Food Allergy & Intolerance: Diagnosis, Risks & Therapies
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Food Allergy & Intolerance: Diagnosis, Risks & Therapies

College/UniversityHealth1 days
In this project, college students investigate the complexities of food allergies and intolerances, distinguishing between their mechanisms, symptoms, and risk factors through case studies and activities. They research and compare the signs and symptoms of each condition, identify potential risk factors, and explore nutritional and pharmacological treatment options. The project culminates in the development of a comprehensive treatment guide for patients, incorporating dietary modifications, medications, and emergency procedures. Students reflect on their learning and preparedness for real-world scenarios.
Food AllergyFood IntoleranceRisk FactorsTreatment OptionsNutritional TherapyPharmacological TherapyDiagnosis
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we develop comprehensive management plans for individuals with food allergies and intolerances, considering the distinct mechanisms, symptoms, risk factors, and treatment options for each condition?

Essential Questions

Supporting questions that break down major concepts.
  • What are the key differences between food allergies and food intolerances in terms of mechanisms, symptoms, and severity?
  • What are the common signs and symptoms associated with food allergies and food intolerances?
  • What factors contribute to the development of food allergies and intolerances?
  • What are the current nutritional and pharmacological treatment options for managing food allergies and intolerances?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Differentiate between the signs and symptoms of food allergy and intolerance
  • Identify the risk factors for food allergy and intolerance
  • Recommend nutritional and pharmacological therapy for food allergy and intolerance

Entry Events

Events that will be used to introduce the project to students

Case 3: The Persistent Digestive Discomfort

A student consistently complains of bloating, gas, and abdominal pain after consuming gluten-containing products like bread and pasta. This case focuses on food intolerance rather than allergy, leading students to explore the mechanisms behind gluten intolerance, the role of enzymes in digestion, and alternative dietary choices for managing symptoms.

Case 2: The School Cafeteria Emergency

During lunch, a student collapses after eating a shrimp pasta dish, exhibiting symptoms of anaphylaxis (difficulty breathing, swelling, loss of consciousness). This emergency scenario requires immediate action and investigation, pushing students to understand the severity of anaphylactic shock, identify potential allergens in the dish, and learn about emergency treatment protocols (e.g., epinephrine administration).

Case 1: The Unexpected Rash

A student experiences a mild rash and itching after eating a sesame seed bagel during lunch. The reaction is not severe, but noticeable. This case prompts students to investigate the possible causes, differentiating between mild allergic reactions and other skin irritations, and considering the role of common allergens in seemingly safe foods.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Symptom Showdown: Allergy vs. Intolerance

Students will investigate and document the distinct signs and symptoms of food allergies and intolerances, creating a comparative chart to highlight their differences.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Begin by defining 'food allergy' and 'food intolerance' in your own words. Research and find formal definitions from reputable sources (e.g., medical websites, scientific journals).
2. For each condition (allergy and intolerance), list at least five common signs and symptoms. Use the provided case studies (rash, anaphylaxis, digestive discomfort) as starting points.
3. Organize your findings into a comparative chart with the headings: 'Food Allergy' and 'Food Intolerance'. Under each heading, list the signs and symptoms, noting any overlap or distinctions.
4. Write a brief paragraph summarizing the key differences in symptoms between food allergies and intolerances, emphasizing the potential severity of allergic reactions.

Final Product

What students will submit as the final product of the activityA comparative chart detailing the signs and symptoms of food allergies and food intolerances, along with a summary paragraph highlighting the key differences.

Alignment

How this activity aligns with the learning objectives & standardsAddresses the learning goal: Differentiate between the signs and symptoms of food allergy and intolerance.
Activity 2

Risk Factor Investigators: Uncovering the Culprits

Students will research and identify the various risk factors that contribute to the development of food allergies and intolerances, compiling their findings into an informative report.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Brainstorm potential risk factors for developing food allergies and intolerances (e.g., genetics, age, environmental factors, gut health).
2. Research each potential risk factor, using scientific articles, medical websites, and other reliable sources. Take detailed notes on your findings.
3. Organize your research into a report, with sections for each risk factor. Explain how each factor contributes to the development of food allergies or intolerances, citing your sources.
4. Include a section discussing any controversies or uncertainties surrounding the identified risk factors. Are there any conflicting studies or ongoing debates?

Final Product

What students will submit as the final product of the activityA comprehensive report detailing the risk factors for food allergies and intolerances, with proper citations and a discussion of any controversies.

Alignment

How this activity aligns with the learning objectives & standardsAddresses the learning goal: Identify the risk factors for food allergy and intolerance.
Activity 3

Treatment Team: Nutritional and Pharmacological Strategies

Students will explore and recommend appropriate nutritional and pharmacological therapies for managing food allergies and intolerances, creating a treatment guide for patients.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Research common nutritional therapies for managing food allergies and intolerances (e.g., elimination diets, probiotics, enzyme supplementation). Consider the specific needs of individuals from the case studies.
2. Research pharmacological therapies for managing food allergies and intolerances (e.g., antihistamines, epinephrine, corticosteroids). Understand when and how these medications are used.
3. Develop a treatment guide for patients with food allergies and intolerances. Include sections on: Dietary Modifications, Over-the-Counter Medications, Prescription Medications, and Emergency Procedures (for allergies).
4. For each treatment option, explain how it works, its potential benefits and risks, and any important considerations (e.g., dosage, side effects).

Final Product

What students will submit as the final product of the activityA detailed treatment guide for patients with food allergies and intolerances, outlining nutritional and pharmacological therapies, their benefits and risks, and important considerations.

Alignment

How this activity aligns with the learning objectives & standardsAddresses the learning goal: Recommend nutritional and pharmacological therapy for food allergy and intolerance.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Food Allergy and Intolerance Portfolio Rubric

Category 1

Symptom Differentiation

This category assesses the student's ability to accurately differentiate between the signs and symptoms of food allergies and intolerances.
Criterion 1

Accuracy of Symptom Identification

The extent to which the student correctly identifies and describes the signs and symptoms of food allergies and intolerances.

Exemplary
4 Points

Accurately and comprehensively identifies a wide range of signs and symptoms for both food allergies and intolerances, demonstrating a nuanced understanding of their differences. Provides specific examples and explains the underlying mechanisms where applicable. The comparative chart is exceptionally clear and well-organized. Evidence of significant independent research beyond provided materials. Examples used were creative and insightful. Reason: Demonstrates exceptional understanding and application of knowledge.

Proficient
3 Points

Accurately identifies most of the common signs and symptoms for both food allergies and intolerances, and clearly differentiates between them in the comparative chart. Provides sufficient detail and organization. Reason: Demonstrates thorough understanding and clear communication of key differences.

Developing
2 Points

Identifies some signs and symptoms for both food allergies and intolerances, but may confuse or omit some key differences in the comparative chart. The chart may lack detail or organization. Reason: Shows emerging understanding but requires further clarification and detail.

Beginning
1 Points

Struggles to identify and differentiate between the signs and symptoms of food allergies and intolerances. The comparative chart is incomplete or inaccurate. Reason: Demonstrates a limited understanding of the key differences.

Criterion 2

Clarity and Organization of Comparative Chart

The clarity and organization of the comparative chart detailing the signs and symptoms.

Exemplary
4 Points

The comparative chart is exceptionally clear, well-organized, and visually appealing, making it easy to understand the distinctions between food allergies and intolerances. Information is presented in a logical and accessible manner. Reason: Demonstrates exceptional communication and organizational skills.

Proficient
3 Points

The comparative chart is clear and well-organized, effectively presenting the distinctions between food allergies and intolerances. Reason: Demonstrates clear and effective communication.

Developing
2 Points

The comparative chart is somewhat organized but may lack clarity or detail, making it difficult to easily understand the distinctions between food allergies and intolerances. Reason: Shows emerging organizational skills but requires further refinement.

Beginning
1 Points

The comparative chart is poorly organized and lacks clarity, making it difficult to understand the distinctions between food allergies and intolerances. Reason: Demonstrates limited organizational and communication skills.

Category 2

Risk Factor Identification

This category assesses the student's ability to identify and explain the risk factors associated with food allergies and intolerances.
Criterion 1

Completeness of Risk Factor Identification

The extent to which the student identifies and includes a comprehensive range of risk factors for both food allergies and intolerances.

Exemplary
4 Points

Identifies a comprehensive and nuanced range of risk factors for both food allergies and intolerances, demonstrating a deep understanding of the underlying mechanisms and contributing factors. Includes discussion of less common or emerging risk factors. Reason: Demonstrates exceptional knowledge and research skills.

Proficient
3 Points

Identifies most of the major risk factors for both food allergies and intolerances, providing clear explanations for each. Reason: Demonstrates thorough understanding of key risk factors.

Developing
2 Points

Identifies some risk factors for food allergies and intolerances, but may omit some key factors or provide incomplete explanations. Reason: Shows emerging understanding but requires further research and clarification.

Beginning
1 Points

Struggles to identify and explain the risk factors for food allergies and intolerances. Reason: Demonstrates a limited understanding of risk factors.

Criterion 2

Depth of Explanation and Evidence

The depth and quality of the explanations provided for each risk factor, including the use of evidence from reliable sources.

Exemplary
4 Points

Provides in-depth explanations for each risk factor, supported by strong evidence from reputable scientific sources. Critically analyzes the evidence and discusses any controversies or limitations. Reason: Demonstrates exceptional analytical and research skills.

Proficient
3 Points

Provides clear and well-supported explanations for each risk factor, citing credible sources. Reason: Demonstrates effective research and communication skills.

Developing
2 Points

Provides explanations for some risk factors, but may lack sufficient detail or supporting evidence. Citations may be incomplete or from unreliable sources. Reason: Shows emerging research skills but requires further development.

Beginning
1 Points

Provides superficial or inaccurate explanations for the risk factors, with little or no supporting evidence. Reason: Demonstrates limited research and analytical skills.

Category 3

Treatment Recommendation

This category assesses the student's ability to recommend appropriate nutritional and pharmacological therapies for managing food allergies and intolerances.
Criterion 1

Appropriateness of Treatment Recommendations

The extent to which the recommended nutritional and pharmacological therapies are appropriate for managing food allergies and intolerances, based on current scientific evidence and best practices.

Exemplary
4 Points

Recommends a highly appropriate and comprehensive range of nutritional and pharmacological therapies, tailored to the specific needs of individuals with food allergies and intolerances. Justifies each recommendation with strong evidence and considers potential benefits, risks, and individual circumstances. Reason: Demonstrates exceptional clinical reasoning and application of knowledge.

Proficient
3 Points

Recommends appropriate nutritional and pharmacological therapies for managing food allergies and intolerances, based on current guidelines and best practices. Reason: Demonstrates thorough understanding of treatment options.

Developing
2 Points

Recommends some nutritional and pharmacological therapies, but may include some inappropriate or outdated recommendations. May lack sufficient justification or consideration of potential risks. Reason: Shows emerging understanding of treatment options but requires further refinement.

Beginning
1 Points

Recommends inappropriate or ineffective nutritional and pharmacological therapies for managing food allergies and intolerances. Reason: Demonstrates limited understanding of treatment options.

Criterion 2

Clarity and Completeness of Treatment Guide

The clarity and completeness of the treatment guide for patients, including information on dosage, side effects, and important considerations.

Exemplary
4 Points

The treatment guide is exceptionally clear, comprehensive, and patient-friendly, providing detailed information on dosage, side effects, important considerations, and emergency procedures. The guide is well-organized and visually appealing. Reason: Demonstrates exceptional communication and patient education skills.

Proficient
3 Points

The treatment guide is clear, complete, and provides sufficient information on dosage, side effects, and important considerations. Reason: Demonstrates effective communication and patient education skills.

Developing
2 Points

The treatment guide is somewhat clear but may lack detail or completeness, making it difficult for patients to fully understand the treatment options. Reason: Shows emerging communication skills but requires further refinement.

Beginning
1 Points

The treatment guide is poorly organized and lacks clarity, providing insufficient information for patients to understand the treatment options. Reason: Demonstrates limited communication and patient education skills.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

How has your understanding of the differences between food allergies and food intolerances evolved through the case studies and activities in this module?

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Question 2

To what extent do you feel prepared to apply your knowledge of food allergies and intolerances in real-world scenarios, and what further learning would be beneficial?

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Question 3

Which aspect of managing food allergies and intolerances (e.g., identifying risk factors, differentiating symptoms, recommending treatments) did you find most challenging, and why?

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Question 4

How did the collaborative activities in this module enhance your understanding of food allergies and intolerances, and what specific insights did you gain from your peers?

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