What do these famous historical figures have in common? Socrates - Greek Philosopher (470-399 B.C.) Julius Ceasar- Emperor & Roman General (100-44 B.C.) Vincent Van Gogh - Dutch Painter (1853-1890) Harriet Tubman - Underground Railroad Leader (1820-1913) Agatha Christie - Mystery Writer (1890-1976) -2 min.- Project OH slide #1 with names of famous people. ASK: “WHAT DO THESE FAMOUS PEOPLE FROM HISTORY HAVE IN COMMON? Wait for no more than 30 seconds of think time. Take 2-3 responses [If a student guesses correctly, say: THAT’S RIGHT….first] SAY: “MANY HISTORIANS BELIEVE THAT THESE INFLUENTIAL AND SUCCESSFUL PEOPLE ALL HAD A MEDICAL CONDITION CALLED EPILEPSY.” Write the word “epilepsy” on the board or transparency. 1

Today we will learn about… A medical condition called epilepsy. Different types of seizures and what they look like. What to do when someone is having a seizure, and what you should NEVER do. -1 min.- ASK: HOW MANY OF YOU HAVE HEARD ABOUT OR READ ABOUT EPILEPSY OR MAY EVEN KNOW SOMEONE WHO HAS EPILEPSY?” Count hands and say something that reflects the degree of response like: “I THOUGHT SOME OF YOU MIGHT BE FAMILIAR WITH THE TERM EPILEPSY, BECAUSE EPILEPSY IS THE MOST COMMON NEUROLOGICAL DISORDER OF THE BRAIN. OVER 2.5 MILLION CHILDREN, TEENAGERS, AND ADULTS IN THE UNITED STATES HAVE EPILEPSY.” SAY:, “TODAY WE ARE GOING TO FOCUS ON LEARNING ABOUT EPILEPSY.” Review learning objectives shown above. 2

-3 min.- SAY: “I REALIZE THAT YOU DON’T KNOW MUCH ABOUT EPILEPSY NOW. BEFORE WE BEGIN LETS GET A SENSE OF WHAT WE KNOW NOW AND WHAT WE WOULD LIKE TO KNOW WHEN WE ARE FINISHED.” ASK: “WHEN YOU THINK ABOUT EPILEPSY, WHAT ARE THE FIRST THOUGHTS THAT COME INTO YOUR MIND.” Elicit 3-5 answers and write on the board. ASK: ”WHAT ARE SOME QUESTIONS YOU WOULD LIKE TO HAVE ANSWERED AS WE LEARN MORE ABOUT EPILEPSY?” Elicit 3-4 questions and write on board. SAY: “THESE ARE GOOD QUESTIONS. WHEN WE ARE NEAR THE END, WE WILL REVISIT THESE QUESTIONS AND THOUGHTS AND SEE WHAT WE THINK ABOUT THEM. YOU MAY FIND THAT SOME OF THE THINGS YOU THINK YOU KNOW ABOUT EPILEPSY ARE NOT REALLY ACCURATE.”

Key Epilepsy Statistics About 2.5 million people in the U.S. have Epilepsy. That’s 1 in 100. Epilepsy is the third most common neurological disorder behind stroke and Alzheimer’s disease. More people have epilepsy than have Parkinson’s Disease, Cerebral Palsy, and Multiple Sclerosis combined. About 181,000 new cases occur each year. -9 min.- (Overheads 4-13) Review overhead content.

What is a seizure? Your brain cells constantly send tiny electrical signals to the body to tell you to move, think and do things. A seizure happens when brain cells misfire and stop working the way they are supposed to, sending too many electrical signals at one time. These uncontrolled electrical signals cause a change in your awareness, movement or sensation. Review overhead content. Clarify what CONVULSIONS are if necessary. Some students will not know this word. SAY: “IT IS IMPORTANT TO KNOW THAT SEIZURES ALMOST ALWAYS END BY THEMSELVES NATURALLY.”

Facts about Seizures There are more than 20 different kinds of seizures. Some seizures make people shake and have convulsions. Others make people stare into space or act confused. 1 in 10 people will have a seizure in their lifetime. Review overhead content. Clarify what convulsions are if necessary. NOTE: Be sure to know how many students are in the school ahead of time. SAY: “IT IS IMPORTANT TO UNDERSTAND THAT ANYONE CAN HAVE A SEIZURE IF THEY TREAT THEIR BODY POORLY ENOUGH. THINGS LIKE ALCOHOL POISONING, SUNSTROKE, AND DEHYDRATION CAN ALL CAUSE A PERSON TO HAVE A SEIZURE.” ASK: “ABOUT HOW MANY PEOPLE IN YOUR SCHOOL WILL HAVE A SEIZURE IN THEIR LIFETIME?”

What is Epilepsy? Epilepsy is a disorder of the brain that causes a person to have recurring seizures. Review overhead content. Clarify what recurring means if necessary. Recurring is defined as 2 or more seizures.

Facts about Epilepsy Epilepsy can be caused by anything that damages the brain including head injury, infection, stroke, and brain tumors. In 70% of cases the cause is unknown. Children, teens, and adults of all races and ethnic backgrounds can have epilepsy. Epilepsy can occur at any age. Epilepsy is not hereditary, but genetics sometimes plays a role Review overhead content. SAY: “WHAT IS HEREDITARY IS YOUR SEIZURE THRESHOLD. EACH OF YOU HAS A UNIQUE BRAIN AND NERVOUS SYSTEM. THEREFORE, IT MAY TAKE A LOT MORE OR A LOT LESS STRESS TO CAUSE YOUR BRAIN TO HAVE A SEIZURE. SO, IF A PERSON HAS EPILEPSY THAT IS NOT THE RESULT OF A SPECIFIC INJURY, THEY MAY HAVE A LOW SEIZURE THRESHOLD, AND THEIR CHILDREN MAY BE A BIT MORE LIKELY TO HAVE EPILEPSY.

are dangerous to others! ? People with Epilepsy are dangerous to others! TRUE FALSE Read the statement. ASK: “IS THIS STATEMENT TRUE OR FALSE?” ANSWER: FALSE. SAY: “PEOPLE HAVING SEIZURES ARE NOT DANGEROUS TO OTHERS. HOWEVER, PEOPLE HAVING CERTAIN TYPES OF SEIZURES MAY BECOME AGITATED AND APPEAR TO BE STRIKING OUT, BUT THEY ARE NOT CONSCIOUS OF WHAT THEY ARE DOING. SOME PEOPLE MAY ALSO APPEAR TO BECOME FEARFUL DURING A SEIZURE.”

Myths about Epilepsy In a nationwide survey of 20,000 teens— Most believed that people die from seizures. Almost half thought that seizures might be contagious. The majority believed that epilepsy is or might be a mental illness. Many teens were not sure if people with epilepsy attended regular classes Review the overhead content.

The Truth! People rarely die from having a seizure. Epilepsy is not contagious. Epilepsy is not a mental illness. Most teens with epilepsy attend regular classes. Review the overhead content

People having seizures Can swallow their tongues. ? People having seizures Can swallow their tongues. TRUE FALSE Read the statement. ANSWER: FALSE SAY: IT IS IMPOSSIBLE FOR SOMEONE TO SWALLOW HIS OR HER TONGUE. THE REAL CONCERN IS THAT THE TONGUE OF A PERSON HAVING CERTAIN TYPES OF SEIZURES CAN FALL BACK AND BLOCK THE AIRWAY MAKING IT HARD TO BREATH. DURING THE SECTION ON FIRST AID WE WILL DISCUSS THE NEED TO TURN SOMEONE ON THEIR SIDE DURING CERTAIN TYPES OF SEIZURES. DOING THIS ALLOWS THE TONGUE TO FALL TO THE SIDE AND OUT OF THE AIRWAY.

Teens & Epilepsy Teens with epilepsy take medication to prevent seizures. Some use other kinds of treatment. The majority of teens with epilepsy no longer have seizures when taking medication. Teens who are seizure-free can get a driver’s license. Teens with epilepsy play sports, date, hang out, and want to be treated just like anybody else. Review overhead content. Provide additional content below as you choose and time allows. ADDITIONAL CONTENT Other types of treatment include the following: Brain surgery Ketogenic Diet (high fat diet) Vagus Nerve Stimulator Driving and Epilepsy: Driving laws differ from state to state. In some states people must have no seizures for 3 months before driving. In other states it can be up to 1-year.

Lets Watch a Video “Understanding Seizures and Epilepsy” (complete Matching Worksheet) -16 min.- (Video and Matching Worksheet) SAY: “NOW WE ARE GOING TO WATCH A VIDEO ON EPILEPSY AND SEIZURES. DURING THE VIDEO YOU WILL HEAR ABOUT DIFFERENT TYPES OF SEIZURES AND GET TO SEE WHAT THEY LOOK LIKE.” Hand out the Matching Worksheet. SAY: HERE IS A MATCHING WORKSHEET. ON THE LEFT SIDE ARE CATEGORIES AND TYPES OF SEIZURES. ON THE RIGHT ARE DESCRIPTIONS. AFTER THE VIDEO I WILL ASK YOU TO PARTNER UP WITH SOMEONE AND COMPLETE THE WORKSHEET. Quickly review key terms on worksheet. SAY: “BEFORE WE BEGIN, LET ME READ YOU THE WORDS ON THE LEFT SO YOU KNOW HOW THEY ARE PRONOUNCED.” Read the left column. (absence is pronounced ab-sahns) SHOW VIDEO have students complete the Matching Worksheet working in pairs Provide 1 minute to complete. Briefly go over these answers. Running short on time? Skip working in pairs & review answers. ***MAKE SURE TO HAVE 12 MINUTES LEFT AT THIS TIME*** 14

First Aid Generalized Tonic-Clonic Stay calm Track time Cushion head & protect from hazards like nearby furniture Turn person on one side to prevent choking Check for epilepsy or seizure disorder ID Explain to others what is happening Stay until person is fully aware & offer help Speak calmly and ask simple questions until person can answer -7 Min.- (Review, Demonstration, and overheads 15, 16 and 17) SAY: “NOW WE KNOW THERE ARE SEVERAL TYPES OF SEIZURES. BECAUSE WE NEVER KNOW WHEN WE MIGHT NEED TO PROVIDE SUPPORT OR FIRST AID FOR SOMEONE, LET’S LEARN WHAT WE SHOULD AND SHOULD NOT DO. FOR SOMEONE HAVING AN ABSENCE OR SIMPLE PARTIAL SEIZURES NO FIRST AID IS NEEDED. FOR SOMEONE HAVING A COMPLEX PARTIAL SEIZURE IT IS IMPORTANT TO GENTLY DIRECT THEM AWAY FROM DANGER AND STAY WITH THEM. FOR A GENERALIZED TONIC CLONIC SEIZURE, HERE IS WHAT YOU SHOULD DO.” Review Overhead

Never! Never! Put anything in the person’s mouth Never! Hold down or restrain the person Never! Try to give oral medication Never! Keep the person on their back face up during a convulsive seizure. Never! Give artificial respiration unless the person stops breathing when the seizure is over. Never! Tease someone who has just had a seizure. Review Content.

Call an Ambulance If: Seizure occurs in a person not known to have seizures. Seizure lasts more than 5 minutes. If another seizure begins before consciousness is regained. Also call if the person: Is injured or pregnant Has diabetes/other medical condition Recovers slowly Does not resume normal breathing Review Content. Optional….IF TIME ALLOWS: Engage students in this participatory exercise to demonstrate appropriate first aid procedures. Use modifications below as appropriate depending on the maturity and make-up of the class. (This demonstration should take about 3 minutes)   DEMONSTRATION INSTRUCTIONS: Ask for 2 student volunteers. One student to administer the first aid and a second student to be someone having a generalized tonic-clonic (grand mal) seizure. Put a towel, blanket, or mat on the floor and have the second student lie down. Invite the rest of the class to stand up and come to the front and observe and help to direct the first aid according to the appropriate first aid procedures. Depending on the class maturity, it may be more appropriate to have students stay in their seats and for the presenter to direct the appropriate first aid procedure. Modify this procedure as appropriate. PLEASE NOTE THAT STUDENTS WILL LAUGH AND GIGGLE AS THIS IS BEING DONE. MODIFICATIONS OF DEMONSTRATION: If available, use a large doll or inflatable figure in lieu of a real person and have one or more students demonstrate. If the presenter does not feel the interactive demonstration is appropriate for a particular class, review the basic seizure first aid through a question and answer format.

Let’s Review What is a seizure? What is epilepsy? Tell me one thing you have learned today that surprised you? Why is it important to know about epilepsy? -5 min- Running short on time? Skip to the Student Survey. SAY, “I THINK WE HAVE LEARNED A LOT TODAY ABOUT EPILEPSY. LET’S QUICKLY REVIEW WHAT WE HAVE LEARNED.” Look at student-generated FIRST THOUGHTS and QUESTIONS and make sure that all student-generated questions have been answered at this point. REVIEW OVERHEAD QUESTIONS & Seek 1-3 responses for each. ASK STUDENTS TO COMPLETE THE “STUDENT SURVEY ON EPILEPSY: POST-SURVEY” SAY: “I AM GOING TO PASS OUT A SHORT CONFIDENTIAL SURVEY SO WE CAN SEE HOW WELL THIS PROGRAM WORKED AND HOW MUCH WE REALLY LEARNED ABOUT EPILEPSY. PLEASE ANSWER THESE QUESTIONS AS CORRECTLY AS YOU CAN, BUT DO NOT SPEND TOO MUCH TIME ON ANY ONE QUESTION. THIS SURVEY WILL HELP US KNOW IF THE MATERIALS WE SHARED WITH YOU TODAY WERE EFFECTIVE. THIS IS NOT A TEST, AND WILL NOT BE GRADED. AFTER YOU COMPLETE THE SURVEY YOU WILL GET A FREE MINI CD-ROM.” HAND OUT MINI CD-ROM & PROMPT STUDENTS, as they leave, to take a copy of the “Epilepsy Fact Sheet” and several of the the “First Aid Bookmarks” if they choose.

Homework Assignments Pick one Research different treatments for epilepsy: vagus nerve stimulator, ketogenic diet, surgery. Write a journal entry explaining how you would feel and respond if a friend told you he/she had epilepsy and what you could do to help that person feel accepted by others. Research one of the historical figures mentioned at the beginning of the lesson to learn more about their epilepsy and how it affected their life. Optional. Homework could be presented using overhead in class or by passing out a paper copy of the overhead to students as they exit the classroom. SAY: “THERE ARE MANY OTHER TOPICS ABOUT EPILEPSY THAT WE DID NOT HAVE THE TIME TO COVER TODAY. FOR HOMEWORK THIS EVENING, I WOULD LIKE YOU TO SELECT ONE OF THE FOLLOWING TOPICS AS YOUR ASSIGNMENT AND WE WILL TALK ABOUT THESE TOMORROW.” As students leave the room, prompt them to take a copy of the “Epilepsy Fact Sheet” and several of the the “First Aid Bookmarks” if they choose. 19