California Career and Technical Education Standards

• HSMT.FS.1.0 Academics
• HSMT.FS.5.1 Apply appropriate problem-solving strategies and critical thinking skills to wor...
• HSMT.FS.5.3 Use critical thinking skills to make informed decisions and solve problems.
• HSMT.FS.6.1 Know policies, procedures, and regulations, regarding health and safety in the w...
• HSMT.FS.6.3 Understand the importance and use of Standard Precautions and Infection Control,...

California Academic Content Standards (Reinforced)

• ELA.9-10.R.CAGT.2.3 Generate relevant questions about readings on issues that can be researched.2
• ELA.9-10.R.CAGT.2.4 Synthesize the content from several sources or works by a single author dealing ...32

• Go little glow germ

  Before class, the instructor will apply "glow germ" to hands and will go around the room touching different items, including to a first few students who voluntarily agree to participate as they  enter room. This is done without the knowledge of the majority of the class.  When the class starts, ask students, "How do we get sick? How are illnesses spread?" Students brainstorm various transmission modes.  Then the teacher ask the students, "Let's take a look" .  The teacher will turn off the classroom lights and turn on black light. The blacklight causes the  glow germs to  "light up" around the room, especially on hands. Explain that these are not actual germs, but a lotion that is visable only in black light. It demonstrates the mode of transmission principle through direct (student to student) and indirect (student to surface) contact.
• Defining terms - Group Work

  Teacher will have students break up into groups of 2 or 3 and look up the following terms.  Students will share out the definitions, give examples of each term, provide a picture from google images, the name of a possible illness caused by the term, and compare and contrast their term.  The teacher will add information after each student group presents their term.

  Terms:

  microorganism
  pathogen
  nonpathogen
  bacteria
  protozoa
  fungi
  rickettsiae
  virus
   
• Chain of Infection - Lecture

  Teacher will define: aerobic, anaerobic, endogenous, exogenous, nosocomial, opportunistic. Great care needs to be taken on discussing the prevention of nosocomial infections. 

  The teacher will reveiw the "chain of infection".  The teacher may use a projector or draw the chain on the board.  Discussion should center around how students and healthcare providers can "break the chain." Discuss various ways to break the chain and different links of the chain. Focus on lifestyle choices and how not to be a suseptable host (nutrition, sleep, exercise, manage stress, decrease exposure, immunization, hygienic measures, and body defenses). Discuss the implications of healthcare workers spreading infection amongst patients and in their own health. Discuss the increased risk of infection in the presence of illness or surgery.

  Use examples of different illnesses: food poisening, Sexually Transmitted Diseases (AIDS), respiratory (H1N1), and have students apply the chain of infection to each example.

  • infectioncircle0001(3).jpg [ View Image ] [ Download Original ] Chain of Infection poster
• Reinforcing

  Students complete worksheets that accompany text.

• Infection Control Crossword.rtf [ Download ]