joining of two people for pleasure and/or reproduction
13. Sexually Transmitted Diseases (STDs): diseases passed from person to person through sexual contact
14. sperm: male cells that fertilize female eggs to create new life
15. sphincter: circular muscles located at the base of the bladder that prevent urine from leaking out of the body
16. testes (or testicles): a man’s testes produce sperm
17. ureters: two tubes that hang down from the kidneys; excess nutrients and toxins pass through the ureters after
being filtered by the kidneys
18. urethra: the pathway from the bladder to the outside of the body
19. urinary tract infection: occurs when bacteria enter the urinary system
20. uterus: a female organ where a baby grows
21. vagina: a female organ that connects the outer sex organs to the uterus
48
Minnesota Department of Health | ELL Curriculum Project 2014
Lesson 6: Reproductive Systems and Sexual Health
Reading Comprehension
Sexual Health
Your reproductive system allows you to have children, if you
choose, and to live a healthy life. It is important to take care
of your reproductive system.
What is a Sexually Transmitted Disease (STD)? 1
There are many types of sexually transmitted diseases
(STDs). Sometimes they are called sexually transmitted
infections (STIs). These diseases can be caused by
bacteria, parasites or viruses.
How are STDs transmitted?
STDs are usually passed through person-to-person sexual
contact. This includes vaginal, anal or oral sex. A few STDs
can be spread through the touching of genitals (penis or
vagina). 2
Why is STD prevention and treatment important?
Often, STDs do not have any symptoms. Many people who
have an STD do not know they have it. Sometimes a person
may have symptoms, such as pain. If you are sexually
active, it is important to get tested for STDs even if you have
no symptoms.
Untreated STDs can lead to pain, infertility, cancer and
death. 3 STDs can be passed to a baby during pregnancy or
birth. A pregnant woman with an untreated STD may be at
risk for problems with childbirth: the baby might be born too
early, or it may be stillborn (not alive). The mother’s STD
could also cause health problems for the baby, such as
blindness, liver disease, and lung problems. 4 It is especially
important for pregnant women to be tested for STDs.
What are some examples of STDs?
Listed below are several common STDs.
Remember, STDs do not always have symptoms!
1
http://womenshealth.gov/publications/our-publications/fact-sheet/sexuallytransmitted-infections.cfm#a
2
http://womenshealth.gov/publications/our-publications/fact-sheet/sexuallytransmitted-infections.cfm#c
3
http://www.healthypeople.gov/2020/topicsobjectives2020/overview.aspx?topi
cid=37
4
http://www.cdc.gov/std/pregnancy/STDFact-Pregnancy.htm
49
Chlamydia: Chlamydia usually has no symptoms. If a
person has symptoms, they may include unusual bleeding
(for women), painful urination and unusual discharge (fluid)
from the vagina or penis. Left untreated, it can lead to pain
or permanent infertility in women. 5 Chlamydia can be
treated with antibiotics. 6 Chlamydia is the most common
curable STD in the US.
Human papillomavirus (HPV): HPV often has no symptoms.
Sometimes, HPV can cause warts to grow in the mouth,
throat and genital areas. Untreated, it can lead to cancer of
the vagina, penis and/or anus. There is no treatment for the
virus, but there are treatments for the health problems that
HPV can cause. 7 HPV is preventable by getting the HPV
vaccination.
Genital Herpes: Symptoms may include sores in the lining
of the mouth, vagina or rectum. There is no cure for genital
herpes, but infected people can take medications to reduce
symptoms and reduce transmission to others. 8
Gonorrhea: Some symptoms may include painful urination
and discharge from the penis or vagina. Untreated, it can
cause infertility. Gonorrhea can also spread to the blood or
joints, causing life-threatening conditions. Antibiotics are
used to treat gonorrhea. 9
Syphilis: Symptoms may include genital and oral sores and
a skin rash. Left untreated, syphilis may cause stroke,
paralysis, blindness or death. If diagnosed early, it can be
treated with antibiotics. 10
HIV/AIDS: Generally spread through unprotected sex and
sharing needles or injection equipment, HIV/AIDS weakens
the body’s immune system. The disease is spread through
direct contact with HIV/AIDS-infected blood, semen (fluid
from the penis), vaginal fluid and breast milk. While there is
no cure, medications are available to allow HIV/AIDS
patients to live a long and healthy life. 11
5
http://www.cdc.gov/std/Chlamydia/STDFact-Chlamydia.htm
http://www.cdc.gov/std/chlamydia/treatment.htm
7
http://www.cdc.gov/std/hpv/stdfact-hpv.htm
8
http://www.mayoclinic.com/health/genital-herpes/DS00179
9
http://www.cdc.gov/std/gonorrhea/STDFact-gonorrhea.htm
10
http://www.nhs.uk/conditions/syphilis/Pages/Introduction.aspx
11
http://www.nhs.uk/Conditions/Sexually-transmittedinfections/Pages/Introduction.aspx
6
Minnesota Department of Health | ELL Curriculum Project 2014
Lesson 6: Reproductive Systems and Sexual Health
Reading Comprehension
What are some symptoms of Sexually Transmitted
Diseases? 12
There are different types of STDs, and their symptoms vary.
People often do not have any symptoms, even though they
are infected. Even if a person never shows symptoms of
STDs, it does not mean that he or she is STD-free. Each
STD has specific symptoms. Listed below are some
symptoms generally associated with STDs.
-sores/bumps in genital, oral or rectal area
-painful urination
-discharge from penis or vagina
-vaginal itching or unusual smell
-unusual vaginal bleeding
-sore, swollen lymph nodes, usually in the groin area
-lower abdominal pain
-swollen, painful testicles
How is an STD diagnosed?
It is recommended that both men and women have an
annual physical exam. As part of your annual physical
exam, you can be tested for STDs. 13 If you are concerned
about your sexual health, talk to your doctor or healthcare
provider. Be sure to ask about testing for STDs. Do not be
embarrassed to ask. Your sexual and reproductive health is
part of your whole health. STD testing is a very common
request.
STDs 14?
How can I protect myself against
• Abstinence: The best way to avoid STDs is not to
have sex at all
• Use condoms: Consistently and correctly using
condoms (or other protective barriers like dental
dams) during vaginal, oral and anal sex greatly
reduces the risk of STD transmission. Even if you
use birth control (such as the pill) to prevent
pregnancy, you still need protection against STDs.
You might use condoms in addition to another
method of birth control.
• Vaccinations: Get vaccinated for HPV, Hepatitis B
and Hepatitis A.
•
•
•
•
Mutual monogamy: Mutual monogamy means
agreeing to have only one sexual partner who has
also agreed to have only you as a sexual partner.
You both need to be tested for STDs to know for
sure that you are both healthy.
Reduce your number of sexual partners: It is
important that both you and your sexual partner are
tested for STDs and share this information with
each other.
Annual physical exam: Visit your healthcare
provider for your annual physical exam. Talk
honestly about any concerns about STDs. The
sooner an STD is diagnosed, the easier it will be to
treat.
Get Tested: Many STDs are easily diagnosed and
treated. To find a clinic or ask a question,
visit www.sexualhealthmn.org.
How do I learn more about Sexually Transmitted
Diseases?
- Talk to your doctor, clinic or other healthcare provider.
- Websites for more information:
-
www.cdc.gov/std/
-
www.plannedparenthood.org/health-topics/stds-hivsafer-sex-101.htm
-
www.mayoclinic.com/health/std-symptoms/ID00053
-
www.nlm.nih.gov/medlineplus/sexuallytransmitteddi
seases.html
-
www.ashasexualhealth.org/std-sti.html
-
www.itsyoursexlife.com
12
http://www.mayoclinic.com/health/sexually-transmitted-diseasesstds/DS01123/DSECTION=symptoms
13
http://www.plannedparenthood.org/health-topics/womens-health/pelvicexam-4306.htm
14
http://www.cdc.gov/std/prevention/default.htm
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Minnesota Department of Health | ELL Curriculum Project 2014
Lesson 6: Reproductive System and Sexual Health
Reading Comprehension
Reproductive System1
Why is the reproductive system important?
The reproductive system is used to reproduce (to make
babies). The reproductive system includes the body parts
necessary for reproduction, such as the ovaries, uterus and
vagina in women, and the testes and penis in men.
How the reproductive system works:
The reproductive system is needed for creating new life. It
works with other body systems (the endocrine and circulatory
systems) to create a baby. Babies are created through sexual
intercourse. During sex the woman’s ovum (egg) is fertilized by
the man’s sperm.
Male Reproductive System:
The male reproductive system allows the body to:
 Produce sperm
 Have sex
 Fertilize the egg (ovum)
The testes and the penis are the two main parts of the male
reproductive system.
Testes (or testicles): The testes produce sperm.
Female Reproductive System:
The female reproductive system allows the body to3:
 Produce eggs (ova)
 Have sex
 Protect and nourish the fertilized egg
 Give birth
The ovaries, uterus and vagina are three important parts of the
female reproductive system.
Ovaries: The ovaries produce and release eggs. When the
egg and sperm come together, the egg is fertilized. A fertilized
egg grows into a fetus, which grows into a baby. Ovaries also
produce hormones.
Uterus: The fetus grows in a woman’s uterus. During a
menstrual cycle, the body prepares for the possibility of
pregnancy by sending nutrients to the uterus. If egg fertilization
does not occur, hormones tell the uterus to shed the ovum and
the nutrient-rich blood supply of the uterus. The release of
blood during a woman’s menstrual cycle is called her period, or
menstruation.
Vagina: The penis is inserted into the vagina during sexual
intercourse. After ejaculation, sperm travel up the vagina and
toward the site of egg production for the chance to fertilize a
released egg.
Penis: Sperm travel through the penis into the vagina during
sexual intercourse. Ejaculation is when sperm exit the penis.
2
1
http://www.youtube.com/watch?v=GArALyhGtfQ
2
http://kidshealth.org/parent/general/body_basics/male_reproductive.html
?tracking=P_RelatedArticle#
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Minnesota Department of Health | ELL Curriculum Project 2014
Lesson 6: Reproductive System and Sexual Health
Reading Comprehension
Additional Information:
Puberty:
Body changes that indicate sexual maturity but are not directly
related to reproduction are called secondary sexual
characteristics. Examples:




One cause of infertility is sexually transmitted disease (STDs).
This is one reason why preventing and treating STDs is
important.
There are treatments for many causes of infertility. Talk with
your healthcare provider if you are concerned about infertility.
Facial hair (men)
Deeper voices (men)
Pubic hair (both men and women)
Breast growth (women)
Secondary sexual characteristics develop during puberty.
Puberty is when a body changes and grows to be able to
reproduce. Hormones help develop these characteristics in
both men and women. Puberty generally begins at around 910 years of age and can take several years to complete.
Contraception:
Contraception means preventing pregnancy. There are many
choices a couple can make about contraception, such as using
condoms, birth control pills, or medicine that is injected or
placed under the skin. A doctor can also place a device inside
a woman’s uterus to prevent pregnancy.
Most methods of contraception are temporary. When a couple
stops using the method, pregnancy may happen. A man or
woman may also choose to have sterilization surgery for more
permanent contraception.
Talk with your healthcare provider to learn more about
contraception.
Infertility:
Sometimes a person wants to have a child, but a problem in
his or her body makes it harder for the person to reproduce.
Infertility in women means trouble getting pregnant or carrying
a baby until it is ready to be born. Infertility in men means
trouble getting a female partner pregnant.
52
Minnesota Department of Health | ELL Curriculum Project 2014
Lesson 6A: Urinary System
Reading Comprehension
Urinary System 1, 2
What are some urinary system problems?
Why is the Urinary System important?
Kidney stones: 3 Sometimes nutrients become highly
concentrated and form clumps, or “stones,” after the kidneys
filter them. If stones grow large enough, they can get stuck in
the ureter, causing pain and obstructing the flow of urine.
Kidney stones can affect anyone, but they are most often seen
in white men who are overweight.
The urinary system has several functions:



remove waste (unnecessary materials) from the body
regulate the balance of certain chemicals in the blood and
body
regulate blood volume and blood pressure
How the urinary system works:
After food has passed through the body via the digestive
system, there are waste and nutrient products left in the blood.
These materials pass through the following structures:
Kidneys: Located below the back of the ribcage, a pair of
kidneys removes waste products from the blood. Your kidneys
remove or reabsorb nutrients depending on your body’s needs.
Urinary tract infection: A urinary tract infection occurs when
bacteria enter into the urinary system. Bacteria enter the body
through the urethra and move up into the urinary system.
Women have shorter urethras, so urinary tract infections are
more commonly seen in women. 4
*Did you know? Analyzing urine can reveal a lot about a
person’s health or diet. For example, in Chinese, diabetes was
given the name “sugar urine disease,” because patients with
diabetes had sweet-smelling urine that attracted ants.
Ureters: Excess nutrients and toxins that have been filtered by
the kidneys pass through two tubes, the ureters, hanging down
from the kidneys.
Bladder: The ureters lead to the bladder. This muscular organ
stores urine until a person is ready to use the bathroom. The
bladder is like a balloon – it balloons up as more urine is stored
and deflates as urine exits the body.
Sphincter: The sphincter is made up of muscles located at the
base of the bladder. These circular muscles act like a rubber
band between the bladder and the urethra to prevent urine
from leaking out of the body.
Urethra: The urethra is the pathway from the bladder to the
outside of the body.
1
2
http://kidney.niddk.nih.gov/kudiseases/pubs/yoururinary/
http://www.youtube.com/watch?v=aQZaNXNroVY
53
3
4
http://kidney.niddk.nih.gov/kudiseases/pubs/stonesadults/#what
http://kidney.niddk.nih.gov/kudiseases/pubs/utiadult/
Minnesota Department of Health | ELL Curriculum Project 2014
Lesson 6: Reproductive Systems and Sexual Health
Symptoms Match and True or False
Sexually Transmitted Diseases (STDs)
Read the passage about STDs. Then read each item. Match each disease with its possible symptoms
or complications.
1. ______ chlamydia
a. can lead to cancer, if left untreated
b. weakens the body’s immune system
2. ______ gonorrhea
c. painful urination or discharge from vagina/penis
3. ______ HPV
d. genital and oral sores and skin rash; can cause death
if left untreated
4. ______ HIV/AIDS
e. can spread to blood or joints, causing life-threatening
conditions
5. ______ Syphilis
f.
6. ______ Genital Herpes
sores in the lining of mouth, vagina or rectum
Read each sentence. Then circle True or False. If the statement is false, replace the underlined word
with a new word to make a true statement.
1. HPV can cause warts to grow on the genitals.
True
False
2. If left untreated, syphilis can cause diabetes.
True
False
3. Gonorrhea can be life-threatening.
True
False
4. Many times STDs do not have any symptoms.
True
False
5. STDs are also called STIs or Sexually Transmitted Inconveniences.
True
False
6. The best way to avoid STDs is through abstinence.
True
False
7. You can get vaccinated against HPV, Hepatitis B and Hepatitis Z.
True
False
8. Many STDs are easily diagnosed and tested.
True
False
9. The birth control pill does NOT protect against STDs.
True
False
10. Talk to your barber if you are concerned about STDs.
True
False
54
Minnesota Department of Health | ELL Curriculum Project 2014
Lesson 6: Reproductive System and Sexual Health
Label the Chart
2.
1.
3.
5.
4.
6.
Label the reproductive system chart. Use the words in the box below to help you. Then write the words
on the line.
vagina
uterus
cervix
ovary
endometrium
fallopian tube
1. ___________________________________________________
2. ___________________________________________________
3. ___________________________________________________
4. ___________________________________________________
5. ___________________________________________________
6. ___________________________________________________
55
Minnesota Department of Health | ELL Curriculum Project 2014
Lesson 6: Reproductive System and Sexual Health
Label the Chart
1.
2.
3.
4.
5.
Label the reproductive system chart. Use the words in the box below to help you. Then write the words
on the line.
urethra
bladder
penis
prostate
testicle
1. ___________________________________________________
2. ___________________________________________________
3. ___________________________________________________
4. ___________________________________________________
5. ___________________________________________________
56
Minnesota Department of Health | ELL Curriculum Project 2014
Lesson 6A: Urinary System
Label the Chart
1.
2.
3.
4.
5.
Label the urinary system chart. Use the words in the box below to help you. Then write the words on
the line.
ureters
bladder
sphincter
urethra
kidneys
1. ___________________________________________________
2. ___________________________________________________
3. ___________________________________________________
4. ___________________________________________________
5. ___________________________________________________
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Minnesota Department of Health | ELL Curriculum Project 2014
Lesson 6: Reproductive System and Sexual Health
Quiz
Read the questions. Then circle A, B, C or D.
1. What does the urinary system do?
A.
B.
C.
D.
5. Which of the following is a FEMALE
body part?
removes waste
gives oxygen to the body
digests food
none of these
A.
B.
C.
D.
2. What does the reproductive system do?
A.
B.
C.
D.
delivers oxygen to blood
creates new life
allows your joints to move
Both A and C
A.
B.
C.
D.
sexual contact
kissing
hand holding
toilet seats
58
ovaries
cervix
penis
uterus
painful urination
vaginal itching or unusual smell
swollen, painful testes
all of the above
7. The bladder, kidneys and urethra are all
part of which body system?
A.
B.
C.
D.
4. Which of the following is a MALE body
part?
A.
B.
C.
D.
6. Which of the following can be STD
symptoms?
A.
B.
C.
D.
3. How are STDs transmitted?
vagina
penis
testes
scrotum
the skeletal system
the urinary system
the reproductive system
the respiratory system
8. Write 3 things you can do to prevent
STDs.
1. ______________________
______________________
2. ______________________
______________________
3. ______________________
______________________
Minnesota Department of Health | ELL Curriculum Project 2014
Student Survey: Reproductive/Urinary Systems Unit
1. Did you learn more information about STDs and reproductive and urinary health from studying this lesson?
1
2
no
3
4
some
5
yes
2. Would you share this information with family and friends?
1
2
no
3
4
maybe
5
yes
3. After studying this lesson, are you more likely to ask your health care provider about these topics?
1
2
no
3
4
somewhat
5
yes
4. Do you know where to find more information about STDs and reproductive and urinary health if you have
more questions?
1
2
no
3
4
somewhat
5
yes
5. Did you like the class activities?
1
2
no
3
somewhat
4
5
yes
We value your opinions! Could you tell us what you liked or give us some suggestions on how to improve this
lesson?
Thank you!
59
Lesson 6 and 6A: Reproductive System and Sexual Health, Urinary System
Teacher Notes
Objectives
1.
2.
3.
4.
Students will be able to describe the urinary system
Students will be able to identify reproductive parts
Students will be able to describe sexual health
Students will be able to identify where to get more information about STDs
Pre-lesson
K-W-L Chart about the reproductive system and STDs
1. Ask students about what they know about the reproductive system and STDs and have them write it
down in the graphic organizer.
2. Then ask students what they want to know about the reproductive system and STDs and have them
write it down in the graphic organizer.
3. This could be done as a class. You could use the projector or write the K-W-L on the board.
Lesson – choose from any of the following activities
Reading and Label the Chart (15 minutes)
1. First read the passage about the urinary system to the class.
2. Next have students read the passage silently.
3. Then have the students read aloud with a partner, taking turns.
4. Have the students label the urinary chart.
5. Correct as a class.
Reading and Label the Charts (15 minutes)
1. First read the passage about the reproductive system to the class.
2. Next have students read the passage silently.
3. Then have the students read aloud with a partner, taking turns.
4. Have the students label both the male and female body charts.
5. Correct as a class.
Reading (15 minutes)
1. First read the passage about Sexually Transmitted Diseases (STDs) to the class.
2. Next have students read the passage silently.
3. Then have the students read aloud with a partner, taking turns.
4. Correct as a class.
Symptoms Match and True or False (10 minutes)
1. Have students match each word (disease) with the correct letter describing an STD symptom.
2. Next have students read each statement and circle T or F.
3. If the statement is false, have students replace the underlined word with a new word, making the
statement true.
4. Correct on the board with the whole class, by having students come to the board and each write a
sentence.
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Minnesota Department of Health | ELL Curriculum Project 2014
Lesson 6 and 6A: Reproductive System and Sexual Health, Urinary System
Teacher Notes
Revisit the K-W-L Chart about the reproductive system and STDs
1. Have students fill in the last column about what they learned about reproductive health and STDs.
2. Use the Appendix of resources and share websites with students about how they can find out more
information about STDs.
3. Visit the computer lab and visit the STD websites.
Assessment
Quiz (5-10 minutes)
1. As a formal assessment, give the quiz at the end of the lesson.
2. Check the quiz individually or as a class.
3. Give informal feedback to students as you circulate and listen to them read, check questions and
activities.
Extension
Glossary (10 minutes)
1. Have students write a variety of sentences about the urinary or reproductive system, using the
glossary.
Resources
MN Family Planning and STD Hotline: http://sexualhealthmn.org/
Call: 1-800-783-2287
Text: 66746 (Free Text!)
Chat Online: Chat online with a health educator. Monday-Friday 9 a.m. – 8 p.m. or Saturday 9 a.m. – 2 p.m.
St. Paul - Ramsey County Department of Public Health
Clinic 555 (formerly Room 111)
555 Cedar Street, St. Paul, Minnesota 55101
Phone: 651-266-1255
Hennepin County Public Health Clinic with Red Door Clinical Services
525 Portland Avenue South, 4th Floor, Minneapolis, Minnesota 55415
Phone: 612-543-5555
Websites:
•
Sexually Transmitted Diseases (STDs) - Centers for Disease Control and Prevention: www.cdc.gov/std/
•
STDs - Planned Parenthood: www.plannedparenthood.org/health-topics/stds-hiv-safer-sex-101.htm
•
Sexually Transmitted Diseases (STDs) - Mayo Clinic: www.mayoclinic.org/diseasesconditions/sexually-transmitted-diseases-stds/in-depth/std-symptoms/art-20047081
•
Sexually Transmitted Diseases - MedlinePlus:
www.nlm.nih.gov/medlineplus/sexuallytransmitteddiseases.html
•
STDs/STIs - American Sexual Health Association: www.ashasexualhealth.org/stdsstis/
•
It’s Your (Sex) Life: www.itsyoursexlife.com
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Minnesota Department of Health | ELL Curriculum Project 2014
Lesson 6 and 6A: Reproductive System and Sexual Health, Urinary System
Teacher Notes
•
MN Family Planning + STD Hotline: www.sexualhealthmn.org
•
Planned Parenthood: www.plannedparenthood.org/mn-nd-sd/
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Minnesota Department of Health | ELL Curriculum Project 2014
Lesson 7: Respiratory and Skeletal Systems and Tuberculosis
Glossary
1. asthma: when the airways of the lungs narrow, making breathing difficult
2. bacteria: tiny living creatures that can only be seen with a microscope; some bacteria help the human body, and
other bacteria cause illness
3. bones: protect organs and store minerals that are necessary for the body to function
4. cartilage: a “soft” kind of bone that is semi-solid (found in ears and nose, for example)
5. Chronic Obstructive Pulmonary Disease (COPD): respiratory disease in which people breathe in less air
because of respiratory damage
6. cilia: tiny hairs that line the nose, parts of the throat, trachea and lungs; the cilia trap dirt to clean air for the lungs
7. dislocated bone: dislocation means that the bone has moved out of its normal position in a joint
8. joints: spaces between the bones that allow movement to happen
9. ligaments: connect bone to bone
10. lungs: two organs, located in the chest, that take in air to give the body oxygen
11. osteoporosis: a condition in which a person’s bones weaken
12. oxygen: part of the air we breathe; necessary so the body can make energy
13. tendons: connect bone to muscle
14. tissues: fill the space at joints
15. Tuberculosis (Active): the person has symptoms of TB may be able to spread it to others
16. Tuberculosis (Latent): TB bacteria are present in the body, but the person isn’t sick and can’t spread it to others
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Minnesota Department of Health | ELL Curriculum Project 2014
Lesson 7: Respiratory and Skeletal Systems and Tuberculosis
Reading and True or False
Tuberculosis treatment and prevention
Why is it important to know about TB treatment and
prevention?
People with active TB who do not take TB medicines may
have permanent damage to their body and might die.
They will also keep spreading the disease to other
people.
How do I get tested for TB?
There are two common ways to be tested for TB:
1. TB blood test. Your blood is tested in a laboratory.
2. TB skin test. A small amount of fluid is injected into
the skin on your arm. After 2-3 days, a nurse or doctor
checks your arm to see if there is a reaction.
Understanding results (for both types of test):
Negative: A negative test means that you probably do
not have TB bacteria in your body.
Positive: A positive result shows that you probably have
TB bacteria in your body. If a test result for TB is
positive, the doctor may do other tests such as x-rays or
sputum (phlegm) samples.
Is there a treatment for TB?
People with latent or active TB can be treated. The TB
germs are very powerful, so it is very important to follow
the doctor’s instructions EXACTLY to kill all of the germs.
Who gets TB? 1
Anybody can get TB. Some people are more likely to get
TB:





People who were born in a part of the world where
TB is common
People with HIV/AIDS
Those who have been exposed to other TB patients.
If you have been exposed to someone with TB, talk
to your doctor
People who inject illegal drugs
Babies and young children



Elderly people
Individuals who were not correctly treated for TB
People with medical conditions, such as diabetes,
cancer and kidney problems
How do I learn more about tuberculosis?
 Talk to your doctor
 Web resources:
www.mayoclinic.com/health/tuberculosis/DS00372
www.cdc.gov/tb/education/patient_edmaterials.htm
www.health.state.mn.us/divs/idepc/diseases/tb/ed/ind
ex.html
Read each sentence. Then circle True or
False.
1. People with TB who do not take their
medicine could damage their body. True
False
2. A TB skin test is one way to check for
tuberculosis.
True
False
3. A negative test means that you have
TB in your body.
True
False
4. It is possible to treat active TB.
True
False
5. People with HIV/AIDS
cannot get TB.
True
False
6. No treatment is available for
latent TB.
True
False
7. Anybody can get TB.
True
False
8. People with TB who do not take their
medicine may be able to spread the disease
to other people.
True False
1
http://www.cdc.gov/tb/publications/factseries/prevention_e
ng.htm
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Minnesota Department of Health | ELL Curriculum Project 2014
Lesson 7: Respiratory and Skeletal Systems and Tuberculosis
Reading Comprehension
Tuberculosis
Tuberculosis, also called TB, is an illness that can be
prevented, treated and cured.
What is TB? Tuberculosis is a disease caused by a type of
bacteria. TB often affects the lungs, but it can also affect all
other parts of the body. There are two stages of TB:
Latent (TB infection): A person has TB bacteria in his or her
body, but it is latent (the germs are “sleeping”). The person
does not have symptoms but can become sick with TB
sometime in the future. Someone with latent TB cannot spread
the bacteria to others. People with latent TB can take special
TB medicine to kill the TB germs so they don’t become sick in
the future.
Active (TB disease): A person who has active TB has
symptoms of the disease and usually feels sick. In the active
state, TB bacteria multiply and destroy tissues in the body.
Someone with active TB in his or her lungs or throat can
spread TB to others. People with active TB must take special
TB medicines to be cured.
Centers for Disease Control and Prevention
What are some symptoms of TB?








Bad cough that lasts for three weeks or longer
Losing weight
Sweating at night or during sleep
Chest pain
Coughing up blood or phlegm
Weakness or tiredness
Loss of appetite
Chills and fever
Write short answers based on the reading.
1. What is latent TB?
_________________________________
_________________________________
2. What is active TB?
_________________________________
_________________________________
3. How does someone get TB?
Centers for Disease Control and Prevention
How does someone get TB?
TB is spread through the air when somebody with active TB
coughs, sneezes, talks or sings. Other people near them can
breathe the TB germs into their own lungs. Sharing food and
clothes does NOT spread TB germs.
65
_________________________________
_________________________________
4. Name 3 symptoms of TB.
_________________________________
_________________________________
Minnesota Department of Health | ELL Curriculum Project 2014
Lesson 7: Respiratory and Skeletal Systems and Tuberculosis
Vocabulary Card Match and Writing
Chronic
Obstructive
Pulmonary
Disease (COPD)
tuberculosis
skeletal system
joints
66
asthma
Respiratory
disease in which
less air is inhaled
because of
respiratory
damage
When the airways
of the lungs
narrow, making
breathing difficult
cilia
Disease caused
by bacteria, often
affecting the
lungs – can be
latent or active
Tiny hairs that
line the nose,
trachea and lungs;
they trap dirt to
clean air for lungs
bones
Framework of the
body; makes
movement possible;
protects organs
Protect organs
and store
minerals that are
necessary for the
body to function
tissues
Spaces between
the bones
enabling
movement to
happen
Fill the space at
joints
Minnesota Department of Health | ELL Curriculum Project 2014
Lesson 7: Respiratory and Skeletal Systems and Tuberculosis
Vocabulary Card Match and Writing
tendon
Connects bone to
muscle
ligament
Connects bone to
bone
Read the following information about bone problems.
What are some examples of bone problems?



Osteoporosis is a condition in which a person’s bones weaken. Osteoporosis patients are
more likely to break their bones, especially in the hip, wrist and spine. 1 This condition is
common in the elderly, especially women. 2 Eating enough calcium and other nutrients helps to
prevent osteoporosis. Exercise is also good for strengthening bones.
Broken bones: Sometimes a bone breaks. This can happen because of accidents, such as
falls. Broken bones can also occur if malnutrition makes the bones weak.
Dislocated bone: Dislocation means that the bone has moved out of its normal position in a
joint.
Talk with a partner. What could be some ways to prevent osteoporosis?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
1
2
http://www.cdc.gov/nutrition/everyone/basics/vitamins/calcium.html
http://www.nlm.nih.gov/medlineplus/osteoporosis.html
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Minnesota Department of Health | ELL Curriculum Project 2014
Lesson 7: Respiratory and Skeletal Systems and Tuberculosis
Sequencing and Writing
The primary job of the respiratory system is to supply the body
with oxygen and get rid of carbon dioxide.
Why is the respiratory system important?
The main job of the respiratory system is to give oxygen to
your body. The body needs oxygen so that it can make energy.
Oxygen is found in the air we breathe. When we breathe, the
oxygen enters our lungs and then moves into our blood. The
blood delivers oxygen to the rest of the body.
When we breathe in oxygen, we exhale carbon dioxide. If
carbon dioxide is not removed from the body, severe health
problems can occur.
How does the respiratory system work?
Oxygen gets traded for carbon dioxide. Oxygen travels through
the blood and is shared throughout the body. Carbon dioxide
makes its way back through the respiratory system and is
exhaled through the mouth and nose.
Cilia are tiny hairs in the nose, throat, trachea and lungs. Cilia
trap dirt. This is helps clean the air before air enters the lungs.
After reading the passage above, read and think about the sentences below. Then number the sentences in order (1-7) to
describe the cycle in which oxygen is delivered to the body.
_______ Then the air travels down the throat and trachea.
_______ Next the air goes into the lungs.
_______ Finally, the air is breathed out through the nose or mouth.
_______ Then the oxygen is delivered to the body.
_______ When air is exhaled, it is expelled from the lungs.
___1___ First the nose or mouth breathes in air, which contains oxygen.
_______ Then the air passes out of the trachea and throat.
Now write the sentences from above in the correct order.
1. First the nose or mouth breathes in air, which contains oxygen.___________________________________
2. ___________________________________________________________________________________________
3. ___________________________________________________________________________________________
4. ___________________________________________________________________________________________
5. ___________________________________________________________________________________________
6. ___________________________________________________________________________________________
7. ___________________________________________________________________________________________
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Minnesota Department of Health | ELL Curriculum Project 2014
Lesson 7: Respiratory and Skeletal Systems and Tuberculosis
Conversation
Lee is going to the doctor to get a new inhaler for his asthma. Please read the conversation between
Lee and his doctor. Practice with a partner.
Doctor: Lee, I know you have had some asthma attacks lately. I want you to try this new inhaler to see if it makes a
difference.
Lee:
Thank you. I hope it helps.
Doctor: There are also things you can do to improve the health of your lungs, in general.
Lee:
Like what?
Doctor: You should start by stopping smoking. Smoking damages cilia, the little hairs in your lungs that remove dust and
other particles. Smoking also damages other parts of the lungs, so the heart has to pump harder to deliver oxygen
throughout the body. Over time, smoking leads to chronic obstructive pulmonary disease (COPD) and heart disease.
Smokers are also more likely to get tuberculosis.
Lee:
Hmm. I don’t want to get those diseases. Maybe I’ll try to stop smoking.
Doctor: That’s a great first step. I can tell you about a program that will help you quit smoking. Lee, you should also avoid
other air pollutants, like smoke from fires, car exhaust, paint and cleaning supplies. If you have to be around these
chemicals, breathing through your nose will help filter the air and protect your lungs.
Lee:
That’s good to know. I’m the caretaker of an apartment building, so I have some exposure to chemicals. I’ll make sure the
area is well ventilated and use my face mask.
Doctor: That will help. I also encourage you to exercise more. Exercising improves your body’s ability to take in air. Let’s
work together to manage your asthma so you’re able to do whatever kind of exercise you like.
Lee:
OK! I just joined my local fitness center.
Doctor: Well, Lee, it sounds like you are well on your way to improving your lung function and overall health!
Lee:
Thank you for your advice!
---------------------------------------------------------------------------------------------------------------------------Talk with your partner and discuss the answers to the following questions.
1. What did the doctor recommend for Lee to improve his lung health?
2. Why is smoking dangerous for your health?
3. How can Lee help protect his lungs at his job?
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Minnesota Department of Health | ELL Curriculum Project 2014
Lesson 7: Respiratory and Skeletal Systems and Tuberculosis
Quiz
Read the questions. Then circle A, B, C or D.
1. What does the respiratory system do?
A.
B.
C.
D.
delivers blood to the body
gives oxygen to the body
digests food
none of these
2. Tuberculosis (TB) can spread by…
A.
B.
C.
D.
coughing
speaking
sneezing
all of these
3. What is the main cause of Chronic
Obstructive Pulmonary Disease
(COPD)?
A.
B.
C.
D.
exercise
smoking
drinking
diabetes
5. What does NOT help improve lung
function?
A.
B.
C.
D.
exercise
smoking
avoiding air pollutants
stopping smoking
6. What type of Tuberculosis (TB) causes
symptoms?
A.
B.
C.
D.
latent
active
lazy
activity
7. Who is especially at risk for TB?
A. babies and young children
B. people with HIV/AIDS
C. people born in a part of the world
where TB is common
D. all of the above
8. What does the skeletal system do?
4. What is osteoporosis?
A. a condition in which a person’s
bones strengthen
B. a condition in which a person’s
bones weaken
C. a digestive condition
D. a heart problem
70
A. provides a framework for other body
structures to attach to
B. works with other body systems to
make body movement possible
C. protects your organs
D. all of the above
Minnesota Department of Health | ELL Curriculum Project 2014
Student Survey: Respiratory System Unit
1. Did you learn more information about TB and respiratory health from studying this lesson?
1
2
no
3
4
some
5
yes
2. Would you share this information with family and friends?
1
2
no
3
4
maybe
5
yes
3. After studying this lesson, are you more likely to ask your health care provider about respiratory health?
1
2
no
3
4
somewhat
5
yes
4. Do you know where to find more information about TB and respiratory health if you have more questions?
1
2
no
3
4
somewhat
5
yes
5. Did you like the class activities?
1
2
no
3
somewhat
4
5
yes
We value your opinions! Could you tell us what you liked or give us some suggestions on how to improve this
lesson?
Thank you!
71
Lesson 7: Respiratory and Skeletal Systems and Tuberculosis
Teacher Notes
Objectives
1.
2.
3.
4.
Students will be able to identify the functions of the respiratory and skeletal systems
Students will be able to explain what causes TB and how it is transmitted.
Students will find out how to protect against TB
Students will identify where to get more information about TB
Pre-lesson
Sequencing and Writing (15 minutes)
1. Read the passage explaining the respiratory system.
2. Then have students put the sentences in order. Have them number each sentence, starting with 1.
3. When students have finished numbering the sentences, have them write them below.
Lesson – choose from any of the following activities
Vocabulary Card Match (10 minutes)
1. Copy and cut up the Vocabulary Card Match page with the vocabulary word and the definitions.
2. Give half of the students a vocabulary word and the other half the definition.
3. Students walk around and try to match themselves with the correct definition.
4. Students can also play “Memory” with the cards and a partner.
5. Discuss bone problems and have students write ways to prevent osteoporosis
Conversation (10 minutes)
1. Have students read the asthma dialogue with a partner.
2. If time, have the students perform this dialogue in front of the class.
3. Talk about the doctor’s recommendations for Lee, as a class.
Reading Comprehension (15 minutes)
1. First read the passage about tuberculosis to the class.
2. Next have students read the passage silently.
3. Then have the students read aloud with a partner, taking turns.
4. Have the students complete the questions with a partner or individually.
5. Correct as a class.
Reading Comprehension (15 minutes)
1. First read the passage about tuberculosis prevention to the class.
2. Next have students read the passage silently.
3. Then have the students read aloud with a partner, taking turns.
4. Have the students read each sentence and circle True or False, with a partner or individually.
5. Correct as a class.
Assessment
Quiz (5-10 minutes)
1. As a formal assessment, give the quiz at the end of the lesson.
2. Check the quiz individually, or as a class.
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Minnesota Department of Health | ELL Curriculum Project 2014
Lesson 7: Respiratory and Skeletal Systems and Tuberculosis
Teacher Notes
3. Give informal feedback to students as you circulate and listen to them read, check questions and
activities.
Extension
Glossary (10 minutes)
1. Have students write a variety of sentences about the respiratory system and tuberculosis, using the
glossary.
Appendix of Internet Resources
Websites to check out:
• Tuberculosis (TB) Education and Training - Minnesota Department of Health:
www.health.state.mn.us/divs/idepc/diseases/tb/ed/index.html
•
What you need to know about Tuberculosis - Global Tuberculosis Institute:
www.umdnj.edu/globaltb/downloads/products/flipbook.pdf
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Minnesota Department of Health | ELL Curriculum Project 2014
Lesson 8: Muscular and Digestive Systems and Hepatitis B
Glossary
1. cardiac muscles: found only in the heart, they pump blood through the heart and body
2. esophagus: food moves down this tube-like body part after you swallow, with the help of muscle contractions
3. gallbladder: this organ stores the bile from the liver and releases it into the small intestine, which helps break
down the fat in foods
4. Hepatitis B (HBV): a virus that causes inflammation of the liver and may lead to severe liver damage
5. large intestine (also called bowel or colon): undigested food from the small intestine ends up here, where
excess water is absorbed by the body
6. liver: this organ filters toxins out of your blood; the liver also makes a fluid called bile, which helps release
nutrients from your food
7. muscular system: works with the skeletal system to make body movement possible; your body moves when
muscles contract
8. rectum and anus: food from the large intestine passes through the rectum and anus, where waste is eliminated
9. skeletal muscles: sometimes called voluntary muscles, skeletal muscles are associated with voluntary
movement (such as picking up a cup)
10. small intestine: food moves from the stomach to the small intestine, where major digestion happens and nutrients
are absorbed into the circulatory system
11. smooth muscle: known as involuntary muscle, it is found in all systems of the body responsible for unconscious
movement (such as the movement of food down the esophagus)
12. stomach: strong acid (hydrochloric acid) in this organ breaks down proteins in your food
13. muscle strain: occurs when a muscle tears or stretches too much, or when the muscle separates from the tendon
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Minnesota Department of Health | ELL Curriculum Project 2014
Lesson 8: Muscular and Digestive Systems and Hepatitis B
Reading Comprehension
2) For now, there is no cure for chronic Hepatitis B, but
there is a vaccination to prevent getting it.
Hepatitis B Virus (HBV)
Biological Background 1
The liver does several important things for the body.
For example, the liver:




What are some symptoms of Hepatitis B? 6
Hepatitis B often has no symptoms. Only half of people infected
with the virus show symptoms.
Makes and stores energy
Cleans the blood by removing toxins (harmful materials)
Makes bile, a fluid that helps with digestion
Breaks down medicines
What is Hepatitis B? 2
Hepatitis B (HBV) is a virus that attacks the liver. It causes the
liver to become inflamed (swollen). Over time, the liver can
become badly damaged. A diseased liver does not work well.
Liver failure causes serious health complications and sometimes
death. People with Hepatitis B are also more likely to develop
liver cancer, which may lead to death.
There are two types of Hepatitis B infection 3:
Acute: Acute HBV infection usually last less than 6 months. The
immune system gets the virus out of the body quickly. Someone
with acute HBV is able to recover from the disease. Those who
are infected with HBV as adults usually have acute HBV and are
able to recover from the illness.
Chronic: People with chronic Hepatitis B are unable to fight off
the virus with their immune system. They must live with the virus
for life. Individuals living with chronic HBV are at risk for liver
cancer, cirrhosis (scarring of the liver) and other serious
illnesses. Children who are infected with HBV at a young age
(age 1 to 5) are more likely to develop chronic HBV.
Why is Hepatitis B prevention and treatment so
important? 4,5
1) Untreated Hepatitis B can lead to liver failure, liver
cancer and death
Symptoms of HBV may include:
-extreme fatigue
-muscle soreness
-upset stomach, abdominal pain
-fever
-jaundice (yellow skin and eyes)
-loss of appetite
-diarrhea
-dark-yellow urine
-light-colored stools
Hepatitis B symptoms may appear weeks or months after
someone gets the virus. 7 If you notice symptoms of Hepatitis B,
talk to your doctor immediately.
How is Hepatitis B diagnosed?
Hepatitis B is diagnosed through blood tests given by your
doctor.
How is Hepatitis B spread? 8, 9, 10
People with acute or chronic HBV can spread the virus to other
people. Hepatitis B is spread through the exchange of bodily
fluids such as blood, semen and vaginal fluids.
Some common ways HBV is spread:
-From mother to baby during childbirth 11
-Unprotected sex
-Injection drug use (the virus lives on needles and other
equipment used by an infected person)
-Sharing personal items that may have blood on them,
such as razors and toothbrushes 12
6
http://digestive.niddk.nih.gov/ddiseases/pubs/hepb_ez/#what
http://www.hbvadvocate.org/hepatitis/factsheets_pdf/HBV%
20FAQ.pdf
8
http://www.hepb.org/professionals/acute_vs._chronic_hbv.ht
m
9
http://www.hbvadvocate.org/hepatitis/factsheets_pdf/HBV%
20Guide.pdf
7
1
http://www.cyh.com/HealthTopics/HealthTopicDetailsKids.asp
x?p=335&np=152&id=2661
2
http://digestive.niddk.nih.gov/ddiseases/pubs/hepb_ez/#wha
t
3
http://www.mayoclinic.com/health/hepatitisb/DS00398/DSECTION=causes
4
http://www.webmd.com/digestive-disorders/digestivediseases-liver-failure
5
http://www.plannedparenthood.org/health-topics/stds-hivsafer-sex/hepatitis-b-4270.htm
75
10
http://digestive.niddk.nih.gov/ddiseases/pubs/hepb_ez/#what
11
http://www.hbvadvocate.org/hepatitis/easyBfacts/HepB.pdf
12
http://www.plannedparenthood.org/health-topics/stds-hivsafer-sex/hepatitis-b-4270.htm
Minnesota Department of Health | ELL Curriculum Project 2014
Lesson 8: Muscular and Digestive Systems and Hepatitis B
Reading Comprehension
How is Hepatitis B treated? 13
Acute HBV: People with acute HBV usually get better without
treatment, because the body’s immune system fights off the
infection. Most adults and children over the age of 5 recover
without treatment. Rest and care for symptoms are usually
enough to help an individual recover. Follow-up blood tests are
done to make sure the person no longer has HBV.
Write short answers based on the reading.
1. What is Hepatitis B?
__________________________________
__________________________________
__________________________________
2. Name 3 symptoms of Hepatitis B.
Chronic HBV: Those with chronic Hepatitis B take medication
that slows the damage done by the virus. A liver transplant may
be needed for people with severe liver damage. People with
chronic HBV should see the doctor regularly for check-ups.
__________________________________
__________________________________
__________________________________
3. How is Hepatitis B spread?
Who is at risk for Hepatitis B? 14
__________________________________
__________________________________
__________________________________
Everyone is at risk for Hepatitis B.
Some individuals are at greater risk:
 Immigrants and refugees from countries where HBV is
common (Asia, Africa, South America, Pacific Islands,
Eastern Europe and Middle East)
 Health care providers and emergency responders (such as
police officers and paramedics)
 Sexually active heterosexuals with more than 1 partner in
the past six months
 Men who have sex with men
 Persons who inject drugs
4. How is Hepatitis B treated?
__________________________________
__________________________________
__________________________________
Critical thinking skills:
1. Think about the question.
2. Talk about the answer with a partner.
3. Write a brief paragraph to answer the question.
How can I protect myself against Hepatitis B? 15







Get vaccinated against HBV
If a pregnant woman has Hepatitis B, her baby can be
vaccinated as soon as it is born, to protect it
Follow safer sex practices by using condoms and dental
dams
Use gloves when handling other people’s blood and body
fluids
Wash hands well with soap and water, especially after
contact with blood or body fluids
Disinfect surfaces that have been contaminated with blood
or body fluids
If you think you’ve been exposed to HBV, call your doctor
immediately. Receiving a special injection right away can
help prevent you from developing hepatitis B. 16
How can you protect yourself against Hepatitis B?
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
13
http://digestive.niddk.nih.gov/ddiseases/pubs/hepb_ez/#what
14
http://www.hepb.org/professionals/high-risk_groups.htm
15
http://www.hbvadvocate.org/hepatitis/easyBfacts/HepB.pdf
76
16
http://www.mayoclinic.com/health/hepatitisb/DS00398/DSECTION=treatments-and-drugs
Minnesota Department of Health | ELL Curriculum Project 2014
Lesson 8: Muscular and Digestive Systems and Hepatitis B
Reading and True and False
What is the purpose of the muscular system?
The muscular system works with the skeletal system to make
body movement possible. The body moves when muscles
contract. Some movements are external—for example, lifting a
weight. Other movements are internal, such as the muscular
contractions that make the heart beat. Here are some other
examples of what the muscular system does:





Muscles allow you to stand up
Muscle movement makes breathing possible
Muscles in blood vessels help move blood through the
body
Eating and digesting food happens through muscle
movement
85% of body heat is a byproduct of muscle contraction.
This heat helps to maintain body temperature.
Muscular System Background 1


Skeletal muscles: Sometimes called voluntary muscles,
skeletal muscles are usually associated with voluntary
movement (such as picking up a cup).
Cardiac muscles: Cardiac muscles are found only in the
heart. They pump blood through the heart and body.
Smooth muscle: Known as involuntary muscle, smooth
muscle is found in all systems of the body. Smooth
muscles are responsible for unconscious movement. For
example, smooth muscle in the intestinal wall helps push
food through the intestines. 2
What is an example of a muscle problem?
Muscle strain is a type of muscle injury. A strain occurs when
the muscle tears or stretches too much, or when the muscle
separates from the tendon. (Remember that tendons connect
muscle to bone). This usually happens when the muscle is
already weakened or hasn’t been warmed up before exercise.
1
2
Why is exercise and stretching important for healthy
muscles?



Healthy muscles allow a person to move freely without
difficulty or pain. Muscles that are not used will atrophy.
This means that the muscle becomes smaller and
weaker. 3 This may contribute to muscle strains. Injured
muscles make work difficult.
Muscles help to protect joints. If the muscles around a
joint are weak, injury to the joint is more likely.
If you suffer an injury and have to rest for a while, you will
probably go through physical therapy to strengthen your
muscles, to prevent another injury. 4
Read each sentence. Then circle True or False.
The muscular system is made up of muscle fiber cells.
Muscles are attached to bones, internal organs and blood
vessels. There are different types of muscles:

It is common for people to strain lower back muscles, which
can become weak from too much sitting. Back muscles can be
strained when lifting something heavy. The hamstring muscle,
located at the back of the thigh, is a common site of strain for
soccer players and other athletes.
1. Muscle movement makes breathing
possible.
True
False
2. There is only one type of muscle.
True
False
3. Cardiac muscles are found in the
heart.
True
False
4. Muscles help protect joints.
True
False
5. Smooth muscles are known as
voluntary muscles.
True
False
True
False
6. Muscle strain injuries occur when
there is a tear or stretch in the muscle.
http://training.seer.cancer.gov/anatomy/muscular/
www.bbc.co.uk/science/humanbody/body/factfiles/skeletals
moothandcardiac/heart_beat.shtml
77
3
4
www.niams.nih.gov/health_info/Kids/healthy_muscles.asp
www.niams.nih.gov/health_info/Kids/healthy_muscles.asp
Minnesota Department of Health | ELL Curriculum Project 2014
1
Lesson 8: Muscular and Digestive Systems and Hepatitis B
Label the Chart
1.
2.
3.
4.
5.
6.
7.
Label the digestive system chart. Use the words in the box below to help you. Then write the words on
the lines.
rectum
anus
liver
small intestine
esophagus
stomach
colon
1. ___________________________________________________
2. ___________________________________________________
3. ___________________________________________________
4. ___________________________________________________
5. ___________________________________________________
6. ___________________________________________________
7. ___________________________________________________
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Minnesota Department of Health | ELL Curriculum Project 2014
Lesson 8: Muscular and Digestive Systems and Hepatitis B
Sequencing and Writing
Why is the digestive system important?
How does the digestive system work?
The digestive system turns food into basic nutrients. The
nutrients are used to fuel your body. Your body needs this fuel
for energy to complete daily activities.
Food travels through the mouth, esophagus, stomach, small
intestines and the large intestines. The small intestines absorb
nutrients. The large intestines filter out water from undigested
food. What your body does not need is considered waste. The
waste leaves the body through the rectum and anus.
After reading the passage above, read and think about the sentences below. Then number the sentences in order (1-7) to
describe the cycle in which food is digested in the body.
_______ What the body does not need is considered waste.
_______ Finally, the waste leaves the body through the rectum and anus.
_______ The small intestines absorb the nutrients.
_______ Then the food travels through the small intestines and the large intestines.
___1___ First the food travels through the mouth, esophagus and stomach.
_______ Next, the large intestines filter out water from undigested food.
Now write the sentences from above in the correct order.
1. First the food travels through the mouth, esophagus and stomach.________________________________
2. ___________________________________________________________________________________________
3. ___________________________________________________________________________________________
4. ___________________________________________________________________________________________
5. ___________________________________________________________________________________________
6. ___________________________________________________________________________________________
7. ___________________________________________________________________________________________
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Minnesota Department of Health | ELL Curriculum Project 2014
Lesson 8: Muscular and Digestive Systems and Hepatitis B
Vocabulary Card Match
Mouth
Stomach
Gallbladder
Large Intestine
80
With your mouth, you chew
food into smaller pieces.
Chemicals in your saliva help
to digest these food pieces.
Food moves down this tubelike body part after you
swallow, with the help of
muscle contractions. A little
flap covers the windpipe to
prevent you from choking!
Liver
Strong acid (hydrochloric
acid) in this organ breaks
down proteins in your food.
This organ makes a fluid
called bile which helps release
nutrients from your food. It
also filters toxins out of the
blood.
Small Intestine
This organ stores bile from
the liver and releases it into
the small intestine, which
helps break down the fat in
foods.
Food moves from the stomach
to this organ. Major digestion
happens here, and nutrients
are absorbed into the
circulatory system.
Rectum and Anus
Undigested food from the
small intestine ends up here.
Excess water is absorbed by
the body, and vitamins K and
B are produced.
Food from the large intestine
passes through these body
parts. This is where waste is
eliminated.
Esophagus
Minnesota Department of Health | ELL Curriculum Project 2014
Lesson 8: Muscular and Digestive Systems and Hepatitis B
Vocabulary Card Match
Copy the words and their definitions after you match all of the cards.
1. _________________________________________
2. _________________________________________
3. _________________________________________
4. _________________________________________
5. _________________________________________
6. _________________________________________
7. _________________________________________
8. _________________________________________
81
Minnesota Department of Health | ELL Curriculum Project 2014
Lesson 8: Muscular and Digestive Systems and Hepatitis B
Conversation
Ali is at the doctor’s office to get some digestive issues checked out. Listen to what advice the doctor
has for Ali about maintaining a healthy digestive system.
Doctor: Ali, your test results are normal, so that’s good news. I’d like to give you some advice on maintaining a healthy
digestive system.
Ali:
Thank you. I’d appreciate that.
Doctor: Make sure you eat a healthy diet, with lots of vegetables, fruits and whole grains. Exercise regularly.
Ali:
I could do better when it comes to exercise.
Doctor: It’s never too late to start exercising! Also, avoid smoking, because it increases the likelihood of digestive problems
like liver disease and Crohn’s disease.
Ali:
I have been smoke-free for the last 12 years!
Doctor: That’s great! Also, do you know if you have been vaccinated for Hepatitis B?
Ali:
I’m not sure.
Doctor: I’ll ask your previous clinic to send your medical records. We can vaccinate you if necessary.
Ali:
Good. I like to protect my health.
Doctor: It was good to talk with you, Ali. Call our clinic if you have any more digestive symptoms, such as diarrhea,
constipation, bloating or cramping.
Ali:
OK, I’ll do that. Thanks for your help.
---------------------------------------------------------------------------------------------------------------------------Talk with your partner and write a short answer to the following question.
What did the doctor recommend for Ali to maintain a healthy digestive system?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
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Minnesota Department of Health | ELL Curriculum Project 2014
Lesson 8: Muscular and Digestive Systems and Hepatitis B
Quiz
Read the questions. Then circle A, B, C or D.
1. What is the purpose of the muscular
system?
5. Why is Hepatitis B prevention and
treatment so important?
A. to allow you to stand up
B. to make breathing possible and
move blood through the body
C. to enable eating and digesting
D. all of the above
A. untreated Hepatitis B can lead to
liver failure, liver cancer and death
B. there is no cure for Hepatitis B
C. both A and B
D. neither A nor B
6. In what body part are nutrients
absorbed?
2. What is a muscle strain?
A.
B.
C.
D.
A.
B.
C.
D.
a tear or stretch in the muscle
building muscle mass
working out
a tired muscle
mouth
esophagus
anus
small intestine
7. What is not a symptom of Hepatitis B?
3. To what body part does food move after
you swallow?
A.
B.
C.
D.
stomach
esophagus
liver
gall bladder
A.
B.
C.
D.
increased appetite
jaundice (yellow skin and eyes)
dark yellow urine
light-colored stools
8. How can you find more information
about Hepatitis B?
4. How can you prevent Hepatitis B?
A.
B.
C.
D.
83
wash hands with water only
don’t practice safe sex
get vaccinated
clean up blood spills with water only
1. ______________________
______________________
2. ______________________
______________________
3. ______________________
______________________
Minnesota Department of Health | ELL Curriculum Project 2014
Student Survey: Muscular and Digestive Systems / Hepatitis B Unit
1. Did you learn more information about Hepatitis B and digestive health from studying this lesson?
1
2
no
3
4
some
5
yes
2. Would you share this information with family and friends?
1
2
no
3
4
maybe
5
yes
3. After studying this lesson, are you more likely to ask your health care provider about Hepatitis B and
digestive health?
1
2
no
3
4
somewhat
5
yes
4. Do you know where to find more information about Hepatitis B and digestive health if you have more
questions?
1
2
no
3
4
somewhat
5
yes
5. Did you like the class activities?
1
2
no
3
somewhat
4
5
yes
We value your opinions! Could you tell us what you liked or give us some suggestions on how to improve this
lesson?
Thank you!
84
Lesson 8: Muscular and Digestive Systems and Hepatitis B
Teacher Notes
Objectives
1. Students will be able to explain the functions of the muscular and digestive systems
2. Students will be able to describe the biology behind Hepatitis B and its relationship to the liver
3. Students will be able to identify where to get more information about Hepatitis B
Pre-lesson (10 minutes)
1. Review parts of the body (e.g. stomach, mouth, etc…)
2. Discuss digestion and the process of eating, as prep for the lesson
Lesson – choose any of the following activities
Reading Comprehension (15 minutes)
1. First read the passage about the muscular system to the class.
2. Next have students read the passage silently.
3. Then have the students read aloud with a partner, taking turns.
4. Have the students complete the questions with a partner or individually.
5. Correct as a class.
Vocabulary Card Match (10 minutes)
1. Copy and cut up the Vocabulary Card Match page with the vocabulary word and the definitions.
2. Give half of the students a vocabulary word and the other half the definition.
3. Students walk around and try to match themselves with the correct definition.
4. Students can play “Memory” with the cards and a partner.
Label the Chart (10 minutes)
1. Look at the diagram of the human torso, as a class, on a projector.
2. Label the numbers on the diagram with words from the word box.
3. Have students write the words again on the lines below.
Sequencing and Writing (15 minutes)
1. Read the passage explaining the digestive system.
2. Then have students put the sentences in order. Have them number each sentence, starting with 1.
3. When students have finished numbering the sentences, have them write them below.
Conversation and Writing (10 minutes)
1. Have students read the digestive system dialogue with a partner.
2. If time, have the students perform this dialogue in front of the class.
3. Talk about the ways of maintaining a healthy digestive system, as a class.
Reading Comprehension (15 minutes)
1. First read the passage about Hepatitis B to the class.
2. Next have students read the passage silently.
3. Then have the students read aloud with a partner, taking turns.
4. Have the students complete the questions with a partner or individually.
5. Correct as a class.
85
Minnesota Department of Health | ELL Curriculum Project
Lesson 8: Muscular and Digestive Systems and Hepatitis B
Teacher Notes
Assessment
Quiz (5-10 minutes)
1. As a formal assessment, give the quiz at the end of the lesson.
2. Check the quiz individually, or as a class.
3. Give informal feedback to students as you circulate and listen to them read, check questions and
activities.
Extension
Glossary (10 minutes)
1. Have students write a variety of sentences about Hepatitis B, using the glossary.
Appendix of Internet Resources
•
KidsHealth: http://kidshealth.org
•
Interactive online tool of the digestive system: http://kidshealth.org/kid/interactive/digestive_it.html
•
Video about the digestive system:
http://kidshealth.org/PageManager.jsp?lic=1&article_set=59299&cat_id=20607
Note: The speaker has an accent, so may be hard to understand. Teachers should evaluate.
Additional websites:
•
National Institute of Diabetes and Digestive and Kidney Diseases:
http://digestive.niddk.nih.gov/ddiseases/pubs/hepb_ez/#what
•
Hepatitis Frequently Asked Questions for the Public - Centers for Disease Control and Prevention:
www.cdc.gov/hepatitis/b/bFAQ.htm
•
Hepatitis B - Mayo Clinic: www.mayoclinic.com/health/hepatitis-b/DS00398
86
Minnesota Department of Health | ELL Curriculum Project
Lesson 9: Diabetes
Glossary
1. Carbohydrates: sugars the body needs for energy; found in foods such as rice and bread
2. Diabetes: a disease in which the body either does not produce insulin (type 1) or cannot use
insulin (type 2)
3. Diet: the foods a person eats
4. Gestational Diabetes: a kind of diabetes you can get when pregnant; it usually goes away
after the baby is born; women who have had gestational diabetes may be at greater risk for
type 2 diabetes
5. Glucose: a type of sugar found in fruit and other plants that provides energy
6. Hormones: chemicals that travel throughout the body and cause cells to do something
7. Insulin: a hormone that moves glucose into cells to use or store as energy
8. Pancreas: an organ near the stomach that pumps insulin into the body
9. Pre-diabetes: a person has a higher blood sugar level than normal, but not high enough to be
diagnosed with diabetes; people with pre-diabetes may develop diabetes
10. Stroke: when blood flow to the brain is blocked or a blood vessel breaks in the brain
11. Type 1 Diabetes: a chronic condition in which the pancreas does not produce insulin
12. Type 2 Diabetes: a chronic condition in which the body becomes resistant to insulin
87
Minnesota Department of Health | ELL Curriculum Project 2014
Lesson 9: Diabetes
Group 1 Jigsaw Reading
Background Information
Carbohydrates & Glucose
Just as a car needs fuel for energy, we eat food to give our
bodies energy. Carbohydrates are sugars, starches, and fiber
in foods. When you eat, your body breaks down carbohydrates
into simple sugars (the main one is glucose), which give your
body the energy it needs. Most of the energy that comes from
food is in the form of carbohydrates.
Here are some examples of foods with a lot of carbohydrates:
 Tortillas, rice, bread, bagels, pasta
 Starchy vegetables such as corn, peas, potatoes and
sweet potatoes
 Fruit and fruit juices
 Milk, yogurt, ice cream
 Desserts such as cakes, cookies, candy and pastries
 Potato chips, pretzels, popcorn
 Soda pop, sweet tea, sweet coffee
Some foods that are high in carbohydrates are nutritious
(vegetables, fruits and whole-grain bread, for example). Other
high-carbohydrate foods are not as healthy, such as soda and
sweets.
Hormones & Insulin
Insulin is a hormone. A hormone is a chemical in your body
that signals cells to do things. Insulin is made by the
pancreas, an organ near your stomach. The pancreas sends
insulin into the blood stream when glucose levels in the blood
go up. The purpose of insulin is to find glucose in the blood
stream and transport it into cells.
Diabetes
There are different types of diabetes. With diabetes, your body
does not make enough insulin, or the insulin does not work as
it should to help your body get energy from the food you eat.
Having diabetes can increase your risk for other health
concerns, such as arthritis, hearing loss, blindness, depression
and stroke.
Type 1 diabetes is a serious disease in which the pancreas
stops making insulin. People with type 1 diabetes need to take
insulin shots every day and could die if they do not get this
treatment. Type 1 diabetes is usually diagnosed during
childhood.
Your digestive system breaks down the carbohydrates in the
foods you eat. The simple sugars, mainly glucose, move into
your blood stream. Next, insulin helps move the glucose from
the blood into your body’s cells to use as fuel or store for later
use.
Type 2 diabetes is more common than type 1. Type 2
diabetes is often diagnosed in adults, but may develop in
children. Even if type 2 diabetes does not cause symptoms at
first, it can cause many serious health problems over time.
Unlike type 1 diabetes, type 2 may be prevented by
maintaining a healthy weight, exercising and eating a healthy
diet.
Cells need glucose to fuel the body. Insulin is important
because it moves glucose into cells. Without insulin, glucose
stays in the blood instead of getting used by the cells, and this
causes big problems for the body.
Gestational diabetes can happen to women during their
pregnancy, but it usually goes away after the baby is born. A
woman who has had gestational diabetes is at higher risk of
getting Type 2 diabetes.
When you have diabetes or pre-diabetes, insulin does not work
as it should, so your cells do not get the energy they need and
glucose builds up in your blood. High blood glucose can harm
almost every part of your body.
88
Minnesota Department of Health | ELL Curriculum Project 2014
Lesson 9: Diabetes
Group 2 Jigsaw Reading
Why is it important to know about
diabetes?
Diabetes can cause life-threatening health problems or early
death.
Diabetes is expensive. Having diabetes means more doctor
visits, tests, medicines, hospital visits and medical supplies.
Diabetes may also cause you to miss work and miss doing
things you enjoy due to health problems.
Diabetes can affect anyone at any age, but some people are
more at risk than others. There are steps you can take to
prevent type 2 diabetes.
Stroke
 Also called a “brain attack,” a stroke happens when blood
flow to the brain is blocked, or when a blood vessel breaks
in the brain
 Strokes can cause long-lasting brain damage and death
Kidney disease



The kidneys remove waste products from your blood
Having untreated diabetes makes the kidneys work too
hard. Over time, the kidneys stop working (kidney failure)
Kidney failure may require kidney dialysis, and it can be
deadly
Diabetes can also cause hearing loss, dental problems and
digestion problems. It can also contribute to depression.
Diabetes cannot be cured, but it can be treated, so you can
live a long, healthy life. Your doctor can give you medication,
but it is up to you to take care of yourself every day and control
your diabetes for life.
Risk Factors for Diabetes
Complications of Diabetes

Heart disease
 Having diabetes increases blood pressure and cholesterol
 Increased blood pressure and cholesterol can lead to
heart disease
 Heart disease increases chances of stroke and heart
attacks


Arthritis
 Inability to move your body because of joint problems
Nerve and blood vessel problems
 A person with diabetes might have numbness, a tingling
feeling, or pain in his hands and feet
 If parts of the body, such as the feet, do not get enough
blood, they may become damaged. In severe cases, toes,
feet or even legs may have to be amputated (cut off by a
surgeon)
Eye problems
 Cataracts: blurred vision
 Diabetic retinopathy: Blood vessels in the eyes leak, which
can cause blindness
89





Overweight: This is the main risk factor for type 2
diabetes. Most people with diabetes are overweight.
Age: Your risk for type 2 diabetes increases with age.
- Start getting tested every year if you are age 45 or
older.
- Get tested at a younger age if you have other risk
factors.
Family history of diabetes:
- You are at much higher risk if you have a parent,
sister or brother with diabetes.
- You are also at higher risk if you are African
American, Hispanic/Latino or American Indian/Alaska
Native. Some Asian groups are also at higher risk.
Smoking: Smoking increases your risk of developing
diabetes
Inactivity: You are at higher risk if you get little or no
physical activity or exercise
High blood pressure
High blood cholesterol
Gestational diabetes: If you have had gestational
diabetes during pregnancy, you are at greater risk for type
2 diabetes
Ask your doctor if you are at risk for diabetes. There are
many things you can do to lower your risk. The diabetes test is
done in the clinic. You may need a second test to confirm
diabetes, if the first test shows high blood sugar.
Minnesota Department of Health | ELL Curriculum Project 2014
Lesson 9: Diabetes
Group 3 Jigsaw Reading
Preventing Diabetes
Taking these steps can help you prevent diabetes, even if
you have pre-diabetes (blood sugar higher than normal).





Exercise: Try to get at least 30 minutes of
moderate physical activity, such as walking, most
days.
Eat healthy foods: Eating healthy foods can help
to prevent unhealthy weight gain, which increases
your risk of developing diabetes. Eat more fruits,
vegetables and whole grains and less sugar and
fat.
Maintain a healthy weight: If you are overweight,
eat smaller amounts of food to lose weight. Losing
just 10 pounds can make a difference!
Stop smoking
Get regular check-ups with your doctor and
dentist
Diagnosing Diabetes
Many people with diabetes have no symptoms. You might
have diabetes but not know it. Even if it does not cause
symptoms at first, diabetes can lead to many serious
health problems. It is important to see your healthcare
provider regularly, to check for illnesses such as
diabetes.
Living with Diabetes
What lifestyle changes might someone with diabetes
need to make?

A few people can treat their diabetes by exercising
and eating the right foods, without needing
medicines.
Most people have to take medications to treat their
diabetes. These may be pills, shots or a
combination of these.
Insulin is taken as a shot into the skin using a very
small needle that does not hurt.



Stop smoking
Smoking keeps insulin from working as it should.
Control blood pressure and cholesterol
Diabetes can cause your blood pressure and
cholesterol to rise, putting you at risk for heart
disease, heart attack and stroke.
Get your blood pressure tested often and your
cholesterol level tested every year.


Regular checkups
At least once a year, see your doctor, visit your
dentist, and get a diabetic eye exam to prevent
complications. Your health care team may want
you to visit more often if needed.
Work with your health care team (such as your
doctor, nurse, diabetes educator, dietitian,
pharmacist and community health worker) to set
goals for controlling your diabetes.
Ask your health care team if you have questions or
do not know what to do.


Watch your blood glucose levels

Take your medications (they work – but only if you
take them!)
Get an A1C test at your clinic at least once a year
to see what your average blood glucose level has
been over the last three months.
Use a blood glucose meter to test your blood sugar.
You may need to do this more than once a day.

Exercise
Watch what you eat

Most people with diabetes have to keep track of how
many carbohydrates they are eating each day. They need
to know what to eat, when to eat and how much to eat.

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Exercise helps insulin work better, helps keep
you at a healthy weight, improves your mood and
helps you sleep.
Ask your doctor which exercises are right for you.
Minnesota Department of Health | ELL Curriculum Project 2014
Lesson 9: Diabetes
Jigsaw Questions
Answer the questions with your group. Then form a new group with one student from each original group. Each
student will answer the questions for their group members.
Student 1 – Background Information
1. Name 4 examples of carbohydrates. ______________________________________________
___________________________________________________________________________
2. Why is insulin important? _______________________________________________________
3. What is type 1 diabetes?______________________________________________________
4. How might type 2 diabetes be prevented?
___________________________________________________________________________
___________________________________________________________________________
Student 2 – Complications of Diabetes
5. Why is it important to know about diabetes?
___________________________________________________________________________
___________________________________________________________________________
6. Name 4 major complications from diabetes. ________________________________________
___________________________________________________________________________
7. What are some risk factors of diabetes? ___________________________________________
___________________________________________________________________________
8. When should you get tested for diabetes? _________________________________________
Student 3 – Preventing and Living with Diabetes
9. How can you prevent diabetes? _________________________________________________
___________________________________________________________________________
10. What lifestyle changes does someone living with diabetes need to make? ________________
___________________________________________________________________________
11. Why is it important to eat healthy foods? ___________________________________________
___________________________________________________________________________
12. How is exercise important in helping to prevent diabetes? _____________________________
___________________________________________________________________________
___________________________________________________________________________
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Minnesota Department of Health | ELL Curriculum Project 2014
Lesson 9: Diabetes
Vocabulary Match and Complete the Sentence
About the body
Read each item. Write the letter from the column on the right that gives the correct definition of the
term on the left. Use the Background Information reading to help you.
1. ______ hormone
a. A chronic condition in which the pancreas
produces little to no insulin
2. ______ gestational diabetes
b. When the body becomes resistant to insulin
3. ______ Type 2 Diabetes
c. Diabetes some women get while pregnant
4. ______ glucose
d. An organ near the stomach that pumps insulin
into the body
5. ______ insulin
e. A chemical that regulates body function
f.
6. ______ pancreas
Sugars needed for energy
g. A hormone that moves glucose into cells to use or
store as energy
7. ______ carbohydrates
h. A type of sugar found in fruit and other plants; it
provides energy
8. ______ Type 1 Diabetes
Use the words in the box to complete each sentence in the following passage.
insulin
glucose
pancreas
hormone
diabetes
carbohydrates
The body gets energy from ________________ found in food. After you eat, the body breaks
down carbohydrates into ________________ (a type of sugar). Cells need glucose to fuel the body.
________________ is important because it is the ________________ that moves glucose into cells.
Insulin is made in the ________________. Without insulin, glucose builds up in the blood instead of
getting used by the cells, and this causes big problems for the body, such as ________________.
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Minnesota Department of Health | ELL Curriculum Project 2014
Lesson 9: Diabetes
Question and Answer Match
What is a glucose
meter?
What is a
carbohydrate?
What is a
diabetes risk
factor?
What are
complications of
diabetes?
What are
symptoms of
diabetes?
What food has
glucose?
93
•
•
•
•
How can you prevent
diabetes?
•
•
•
•
Frequent Urination
Unusual Thirst
Blurred Vision
Numb, tingling or
swollen feet
Heart Disease
Arthritis
Kidney Disease
Stroke
Minnesota Department of Health | ELL Curriculum Project 2014
Lesson 9: Diabetes
Complete the Sentence and Critical Thinking
Risk Factors
Use the words in the box to complete each sentence in the following passage.
exercise
age
overweight
smoking
gestational
pressure
Many people with diabetes are ________________. Your risk of getting Type 2 diabetes
increases with ________________. Another risk factor is high blood ________________. Getting
little or no physical activity or ________________ will also increase your risk of getting diabetes.
________________ is an activity that increases your risk of diabetes. If you had ________________
diabetes during pregnancy, that could put you at greater risk for diabetes.
Diabetes Prevention
Critical thinking skills:
1. Think about the question.
2. Talk about the answer with a partner.
3. Write a brief paragraph to answer the question.
What can you do to prevent diabetes?
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
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Minnesota Department of Health | ELL Curriculum Project 2014
Lesson 9: Diabetes
True or False and Writing
Diabetes
Read each sentence. Then circle T if the sentence is a true statement or F if the sentence is a false
statement. Use the readings about diabetes to help you.
1. High blood glucose can harm almost every part of your body.
T
F
2. Diabetes can be treated.
T
F
3. Diabetes is inexpensive.
T
F
4. If untreated, diabetes can cause life-threatening problems.
T
F
5. Heart disease is a complication of diabetes.
T
F
6. Diabetes only affects the elderly.
T
F
7. Kidney disease and stroke are the only complications of diabetes.
T
F
8. Diabetes cannot be cured.
T
F
Lifestyle Changes
Write some advice to someone who has diabetes. Use the word “should” in each sentence. What
lifestyle changes “should” the person make?
1.
You should watch your blood glucose levels.__________________________________________________
2. ___________________________________________________________________________________________
3. ___________________________________________________________________________________________
4. ___________________________________________________________________________________________
5. ___________________________________________________________________________________________
6. ___________________________________________________________________________________________
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Minnesota Department of Health | ELL Curriculum Project 2014
Lesson 9: Diabetes
Quiz
Read the questions. Then circle A, B, C or D.
1. What are some possible complications
of diabetes?
A.
B.
C.
D.
Depression
Eye problems
Heart disease
All of the above
A.
B.
C.
D.
2. Which of the following are risk factors
for diabetes?
A.
B.
C.
D.
Being overweight
Being a smoker
Having a family history of diabetes
All of the above
3. Diabetes is NOT:
A.
B.
C.
D.
Treatable
Curable
Expensive
Life-Threatening
4. How can you prevent diabetes?
A.
B.
C.
D.
Eat healthy foods
Continue smoking
Get more exercise
Both A and C
5. Which type of diabetes starts during
pregnancy and usually goes away after
the baby is born?
Type 1
Type 2
Gestational
None of the above
6. When should you get tested for
diabetes?
A.
B.
C.
D.
Every year once you reach 45
Every year once you reach 40
Every year once you reach 54
Every year once you reach 50
7. Which are NOT examples of foods with
a lot of carbohydrates?
A. Bread, bagels and pasta
B. Soda pop, sweet tea and juice
C. Green leafy vegetables
D. Cookies, candy and ice cream
8. What does insulin do?
A. Finds glucose in the bloodstream
B. Helps turn carbohydrates into energy
C. Transports glucose to cells
D. All of the above
9. How can you learn more about
diabetes?
________________________
________________________
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Minnesota Department of Health | ELL Curriculum Project 2014
Student Survey: Diabetes Unit
1. Did you learn more information about diabetes from studying this lesson?
1
2
no
3
4
some
5
yes
2. Would you share this information with family and friends?
1
2
no
3
4
maybe
5
yes
3. After studying this lesson, are you more likely to ask your health care provider about diabetes?
1
2
no
3
4
somewhat
5
yes
4. Do you know where to find more information about diabetes if you have more questions?
1
2
no
3
4
somewhat
5
yes
5. Did you like the class activities?
1
2
no
3
somewhat
4
5
yes
We value your opinions! Could you tell us what you liked or give us some suggestions on how to improve this
lesson?
Thank you!
97
Lesson 9: Diabetes
Teacher Notes
Objectives
1. Students will be able to identify the 5 w’s (who, what, when, where and why) of diabetes
2. Students will be able to describe how to prevent diabetes and/or learn how to live with diabetes
3. Students will be able to find out where to get more information about diabetes
Pre-lesson
Jigsaw Reading and Questions (30 minutes)
1. Divide class into groups of 3 and give each student a reading according their group.
2. Have the small groups answer the questions about their reading, together.
3. Regroup students making sure each new group has one student from each original group (1-3).
4. Each student gets to explain and answer their questions for their new group. They get to be the
teacher for their reading.
5. The other students listen to the information and complete the rest of the questions.
Lesson – choose from any of the following activities
True or False and Writing (10 minutes)
6. Have students read the sentences to themselves.
7. If time, have the students read aloud with a partner, taking turns.
8. Have the students circle T or F after reading each sentence with a partner or individually.
9. Talk about what “should” means with the class, give examples.
10. Have students write sentences using “should” to focus on lifestyle changes for individuals who have
diabetes.
Definitions Match and Complete the Sentence (10 minutes)
1. After students read the diabetes information, have them match each word with the correct letter.
2. Next have students complete each sentence in the reading passage using a word from the box.
3. Correct on the board with the whole class when everyone is finished, by having students come to the
board and each write a sentence.
Complete the Sentence and Critical Thinking (10 minutes)
1. Have students complete each sentence with one of the words from the box.
2. Read the completed passage with the class.
3. Talk about “prevention” and what that means, give examples.
4. Have students use the reading to help them write about ways to prevent diabetes.
Assessment
Quiz (5-10 minutes)
1. As a formal assessment, give the quiz at the end of the lesson.
2. Check the quiz individually, or as a class.
3. Give informal feedback to students as you circulate and listen to them read, check questions and
activities.
Extension
Glossary (10 minutes)
1. Have students write a variety of sentences explaining how to prevent diabetes.
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Minnesota Department of Health | ELL Curriculum Project 2014
Lesson 9: Diabetes
Teacher Notes
Additional Resources – can be used for computer lab activities
o
American Diabetes Association: www.diabetes.org/
o
Centers for Disease Control and Prevention – Diabetes Prevention:
www.cdc.gov/features/diabetesprevention/
o
DLife: www.dlife.com/
o
National Diabetes Education Program: www.ndep.nih.gov
o
Diabetes A-Z: http://diabetes.niddk.nih.gov/dm/a-z.aspx
o
Diabetes (MedlinePlus): www.nlm.nih.gov/medlineplus/diabetes.html
o
The Help Guide – Diabetes: www.helpguide.org/life/healthy_diet_diabetes.htm
o
Where Do I Begin? Free year-long program for patients living with type 2 diabetes:
http://specialty.kramesstaywell.com/healthcareprovider_orderpage
o
Diabetes Health Center (WebMD): http://diabetes.webmd.com
o
MyFoodAdvisor: Recipes for Healthy Living (American Diabetes Association): www.diabetes.org/mfarecipes/log-in/recipes-for-healthy-living.html
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Minnesota Department of Health | ELL Curriculum Project 2014
Lesson 10: Lymphatic System and Cancer
Glossary
1. Antibodies: the body makes these germ-fighters in response to the presence of antigens in the body
2. Antigens: unknown agents (active materials) in the body whose presence causes the production of
antibodies
3. Benign tumors: tumors that are not cancerous
4. Biopsy: a sample of tissue from the body
5. Cancerous tumors: tumors that have the ability to spread to other parts of the body and are lifethreatening
6. Cell: cells, which can only be seen with a microscope, are called “the building blocks of life”; groups of
cells form all the structures in your body
7. Germs: tiny living things that cause disease
8. Imaging tests: a doctor takes pictures of your body, using a special machine (for example, x-ray or
MRI)
9. Immunity: the ability of the body to remember a specific germ and how to fight it off effectively
10. Leukemia: cancer of the blood
11. Lymph: clear fluid that carries antibodies and white blood cells to different parts of the body
12. Lymph nodes: small organs throughout the body that filter out and identify unknown cells
13. Metastasize: spread to other parts of the body
14. Tumor: when cells grow too quickly, they can create a lump of cells called a tumor; a tumor may be
malignant (cancerous) or benign (not cancer)
15. White blood cells: eat up and destroy unknown materials in the body
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Minnesota Department of Health | ELL Curriculum Project 2014
Lesson 10: Lymphatic System and Cancer
Reading and True and False
Cancer
Biological Background
The cells (“building blocks”) in your body go through a normal cell cycle. Cells die and new cells are created to replace the
old and damaged cells. New cells are created when a single cell divides into more cells. Cell division is important to keeping
the body healthy. Sometimes there are problems with the process of cell division.
What is cancer?
Sometimes during cell division, cells mutate (change) and grow out of control. The body ends up with cells that do not die
when they should and extra cells that the body does not need. 1 The mutated cells can cause problems with normal cell
functions. For example, the mutated cells might take food and oxygen away from normal cells.
Abnormal cell growth can lead to a lump of cells, called a tumor. Some tumors are cancerous (malignant). Others are not
cancerous (benign).
1
http://www.cancer.gov/cancertopics/cancerlibrary/what-is-cancer
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Lesson 10: Lymphatic System and Cancer
Reading and True and False
Benign tumors: Benign tumors are NOT cancerous. They are “local” tumors that grow slowly and do not spread to other
parts of the body (metastasize). Once removed, they usually do not come back. They can still cause problems. If a benign
tumor is in the brain, it can be difficult to remove and can cause damage. Benign tumors should be removed if possible.
Cancerous (malignant) tumors: Cancerous tumors have the ability to spread to other parts of the body. Cancerous tumors
can be life threatening and usually need strong treatment to be healed.
There are over 100 different types of cancer. Not all cancers cause tumors. For example, leukemia is cancer of the blood.
Leukemia is abnormal production of white blood cells. The cells do not usually form tumors.
Why is cancer prevention so important?
Cancer can affect anyone. It is life-threatening. It is easier to treat if doctors find the cancer early. People whose cancer is
found early can often recover and live for many years. Cancer that is found late may not be treatable, and may cause death.
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Minnesota Department of Health | ELL Curriculum Project 2014
Lesson 10: Lymphatic System and Cancer
Reading and True and False
You can be tested or screened for many types of cancer, such as skin cancer, colorectal cancer, breast cancer and cervical
cancer.
 Ask your doctor for recommended screenings.
 See the doctor for an annual check-up.
 Ask your doctor about vaccinations for viruses that may lead to cancer: HPV and Hepatitis B
 Talk to your doctor if you are concerned about cancer.
What are some common types of cancer?
Among women, the most commonly diagnosed
cancers are the following3:
1. Breast Cancer
2. Lung Cancer
3. Colorectal Cancer
2
2
Among men, the most commonly diagnosed
cancers are the following:
1. Prostate Cancer
2. Lung Cancer
3. Colorectal Cancer
3
http://www.cdc.gov/cancer/dcpc/data/women.htm
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Lesson 10: Lymphatic System and Cancer
Reading and True and False
How do I learn more about cancer?
- Talk to your doctor
- Additional websites:
o www.cancer.org/index
o www.health.state.mn.us/divs/hpcd/cdee/mcss/
o www.cdc.gov/cancer/
o www.mncanceralliance.org/
3
http://www.cdc.gov/features/dsmentop10cancers/index.html
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Minnesota Department of Health | ELL Curriculum Project 2014
Lesson 10: Lymphatic System and Cancer
Reading and True and False
Lymphatic System & Immunity
What is the importance of the lymphatic system and
immunity?
The lymphatic system allows cells that fight germs to be
delivered throughout the body. Cells with germ-fighting
abilities are produced by different body systems, such as
the lymphatic and circulatory systems. Some of these
germ-fighting cells help the body to develop immunity.
Immunity refers to the body’s ability to remember a
specific germ and how to fight it off effectively. That way,
when the body encounters a germ a second time, the
body can get ready to fight it more quickly, using the
germ-fighting cells that work best against that specific
germ.

White blood cells: White blood cells eat up and
destroy unknown agents.

Lymph: Lymph, a clear fluid, circulates throughout
the body. 2 It carries antibodies and white blood cells
to different parts of the body to eliminate germs.

Lymph nodes: Lymph nodes are small organs that
are present throughout the body (in the armpits,
stomach, neck, etc.). Lymph nodes filter out and
identify unknown cells. Lymph nodes also house
white blood cells. When the body is ill, lymph nodes
swell up because they are busy fighting the disease.
This is why the doctor will feel your neck or stomach
when you’re ill 3.
How do the lymphatic system and immunity work?1
Overview of the lymphatic system and immunity
The body has a general security system that protects the
body against all unknown cells. For example, phagocytes
are white blood cells that eat cells that do not belong to
the body. However, unknown cells sometimes get past
the general security system—by disguising themselves
and hiding from phagocytes, for example. When this
happens, the body has specific ways to eliminate these
germs. The specific defense is sometimes known as the
immune system. This is the body’s way of recognizing,
remembering and fighting against germs. Here are the
key players:

Antibodies (germ-fighters) are made in response to
antigens (germs).

Antibodies stop antigens from doing harm to the
body. Antibodies signal to other cell structures that
unknown invaders are in the body. These signals
recruit cells that destroy the germs.

After the body fights off an infection, it makes
memory cells that help the body remember the
antigen. This memory makes a faster disease-fighting
response possible the next time the body encounters
this germ. These memory cells can last for many
years, even for a lifetime, giving the body immunity
against the specific illness.

Antibodies: The body makes these germ-fighters in
response to the presence of antigens (unknown
agents) in the body.

Antigens: Antigens are unknown agents (active
materials) in the body. Their presence causes the
production of antibodies. An antibody and an antigen
fit together like a lock and key.
Talk with a partner. How do the lymphatic
system and immunity work?
1
http://rwjhamilton.org/Pages/ShowHealthTopic.aspx?categor
yId=16
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2
3
www.nlm.nih.gov/medlineplus/ency/article/002247.htm
www.nlm.nih.gov/medlineplus/ency/article/002247.htm
Minnesota Department of Health | ELL Curriculum Project 2014
1
Lesson 10: Lymphatic System and Cancer
Definitions Match and Complete the Sentence
Cancer
Read the passage about cancer. Then read each item. Match the definition to each of the vocabulary
words.
1. ______ benign tumors
a. spread to other parts of the body
2. ______ leukemia
b. tumors that have the ability to spread to other parts of
the body and are life-threatening
3. ______ cancerous tumors
c. cancer of the blood
4. ______ metastasize
d. tumors that are not cancerous
Read each sentence. Then circle True or False. If the statement is false, replace the underlined word
with a new word to make the statement true.
1. Coughing up blood can be a symptom of lung cancer.
True
False
2. Rectal bleeding and abdominal pain can be symptoms of colorectal cancer.
True
False
3. Discomfort in the pelvic area is a symptom of breast cancer.
True
False
4. Blood in urine and/or semen is a symptom of lung cancer.
True
False
5. A breast lump and changes to breast tissue are symptoms of breast cancer.
True
False
6. Unexplained weight loss may be a symptom of cancer.
True
False
7. A biopsy is a sample of your blood.
True
False
8. Visual tests are pictures of your body using special machines.
True
False
9. Benign tumors are not cancerous.
True
False
10. Talk to your mechanic if you are concerned about cancer.
True
False
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Lesson 10: Lymphatic System and Cancer
Definitions Match and Complete the Sentence
Lymphatic System
Read each item. As a class, write the letter from the column on the right that provides the correct
definition for the word on the left.
1. ______ antibodies
a. eat up and destroy unknown invaders
2. ______ lymph
b. unknown agents in the body whose presence causes
the production of antibodies
3. ______ white blood cells
c. the body’s ability to remember a specific germ and
how to fight it off effectively
4. ______ antigens
d. made in response to the presence of antigens
(unknown agents in the body)
5. ______ lymph nodes
e. small organs throughout the body that filter out and
identify unknown cells
6. ______ immunity
f.
clear fluid that circulates throughout the body, carrying
white blood cells to different parts of the body to
eliminate germs
Use the words in the box to complete each sentence in the following passage about the lymphatic
system and immunity.
infection
unknown
antigens
immunity
Antibodies are made in response to ________________. Antibodies signal to other cell
structures that ________________ invaders are in the body.
After the body fights off a new ________________ it makes memory cells that help the body
remember the antigen. These long-lasting memory cells give ________________ against the
specific illness.
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Minnesota Department of Health | ELL Curriculum Project 2014
Lesson 10: Lymphatic System and Cancer
Partner Dictation
Partner A
Read these sentences to your partner.
1. 1 out of 2 American men and 1 out of 3 women will have cancer sometime in their lifetime.
2. Smoking or chewing tobacco causes cancer. Quit smoking or chewing tobacco to decrease
your chance of getting cancer.
3. An unhealthy diet and obesity are linked to cancer. Maintain a healthy weight by eating a
balanced, healthy diet. This can help reduce your risk of cancer.
4. Get active! Health officials suggest exercising 30 minutes a day, 5 days a week. You could go
for a 15-minute walk in the morning and a 15-minute bike ride in the evening, for example.
Now listen to your partner read. You write the sentences.
5. _________________________________________________________________________
6. _________________________________________________________________________
7. _________________________________________________________________________
8. _________________________________________________________________________
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Lesson 10: Lymphatic System and Cancer
Partner Dictation
Partner B
Listen to your partner read. You write the sentences.
1. _________________________________________________________________________
2. _________________________________________________________________________
3. _________________________________________________________________________
4. _________________________________________________________________________
Now read these sentences to your partner.
1. Some jobs expose people to chemicals that increase risk of cancers. It is important to wear
safety equipment to protect your health.
2. Ask your doctor about vaccination against HPV and hepatitis B, two viruses that can lead to
cancer.
3. Men should drink fewer than 2 drinks a day. Women should aim for 1 or fewer drinks a
day.
4. Ask your doctor about cancer screening. Cancer is usually easier to treat if it is found early.
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Lesson 10: Lymphatic System and Cancer
Quiz
Read the questions. Then circle A, B, C or D.
1. What is immunity?
5. What is an antigen?
A. feeling sick
B. the ability of the body to remember a
specific germ and how to fight it off
effectively
C. part of the circulatory system
D. none of the above
2. What are lymph nodes?
A.
B.
C.
D.
part of the digestive system
part of the skeletal system
stops along the nervous system
stops along the lymphatic system
that filter out and identify unknown
cells
3. Why is cancer prevention so important?
A.
B.
C.
D.
because anyone can get cancer
it is life-threatening
it is easier to treat if it is caught early
all of the above
4. What is not considered a symptom of
cancer?
A.
B.
C.
D.
110
pain
weight gain
fatigue
skin changes
A.
B.
C.
D.
lymph
antibodies
an unknown agent in the body
germ-fighting molecules
6. How many different types of cancer
exist?
A.
B.
C.
D.
more than 10
more than 20
more than 50
more than 100
7. What is not a cause of cancer?
A.
B.
C.
D.
exercise
tobacco use
diet and obesity
contact with certain chemicals
8. How can you find more information
about cancer?
1. ______________________
______________________
2. ______________________
______________________
3. ______________________
______________________
Minnesota Department of Health | ELL Curriculum Project 2014
Student Survey: Lymphatic System / Cancer Unit
1. Did you learn more information about cancer and the lymphatic system from studying this lesson?
1
2
no
3
4
some
5
yes
2. Would you share this information with family and friends?
1
2
no
3
4
maybe
5
yes
3. After studying this lesson, are you more likely to ask your health care provider about cancer?
1
2
no
3
4
somewhat
5
yes
4. Do you know where to find more information about cancer and the lymphatic system if you have more
questions?
1
2
no
3
4
somewhat
5
yes
5. Did you like the class activities?
1
2
no
3
somewhat
4
5
yes
We value your opinions! Could you tell us what you liked or give us some suggestions on how to improve this
lesson?
111
Thank you!
111
Lesson 10: Lymphatic System and Cancer
Teacher Notes
Objectives
1.
2.
3.
4.
Students will be able to explain the lymphatic system and how immunity works
Students will be able to describe what cancer is
Students will be able to explain cancer prevention and diagnosis
Students will be able to identify where to get more information about cancer
Pre-lesson (10 minutes)
1. Discuss colds and other ailments and the process of getting sick and then getting better to introduce
the subject of immunity and the lymphatic system.
Lesson – choose from any of the following activities
Reading Comprehension (15 minutes)
1. First read the passage about the lymphatic system to the class.
2. Next have students read the passage silently.
3. Then have the students read aloud with a partner, taking turns.
4. Have the students discuss the question with a partner or individually.
5. Discuss as a class.
Definitions Match and Complete the Sentence (10 minutes)
1. Have students match each word with the correct definition.
2. Next have students complete each sentence in the reading passage using a word from the box.
3. Correct on the board with the whole class, by having students come to the board and each write a
sentence.
Reading Comprehension (15 minutes)
1. First read the passage about cancer to the class.
2. Next have students read the passage silently.
3. Then have the students read aloud with a partner, taking turns.
Definitions Match and True / False (10 minutes)
1. Have students match each word with the correct definition.
2. Next have students read each sentence and circle True or False for each statement.
3. Correct on the board with the whole class, by having students come to the board, each write a
sentence and tell whether it is true or false.
1. Have the students complete the questions with a partner or individually.
2. Correct as a class.
Partner Dictation (15 minutes)
1. Put students in pairs.
2. Give one partner the Partner A worksheet and the other partner the Partner B worksheet.
3. Model in front of the class. Partner A reads the sentences first, while Partner B writes them down.
Then they switch. Partner B reads the sentences, while Partner A writes them down.
4. Correct on the board with the whole class when everyone is finished.
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Minnesota Department of Health | ELL Curriculum Project
Lesson 10: Lymphatic System and Cancer
Teacher Notes
Assessment
Quiz (5-10 minutes)
1. As a formal assessment, give the quiz at the end of the lesson.
2. Check the quiz individually, or as a class.
3. Give informal feedback to students as you circulate and listen to them read, check questions and
activities.
Extension
Glossary (10 minutes)
1. Have students write a variety of sentences about the prevention and diagnosis of cancer, using the
glossary.
Appendix of Internet Resources – can be used for computer lab activities
How do I learn more about cancer?
Talk to your doctor
Additional websites:
•
American Cancer Society: www.cancer.org/index
•
Minnesota Cancer Surveillance System - Minnesota Department of Health:
www.health.state.mn.us/divs/hpcd/cdee/mcss/
•
Cancer Prevention and Control - Centers for Disease Control and Prevention: www.cdc.gov/cancer/
•
Minnesota Cancer Alliance: www.mncanceralliance.org/
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Minnesota Department of Health | ELL Curriculum Project