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Develop a teaching plan for a client with a sedentary lifestyle. Your teaching plan can be in the form of a brochure, power-point, chart, or general informational packet. Be sure to include any references used for your work.

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Patrina Schowalter
Patrina SchowalterLv2
24 Sep 2018

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Related questions

SCENARIO A 78-year-old man is living in an assisted livingfacility. He is able to walk very short distances and uses awheelchair to transport himself to the communal dining room. Headministers his own medications independently and bathes himself.Over the last year he prefers to remain in the wheelchair even whenin his room. He has a history of CHF, hypertension, hyperlipidemiaand lower extremity weakness. He is able to state his currentmedications include metoprolol (Lopressor) 50 mg once daily bymouth, furosemide (Lasix) 20 mg once daily by mouth, Quinapril(Acupril) 20 mg once daily by mouth, atorvastatin (Lipitor) 20 mgonce daily by mouth. During a routine examination, his physiciannoted a pressure ulcer over the ischium on the right buttocks. Thewound is oval about 10mm x 8 mm, with red and yellow areas in themiddle and black areas on some surrounding tissue. It has a foulodor. The patient had been padding the area so “it doesn’t get mypants wet”. The physician arranged for him to be admitted to thehospital in order for intravenous antibiotic therapy and wound careto be initiated. After being admitted to the hospital hismedications are: metoprolol (Lopressor )50 mg orally every 12hours, furosemide (Lasix ) 40mg once daily by mouth, quinapril HCl(Accupril) 40 mg once daily by mouth, cefazolin (Ancef)1.5 Grams in50 mL 0.9 % Normal Saline intravenously three times a day. Theresult of the wound culture identified Methicilin-resistantstaphylococcus aureus. After a surgical debridement of the blacktissue a SilvaSorb® (antimicrobial gel) dressing was ordereddaily.

QUESTION: To assist the patient in preventing a recurrence of asimilar incident once he returns to the assisted livingenvironment, the RN needs to develop a teaching plan. Use thenursing process to consider the information the RN would need priorto development of the plan. Respond to the following and be able tosupport your answers.

You will not be developing a teaching-learning plan butdemonstrating using the teaching-learning process to prepare for anindividualized plan.

How does the RN decide the format of the teaching plan, i.e.,written, verbal, or other?

How does the RN know which information needs to be included?

When does the RN determine how and when to evaluate theteaching-learning process?

Create a science lesson plan that involves insects. Use the 5E model from thepresentations and readings. You may come up with an original lesson plan or modify anexisting lesson plan, as long as it is not already in the format of the 5E model. If you usean existing lesson plan, paraphrase appropriately and acknowledge the source.

Title

Your title should summarize the lesson. Be mindful of the grade level! It’s okay to be clever with the title, but be sure your title makes sense.

Objectives

Your lesson plan should focus on two or three learning objectives. Your learning objectives should describe what you want the students to know or be able to do when they complete your lesson. Be sure to follow the guidelines in the presentation on writing effective learning objectives!

Advanced Preparation

Provide a detailed explanation of the science content being developed in the lesson. Here, you as a teacher should demonstrate your understanding of the science being taught in the lesson. Assume the reader does not have this background knowledge.

Additionally, a teacher may have to prepare materials before the start of your lesson. In this section, please describe what the teacher needs to do before students arrive. If there are handouts, they need to be referenced in this section.

Engage

What will you do to captivate student attention?

How will the activity help students identify their misconceptions?

How will you connect to students’ everyday lives?

What questions will you ask students?
(Provide sample answers you expect from students.)

Explore

How will you transition from the engagement to the exploration?

What common, cooperative experience will you provide for students?

How will you help students generate their own questions about the experience?

Will the students collect data? If so, what data will they collect?

What questions will you ask the students? (Provide sample answers.)

Explain

What guiding questions will you ask? (Provide sample answers.)

What ideas will you be trying to develop?

How might you act out or demonstrate the ideas you’re developing?

What opportunities will you provide for students to articulate their ideas and listen to each other?

What terminology will you introduce, and how will you clarify what students articulate?

Elaborate

What will students do during this phase?

What concepts will you be having them apply, in what kind of activity?

Will you ask students to relate previous experiences to current activities?

What guiding questions will you ask? (Provide sample answers.)

Evaluate

What formative assessments will you use, and when in the lesson will you use them?

What specifically will you be looking for in these?

What summative assessment will you use?

What specifically will you be looking for in this?

Acknowledgments

Cite any references used; APA format.

Side Bar

Main Idea

In one sentence, state the aim of your lesson.

Grade Level

State the grade level or range that your activity would be best for.

Subject

State the subject(s) covered by your lesson. Your lesson plan can address multiple subjects if appropriate, but at least one subject should be science.

Setting

State the most appropriate location for teaching your lesson plan.

Time Needed

State how long the lesson takes. Work through your lesson to estimate this.

Next Generation Sunshine State Standards

Find two standards that your lesson/experience plan meets. The Next Generation Sunshine State Standards can be found here http://www.floridastandards.org/Standards/FLStandardSearch.aspx
Refer to the Lesson Plan presentation for help selecting standards.

Materials Needed

List all the materials needed for your lesson.

Title

Main Idea

Grade Level

Subject

Setting

Time Needed

Standards

Materials Needed

Learning Objectives:

1.

2.

3.

Advanced Preparation

Engage

Explore

Explain

Elaborate

Evaluate

Acknowledgements / References

Part 1

Define BMI: You must define BMI, though not just with a general definition indicating its relationship to height and weight. Please also do not forget to define the actual term BMI!

Part 2

Calculate BMI: Many students use an automated calculator to complete this part of the assignment. I will deduct points if I do not see the actual math calculations. Please include all stages of the math calculations associated with determining your BMI.

Part 3

Compare/Contrast BMI & Individual Plan: There are three sections to this part of the assignment, and for the first part, you need to designate where your BMI falls according to the standard tables (underweight, normal, overweight, obese). In the second part of the assignment, you need to develop a dietary plan for your BMI value, and for the most part, you need to be as detailed as possible. Basically, I would like to see a "day in your life" according to where your current BMI falls. You need to include how many calories you plan on taking in and why, and you also need to develop a day's worth of eating with specific foods and portions. As far as the exercise plan, again, you need to be as specific as possible. The goal of this section is to develop a plan that incorporates all of the components of a sound fitness program (flexibility, endurance, strength training, body fat, and cardiovascular), as well as discuss specific exercises that you plan on doing. Basically, the goal is to produce a weekly plan, with specific exercises, that has all of the components of a sound fitness plan.

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