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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