Part of Unit: Infection Control and Universal Precautions
Lesson Plan Overview / Details
The following concepts will be presented: microorganisms, categories of microorganisms, pathogens vs. nonpathogens, conditions needed to promote microorganism growth, terminology, and chain of infection.
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
Objectives and Goals
- students will recall the 3 main catagories of microorganisms that cause disease
- students will list the 6 links in the chain of infection and will site examples of how infections are transmitted
- students will list the conditions needed for growth
- students will understand and use the proper medical terminology related to infection control
Activities in this Lesson
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.
- 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.
Students complete worksheets that accompany text.
- Infection Control Crossword.rtf [ Download ]