Activity -
Day 1 (One Class Period)
Before introducing this lesson provide a lecture on the Executive Department.
A recommended web site for background information is: http://www.firstgov.gov/Agencies/Federal/Executive.shtml
Follow up the lecture by asking the students to rank the departments (1) most
important and (15) least important. Tell them that they will defend their ranking
with the rest of the class.
Take students to the computer lab.
Students will log on to http://www.hhs.gov/ and click on “About HHS” and “What
We Do”
1. Students will search the site to write a job description
for the executive department; Health and Human
Services; specifically stating how the department
addresses health concerns and works to improve the quality of health in the
United States. The job description must include information on the following
topics: disease, disasters/emergencies, aging, families/children, safety & wellness.
On the HHS page scroll down and click on the following sites:
National Institutes of Health http://www.nih.gov
Food and Drug Administration http://www.fda.gov
Centers for Disease Control and Prevention http://www.cdc.gov
2. Explain how one or more of these agencies might provide health assistance
to each of the following individuals:
a) A cosmetologist who works in a beauty salon.
b) A former professional baseball player who suffers from osteoarthritis
in his knees.
c) A person who works in a factory that manufactures refrigerators.
d) A man who is food shopping at his local grocery store.
e) A woman who is caring for her elderly mother suffering from Parkinson ’s
disease.
Activity
- Day (One class perios)
Take students to the computer lab.
Divide Class into groups of four: each group member will
be assigned one government site:
1. Centers for Disease Control and Prevention
2. Department of Health and Human Services
3. National Institutes of Health
4. Food and Drug Administration
Students will go to their specific site in order to research
the agency or department’s role in the prevention of
skin cancer.
Students should answer the following questions as they
research their sites:
1) What does the site tell the reader about skin cancer?
2) What recommendations are provided to the public regarding
the prevention of skin cancer?
3) What government regulations (if any) are mentioned regarding
tanning products?
4) Describe any educational programs provided by the department
or agency.
Students will use the following mapping instructions in
order to navigate their site:
1. Centers for Disease Control and Prevention http://www.cdc.gov
- Click
on Swim Healthy, and Safely and
- Choose Your Cover: When Out in the Sun, Protect the
Skin You're In!
2. Department of Health and Human Services http://www.hhs.gov/
- Click
on Safety and Wellness
- Click
on Environment: Sun, Air, Home, Workplace, School
- Click
on Sun Exposure/Protections
3. National Institute of Health http://www.nih.gov
- Click
on Health Information
- Click
on Cancers (under Conditions/Diseases)
- Scroll
down and click on Merkel Cell Carcinoma see skin cancer
and Melanoma
4. Food and Drug Administration http://www.fda.gov
Activity
- Day 3 (one - two class periods)
Students
may work in the classroom or computer lab for the following
lesson.
Students will work in their groups to compile their research
in order to construct a pamphlet about Skin Cancer and the
Government Connection. Recommend that students include visuals,
graphs, pictures and charts in their pamphlets.
Tell students that they will present their pamphlets and
findings to the rest of the class.
Closure
Groups will present their pamphlets to the class and describe their findings.
Homework
After day two assign students to search for pictures,
graphs, and charts from magazines and the Internet
that they can use in constructing their pamphlet.
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