Deborah Reed, Pamela Kidd
University of Kentucky
Farmer's Lung - Lesson Plan
Hypersensitivity Pneumonitis
Background: Hypersensitivity Pneumonitis is an inflammation of the lungs caused by a foreign substance such as dust, gases, or molds. Symptoms may be resolved if allergen exposure is avoided, but can require occupational changes. Hypersensitivity Pneumonitis is often referred to as Farmer's Lung due to the association of the disease with agricultural occupations.
Objectives: For the student to recognize the prevalence of Farmer's Lung in agricultural occupations and be able to complete the following tasks:
- Name farm tasks that are associated with high-risk exposure to disease-causing agents.
- Exhibit a general knowledge of the causes and health risks of Farmer's Lung.
- Analyze the long-term effects of the disease, associated health problems, and lifestyle changes.
- List adequate preventive measures, including personal protective equipment.
Situation Development: Things to be brought out by the teacher in discussion to generate interest and introduce the lesson: (See fact sheet.)
- Do any of you know what Hypersensitivity Pneumonitis is? A more common name you might recognize is Farmer's Lung.
- Just given the name, what do you think Farmer's Lung is?
- What could be some effects of having a lung problem for a farmer?
- What is Farmer's Lung, and how might we prevent it in agricultural occupations?
Analysis: Things to consider in analyzing the topic and reaching the conclusion:
- common causes of the disease and incidents in which lung damage occurs
- effects of Farmer's Lung on lifestyle, economic situation, community and the future
- prevention of farm-related incidents that result in Farmer's Lung
Directed Study: Listed below are activities that will present the concepts of Farmer's Lung. Choose the activities which best fit your time restraints, student abilities, and resource availability. Student reference sheets are enclosed which provide information about Farmer's Lung. Duplicate these and use as a reference when conducting the activities.
- Narrative Simulation
- Physical Simulation
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Supplemental Activities:
Case Report
Guest Speaker
Personal Protective Equipment (PPE)
Mask Comparison
Study Sheet
Group
Conclusion: After completing 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.
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KERA
Goals
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Goal
1
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| Accessing Sources of Info |
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| Reading |
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| Observing |
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| Listening |
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| Quantifying | ||
| Computing | ||
| Visualizing |
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| Measuring | ||
| Mathematical Reasoning | ||
| Classifying | ||
| Writing | ||
| Speaking | ||
| Visual Arts | ||
| Music | ||
| Movement | ||
| Using Electronic Tech. | ||
| Goal 2 | ||
| Nature of Scientific Activity | ||
| Patterns |
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| Systems and Interactions |
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| Models and Scale | ||
| Constancy | ||
| Evolutionary Change | ||
| Number | ||
| Mathematical Procedures | ||
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Space and Dimensionality |
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| Measurement | ||
| Change | ||
| Mathematical Structure | ||
| Date |
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| Democratic Principles | ||
| Political System | ||
| Social Systems | ||
| Cultural Diversity | ||
| Economic Systems |
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| Geography & Human Activity | ||
| Historical Perspective | ||
| Interpersonal Relationships | ||
| Production | ||
| Analysis of Forms | ||
| Aesthetics | ||
| Cultural Heritage | ||
| Cultural Diversity | ||
| Language | ||
| Second Language | ||
| Family/Life Parenting |
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| Consumerism |
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| Physical Wellness |
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| Mental/Emotional Wellness | ||
| Community Health Systems |
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| Psychomotor Skills |
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| Lifetime Physical Activities | ||
| Career Paths | ||
| Employability Attributes |
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| Post-Secondary Options | ||
| Goal 3 | ||
| Positive Self-concept | ||
| Healthy Lifestyle |
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| Adaptability/Flexibility |
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| Resourcefulness/Creativity | ||
| Self-control/Self-discipline |
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| Ethical Values | ||
| Independent Learning |
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| Goal 4 | ||
| Interpersonal Skills |
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| Team Membership |
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| Consistent, Caring Behavior | ||
| Rights & Responsibilities |
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| Multicultural/World View | ||
| Open Mind | ||
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| Critical Thinking |
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| Creative Thinking |
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| Conceptualizing | ||
| Decision Making |
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| Problem Solving |
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| Goal 6 | ||
| Multiple Perspectives |
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| Developing New Knowledge | ||
| Expanding Knowledge |
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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