Lesson 2.4: Being a Healthy Consumer

Overview

This lesson focuses on learning about how to be a healthy consumer and how to find information about the products and services used to stay healthy.

Learning Targets

• LO15: Explain how engaging in self-care behaviors can affect long-term health.
• LO16: Identify six things that are part of your medical history.
• LO17: Analyze the relationship between having health insurance and access to medical care.
• LO18: Demonstrate the use of I statements when using assertive communication.

Preparation

For the Warm-Up Activity: Write the Journal Question on the board or identify (and copy as needed) the worksheets you plan to use:

• Lesson 2.4 Quiz
• Lesson 2.4 Vocabulary Review Worksheet
• Lesson 2.4 ELL Vocabulary Review Worksheet

For the Content Focus: Make copies of the Note-Taking Guide. Project the Lesson 2.4 PowerPoint slides.

For the Lesson Focus: Copy the Lesson 2.4 Skill-Building Challenge Worksheet: Making a Consumer Complaint..

Warm-Up Activity

Select a warm-up activity to help get your class focused and on task.

• Journal Question: If you experienced a significant injury or were concerned you might have a serious health issue, how confident are you that you know where to go for help? Provide three examples of potential health issues a teenager might face and identify where that person might go for help.
  • Option: Write or project the question and have students respond in their journal or on their “bell ringer” sheet as they enter class.
  • Option: Have students discuss the question with a partner or in a small group.
• Vocabulary Review: Have students work individually, in pairs, or in small groups to complete the Lesson 2.4 Vocabulary Review Worksheet
• Quiz: Have students complete the Lesson 2.4 Quiz to assess their prior knowledge.
  • Option: Collect the quiz and use it alongside a posttest to demonstrate student learning.
  • Option: Have students share their answers with a partner and then go over the answers together as a class.

Lesson Content

Review the content from the textbook lesson.

• Option: Use the Lesson 2.4 PowerPoint slides to review the chapter content.
• Option: Have students use the Lesson 2.4 Note-Taking Guide to review chapter content. Ask students to work individually, in pairs, or in small groups. Review the questions as a class if time permits.

Lesson Focus: Making a Consumer Complaint

1. Give each student a copy of the Making a Consumer Complaint Worksheet.
2. Have students work individually to complete the task on the worksheet. Remind students to use I messages to make sure their complaint includes assertive communication.
3. Once students have created their scripted complaint, tell students to find a partner.
4. Tell students to practice reading aloud their complaint with their partners.

Challenge Activity

Have students needing an additional challenge work on the following Thinking Critically task.

Medical information can be confusing. What would you do if you did not understand something that the doctor was telling you, especially if it involved a treatment they wanted you to get? What responsibility do you have in this situation? How would you communicate your concern with the medical professional?

Reflection and Summary

Review the critical content from today’s lesson. Review the learning targets and ask students to answer each question posed.

Can you...

• Explain how engaging in self-care behaviors can affect long-term health?

  Self-care involves all the decisions you make and the actions you take to maintain your health. If you don’t learn good self-care habits, you are likely to become sick more often or to end up with a serious illness.

• Identify six things that are part of your medical history?

  Student answers will vary based on their personal medical history.

• Analyze the relationship between having health insurance and access to medical care?

  The type of facilities someone goes to that offer medical care can differ based on which type of health insurance someone has (private versus public).

• Demonstrate the use of I statements when using assertive communication?

  When using assertive communication, you should begin by sharing what you feel, and then be specific about what is making you feel that way. You should explain why you feel the way you do and be clear about what you need.

Assessment

Complete one or more of the following assessment tasks for this lesson.

• Quiz: Have students take the Lesson 2.4 quiz.
• Reviewing Vocabulary: Collect the Lesson 2.4 Vocabulary Worksheet and evaluate it for accuracy.
• Note-Taking Guide: Collect the completed Lesson 2.4 Note-Taking Guide and spot-check one or more items for completion and accuracy.
• Skill-Building Challenge Worksheet: Have students submit the Lesson 2.4 Skill-Building Challenge Worksheet: Making a Consumer Complaint and use the Holistic Rubric: Practicing Healthy Behaviors to evaluate their skill development.
• Journal Question: Ask students to respond to the Journal Question again, adding information they learned from today’s class. Require a one-paragraph response that uses proper grammar.
• Test: Have students take the Chapter Test, which covers material from all four lessons, or create a test using the online test bank.

Take It Home

Ask your parent or guardian if they can help you make a medical history for yourself. You may need to find old records from past medical visits to help you. Look over the list of items that are part of a medical history and include the ones that apply to you. Make sure to put a current date on your history and leave some empty space to add to it over time.