Standard of Learning

2.4   The student will recognize the influence that health resources and professionals have on personal health. Key concepts/skills include:

1. health care professionals, resources, and services;
2. emergency services;
3. print, audiovisual, and electronic media.

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Understanding the Standard

The student will identify or describe the influence that health resources and health professionals have on their personal health.

Essential Knowledge and Skills

The student will:

• identify health resources in their community. (water treatment plants, garbage collection, county dump, local health department, etc.)
• identify health resources in the state, nation, and world. (environmental policies to reduce pollution, immunization strategies, etc.)
• understand the function of a variety of health resources.
• identify different types of health professionals. (health education teacher, emergency medical technician, school nurse, physician, school psychologist, dietitian, optometrist, dental hygienist, guidance counselor, etc.)
• describe how health professionals keep individuals and communities healthy. (doctors, technicians, and counselors provide services to help keep people healthy)
• demonstrate ways to locate and contact health resource agencies and health professionals in the community.
• explain how health resources and health professionals contribute to life-long health. (health resources are essential for a healthy community and world)

Sample Lessons

Another Day, Another Neuron
This Web site explains to students how to become a neuroscientist, where neuroscientists work, career paths, what a neuroscientist does during his/her work day, challenges for the future and a link to a game called A Career in Neuroscience: A Game of “Survivor?”
Sponsor: University of Washington
Contact: http://faculty.washington.edu/chudler/csem.html
Free

Health Care Helpers
Who are the people who keep us healthy and safe? Kids learn more about rescue and medical careers by showing these caregivers in action. Students learn basic safety rules and how to call 911 (or the proper local number) in an emergency. These rules are tailored to children with special needs if applicable. Students understand the importance of health care and emergency personnel such as ambulance crews, EMTs, doctors, nurses, police officers, and fire fighters. Students create a poster or diorama depicting how health and safety personnel help people.
Sponsor: Binney & Smith
Contact: https://www.crayola.com/educators/lessons/
Free – Requires registration at http://www.crayola.com/registration/index.cfm

Oral Health Education: Saving Smiles Series- “Healthy Mouth, Healthy Body”
Grade:  2
Lesson Plan (1) Identify the parts of the oral cavity that are involved in the digestive system. (SOL 2.1c)
Lesson Plan (2) Develop an awareness of the long-term effects of choosing nutritious foods and beverages for a healthy life and self image. (SOL 2.2a, 2.3e)
Lesson Plan (3) Describe plaque and its impact on dental diseases and self image.(SOL 2.3c, 2.3e)
Lesson Plan (4) Identify the roles of oral health professionals met during a dental visit. (SOL 2.4a)
Lesson Plan (5) with regular dental check-ups. (SOL 2.2c)
Lesson Plan (6) Describe the effects on the body of using drugs, alcohol and tobacco products. (SOL 2.2b)
Sponsor: Virginia Department of Health, Division of Dental Health
Contact:  http://www.vahealth.org/teeth/OralHealthEducation.asp (curriculum resources)
Free

Human Body Simon Says Game
Grade(s): K-12
In this lesson adapt the game of Simon Says for use as part of a unit on the human body. Include the names and locations of body parts and their locations as students learn them.
http://www.education-world.com/a_lesson/00-2/lp2193.shtml
Free

Kids into Health Careers - Presentations to Students K-5
This Web site presents a scripted discussion of jobs in the health professions beyond physicians, nurses, and dentists. Careers discussed include physician assistants, genetic counselors, surgical technicians, public health program specialists. This section is followed by a discussion of why a student would think it might be a good idea to have one of the jobs discussed and how the people employed in those fields help people.
Sponsor: Bureau of Health Professions, U.S. Department of Health and Human Services
Contact: http://bhpr.hrsa.gov/kidscareers/studentsK5.htm
Free

You Can’t Judge A Book By It’s Cover
The objective of this activity is to have students learn that how something is packaged is not necessarily the way it really is. It is very important for children of this age to know whom to trust and how to receive the real, accurate message regarding something they are going to do, buy, or support. Learning to question the truth of messages sent to children this age can often be a first step to understanding that questioning first is better than wishing you had questioned after action was taken.
Sponsor: American Council for Drug Education
Contact: http://www.acde.org/educate/k3plan1.htm
Free

Instructional Resources

• American Heart Association
• American Red Cross
• Center for Disease Control - http://www.bam.gov/sub_diseases/diseases_detectives.html
• Children’s Safety Network
• Department of Public Health
• National Institute of Environmental Health Sciences - http://www.niehs.nih.gov/kids/labcoat.htm

Assessment Ideas

The student will:

• identify and describe the function of two health resources in his or her community.
• draw a picture of a health professional and illustrate how the health professional helps people in the community.

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