DOCUMENT' RESUNE CE 007 158 ED 123 420 \ Smith, Tracy AUTHOR Allied Health Field, Tenth Grade. Introduction to TITLE Allied Health and the, Health Care Team. Operation TACT [Toward an Allied Health Career.Today] Curriculum (and Teachers' Handbook). Connecticut Univ., Storrs. School of Allied Health INSTITUTION Profeisions. PUB DATE 74 97p.;. FOr-the other curriculum guides, 'see.CE,007 NOTE 155 -159; For the report of the project, see CE 007 160 MF-$0.83 HC-$4.67 Plus Postage. ERRS PRICE / *biology; *Curriculum Guides; Educational Objectives; DESCRIPTORS Laboratory Grade 10; *Health Occupations Educati Education; raining; *Learning Activities; Seconda tudy Guides'; *Teaching Guides Career Operation TACT; TACT; Toward an Allied Healt ,IDENTIFIERS Today ABSTRACT The two-part set consists of a student handbook and a related teachers, handbook in allied health education for use at the which w tenth grade level.- The student handbook consists" of seven units (1) community water examination, foc4 on the biology curriculum: (2) bacteriol,ogical examination of water,' (3) the microscope, (4) (5) paper chromatography, (4 the transport system microbes and-man, (part 1: heart rate and blood pressuie, and part 2: _examination of the blood), and (7) individual study--a report on a-communicable or hereditary disease. Each unit offers learning activities and exercises which center on laboratory work in order to assist students in obtaining knowledge and skills related\ to allied health occupations. The teachers' handbook provides suggestions for activities to assist teachers in the instruction of five. of the above (3) paper (2) micrObes and man, (1) the microscope, units: chromatography, (4) transport syste, and (5) examination of water. i (EC) ***********************44****** .********44**************************** Documents acquired by E IC include many informal unpublished * othet sources. ERIC makes every effort * * Materials not available fro * to obtain the best copy avai.able. Nevertheless, items'of marginal * * reproducibility are often encountered and this affects the quality * * of the microfidhe and hardcopy reproductions ERIC makes available * * via the ERIC Document Reproduction Service (EDRS). 'EDRS is not he original document. Reproductions * -**responsible for the quality of * supplied by EDRS are the best that can be made from the original. * **********44****************44*********,******************************** U.S. DEPARTMENT OF HEALTH. EDUCATION & WELFARE NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO. DUC ED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATIO'N ATI NG IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY RE.PRE. SENT OFFICIAL NATIONAL INSTITUTE OF EDUCATION POSITION OR POLICY ALLIEHEALTH FIELD D TENTH GRADE INTRODUCTION TO ALLIED HEALTH AND THE HEALTH CAPE TEAM Operation TACT Curriculum THIS COPY- PERMISSION TO REPRODUCE RIGHTED/MATERIAL HAS BEEN GRANTED BY POI(jr 4- /IZATIONS OPERATING TOCTIIC AND FIG NTS WITH THE NATIONAL IN UNDER AGRE REPRO. STRUTC OF EDUCATION EtaniEn PE OUCTION OUTS DE THE ERIC SYSTEM WIRES PERMISSION Or WC COPYRIGHT OWNER' 2 1' ALLIED HEALTRIFIELD 10TH GRADE CURRICULUM Tracy Smith By : TechniCal Writer Allen Fisher, Ph.D. Curriculum Specialist 3 c. i. TABLE' OF CONTENTS UNIT Community Water Examination I Bacteriological Examination of Water II The Microscope (a diagnostic tool) III Microbes and Man IV Paper Chromatography (an Analytical Tool) V The Transport System, VI Heart Rate and Blood Pressure Part I: Part II: Examination of the Blood Individual Study - A Report on a Communicable VII or Hereditary Disease 4 1 INTRODUCTION A brief description of the rationale behind the Allied Health re: program as it pertains to the tenth .grade Biology Curriculum. It is this life, human life, and deals with life. Biology, as ,defined its relationship to the biological concepts studied, that lead us directly into the realm of Allied Health. Each of the academic biological unitswill be put into a,ineaningful The class- perspective as it relates to the health and welfare of mankind. room tools and techniques will be compared to their counterparts in the health Demonstrations of these tools and techniques will be carried out by the fields. At all times classroom instructors, visiting resource people, and students. the basic concept will be stressed and the students' rudimentary experiences extended into the "real world". It is by this means that we hope to onerIte the enthusiasm and interest the meaning and scope of community which will enable'the student to recognize health. - Certain areas of the allied health program lend themselveS more readily Although just for inclusion in,the tenth grade biology curriculum than others. about all of the areas covered under the natural sciences can conceivably be projected'into the area of health and welfare, it is our intention to include only those areas which we consider most conveniently applicable. The units in Allied Health must not appear as representing a separate unit They must serve as a bridge which serves to link--the purely unto themselves. academic with the work -a -day world. The teaching of academic subjects without relating that knowledge to actual In job tasks and skills may take on an aspect of irrelevancy to the student. teaching only job tasks and skills may not be sufficient to . the same respect, 2 with an eye toward prepare and motivate the student to seek further education better. job opportunities. The Allied Health curriculum will be concerned with the following seven areas of invOlVement: Community Water Examination Bacteriological 'Examination of Water The MiCroscope (a diagnostic tool) Microbesand.Man.J- Paper Chromatography (an Analytical Tool) The Transport System Heart Rate and Blood Pressure Part I: Part II: Examination of the Blood Individual Study - A Report on a Communicable or Hereditary Disease The Each of the above -units will be approached in a lab-oriented manner. -stUdent will become an active practitioner in an exercise designed to capture The with community health. the flavor of one or more of the areas concerned lab exercises will, as closely as possible, approximate those activitirs'which lab technician, are performed in the field. \He will, in effect, play the role of pathologist, bacteriologist, dietitian, physical therapist, clinical nurse, lab technologist, etc. It is this point that he must be made.aware of these supportive areas, . ,the specific tasks involved, type and-period of training, job market, growth \,\prential, salary, benefits, etc. i present Much of the above information will come from thOse people who are at \These visits will be fulfilling the various Allied poles in the community: )1 fili strips, tapes, complemented by career pamphlets,library visits, films, article's, models, closed circuit TV, role playing, medical forms, field trips, and other forms of related activity. together, it packages are No matter how neatly and completely these is responsible for their. effective- is still,the individual class instructor who the student the relatedness of It is he who must be able to convey to ness, opportunities related to Allied thetr academic training in Biology to the Health in their community. in theMannet outlined below: Each Allied Health unit will be more or less Introduction. A. background material 1. significance a.' Behavioral Objectives B. Lab Exercise C. objectives 1. materials and equipment 2. procedure 3. Reviewquestions or problems D. Unit Test E. Resource information F. who, what, where, when 1. How to utilize a. Bibliography N G. Supplementary activities H. I ; , t , 'UNIT I COMMUNITY- WATER EXAM NATION ) CO s 5 COMMUNITY WATER EXAMINATION PROLOGUE In many communities direct threats to human health arrive . The drinking water through the faucet as well as through the air. that flows through the tap in some localities has already passed Graffiti in public washrooms,in through seven or eight people. "Fidsh the several towns along the upper Mississippi Rivet reads: When the water reaches toilet, they%needithe water in St. Louis". should be St. Louie it'is chlorinated and filtered, and therefore Unfortunately, the water inmany cities is un- safe to diink. Infectious hepatitis is spreading, at an alarming safe to drink. rate inthe United States,,and a major suspect for the route.of transmission is the. "toilet-to-mouth" principle of many watersye- terns not made safe by chlorination. Besides hepatitis, the disease producing organsims whch.most frequently invade our intestinal tract cause typhoid fever/, dysen- Water can be perfectly clear in appearance, tery, and cholera. Obvious- free from peculiar odors and taste, and yet contaminated. ly special proceduies are necessary to determine its sanitary quality. As the population of many communities grow, their sewage treatment facilities, though' once adequate, are quickly outgrown. well as an Thus we need more federal controls and regulations as health increase in the efforts of sanitiriani, engineers, and public Constant examination of our surface and sub-surface inspectors. water must be carried out as a constant safe guard against water pollution. of the It is. the intention in this unit.to expose you to some It methods of water analysis which are performed in the field. inves- will be interesting to see what data we can collect from an streams;; gullies, lakes, and shore tigation of the ponds, brooks, front of our community. OBJECTIVES The student will become familiar with and involved in some of the "standard methods" employed in the examination of water. By wayof assigned reading, discussion, and laboratory activities, the student Will gain a greater insight into and appreciation of It is hoped that the. one of our most precious commodities, water. student will feel a sense of personal involvement by becoming,a part of a community concern which is. both timely and relevant. tI 1 10