Interoperability in healthcare is an important but very complex issue. There are many issues to address in order to create an easy transition from one system to the next. Presented in your learning resources were 4 levels of interoperability. For this assignment you will select and utilize one of the levels.
In this discussion board respond to the following prompts:
Identify the interoperability level you are utilizing for the assignment and a rationale to support your selection of that level.
Describe the benefits interoperability provides between healthcare systems.
Discuss some of the actual or potential concerns that may be associated with interoperability between healthcare systems.
Requirements: 250
https://www.himss.org/resources/interoperability-healthcare
https://www.healthit.gov/topic/interoperability
https://www.cdc.gov/datainteroperability/index.html
https://journal.ahima.org/page/preparing-for-the-rising-tide-of-interoperability-in-healthcare
Category: Health & Medical
Disc1, Based on your Topic 7 Capstone Change Project Evaluation Plan,explain the dependent variable that is being measured and the independent variable that is being manipulated. Hypothesize the results of the manipulation of the independent variable and the change you expect to occur in the dependent variable. Disc 2.Not all EBP projects result in statistically significant results.
Explain the difference between clinical and statistical significance.
How can you use clinical significance to support positive outcomes in
your project? Benchmark – Capstone Project Change ProposalIn this assignment, students will pull together the capstone project
change proposal components they have been working on throughout the
course to create a proposal inclusive of sections for each content focus
area in the course. For this project, the student will apply
evidence-based research steps and processes required as the foundation
to address a clinically oriented problem or issue in future practice.
Develop
a 2,500-3,000-word written project that includes the following
information as it applies to the problem, issue, suggestion, initiative,
or educational need profiled in the capstone change proposal:
Background of clinical problem
Clinical problem statement (Topic 3 assignment)
Purpose of the change proposal in relation to providing patient care in the changing health care system (Topic 2 assignment)
PICOT question (Topic 3 assignment)
Literature search strategy employed (Topic 4 assignment)
Synthesis of literature review (Topic 6 assignment)
Applicable change or nursing theory utilized (Topic 4 DQ 2)
Proposed implementation plan with outcome measures (Topic 5 assignment)
Plan for evaluating the proposed nursing intervention (Topic 6 assignment)
Identification
of potential barriers to plan implementation, and a discussion of how
these could be overcome (Topic 5 DQ 2 and any other barriers that have
not yet been considered)
Appendix section: Update the Capstone
Change Project Evaluation plan developed in Topic 7 as needed. Include
it as Appendix A. Additional items developed for your capstone project
(i.e., patient or staff education materials, etc.) can also be attached
but are optional.
Review the feedback from your
instructor on the Capstone Project assignments submitted throughout the
course and referenced above. Use this feedback to make appropriate
revisions to these before submitting.
You are required to cite a
minimum of five peer-reviewed sources to complete this assignment.
Sources must be published within the past 5 years, appropriate for the
assignment criteria, and relevant to nursing practice.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.
This
assignment uses a rubric. Please review the rubric prior to beginning
the assignment to become familiar with the expectations for successful
completion.
Please see attached file for detailed instructions.
Basically, there are 10 ECG strips. You need to complete the tables in the document by analyzing the ECG strips.
The government provides health insurance to low-income individuals, the elderly, and the disabled. These individuals cannot afford private health insurance and would be uninsured if government insurance did not exist. Medicaid and Medicare are entitlement programs, while SCHIP is a block grant program.
On the basis of your knowledge on Medicaid, Medicare and SCHIP, write a 2 page essay in a Microsoft Word document on these government insurance programs. Your essay should include answers to the following questions:
Compare and contrast the three major government health insurances. Include eligibility, administrative jurisdiction, and method of financing.
Compare the Medicaid program in the state you reside in with a Medicaid program in another state. Should Medicaid programs be uniform throughout the United States? Explain why or why not.
Compare the structure and eligibility rules for SCHIP in your state and SCHIP in another state. Do you think that SCHIP should be uniform throughout the United States? Why or why not?
Describe entitlement and block grant programs. How are these two programs different?
Should all government health insurances be entitlement programs or should they all be block grant programs? Why?
Submission Details:
Support your responses with reasoning and examples
Cite any sources in APA format.
From all the knowledge needed to effectively manage a healthcare organization, one of the most important areas is understanding the business’s current financial condition. Financial analysis can be defined as the process of assessing the financial condition of a firm. It can be very useful in understanding the financial position of a company. There are a number of different ratios that can be used for this purpose, but each has it benefits and limitations. Select several ratios you think are valuable when trying to understand the financial condition of a health care company and explain why you have selected them, explaining both the benefits and potential limitations of those ratios. Embed course material concepts, principles, and theories (which require supporting citations) in your initial response along with at least one scholarly, peer-reviewed journal article. Keep in mind that these scholarly references can be found in the Saudi Digital Library by conducting an advanced search specific to scholarly references. Use Saudi Electronic University academic writing standards and APA style guidelines.
see attached file to answer the question.
Make sure to write a soap note about this patient, and include 1 actual diagnosis and one potential diagnosis
For your signature assignment, compose a 3- to 4-page case analysis (in addition to a title page, abstract, and reference list page) written in APA Style citing at least 3 references with one non-Internet reference. The following should be covered in the paper:
Title Page: Case Title, Full Name, Section, Date, Instructor, and Campus
Abstract: Summarize the case o One non-indented paragraph on a separate page. This will be page 2.
Introduction: The physiological importance of the liver, pancreas, and kidneys for the proper functioning of the human body
Body: Response to the prompts: Organize your analysis with headings that thoroughly answer the prompts (e.g., “Abnormal Glucose Levels” for question 1).Explain each prompt in depth with physiological concepts and provide sufficient evidence from the literature for each prompt. o Include normal physiological ranges (if it applies).
Maintain the order of questions when answering.
Conclusion: Summarize the paper in a paragraph.
(NO AI PERMITTED) Support your opinions with evidence from your readings and research. Review the rubric for complete grading criteria.
Case: End-Stage Kidney Disease
Cynthia, a 53-year-old female presented to the emergency room due to feeling constantly tired, hungry, thirsty, and with frequent urination. Her past medical history is significant for cirrhosis and end-stage kidney disease. Physical examination had revealed yellowish discoloration to the skin, multiple bruises, bilateral edema, and weakness lasting more than three weeks. Laboratory tests were ordered (results provided below) after which she was prescribed metformin and informed to contact a doctor if she starts experiencing nausea, vomiting, fast breathing, and/or lethargy, as metformin has been known to cause metabolic acidosis.
Complete Blood Count (CBC)
Sodium126 mEq/L
Glucose220 mmol/L
Calcium7.1 mg/dl
Red blood cell count3.9 cells/ul
Iron40 mcg/dL
Albumin2.5 g/dl
Vitals
Blood pressure92/64 mmHg
Hormone Panel
ReninLow
ADHElevated
AldosteroneLow
Vitamins
Vit DLow
Vit KLow
Vit ELow
Vit ALow
Urine and Stool Sample
Stool colorGray
Stool contentIncrease fat content
Urine colorClear
Complete Blood Count (CBC)
GlucosePresent
Answer the following questions regarding Cynthia’s case:
What hormone is not functioning properly causing Cynthia’s glucose levels to be abnormal? Furthermore, explain in depth how this hormone regulates blood glucose levels.
What other hormone(s) are responsible for maintaining normal glucose levels? Explain in depth how they work.
Explain why Cynthia is presenting with excessive thirst (polydipsia), tiredness and hunger (polyphagia), and frequent urination (polyuria).
Explain why Cynthia is experiencing hypotension. How does the body and its various organ systems bring the blood pressure back towards homeostasis?
What do you expect Cynthia’s heart rate and end-diastolic volume (EDV) to be (elevated, normal, or low) and justify your expectation with cardiovascular formulas such as cardiac output (CO) and stroke volume (SV).
What is the importance of iron in the body and the consequence of it being 40 mcg/dL?
Explain in detail what gluconeogenesis is and where in the body it occurs? Knowing that gluconeogenesis helps maintain blood glucose level, what is the effect of metformin on the management of diabetes mellitus type 2?
Looking at Cynthia’s albumin levels, what effect does it have on her (a) blood osmolarity (b) glomerular filtration rate (GFR) and (c) urine volume?
Explain how glucose is normally reabsorbed by the kidneys? What is happening in Cynthia’s kidneys resulting in glucosuria and what effect does glucosuria have on her blood pressure?
If Cynthia ends up developing metabolic acidosis, what would the levels of her pH, CO2, and HCO3 be in the blood? Furthermore, how would the body compensate and address both renal and respiratory compensation (optional: show the compensation via a flow chart)? Rubric
PHYS 261 Signature Assignment Rubric
PHYS 261 Signature Assignment Rubric
CriteriaRatingsPts
This criterion is linked to a Learning OutcomeContent/Information Prompt #1
5.6 to >4.76 ptsExceeds Expectations
Addresses the entire prompt correctly with great depth and details. Information is scientifically sound, thorough, necessary, and sufficient.
4.76 to >4.03 ptsMeets Expectations
Addresses the entire prompt correctly without depth or any details. Information is mostly scientifically sound, thorough, necessary, and sufficient.
4.03 to >3.3 ptsApproaches Expectations
Partially addresses the prompt correctly. Information is mostly insufficient and may not be scientifically sound.
3.3 to >0 ptsDoes Not Meet Expectations
Does not address any portion of the prompt correctly. Information is not scientifically sound, necessary, or sufficient.
5.6 pts
This criterion is linked to a Learning OutcomeContent/Information Prompt #2
5.6 to >4.76 ptsExceeds Expectations
Addresses the entire prompt correctly with great depth and details. Information is scientifically sound, thorough, necessary, and sufficient.
4.76 to >4.03 ptsMeets Expectations
Addresses the entire prompt correctly without depth or any details. Information is mostly scientifically sound, thorough, necessary and sufficient.
4.03 to >3.3 ptsApproaches Expectations
Partially addresses the prompt correctly. Information is mostly insufficient and may not be scientifically sound.
3.3 to >0 ptsDoes Not Meet Expectations
Does not address any portion of the prompt correctly. Information is not scientifically sound, necessary, or sufficient.
5.6 pts
This criterion is linked to a Learning OutcomeContent/Information Prompt #3
5.6 to >4.76 ptsExceeds Expectations
Addresses the entire prompt correctly with great depth and details. Information is scientifically sound, thorough, necessary, and sufficient.
4.76 to >4.03 ptsMeets Expectations
Addresses the entire prompt correctly without depth or any details. Information is mostly scientifically sound, thorough, necessary, and sufficient.
4.03 to >3.3 ptsApproaches Expectations
Partially addresses the prompt correctly. Information is mostly insufficient and may not be scientifically sound.
3.3 to >0 ptsDoes Not Meet Expectations
Does not address any portion of the prompt correctly. Information is not scientifically sound, necessary, or sufficient.
5.6 pts
This criterion is linked to a Learning OutcomeContent/Information Prompt #4
5.6 to >4.76 ptsExceeds Expectations
Addresses the entire prompt correctly with great depth and details.Information is scientifically sound, thorough, necessary, and sufficient.
4.76 to >4.03 ptsMeets Expectations
Addresses the entire prompt correctly without depth or any details.Information is mostly scientifically sound, thorough, necessary, and sufficient.
4.03 to >3.3 ptsApproaches Expectations
Partially addresses the prompt correctly. Information is mostly insufficient and may not be scientifically sound.
3.3 to >0 ptsDoes Not Meet Expectations
Does not address any portion of the prompt correctly.Information is not scientifically sound, necessary, or sufficient.
5.6 pts
This criterion is linked to a Learning OutcomeContent/Information Prompt #5
5.6 to >4.76 ptsExceeds Expectations
Addresses the entire prompt correctly with great depth and details.Information is scientifically sound, thorough, necessary, and sufficient.
4.76 to >4.03 ptsMeets Expectations
Addresses the entire prompt correctly without depth or any details.Information is mostly scientifically sound, thorough, necessary, and sufficient.
4.03 to >3.3 ptsApproaches Expectations
Partially addresses the prompt correctly. Information is mostly insufficient and may not be scientifically sound.
3.3 to >0 ptsDoes Not Meet Expectations
Does not address any portion of the prompt correctly.Information is not scientifically sound, necessary, or sufficient.
5.6 pts
This criterion is linked to a Learning OutcomeContent/Information Prompt #6
5.6 to >4.76 ptsAddresses the entire prompt correctly with great depth and details. Information is scientifically sound, thorough, necessary, and sufficient.
4.76 to >4.03 ptsAddresses the entire prompt correctly without depth or any details. Information is mostly scientifically sound, thorough, necessary, and sufficient.
4.03 to >3.3 ptsPartially addresses the prompt correctly. Information is mostly insufficient and may not be scientifically sound.
3.3 to >0 ptsDoes not address any portion of the prompt correctly. Information is not scientifically sound, necessary, or sufficient.
5.6 pts
This criterion is linked to a Learning OutcomeContent/Information Prompt #7
5.6 to >4.76 ptsAddresses the entire prompt correctly with great depth and details. Information is scientifically sound, thorough, necessary, and sufficient.
4.76 to >4.03 ptsAddresses the entire prompt correctly without depth or any details. Information is mostly scientifically sound, thorough, necessary, and sufficient.
4.03 to >3.3 ptsPartially addresses the prompt correctly. Information is mostly insufficient and may not be scientifically sound.
3.3 to >0 ptsDoes not address any portion of the prompt correctly. Information is not scientifically sound, necessary, or sufficient.
5.6 pts
This criterion is linked to a Learning OutcomeContent/Information Prompt #8
5.6 to >4.76 ptsAddresses the entire prompt correctly with great depth and details. Information is scientifically sound, thorough, necessary, and sufficient.
4.76 to >4.03 ptsAddresses the entire prompt correctly without depth or any details. Information is mostly scientifically sound, thorough, necessary, and sufficient.
4.03 to >3.3 ptsPartially addresses the prompt correctly. Information may not be scientifically sound, necessary, or sufficient.
3.3 to >0 ptsDoes not address any portion of the prompt correctly. Information is not scientifically sound, necessary, or sufficient.
5.6 pts
This criterion is linked to a Learning OutcomeContent/Information Prompt #9
5.6 to >4.76 ptsAddresses the entire prompt correctly with great depth and details. Information is scientifically sound, thorough, necessary and sufficient.
4.76 to >4.03 ptsAddresses the entire prompt correctly without depth or any details. Information is mostly scientifically sound, thorough, necessary and sufficient.
4.03 to >3.3 ptsPartially addresses the prompt correctly. Information is mostly insufficient and may not be scientifically sound.
3.3 to >0 ptsDoes not address any portion of the prompt correctly. Information is not scientifically sound, necessary or sufficient.
5.6 pts
This criterion is linked to a Learning OutcomeContent/Information Prompt #10
5.6 to >4.76 ptsAddresses the entire prompt correctly with great depth and details. Information is scientifically sound, thorough, necessary, and sufficient.
4.76 to >4.03 ptsAddresses the entire prompt correctly without depth or any details. Information is mostly scientifically sound, thorough, necessary, and sufficient.
4.03 to >3.3 ptsPartially addresses the prompt correctly. Information is mostly insufficient and may not be scientifically sound.
3.3 to >0 ptsDoes not address any portion of the prompt correctly. Information is not scientifically sound, necessary, or sufficient.
5.6 pts
This criterion is linked to a Learning OutcomeOrganization and Assignment Requirements
5.6 to >4.76 ptsDemonstrates a sophisticated understanding of the topic(s) and issue(s). Introduction, abstract, and conclusion serve to bring cohesion and clarity to the assignment topic. Presents coherently and logically organized ideas that are thoughtful and in-depth. Meets all length requirements and addresses all aspects of the assignment. Meets the required number of resources, and all sources meet the assignment specifications.
4.76 to >4.03 ptsDemonstrates an adequate understanding of the topic(s) and issue(s). Introduction, abstract, and conclusion generally serve to bring cohesion and clarity to the assignment topic, but there may be some redundancy or unnecessary information. Ideas are mostly coherent and organized. Meets all length requirements and addresses all aspects of the assignment. Meets the required number of resources, and all sources meet the assignment specifications.
4.03 to >3.3 ptsDemonstrates a vague or incorrect understanding of the topic(s) and issue(s). Introduction, abstract, and conclusion do not add cohesion and clarity to the assignment topic. Several ideas are incoherent and disorganized. Meets some length requirements and addresses some aspects of the assignment. Meets the required number of resources, and some meet the assignment specifications.
3.3 to >0 ptsDemonstrates little or no understanding of the topic(s) and issue(s). Introduction, abstract, and conclusion are missing or insufficient. Meets few, if any, assignment and reference criteria.
5.6 pts
This criterion is linked to a Learning OutcomeAPA and Mechanics
8.4 to >7.14 ptsThe assignment consistently follows current APA format and is free from errors in formatting, citation, and references. There are no grammatical, spelling, or punctuation errors. All sources are cited and referenced correctly.
7.14 to >6.05 ptsThe assignment consistently follows current APA format with only isolated and inconsistent mistakes and/or has a few grammatical, spelling, or punctuation errors. Most sources are cited and referenced correctly.
6.05 to >4.96 ptsThe assignment does not follow current APA format and/or has many grammatical, spelling, or punctuation errors. Many sources are cited and referenced incorrectly, or citations and references are missing where needed.
4.96 to >0 ptsNo attempt to follow APA format is indicated. Sources are not used and/or there is no reference page. Mechanical errors significantly interfere with the readability of the paper.
8.4 pts
Total Points: 70
DISCUSSION QUESTIONS1.What are the benefits and the challenges of offering group psychotherapy services within both inpatient and outpatient clinical environments?
2.Discuss key components of group process that occur during all phases of group development, giving examples of patient-focused activity that occurs during each phase.
3.Describe how various theoretical orientations could be used when leading short-term group psychotherapy. What patient populations or clinical presentations would be best served by each theoretical framework.
4.Discuss the benefits and challenges of using one or two group therapists during a psychotherapeutic intervention.
5.Discuss the importance of identifying ground rules, especially in relation to confidentiality for group psychotherapy services.
6.Describe how group psychotherapy differs from individual psychotherapy and describe the types of patients who might be better served by group psychotherapy.
7.Identify a specific group you would like to lead in your practice and discuss the purpose, your target population, how you would screen and recruit participants, establishing a fee schedule, the time frame (open or closed), number of participants, theoretical orientation for the group, selection of a co-therapist or why you do not want a co-therapist, marketing and advertising, and length of each session.
To reflect, write one or two paragraphs with a minimum of 150 words, scholarly written, APA formatted, and referenced. A minimum of two references are required (other than your text).
Week 7 Activity – Pareto Analysis and Business Process Flow Charting Practice
Due: Mon May 20, 2024 9:00amDue: Mon May 20, 2024 9:00am
Ungraded, 30 Possible Points30 Points Possible
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Unlimited Attempts Allowed
Available after Apr 29, 2024 12:00amAvailable after Apr 29, 2024 12:00am
Details
This activity consists of two problems.
Problem One
Gary Seitz is the director of procurement for the Forest Medical Center in Oak Park, Illinois. His medical center recently purchased more than 300 new side tables for the patient rooms from Quick-and-Cheap Furniture. His team, however, is not happy with the paint quality of these tables. They feel the firm providing the tables was rushed to get the order out and did not do a great job.
They have examined each of the 312 tables that they have received so far and found the following defects, listed in alphabetical order:
Table DefectsProblemNumber of Occurrences
Dirt in paint65
Off-color17
Orange peel12
Other1
Sad looking43
Scratch11
Sealer under8
Thin paint31
Instructions
Use Excel to:
Create a Pareto Chart for this situation.
Create and complete a table for this situation using the following headers:Problem.
Frequency.
Cumulate Frequency.
Percentage.
Cumulate Percentage.
List the most frequently occurring problem first in the table, then the next more frequently occurring problem second in the table, and so forth.
In a Word document:
Draw two conclusions about the quality of the patient tables that Quick Furniture has shipped to the Forest Medical Center.
Submit both your Word and Excel files.
Problem Two
Ted Short, the manager of procurement at the Lake Luna Medical Center (LLMC), is starting a process to examine the general process that is followed at his center for procurement of medical supplies at his facility. His first step is to develop a flowchart for the current process that employees at his center follow. He has asked you to draw that flowchart for him and make any obvious changes to shorten the process.
Here are the key steps that are followed:
The LLMC employee fills out a paper requisition and sends that to his department head for approval.
The department secretary first examines the requisition to see if all the needed information is present. If it is, then she sends it to the department head for approval. If not, she returns to the employee for any needed corrections. The employee then returns the requisition to the department secretary for review again.
Requisitions with the correct information are sent to the department head.
The department head reviews the item to determine if the material requested seems appropriate. He may contact his employee to discuss any questions he might have.
If he feels it is inappropriate, then he rejects the request and sends it back to the employee.
If he feels it is appropriate, then he checks the budget to see if there are sufficient monies in the budget to pay for this. If there are not, then he rejects the request and sends it back to the employee. If there are sufficient funds, then he approves them.
If the requisition is approved, then the department secretary sends the requisition to a member of the LLMC Procurement Team.
The LLMC procurement specialist checks to see if the suggested vendor on the requisition is on the approved vendor list (AVL).
If not, he sends the request back to the department secretary and the process starts all over if the LLMC employee wants to continue to pursue it. If the employee does not, then the requisition is terminated.
If the vendor is on the AVL, the LLMC procurement specialist checks to see if a quote is required, either based on the type of equipment and material required or on the amount of the purchase.
If no quote is required, the procurement specialist transmits the PO to the vendor for execution.
If a quote is required, then the specialist contacts the vendor and asks for a quote. If the quote is satisfactory based on past purchases of such items, the specialist approves the quote and places the order.
If the quote is too high, the specialist contacts the LLMC employee and asks for another vendor to check. The procurement specialist then checks the second vendor. Usually, a procurement specialist will have to check only two vendors at most.
If the specialist cannot find a vendor with it suitable price after two tries, then the PO is canceled.
When the specialist finds a vendor who submits a suitable quote, she transmits the PO to the vendor for execution by US postal service or by telephone.
The procurement specialist then logs the transaction into the financial system.
The procurement specialist then forwards the request to the Accounts Payable Department for payment when the receipt of the materials and equipment ordered, is acknowledged.
Instructions
Use Microsoft Word to complete the following:
Develop a flowchart for this process.
Suggest three improvements, based on total quality management, that Ted Short can use to make the current process more efficient.
Submit your Word document(s).
View Rubric
Week 7 Assignment – Week 7 Activity – Pareto Analysis and Business Process Flow Charting Practice
Week 7 Assignment – Week 7 Activity – Pareto Analysis and Business Process Flow Charting Practice
CriteriaRatingsPts
Accurate solution, outcome, and/or conclusion is given to address all components presented in the task(s).10.2 to >9.17 pts
Exemplary
Solutions, outcomes, and/or conclusions are correct and address all relevant components of the problem(s).9.17 to >8.15 pts
Competent
Solutions, outcomes, and/or conclusions address all relevant components of the problem(s) and are mostly accurate, with minor errors in calculations/charts.8.15 to >7.13 pts
Needs Improvement
Solutions, outcomes, and/or conclusions address only some of the components of the problem(s) OR there are multiple accuracy errors.7.13 to >0 pts
Unacceptable
Solutions/outcomes given are incorrect./ 10.2 pts
Use appropriate strategy and correct process to solve the problem(s) or answer the question(s).
9.9 to >8.9 pts
Exemplary
Used an appropriate strategy and complete process for solving the problem(s) or answering the question(s).8.9 to >7.91 pts
Competent
Used an appropriate strategy but incomplete process for solving the problem(s) or answering the question(s). 1–2 process steps are missing or incorrect.7.91 to >6.92 pts
Needs Improvement
Used an inappropriate strategy or application of strategy is unclear. 3–4 process steps are missing or incorrect.6.92 to >0 pts
Unacceptable
Used an incorrect strategy or no strategy is shown for solving the problem(s)./ 9.9 pts
Communicate the relevance of the solution(s) in the appropriate context using evidence/examples where appropriate.
9.9 to >8.9 pts
Exemplary
Communicated the relevance of the solution(s) in the appropriate context using evidence/examples where appropriate.8.9 to >7.91 pts
Competent
Communicated the relevance of the solution(s) in the appropriate context.7.91 to >6.92 pts
Needs Improvement
Communicated the relevance of the solution(s), but not in the appropriate context.6.92 to >0 pts
Unacceptable
Did not communicate the relevance of the solution(s)./ 9.9 pts
Plan
You now have the tools to follow your interests while integrating the CA Health Standards into your classroom! You will use the skills you learned in the prior modules to create a lesson plan for the grade and area of interest you mentioned in the Prep Discussion. Preparation
1. Use each module to ensure you are covering each step correctly.
2. Return to the original discussion and recall your grade, content area and standard of interest. Can’t recall? Here is a link to the discussion to find your area of interest. Prep Discussion.
3. Follow the below exactly. Assignments submitted out of format will get a -50%. Assignments straight from AI will get -75%. If you use AI or the internet, make it your own, put it in the format so the work is yours.
Resources you may need: Go to: The California Health Education Content Standards
Assignment
Fill out the following lesson plan. Steps 1-3 are the same as Discussion 1 and 2.
1. Grade:
2. Content Area:
3. Standard (category, number and written): 4. Academic Subject: Coordinate an academic area into your activity that is age appropriate (math, science, history, english (aka language arts). 5. Concept Preparation: 3-5 sentences of an age-appropriate overview of the topic to say to your students. This should tell them the key learning points. For example, :Today you will learn about … “I want you to understand how to…”. “This is important because…” You can even work in questions such as “Who knows why ____ is important?” Have an idea for an instructional aid for 100% credit.
6. Activity: Describe a hands on or active learning experience that meets your goal as well as adds in an academic concept. This is like Discussion 3. If you got your idea online, share the link. You cannot use the same activity you already have used in an assignment or one that a peer has posted already.
7. Resources: This is similar to Discussion 2 on finding resources. Share a resource for your activity such as a worksheet, take home handout, poster to color, cut outs, readings etc. You must have a resource to share. 8. Learning Summary Conclusion: Write a short 3-5 sentence summary stating what the learning points and recap to the students. For example, “today we learned that…. The steps to accomplish this are… We also worked in a ____ lesson on.”
9. Supplies Needed:
Example
1. Grade: 4th
2. Content Area: Nutrition and Physical Activity
3. Standard (category, number and written): Essential Concepts: 1.5.N Explain how food can contain germs that cause illness
4. Academic Subject: Science
Concept Preparation: I would have a quick lesson about how germs spread. (Touching the face, eating/preparing food with unwashed hand, touching contaminated surfaces, sneeze/cough and then touch others or objects) I would have blown up photos to pass around of what germs look like magnified and talk about how they are invisible to the naked eye. Then I would explain dirty hands carry microbes that can grow mold just like viruses can spread and bacteria can make you sick.
Resources: I would review handwashing techniques and time as recommended by the CDC as well as print up some of these handouts for my classroom (https://www.cdc.gov/healthyschools/bam/child-Links to an external site.development/how-to-wash-hands.htm)Links to an external site.
Activity: Hands and Bread Experiment (20 mins) Have the kids touch several surfaces in the class (doorknob, table and lunchboxes). Then they rub their hands on plain white bread. The kids then wash their hands, clean the surfaces and do the same bread touching. They put the bread in individual bags, labeled and watch over time period for growth of mold. Hands and Bread Experiment
The academic portion would be they do steps 1 and 2 of the scientific method (devise a question and make a prediction) as well as learn about microbes.
Learning Summary Conclusion: After the students waited the required grow time, we would have a classroom discussion with the following questions. “Who had different growth on the bread?” “Which bread had more growth, the unwashed or washed”? “Who predicted that correctly”? “What is a good way to stop the spread of germs?” (answer handwashing). Then I would review the handwashing video and time. Supplies Needed: pictures of germs blown up, 2 loaves white bread, ziploc baggies
Rubric
Points 65Criteria
5Format (3) Used Stated Interest Area from Prep Discussion (2)
2Academic Subject
10Concept Preparation: 3-5 sentences clearly showing background of lesson and goal (6) age-appropriate (4)
5Resources: Include a supportive educational aid for preparation
25Activity: Age appropriate (5), Interactive (5), Meets health standard (5), Meets academic need (5), clarity (5)-we should be able to use this
5link or lesson aid
10Learning Summary Conclusion: Provide a lesson wrap up for the students
3Supplies
Rubric
Lesson Plan
Lesson Plan
CriteriaRatingsPts
This criterion is linked to a learning outcomeFormat and TopicFormat (3) Used Stated Interest Area from Prep Discussion (2)
5 pts
This criterion is linked to a learning outcomeAcademic Subject
2 pts
This criterion is linked to a learning outcomeConcept PreparationConcept Preparation: 3-5 sentences clearly showing background of lesson and goal (6) age-appropriate (4)
10 pts
This criterion is linked to a learning outcomeResourcesResources: Include a supportive educational aid for preparation
5 pts
This criterion is linked to a learning outcomeLesson ActivityActivity: Age appropriate (5), Interactive (5), Meets health standard (5), Meets academic need (5), clarity (5)-we should be able to use this
25 pts
This criterion is linked to a learning outcomeLesson AssestsLink or lesson aid
5 pts
This criterion is linked to a learning outcomeLearning Summary ConclusionLearning Summary Conclusion: Provide a lesson wrap up for the students. Reviews health and academic topic (8), age-appropriate (2), complete (2)
10 pts
This criterion is linked to a learning outcomeSuppliesList needed supplies.
3 pts
Total points: 65
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