Health, Career Planning
Estimated Time of Completion: 4-5 class periods
Research various topics and learn how to phrase information in layman's
Learn about a variety of health insurance options and terminology
associated with health care
Examine the impact of health care issues on politics and
Investigate the crisis involving high prescription costs
To prepare a presentation that is interesting and informative
to enhance the knowledge base of the audience as well
This activity addresses the following national content standards
as established by McREL at http://www.mcrel.org/standards-benchmarks/standardslib/health.html:
Knows factors that influence personal selection of health care resources,
products, and services
Knows local, state, federal, and private agencies that protect
and/or inform the consumer (e.g. FDA, EPA, OSHA, local prosecutor's
Understands the cost and accessibility of a variety of health-care
services(e.g. Health insurance coverage)
Use interpersonal communication skills to enhance health.
Students will learn how to listen, express themselves, and show
respect for others. Good communicators and problem-solvers successfully
Technology Standards found at http://cnets.iste.org/912pro.htm:
Routinely and efficiently use online information resources
to meet needs for collaboration, research, publications, communications,
Select and apply technology tools for research, information
analysis, problem solving, and decision-making in content learning.
Collaborate with peers, experts, and others to contribute
to a content-related knowledge base by using technology to compile,
synthesize, produce, and disseminate information, models, and other
Video: "Healthcare Crisis: Who's At Risk?"
Computers with Internet access, paper for the brochure, presentation
boards, large pads of paper or posterboard.
In addition to the video, at least one each of the following
must be used to complete the assignment: Web site, book, interview,
Web site reference list in particular,
Frontline: The High Price of Health
PBS: Healthcare Crisis: Who's At Risk?
Begin the lesson by asking students what types of things they will
look for in a full-time job (after graduation, as adults). Make
a list of "desirable" job qualities on the board. If "benefits"
aren't listed, ask students why they didn't name this. If students
have identified benefits as an important quality, ask them why benefits
are important. What types of benefits are essential?
Explain that today they'll be viewing a video that will explain
more about employee benefits, especially health care benefits.
Explain also that they may take notes and may want to use
those notes to complete several assignments related to the video.
Explain that they will be working in groups and that one
student from each group will draw a number to determine which group
selects their topic first. The number drawn will be the order of
selection of topics. The topics to be explored will be:
What is a "benefits" package? Examples; choice between higher
wages/no insurance or lower wage and benefits; what is a cafeteria
plan and is it a viable alternative to employer subsidized health
insurance. How can it be used? How does it benefit the employer
and the employee?
Major Medical or Fee-For service
National Comprehensive Health Care status
The presentations may be web pages, power point presentations, on
a tri-fold presentation board or as a tri-fold brochure. Information
should be presented in an interesting informative manner. Graphics
of some type must be used.
A list of Web sites will be given
to each group for use in their search
The assessment rubric will be distributed as a student checklist
for the project
day- Introduce the topic, draw for group assignments, and view the
video, "Healthcare Crisis - Who's At Risk?"
2nd day -Begin research on the Internet and in the library.
3rd day-Plan for a health insurance agent guest speaker who sells
a variety of health insurance plans. Students may take notes and
4th day-Set aside this day for group work compiling presentations
and information. This may need to be 2-3 days, depending on the
level of detail you desire.
5th day- Presentations
attached rubrics are examples of possible
Examples of benefits 20
Choices when interviewing for employment 10
Options within a benefit plan 10
What is a cafeteria plan? 10
How does a cafeteria plan benefit employer and employee? 10
Status of benefits Packages today 10
Accurate and easy to understand 10
Total Points possible 100
of Insurance Plans(HMO, PPO, Major Med)
Easy to understand 20
Comparison with other types of plans(cost, coverages) 20
Options within the plan 20
Well prepared & interesting 10
Total Points 100
is Medicare? 10
What is Medicaid 10
When was Medicare enacted 10
Problems with Medicare today 20
Who is excluded from Medicare 10
What particular part of Medicare are senior citizens today concerned?
Interesting and well prepared 10
Total Points possible 100
Comprehensive Health Care Plan Status
Interesting, well prepared 10
Main issues today 20
Problems needing to be addressed 20
Current status 20
Total Points possible 100
To shorten the in-class time, some of the work could be done as
homework. In lieu of a class speaker, each group (or a member of
the group) could interview an agent on their own.
Another shortened version would be for groups to use their
notes to prepare an Acronym assignment in
which the first letters of the words in their topics would be the
basis for explaining their topic.
This doesn't refer to the crosswords, but rather the acronym
Student presentations could also displayed at health care open houses
or community health fairs.
As homework the night before showing the video: "Healthcare
Crisis: Who's At Risk?" students might be asked to talk with their
parents about the type of health insurance they have for their family.
The lesson introduction might then be class discussion about what
the students learned from their parents.