Deborah Reed, Pamela Kidd
University of Kentucky
Amputation - Lesson Plan
Background: Amputations affect 1 in 9 agricultural workers. The common causes are entrapment in machinery, crushing, and infection after injury occurs.
Objectives: For the student to recognize the prevalence of amputation within agricultural occupations and be able to perform the following tasks:
- identify at least three farm-related incidents that may cause amputation
- name key safety rules for prevention of limb loss
- evaluate four ways limb loss affects quality of life
Situation Development: Things to be brought out by the teacher in discussion to generate interest in the lesson: (See fact sheet.)
- Do any of you know of a farming incident in which limb loss occurred?
- What do you think is the most common type of incident that leads to amputation?
- What are some effects of amputation? How would it change your life?
Problem Statement: Identify the lesson topic and what the students will be answering in their activities.
- What are the leading causes of amputations in the agricultural industry, and how might we prevent them?
Analysis: Things to consider in analyzing the topic and reaching the conclusion:
- simple statistics related to amputation in agricultural occupations
- identification of common causes of farm-related incidents leading to amputation
- effects of amputation on lifestyle, economic situation, community, and future
- prevention of farm-related incidents leading to amputation
- Narrative Simulation
- Physical Simulation
- Supplemental
Activities:
- Case Report
- Group Role Play
- Guest Speaker
Group
Conclusion: After completion of
the activities, the teacher will lead in discussion of the
topic with the class, approaching the points outlined in the
analysis. The students should provide information and knowledge
as gained from the activities and reference materials.
|
KERA
Goals
|
Goal
1
|
|
| Accessing Sources of Info |
|
|
| Reading |
|
|
| Observing |
|
|
| Listening |
|
|
| Quantifying | ||
| Computing | ||
| Visualizing |
|
|
| Measuring | ||
| Mathematical Reasoning | ||
| Classifying | ||
| Writing | ||
| Speaking | ||
| Visual Arts | ||
| Music | ||
| Movement | ||
| Using Electronic Tech. | ||
| Goal 2 | ||
| Nature of Scientific Activity | ||
| Patterns |
|
|
| Systems and Interactions |
|
|
| Models and Scale | ||
| Constancy | ||
| Evolutionary Change | ||
| Number | ||
| Mathematical Procedures | ||
|
Space and Dimensionality |
||
| Measurement | ||
| Change | ||
| Mathematical Structure | ||
| Date |
|
|
| Democratic Principles | ||
| Political System | ||
| Social Systems | ||
| Cultural Diversity | ||
| Economic Systems |
|
|
| Geography & Human Activity | ||
| Historical Perspective | ||
| Interpersonal Relationships | ||
| Production | ||
| Analysis of Forms | ||
| Aesthetics | ||
| Cultural Heritage | ||
| Cultural Diversity | ||
| Language | ||
| Second Language | ||
| Family/Life Parenting |
|
|
| Consumerism |
|
|
| Physical Wellness |
|
|
| Mental/Emotional Wellness | ||
| Community Health Systems | ||
| Psychomotor Skills |
|
|
| Lifetime Physical Activities | ||
| Career Paths | ||
| Employability Attributes |
|
|
| Post-Secondary Options | ||
| Goal 3 | ||
| Positive Self-concept | ||
| Healthy Lifestyle |
|
|
| Adaptability/Flexibility | ||
| Resourcefulness/Creativity | ||
| Self-control/Self-discipline |
|
|
| Ethical Values | ||
| Independent Learning |
|
|
| Goal 4 | ||
| Interpersonal Skills |
|
|
| Team Membership |
|
|
| Consistent, Caring Behavior | ||
| Rights & Responsibilities |
|
|
| Multicultural/World View | ||
| Open Mind | ||
| Goal 5 | ||
| Critical Thinking |
|
|
| Creative Thinking | ||
| Conceptualizing | ||
| Decision Making |
|
|
| Problem Solving |
|
|
| Goal 6 | ||
| Multiple Perspectives |
|
|
| Developing New Knowledge | ||
| Expanding Knowledge |
|
Back to Contents
This curriculum guide was supported by Grant Number 1 R01/CCR414307 from NIOSH. Its contents are solely the responsibility of the authors and do not necessarily represent the official views of NIOSH. Special thanks to Dr. Ted Scharf.
Disclaimer and Reproduction Information: Information in NASD does not represent NIOSH policy. Information included in NASD appears by permission of the author and/or copyright holder. More
Reviewed for NASD: 03/2009