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DIABETES

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					                  Glucometer




                 DIABETES
       WHAT DO YOU NEED TO
             KNOW?
                               Insulin
                               Pump
Kristy Rasdall
            Summary Slide
•   WHAT IT IS – WHAT IT ISN’T
•   HOW?
•   THEN WHAT?
•   TOO LOW?
•   TOO HIGH?
•   HOW CAN I HELP?
  WHAT IT IS                  WHAT IT ISN’T
• Diabetes is a chronic        •Diabetes isn’t contagious
  illness, not a contagious    •Diabetes is not caused
  one – you can’t catch it     by eating too much candy.
  from anyone else, like a     •Diabetes isn’t a disease
  cold. It is a lifelong
  disease.                     that goes away in a few
                               days or a few weeks.
• Diabetes is hereditary –
  if someone in your           •Diabetes isn’t a disease
  family has diabetes, you     that has a cure – but
  may get it too, sometime     researchers are working
  in your life.                on one!
• Diabetes is a condition
  where the body can’t
  use food/sugar properly.
        POP QUIZ


Diabetes is a contagious illness
            1. True
            2. False
      Correct!
WOW




         Way to go!
      Click on the face
INCORRECT!




 Oops! Please try
 again! Click on
    the face
                HOW?
• A normal, healthy pancreas secretes
  insulin to regulate our blood glucose – to
  maintain a balance. If you have diabetes,
  your pancreas either does not secrete
  insulin or doesn’t secrete enough insulin,
  so your blood glucose level rises.
                      Liver

                         Pancreas



                  Intestine
            THEN WHAT?
• Sugar or glucose builds up in the blood
  and body cells begin to starve so the
  diabetic begins urinating frequently,
  becomes very thirsty, and since much of
  the food eaten cannot be used for energy,
  he is weak, tired, and hungry, but loses
  weight.
             TOO LOW?
• LOW BLOOD GLUCOSE – when the
  blood glucose (sugar) drops below a
  normal range, 80-120, a diabetic may
  experience any of the following:
• Weakness          Confusion
• Blurred vision    Dizziness
• Shakiness         Fatigue
• Hunger            Sweatiness
              TOO HIGH?
• HIGH BLOOD GLUCOSE – when the
  blood glucose (sugar) is too high, over
  200, the diabetic may experience:
• Irritability
• Thirst
• Increased Urination
• Increased hunger
          HOW CAN I HELP?
• LOW BLOOD GLUCOSE – if you notice a
  diabetic having the symptoms of low blood
  glucose, you need to help them by getting them
  something to eat or drink that will increase their
  blood sugar – like a juice box, hard candy, etc.
  and accompany them to the nurse’s office.
• HIGH BLOOD GLUCOSE – go to the nurse’s
  office if you suspect high blood glucose – drink
  additional water, exercise, and monitor blood
  glucose. You may need insulin.
               POP QUIZ
• If the blood glucose is low – under 80 –
  the diabetic needs:
• A. A drink of water
• B. To go back to class
• C. Some form of sugar like a juice box
• D. All of the above
      Correct!
WOW




         Way to go!
      Click on the face
INCORRECT!




   Oops! Please
  try again! Click
     on the face
            EMERGENCY!

• When a diabetic’s blood sugar is so high
  or so low that he is unresponsive (won’t
  answer or talk to you), you need to get
  help immediately by calling 911!
           FACTOIDS
Famous diabetics:
• Elvis Presley – rock and roll singer
• Thomas Edison – inventor of electricity
• Jackie Robinson – baseball player
• Bobby Clark – hockey player
                Resources
• http://www.minimed.com/pumptherapy/wh
  atispumptherapy/howitworks.html
• http://www.hotshotdigital.com/WellAlways
  Remember/ElvisPresley.html
• http://office.microsoft.com/clipart/results.as
  px
• http://trackstar.4teachers.org/trackstar/ts/t
  hemes/si5_8/index_si5.html
    KANSAS SCIENCE STANDARDS
•   Theme: Human Body
•   Standard 3: Life Science
•   Benchmark 1: The students will model structures of organisms and relate functions to the structures.
•   Indicator 1. Relate the structure of cells, organs, tissues, organ systems, and whole organisms to their functions.
      – Example: Identify human body organs and characteristics. Then relate their characteristics to function. Map
          human body systems, research their functions and show how each supports the health of the human body.
          Relate an organism's structure to how it works (long neck for reaching leaves on a tree).
•   Indicator 3. Conclude that breakdowns in structure or function of an organism may be caused by disease,
    damage, heredity or aging.
      – Example: Compare lung capacity of smokers with that of non-smokers and graph the results.
•   Benchmark 3: The students will describe the effects of a changing external environment on the
    regulation/balance of internal conditions and processes of organisms.
•   Indicator 2. Identify behaviors of an organism that are a response made to an internal or environmental stimulus.
      – Example: Observe the response of the body when competing in a running event. In order to maintain body
          temperature, various systems begin cooling through such processes as sweating and cooling the blood at
          the surface of the skin.
•   Standard 6: Science in Personal & Environmental Perspectives
•   Benchmark 1: The students will make decisions based on scientific understanding of personal health.
•   Indicator 1. Identify individual nutrition, exercise, and rest needs based on science.
      – Example: Design, implement, and self-evaluate a personal nutrition and exercise program.
•   Indicator 2. Use a systemic approach to thinking critically about personal health risks and benefits.
      – Example: Compare and contrast immediate benefits of eating junk food to long term benefits of a lifetime of
          healthy eating.
      – Example: Evaluate the risks and benefits of foods, medicines, and personal products. Evaluate and compare
          the nutritional and toxic properties of various natural and synthetic foods.

				
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posted:8/8/2012
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