Following the American Psychological Association’s Guidelines
Procedure
Warm up (5 – 10 minutes)
The teacher will ask students if they know about harmless sickness that can affect them. If students know them, the teacher will follow up by asking about side effects, outcomes, or treatments to the sicknesses. Any extra vocabulary words that are spoken, but are not already written on the board for future exercises, will be added to the board for future exercises. The teacher will then ask about more harmful sicknesses that can affect people. If students know about them, the teacher will follow up in the same manner as previously stated. More vocabulary words will be added if necessary. If students do not know, the teacher will give one or two brief examples of mare harmful sicknesses before moving on.
Development
Activity #1 (5-8 minutes)
During this activity, the students will work by themselves. Their task will be to match vocabulary words with the correct word grouping. For example, the word “medicine” would go under “Treatment” while the words “chicken pox” would go under “Sickness.” There will be at least fifteen to twenty words the students must match to their corresponding vocabulary categories. The teacher will offer hints for the more difficult vocabulary terms. The words will be written on the board and it is the student’s job to write the words down, separating them into separate groups. The groups will be “Sickness,” “Symptoms,” and, “Treatment.” The activity is to ensure that students learn about the sicknesses, their causes and effects, but also about proper vocabulary terms to use, and their correspondence with sickness, symptoms, and treatments.
Example of the words separated into their categories
Symptoms Sickness Treatment
Vomiting Influenza Fluids
Scratchy Throaty Streptococcus Antibiotics
Itching and red sores Chicken Pox Rest
Difficulty breathing Upper respiratory infection Medication
Activity #2 (10-12 minutes)
During this activity, the students will be separated into groups of three to four. Their task will be to choose one of the sicknesses from their newly made vocabulary sheet. They will be asked to briefly discuss the sickness. After they have briefly discussed the sickness, they must create a written composite of the sickness’s signs and symptoms, treatment (if any), and any other valid information involved with the sickness. All vocabulary words must be underlined or circled. The ages that are most effected by the sickness and any other gathered information would be appreciated.
Activity #3 (15 minutes)
The teacher is going to quickly review the written composites of the sicknesses handed in by the group. After reviewing, the teacher will make any corrections needed, verbally, to the class. An emphasis on the vocabulary involved in each sickness, as well as each correction, will be stressed. The teacher will also separate all of the vocabulary words into three separate categories, with help from the class, asking students how they knew where to move each word.
Closure (5 minutes)
The class will conclude with the teacher asking students if clarification is needed or extra help is required. A brief overview of the more difficult vocabulary words will be given regardless of if help is needed or not. Students will be given a brief oral quiz on some of the more difficult vocabulary words, as well as some of the more difficult sicknesses to remember. If help is required, the teacher will offer it to the student or students. If no help is needed, the class will be released.
