Germs: Learning not to Share
By Lora Hudson

National Health Education Standard: #1
QCC Objective: #2
Personal Health
Kindergarten

Goal Statement: Children will understand that germs are spread from person to person.

Objective Statement: Children will  select from a group of pictures, three ways that germs are passed to someone else.

Anticipatory Set: The teacher will sprinkle cinnamon on the hands of every child reminding the students not to rub their eyes.  Students will be asked to slowly walk around the room and touch objects that they can reach. Then teacher will have the students slowly walk around the room and point to all the places where they can see cinnamon. The teacher will say, " Your dirty hands can carry germs to things that you touch.

Teach Section

Instructional Concept: Germs can be spread from one person to another with dirty hands and by coughing and sneezing.

Teacher modeling: The teacher will illustrate what happens when people sneeze or cough. The teacher will have a piece of paper with a face drawn on it and a nose and a mouth cut out of the paper. Another piece of paper will be attached to the back of the face. Using a spray bottle of water, the teacher will spray the face demonstrating how germs can go from one person to another when you sneeze or cough. The paper behind the face will be removed to show the water spots or places where germs entered.

Student Activity: Each child is given a face with a nose and mouth cut out with a piece of paper attached behind the face. Students are assigned in pairs standing across from each other. Each takes a turn spraying their partners paper face demonstrating sneezing or coughing as a way to spread germs to someone. Each student will then remove the paper behind the face and with a pencil or magic marker, circle the water spots on the paper. Then the students will close the spray cover and try to spray. No germs will come out. They will understand that using a tissue when they cough or sneeze keeps germs from spreading.

Closure Activity: The teacher will explain that washing your hands is a way to stop from passing germs to someone else. Students will demonstrate the hand washing motions while singing this song to the tune of row, row your boat:

Wash, wash, wash your hands; Germs go down the drain
Rub and scrub, rub and scrub
Wash the germs away!

Students can then practice washing their hands using small plastic containers of water and bars of soap:

Wet hands with warm water; put soap on your hands; rub both sides of your hands and in between your fingers
Rinse with warm water; dry hands with a clean towel; turn off the water with the towel so you won't get hands dirty again.

Send home a picture chart of the hand washing steps and ask an adult family member to post it at each sink in the house.

Evaluation: Children are asked to circle from select group of pictures, three ways germs can be passed to someone else.

Ret each: For those students not passing the evaluation, tell a story about a child who kept passing germs to his friends by touching things with dirty hands and by coughing and sneezing without using a tissue. A flannel board can be used  to Velcro characters and other items such as tissue. After the story, the student can then retell the story using the flannel board.

Resources:

Anspaugh, David and Gene Ezell (1995) Teaching Today's Health. Fifth Edition. Allyn and Bacon, a Simon and Schuster Company.

Scheer, Judith K. (1990). Germ Smart. ETR Associates.

http://www.healthfinder.gov  

______________________________________________________________________________________

A Playground Full of Fun and Safety!

Laura Duncan

April 4, 2005

General Topic Area:  Playground Safety

Grade Level:  Kindergarten

 National Health Education Standard:  Standard # 3

 National Science Standard:  Content Standard F - Safety and security are basic needs of humans.  Safety involves freedom from danger, risk, or injury.  Security involves feelings of confidence and lack of anxiety and fear.  Student understandings include following safety rules for home and school, preventing abuse and neglect, avoiding injury, knowing whom to ask for help, and when and how to say no. 

QCC:  Recognizes safe practices experienced in the home, at school, on the playground, in and around motor vehicles, on the street, in aquatic environments and around animals. 

Georgia Technology Standards:  Demonstrates an understanding of the uses of technology and communication tools at home and in the community.  

Goal Statement:  The student understands the importance of safety measures that should be taken on all playgrounds and has an awareness of how to share the information with their school and community. 

Objective Statement:  The student will demonstrate two safety measures needed to play safely on playgrounds, identify two possible risk areas on the playground, and will create one way to share the information with the school and community. 

Anticipatory Set:  Have another teacher drop off an “important letter” to your class.  Ask students what they think it is about, and involve them in the excitement of opening the letter to solve the mystery.  Read the letter aloud. 

          Dear Safety Detectives,

                   You have been chosen to assist me in making the school playground a safer place to be.  I need you to find out if our playground is safe and what needs to be done to help the students of [school name here] know how to “play it safe.”  Good luck with your adventure!

                                                                                                        The Principal
Teach Section

 Lesson Concept:  In order to play safe on the playground, we must be aware of any unsafe places on the playground and check these places before we play. 

Lesson Cues: 

• Ask students if they have ever been hurt on the playground.  Lead the discussion to include the nurse and her role in injury prevention.  Have the nurse make a visit and report on the school’s playground injury statistics.
• Introduce the playground safety checklist (see website in sources) and the playground safety survey.  Make sure to discuss all items on checklist and all questions first, so students understand what is being asked and what actions must be taken to find the answers.

Teacher modeling:  Break students up into small groups of around 3-4 students for their detective team activity.  Discuss their responsibilities (i.e., leader, detective, scribe, and measurement person), hand out surveys, clipboards, rulers, etc.  Students will need assistance with all activities.  If possible, have parents volunteer to come to the classroom on the day of the lesson to assist the small groups.

            Playground Detective Activity (small groups):  Take the students on the   playground to complete the     surveys, and write down any observations.  Lead a class           discussion on specific findings and create a large          chart for all observations.  The       students should be allowed to decide on what action should be taken.       Each team     should have a choice to promote ownership of the activity.

          Playground Map Activity (entire class):  Create a large playground map with         potential risk areas highlighted to be hung in a central location to promote      awareness.  Each student should have a chance to participate by drawing or          coloring something for the map.  Have each student glue his or her contribution   onto the final map. 

          Playground Rules Activity (small group):  Have students work in their small           groups to come up with ideas for good playground rules.  Each group will then state          their ideas and group all ideas onto a class playground rules poster to be posted in       the classroom.

          Community Outreach (entire class):  Students will help write a letter to the          mayor or superintendent discussing the playground environment and possible       changes that should be made to promote safety.  Include pictures of students in   their small groups by the rules, map, and playground and invite mayor or         superintendent to come visit their school and see how safe they can be on the           playground. 

During and after activities, ask children open ended questions to check for understanding.  For example, “How do we know what to look for on a playground to let us know that it is safe?”, or “What do you see that might not be safe on this playground?” etc.

Student Activity:  This lesson involves the use of the inquiry and service learning models.  The inquiry model use in this lesson requires students to ask questions, investigate safety on their playground, create a map and rules list, discuss ways to make their playground safer, and reflect by answering questions from the playground safety survey.  The service learning model use in this lesson is in the community outreach activity.  Students are able to connect what they are learning about playground safety by writing a letter to the mayor or superintendent.  Age and stage appropriateness for this lesson is supported by the variety of activities and the actions students take to gain required results.  Students are required to color, cut, and glue which helps with fine motor skills.  They are required to think critically in small groups to create ideas for rules.  It encourages group work among students during the detective activity.  Students listen to letters and other things read aloud helping students’ auditory and visual skills.  Related to Program Goal VI, this activity is age and state appropriate concerning the following desired health knowledge, attitudes, or behaviors:  1) consciously uses rules of safety on playground and 2) begins to take responsibility for own safety. 

Materials Needed:  Clipboards, rulers, stationery, envelopes, stamps, playground safety checklist, playground safety survey, construction paper, glue, crayons, washable markers, poster board, pencils, camera, tape or other adhesive (to put posters on the wall). 

Closure:  Students will take home the playground safety survey to go over with their parents.  Parents will assist students in answering each question.  Using the information they have learned about playground safety, the students will begin to notice safety hazards on playgrounds at school and outside of school.  Students will notify adults of any hazards they see, and will take the proper precaution before playing on an unsafe playground. 

Evaluation:  Teacher will observe students as they work in their small groups during the playground detective activity and the school outreach activity.  Teacher will document that each student is participating and understands different aspects of playground safety during these activities.  Students will be evaluated on a portfolio to include:  copy of their checklist (identify two possible risk areas on the playground), copy of their map contribution, copy of their small group rules ideas (identify two safety measures), copy of the letter written to mayor or superintendent (one way to share the information with the school or the community), and the pictures taken of their activities.  Students will also turn in the completed playground safety that they worked on at home with their parents.  Parents will sign the survey after completing the questions with their child and return it to school.  A grade of satisfactory or unsatisfactory will be assigned to each student’s performance.   

Re-Teach: 

• Assess the safety of at home play areas – contact the local home improvement store to donate materials if needed!
• Check the surrounding playground area for other risks, such as: matches, trash, sharp items, etc.
• Travel to a community park to assess the safety of the area; contact the Park District, if needed.

Resources:

Internet

http://www.cpsc.gov/kids/kidsafety/plgdlist.pdf - Provides a public playground safety checklist for children and their parents.  This document is one page and could be printed and handed out to students in class to take home to parents.

http://www.nfpa.org/riskwatch – This site provides lesson plans, safety tips, and other safety information.  It provides resources for students, parents, and teachers.    

Books

Safety on the Playground (Safety First), Bridgestone Books, January 1, 1999.

Play it Safe: An Anthology of Playground Safety, National Recreation and Parks Association, 1996. 

Health Agency

National SAFE KIDS Campaign
1301 Pennsylvania Avenue, NW, Suite 1000
Washington, DC 20004-1707
(202) 662-0600
lbos@safekids.org
www.safekids.org
Contact: Laura Bos 

*Lesson adapted from Amy Hein.

 Original lesson plan can be found at:  http://www.nfpa.org/riskwatch/lsn_12_playgroundsafety.html

NO GO TELL

Erin Carlton

Health Content Area: Stranger Safety

Grade Level: Kindergarten

QCCs:

• #23 - Recognizes safe practices experienced in the home, at school, on the playground, in and around motor vehicles, on the street, in aquatic environments and around animals.
• #24 - Identifies threats to personal safety (e.g., child abuse, neglect, and emotional abuse).

• #25 - Identifies local support system concerning personal safety (e.g., family, teacher, religious advisor, friend and counselor).

·        #26 - Demonstrates knowledge of dangers and precautions that should be taken in special conditions (e.g., bad weather, staying home alone, fire, being approached by strangers, when lost and in darkness, etc.).

National Health Education Standards:

·        Standard 5

National Science Standards:

·        Student understandings include following safety rules for home and school, preventing abuse and neglect, avoiding injury, knowing whom to ask for help, and when and how to say no.

Goal Statement: The student will understand “NO GO TELL” and be able to apply those concepts to any dangerous situation.

Objective Statement: The student will identify what a stranger is, where strangers are found, and what to do when encountering a stranger.

Anticipatory Set:

·        Teacher asks students what a stranger is.

(Answer: Anyone you do not know.)

·        Teacher: Can a stranger be

1.     Man or woman?

2.     Someone walking on the street?

3.     Someone in a restroom?

4.     Someone in a store?

5.     Someone on a sidewalk?

6.     Someone on a playground?

7.     Someone on the telephone?

8.     Someone you never met before?

9.     A police officer? (NO!)

Teach Section

Lesson Concept: When a stranger tries to talk to you, use the No Go Tell policy: Yell NO as loud as you can so people can hear you, GO, run home or to school as fast as you can, and TELL someone you can trust (teacher, police, parent).

Lesson Cues:

·        What do you do when a stranger tries to talk to you?

(Yell, NO!, RUN away, TELL an adult)

·        Tell parent everything that makes you feel mad, sad or bad.

·        Have kids practice shouting NO!

Ask what they do at the same time they yell (GO as soon as possible)

Ask what they do next (TELL trusted adult)

·        Give scenarios where students would use NO GO TELL:

Stranger offers candy

Stranger offers a ride

Stranger offers money

Stranger offers drugs

Stranger asks for help finding puppy

·        Ask students what they can do to get away from strangers

Kick, Yell, Hit, and call 911 for free even from pay phone 

Teacher Modeling:

Students are split into groups and given a scenario to practice.  A correct response to any scenario is NO GO TELL rule

·        I’m here to pick you up because your mom is sick, come get in the car with me.

·        Hey!  Come here, I have some candy and money for you.

·        Come here, have you ever had drugs before?

·        I lost my dog; can you help me look for it?

·        Hey, come over here; let’s play a game.

·        Hey!  My kitty just had kittens, would you like to come pick one out for your very own.

Student activity:

·        Uses the inquiry model.  This allows students to decide and practice what to do if approached by a stranger.  Students at this age will avoid dangerous situations when reminded and this activity gives them plenty of practice with NO GO TELL to help them remember.  It gives them a procedure to follow to help them avoid strangers.  The students should not need any materials for this activity.

Closure:

·        Teacher: Remember to NO GO TELL every time you meet someone you do not know or someone who makes you uncomfortable or unsafe.

·        Teacher gives students 3 scenarios and observes to make sure students respond safely

1.     You are home alone and a stranger comes to the door.  What do you do?

·        NO, do not answer the door.

·        GO to the telephone

·        TELL a friend or 911 if appropriate

2.     A stranger comes to the door and says, “My car has a flat tire, can I come in to use your telephone?”

·        NO, do not open the door for anyone

·        Say, I will GO and call 911 for you

·        TELL the police

3.     A stranger calls and asks who lives with you and if anyone else is home. What do you say?

·        NO, I will not answer your questions

·        I have to GO

·        TELL your parents what was said

 Evaluation:

·        Observation of the closure activity to make sure students know what to do when approached by a stranger.  Students must demonstrate knowledge of NO GO TELL by putting it into practice in this activity.  Students who include all three steps in their responses will receive a satisfactory grade.  Those who do not include all steps will be reminded of the steps until they can remember them.

Reteach:

·        Teacher will read a story (Ex: Little Red Riding Hood) about someone who talks to a stranger and the consequences.  Teacher will discuss with the class what the child in the story could have done differently to be safer when approached by a stranger.

References:

Internet

·        Headquarters Counseling Center:

http://www.hqcc.lawrence.ks.us/for_kids/strangers.html

·        University of Texas at Austin Police Department: http://www.utexas.edu/admin/utpd/stranger.html

Health Agency

·        National Center for Missing and Exploited Children: http://www/missingkids.org/

Wise About Eyes
By Lora Hudson

National Health Education Standard: #1
QCC Objectives: #18
Personal Health
Kindergarten                                                        

Goal Statement: Children will understand the importance of protecting their eyes.

Objective Statement: Children will select from a set of illustrations, two ways to protect their eyes.

Anticipatory Set: The lesson will begin with a game of "I See". The class will move to music and when the music stops the students will freeze and stare straight ahead. The teacher will ask one student, "What do you see?" The student will answer by describing an object in  his/her front-line of   vision. The rest of the students will have three tries to guess the object. This can be repeated with three more students taking turns.

Teach Section

Instructional Concept:  You can protect your eyes by not rubbing them when you feel like something is in them; holding pointed objects down away from your face or someone else's face; and by not running with sharp objects.

Teacher modeling: The teacher will: (1) have a group of objects that are dangerous to the eyes ( pencils, scissors, finger nail file, toothbrush , small tree branch, small container of sand); (2)explain that all the objects can hurt the eye; and   (3) will ask, "What other things do you know can hurt the eye?" The teacher will show a picture of one of these objects, paste the picture on a poster board, and draw a red circle around the picture and a red line through it.

Student Activity: Students will follow the teacher model by cutting out of old magazines pictures that illustrate objects that can hurt the eye, pasting the pictures to a large piece of poster board, and drawing a red circle around and a red line through each picture. At the top of the poster board, the teacher will write the word "hazards"  with a red marker and display the poster in the classroom.

Closure Activity: The teacher will work with the class to make a chart of ways to protect our eyes from injury. The student will draw simple pictures on the chart to illustrate the safety rules. The chart should include the following rules:
1.) Carry sharp objects such as scissors and pencils in a point down position.
2.) Do not point sharp objects at others.
3.) Do not run with sharp objects.
4.) If you get something in your eye, get help. Do not rub your eye.

Evaluation: The teacher will pass out a worksheet of activities for the children to demonstrate their understanding of ways to protect the eyes. Students will be instructed to circle two pictures that show how you can protect your eyes. The teacher will send home a chart that illustrates the ways to protect the eyes and ask the child to have a family adult member post it in their room.

Ret each: Involve students not passing evaluation in a supervised walk in the school looking for possible things that could hurt the eye. The student would point to the object, name it, and tell how to protect the eye from it.

References:

Anspaugh, David and Gene Ezell (1995). Teaching Today's Health. Fifth Edition. Allyn and Bacon, a Simon and Schuster Company.

Agency Resources:

Children's Vision Specialist: Vision Therapy
1190 Grimes Bridge Road, Roswell, GA (770) 992-7620
(Brochures on eye care with information on the importance of healthy vision in children)

Georgia Society to Prevent Blindness, Inc.
2025 Peachtree Road, N.E., Atlanta, Georgia 30309 (404) 335-0182
(Videos, catalogs, brochures and updated research on the importance of eye treatment and protection of the eye)

Prevent Blindness America
500 East Remington Road, Schaumburg, Illinois 60173 (1-800-331-2020)
(An eye Health and safety curriculum for children and teaching materials)

Internet:

http://www.abouthealth.com

A Jump Start For Your Day

by: Rachael Johnson 

Nutrition

Grade Level: First Grade 

QCC Objective: 1.15 Explains the importance of a nutritious breakfast.  

National Health Education Standards: # 3 

National Science Standards: Content Standard F: As a result of activities in grades K-4, all students should develop understanding of personal health.  

Georgia Technology Standards: N/A  

Goal Statement: The student will understand the importance of eating a healthy, well-balanced breakfast every morning.  

Objective Statement: The student will plan three breakfasts according to the proper food and portion requirements on the food pyramid. 

Anticipatory Set: The teacher will ask the students what they usually eat for breakfast and write their responses on the board. The students will then participate in a class vote to determine the healthier breakfast choices, as well as discuss why some responses are unhealthy choices.  

Teach 

Lesson Concept: In order to maintain energy throughout the day, have a better academic performance, and prevent unhealthy mid-morning snacking, we must eat a healthy, well-balanced breakfast every morning.  

Lesson Cues: 

·         The Food Guide Pyramid is made up of five food groups and appropriate serving portions. 

·         These food groups include the carbohydrate group, vegetable group, fruit group, dairy group, protein group, and the fats, oils, and sweets group (the serving sizes differ from children to adults).  

·         If we eat a healthy, balanced breakfast every morning, we will have more energy, think more clearly, and promote a healthy lifestyle.  

·         If we skip breakfast regularly, we will have a greater chance of being overweight, having less energy, doing poorly in school, and developing unhealthy snacking habits during the mid-morning. 

Teacher Modeling:  

1. Explain to students that they will be constructing both healthy and unhealthy breakfasts.  

2. Place students in groups of four and distribute to each group: one food pyramid, one poster board, tape, and one plastic bag filled with materials.  

3. Inform the students that each group has ten minutes to assemble two healthy, balanced breakfasts, based on the food pyramid, and an unhealthy, unbalanced breakfast. When each meal is assembled, using tape, they are to attach both meals onto their poster board. Each team will then assign either (paper) Student A, B, or C to each meal to represent the effects of the meal. 

4. After all groups have completed their tasks, collect all poster boards, review each meal with the students, and ask them questions such as, "What can we change to make these meals healthier?", "Do these meals have each food group in them?", "How do you think [Student A] will feel after eating this meal?", and "Why is it important (or what are the benefits) to eat breakfast each morning?"  

5. Materials: Each group will receive a copy of the food pyramid, one poster board, tape, a small plastic bag filled with various paper cut-outs of healthy breakfast foods, based on the food pyramid, unhealthy breakfast foods, and three paper students (A, B, and C). (Paper) Student A will represent being tired and restless, Student B will represent being happy and having energy, and Student C will represent being hungry and unhappy. (Crayons and/or markers may be used in the Reteach section).  

6. Students will assemble both healthy and unhealthy breakfasts, assign either Student A, B, or C to each meal, and discuss their meal planning with the teacher.  

By this time, students should know the importance of eating a healthy, balanced breakfast each morning, as well as the effects of skipping breakfast.  

Student Activity: Students of this age are learning to pick out their own foods to eat. This is a perfect time for the teacher to emphasize not only healthy food choices, but also why eating breakfast every morning is so important. The teaching strategy used in this lesson plan is group work. Students will participate in a fun group activity while identifying healthy and unhealthy breakfast foods. This group work also emphasizes the importance of breakfast.  

Closure: At the end of the day, a letter will be sent home to parents explaining what their children learned regarding the food pyramid, what is composed of a healthy, well-balanced breakfast, and the importance and benefits of eating breakfast every morning. With the parents’ help, the students are to plan two healthy, well-balanced breakfasts, based on the food pyramid. The parents will sign the homework and the students will bring it to class the next day. 

Evaluation: The next day, the teacher will check each students’ homework to make sure it is completed and signed, and then ask the students to turn over their homework papers. The teacher will ask the students, based on the information they learned the previous day, 

(1) Why is it important to eat a healthy breakfast every morning? and  

(2) What are the effects on the body when one skips breakfast? 

Acceptable answers to question one:  

·         It provides energy.

·         There is a less chance of being overweight.

·         Students may have better academic performances.

·         Students may have less body fat.

·         There is a less chance of unhealthy mid-morning snacking. 

Acceptable answers to question two:  

·         There is a greater chance of being overweight.

·         Students may have poor academic performances.

·         Students may have more body fat.

·         Sleepiness.

·         Students may be less alert during the day.  

The completed and signed homework assignment is worth ten points, and each correct answer is worth five points. This comes to total of 20 possible points. 

Reteach: During the day, when students have free time to read or catch-up on class work, take aside the students who did not complete the full assignment and work one-on-one with them to help them understand. Show and explain to them the food pyramid, and work together to come up with two healthy, well-balanced breakfasts. Using markers or crayons, ask them to draw how they would feel after eating a nice breakfast, as well as how they would feel if they skipped breakfast. Full points will be awarded to each student if they complete this assignment. 

References 

Two Print Sources: 

Rockwell, Lizzy. Good Enough to Eat: A Kid*s Guide to Food and Nutrition. New York:  

Harper Collins, 1999.  

 

Woodworth, Viki. Would You Spread a Turtle on Toast?: Learn About Nutrition. New

York:  The Child’s World Incorporated, 1992. 

Two Internet Sources: 

http://www.alfy.lycos.com/teachers/teach/thematic_units/Nutrition/Nutrition_1.asp This website is full of games and activities for students to play to learn about nutrition. 

http://www.dairycouncilofca.org/edu/edu_prog_bhm_brea.htm Teachers print off this site to show parents the importance of breakfast. Use it to teach students what a nutritional breakfast is. 

One Health Agency: 

Georgia Division of Public Health 

This agency’s mission is to work in partnership with the public and private sector to promote health and reduce the burden of disease among Georgians. They do so by conducting population-based services within the three core functions of public health assessment, policy developing and assurance, increasing the demand and providing options for achieving healthy eating lifestyles, enabling people to make informed food choices, and creating public/private partnerships to share responsibility for actions. Within this agency’s website (http://www.ph.dhr.state.ga.us/index.shtml) there are reminders to "Take Action! Walk, Dance, and Play!", "Take Down the Fat: it’s all in the choices, portions, and preparation", and "Take 5 Fruits and Veggies a Day!" This website also directs attention to federal, national, Georgia, and research resources. This agency provides excellent information on the importance of nutrition, and especially breakfast!  
                  

Breakfast Blues
By Darlene Rease

Personal Health
1^st grade
National Health Education Standards: 1 and 3
QCC Objecitves: 

• #13- Recognize reasons people need variety, balance, and moderation in selecting foods.
• #14- Classifies foods into appropriate food groups using the food pyramid.
• #15- Explains the importance of a nutritious breakfast.

Science Standard:  Content Standard F- Nutrition is essential to health.  Students should understand how the body uses food and how various foods contribute to health.  Recommendations for good nutrition include eating a variety of foods, eating less sugar, and eating less fat. 

Goal Statement:  The student will understand the importance of eating breakfast. 

Objective Statement:  The student will select three foods from different food groups in the food pyramid to create a healthy breakfast and explain why eating breakfast is important. 

Anticipatory Set:  The teacher will read two sections in the book, Eyewitness Books: Food, for 3-5 minutes that explain what food does for the body and how to choose healthy foods from the food guide pyramid to create a healthy breakfast. 

Teach Section 

Instructional Concept:  It is the important to eat breakfast every morning. 

Teaching Cues:   

• Breakfast is the most important meal of the day.  Breakfast provides the nutrients needed to perform daily activities like walking or running on the playground.

• Nutrients give your body what it needs to live and grow.
  Eating breakfast helps you learn faster.

• Why do some children skip breakfast?
• They may sleep too late or they think that it is a way to stay thin.
• What are some things people eat for breakfast?
• What are some things you like to eat for breakfast?
• If you had a choice to eat breakfast, would you eat it? Why or why not?
• Children who eat breakfast do better in school and tend to eat healthier.

Teacher modeling:  Each child will receive a piece of paper to write his or her story.  The student will write about things he or she likes to eat for breakfast, how the student feels when he or she has breakfast, and how he or she feels when he or she does not eat breakfast.  After writing his or her story, the student will illustrate it.  The teacher will help students edit and revise their stories.  The teacher will then bind the stories into a “Big Breakfast Book” to be placed in the classroom.  What kinds of foods did the student like?  Why did the student choose this particular food?  How does the student feel after eating breakfast?  How does the student feel when he or she does not eat breakfast? 

Student Activity:  The teaching strategy is language arts based.  The purpose of the activity is for the students to recognize the importance of breakfast through creating a book.  The book demonstrates different types of breakfast foods and how it feels to eat breakfast in comparison to how it feels when the student does not eat breakfast.  First graders need to eat breakfast in the morning so that they can be alert and ready to learn. Goal II, Promoting and Maintaining Physical Well-Being, of the Developmental Characteristics of 5-18 Year Olds states that 5-9 year olds need to participate in a scheduled time for eating and want to grow and learn.  Materials needed for this activity are paper, pencils, crayons, and markers. 

Closure Activity:  The teacher will give students a list of four breakfast choices that do not involve cooking and include at least three of the food groups.  The teacher will discuss this list with students and answer any questions.  The student will take this list home and prepare it for the next day.  The last part of the assignment is to check the box that corresponds to the breakfast that the student chose and write down how eating breakfast made him or her feel.  The students are to bring back this worksheet for further discussion.  (The worksheet entitled, “Look What I Made!” is included on the last page of this lesson plan). 

Evaluation:  The teacher will give each student a paper plate, a sentence strip, and a stack of food pictures from magazines.  The students will find healthy foods they enjoy for breakfast, cut them our, and paste them onto the plate.  The breakfast should include at least three food groups.  The students will write a brief description on the sentence strip explaining why their breakfast is a healthy choice and why eating breakfast is important.  They will receive 3 points for three different food groups represented, 3 points for the explanation, and 1 point for having a healthy breakfast.  They can receive a total of 7 points. 

E= 7-6 points                           E= Excellent

S= 5-4 points                           S= Satisfactory

N= 3-2 points                          N=Needs Improvement

U= 1-0 points                           U= Unsatisfactory 

Students who receive an N or below will receive a re-teach assignment. 

Re-teach:  For students who did not pass the evaluation, students will buy breakfast from the school cafeteria to see what a balanced breakfast looks like.  The students are to bring their breakfast to class and while eating it, we will analyze the school’s breakfast.  We will note that the breakfast includes 3 food groups.  Using real food, instead of pictures, will help the students to visualize how a healthy breakfast looks.  We will also discuss how it feels to eat breakfast and compare that to a time when they did not eat breakfast. 

References: 

Print References: 

Anspaugh, David J. and Gene Ezell (2004). Teaching Today’s Health. Seventh Edition. Pearson Education, Inc as Benjamin Cummins 

Buller, Laura (2005). Eyewitness Book: Food. DK Publishing Inc 

Agency Resources: 

SAMSHA
Unites States Department of Health and Human Services
P.O. Box 42557
Washington, DC 20015
This is a good source for parents and teachers that focus on the importance of breakfast. 

Internet: 

http://kidshealth.org 
Will find great information about why skipping breakfast is not a wise choice. 

www.uen.org  (lesson plan ideas) 
www2.gsu.edu/~wwwche 

Great information about the QCC Standards, Science Standards, and National Health Standards.

“Look What I Made!”

 The Importance of Eating Breakfast 

_____________________________________________________________________________________

Brush Up, Brush Down
By Ambreen Jiwani 

Personal Health
1^st grade 

National Health Education Standard: 2 and 3

QCC Objective: #16 Recognizes practices for proper dental hygiene.

Science Standard: Content Standard F- personal health- Individuals have some responsibility for their own health. Students should engage in personal care--dental hygiene, cleanliness, and exercise--that will maintain and improve health. 

Goal Statement: The student will understand the importance of brushing and flossing his/her teeth is beneficial to his/her dental hygiene. 

Objective Statement: The student will plan a dental hygiene routine which will help keep his/her teeth free of plaque. 

Anticipatory Set: The teacher will divide the students into groups of four.  Each group will get a sack, which contains pictures of eight incisors, four canines, eight premolars, twelve molars, and four wisdom teeth.  Some of the teeth in the sack will have plaque on them, some will have cavities, and some of the teeth will be healthy teeth.  Each group will get five minutes to figure out which teeth are healthy and which teeth are not healthy. 

Teach Section 

Instructional Concept: Brushing and flossing your teeth helps your teeth stay clean and healthy. 

Teaching Cues:                             

·                    Your teeth help you eat and they help you talk.

·                    You must keep your teeth healthy. 

·                    Brushing and flossing your teeth after every meal helps protect your teeth from plaque. 

·                    Plaque is a clear film that sticks to your teeth.  Plaque has bacteria in it. 

·                    Bacteria are tiny living things.  Bacteria turn sugar into acid.  The acid eats the enamel on your teeth.

·                    Enamel is the hard outside part of your teeth.  It protects them.

·                    When plaque eats the enamel on your teeth, you get cavities. 

·                    There are foods that make our teeth strong and there are foods that can cause cavities. 

·                    Why do we need healthy teeth? 

·                    An average adult mouth contains: eight incisors- which are the food cutters, four canines- which are the ones that tear our food, eight premolars- which are the food crushers, twelve molars- which are the food grinders, and four wisdom teeth.  

Teacher Modeling: Divide the class into two groups.  One group will be the floss and the other group will be the toothbrush.  The classroom will represent a mouth after a meal.  The groups will face away from the classroom so that the squishy balls, which represent plaque, can be hidden throughout the classroom.  The first round will have twenty squishy balls.  Each group will get a basket to collect the balls in.  The floss and the toothbrush have to help each other to clean the plaque from the mouth.  The groups will be shown the squishy ball so that they know what they are searching for.  There will be five rounds to the game, each round being increased with twenty balls to the search. 

Student Activity: The teaching strategy is problem solving based.  The purpose of the activity is to apply information learned about plaque to solve the plaque problem that the “mouth” is having after eating each meal.  First graders need to understand the importance of brushing after every meal, to avoid having to work extra hard to remove plaque later on.  Goal II: The Student Practices Behaviors That Promote and Maintain Physical Well-Being, of the Developmental Characteristics of 5 to 9 Years of Age states that 5-9 year olds experience eruption of all primary teeth, six-year molars and anterior permanent teeth; is forming foundation and calcification of permanent teeth.  Materials needed for this activity are 100 squishy balls, 2 baskets, and a classroom setting. 

Closure Activity: The teacher will divide the class into four groups.  Each child will get a toothbrush to use during the activity.  Each group will have a table to sit at.  At the table they will have a teeth model.  The teeth model will be made of the bottoms of large plastic soda bottles, which will be turned upside down to represent teeth.  A dozen bottoms of large plastic soda bottles will be secured together to make the teeth model.  The teacher sprays the teeth model with shaving crème.  The kids will brush the teeth clean with their toothbrushes.  After they have completed brushing their teeth models, each group will get floss to floss their teeth model with. 

Evaluation: The teacher will give each student a brush and floss journal.  The teacher will help the students plan out their daily dental hygiene routine.  The journal is to be kept for five days.  Each time the student brushes or flosses, the teacher or the parent is to check off on the journal.  The journal will help the teacher decide if the student kept up with their dental hygiene routine.  At the end of the five days the students hand their journals in for grading.  Each day is worth four points: 1 point for brushing before breakfast, 1 point for brushing and flossing after breakfast, 1 point for brushing and flossing after lunch, and 1 point for brushing and flossing after dinner/ before bedtime.  They can get a maximum of 20 points, 20-17=A, 16-13=B, 12-9=C, 8-5 =D, less than 5 points =F.  Students who obtain a grade less than D will be assigned a re-teach section.   

Re-teach: For the students who did not pass the evaluation, another worksheet will be assigned.  The worksheet will have a picture of the mouth and teeth.  The teeth are full of plaque and are turning green.  The students will “brush” the teeth clean; they will be given white paint and paintbrushes to paint over the plaque and the green teeth to make them white again.  By doing the worksheet and seeing how bad plaque is for your teeth, the students will get a better idea of how bad teeth become if we do not brush and floss them after every meal.  

Print References: 

Anspaugh, David J., and Ezell, Gene (2004).  Teaching Today’s Health (seventh edition). 
San Francisco, CA: Pearson Education, Inc., as Person Benjamin Cummings. 

Vogel, Elizabeth (2001).  Brushing My Teeth.  New York, NY: The Rosen Publishing
Group, Inc. 

Johnston, Marianne (1997).  Let’s Talk About Going to the Dentist.  New York, NY:
The Rosen Publishing Group, Inc. 

Hughes, Monica (2004).  My First Visit to the Dentist.  Chicago, IL: Raintree Publishing Group. 

Curry, Don L. (2005).  Take care of your teeth.  Indianapolis, IN: Scholastic Inc. 

Keller, Laurie (2000). Open Wide-Tooth School Inside.  New York, NY: Henry Holt and Company. 

Internet Resources: 

http://www.ada.org                   

This website contains very useful information on dental hygiene. 

http://www.lessonplanspage.com 

This website has a lot of great lesson plans ideas for dental hygiene. 

http://www.oralb.com/learningcenter/teaching/master1.asp 

This website contains lots of fun and interesting ideas and games for dental health. 

http://www.pecentral.org 

This website has many creative ideas on personal health. 

http://www.childfun.com 

This website has very informative games and ideas on personal health for children. 

Agency Resources: 

American Dental Association
211 East Chicago Ave.
Chicago, IL 60611-2678
312-440-2500 

The ADA is a great resource for parents and teachers interested in promoting dental hygiene in children.

_______________________________________________________________________________________

Eating a Balanced Dinner
By: Stefanie Farkas

National Health Education Standards # 1 Personal Health/Nutrition
QCC Objective: 1.14 Classifies foods into appropriate food groups using the food guide pyramid.
Nutrition
First Grade

Goal Statement: The student will understand the importance of eating a balanced dinner

Objective Statement: The student will classify five foods in the food group pyramid and will determine how to make a healthy balanced dinner using all five food groups.

Anticipatory Set:
   The teacher will have the students watch the Breakfast video(distributed by Food Groupies) to demonstrate how to make a breakfast with all five food groups. The teacher will help draw a breakfast sundae on the board on butcher paper with markers to point out the five food groups.

Teach Section

Instructional Concept:   In order to function properly on a daily basis, we must have food from all five food groups to give us the necessary energy.

General Knowledge Cues:

1. There are five different food groups, which consist of grain, fruit, vegetable, dairy, meat, and other (fats, sugar...).

a. Together, the food groups make up the Food Guide Pyramid.

b. The bottom section (grains) represents foods the body needs most (energy) and the top section represents the        foods to sparingly include in meals (fat, sugar,...).

2. If we have balance in our diet using the five different groups, we can give our body the necessary nutrients it needs to function on a daily basis.

Teacher Modeling: The teacher will model the activities that will be completed at each table. to help understand what foods belong in what group. (BINGO, balanced snack, dinner menu)

Student Activity:
Emphasizing the five senses, table one activity consists of a tasting party. Students create a balanced snack that tastes good and includes at least one food item from all five food groups. Table two activity includes a pyramid bingo game. Cards categorize the five food groups so that  B = dairy group, I = fruit group,  N = vegetable group, G = grain group, O = other group (fats, sweets,..). The bingo caller will hold up a card and have the children put a chip over that picture appearing in the appropriate food group on their bingo card. Table three activity includes comparing the number of servings for each food group (use l/2 cup measure ...) and construct a dinner menu which includes foods from all five food groups and the number of servings from each food group met by the dinner meal plan.

Closure: The children will record  in their food journal what they eat for dinner over the next five days. They will evaluate each dinner for the inclusion of foods from all  five food groups to determine if each dinner was a balanced meal.

Evaluation: The food journals will be collected to appraise comments written from the initial activities and also to evaluate for understanding on their evaluation of a balanced dinner.

Ret each: From the food journals, if the teacher notices some children did not understand the concept, they will have the student complete a worksheet and turn in one more journal for a dinner that incorporates all five food groups.

Resources:
   Actions for Health Contemporary Health Series 1^st grade ETR Associates Santa Cruz. CA 1992
   American Cancer Society online at http://www.cancer.org/

Health Agencies:

U.S. Food and Drug Administration Center for Food Safety and Applied Nutrition Food Labeling online at www.fda.gov

Our Family of Foods

By Madelene Lipinski

 Teach Section

                                                                            Teach Section

Stop, Drop and Roll for Fire Safety

 Teach Section

Instructional Concept:  Fire safety is something that we all need to know because fires usually take people by surprise.  The technique of Stop, Drop and Roll is something that you can do to save your own life in case of a fire.

Pedestrian Safety Lesson Plan for 1^st Grade

Tech Section:

Lesson Relevant Poems:

“Safety Break”

by Kari Jo Nelson

 Listen everybody to what we say,
If you wanna be safe at work and play.
Listen please for safety’s sake,
We’re gonna take time for a safety break.
Look both ways when you cross the street,
Be careful where you put your feet.
Cross at the crosswalk or a stop sign,
A green traffic light will do just fine.
Stay on the sidewalk when you can,
Whatever you do have a safety plan.
If you know what we mean, clap your hands three times.
(clap, clap, clap)
If you really know, everybody say “Ho!” (Ho!)
Safety break, safety break, safety break, safety break.  

"STOP"

By Carolyn Callender Wright

 Look to the right!
Look to the left!
Listen   for horns 
   that go Beep !
When you must cross
a busy street
Look before you
Leap!
 

Best Escape

By: Marsha Longwell

 

Fire Safety

Second Grade (2^nd Grade)

National Health Education Standard: Standard 3: Students will demonstrate the ability to practice health-enhancing behaviors and reduce health risks.

QCC: Determines correct response in cases of accidents, sudden illness or hazardous weather conditions

National Science Standard: Content Standard F: As a result of activities in grade K-4, all students should develop understanding of Personal Health

Georgia Technology Standard: N/A

Goal Statement: The student understands and appreciates the importance of safely evacuating their home during a possible fire threat.

Objective Statement: The student will demonstrate the best procedure to safely evacuate their home during a possible fire threat.

Anticipatory Set:  Have students sing along with “Elmo” a song about “Get out Stay out Don’t You go Back In”,  then explain why it is important to wait until an adult says it is “OK” to return to the building.

Teach Section: We all need to be able to identify the best escape or evacuation plan for our homes in case of a fire.  We must remember to stay low and go, and once we are out to stay out until an adult says it is “O.K.” to go back in. 

Lesson Cues: 

·         Open discussion on what to do in a situation that involves a possible fire

                Tell an adult

                Get out and Stay out

                Stay low and go

                Dial 911

                Follow planned escape route

                Don’t be a hero

                Get to the neighbors or the family meeting place          

·         Show fire escape hazards on pre-prepared felt board.

                Hot or not, how to tell if the door is hot

                Smoke in the room, Stay low

                My favorite teddy, can be replaced but I can not

                Broken glass and other dangerous obstacles, how to get around quickly

(Each of these may be demonstrated by a student or by the teacher)

Teacher Modeling:

1.     Use felt board to create a visual demonstration of a evacuation or escape plan for the felt children. 

2.     Have the students break up into groups of 5

Have each group work in one of 5 centers.

 Center 1, Felt board rescue.(Escape scenarios using felt board pieces)

 Center 2,  Doll house Escape,(2 or 3 doll houses set up with “little people” to rescue through proper escape routes.)

 Center 3, Freddie Firefighter Sticker Maze Escape Game,( Game donated by fire department where children must plan 4  different escape routes)

 Center 4, Custom built Fire Plans,( Students draw their own house and include the best escape method)

 Center 5, Read all about it (a reading center with a Question and Answer sheet available for the students to respond to as a group.)  Each group should have time in each center. 

3.     The teacher will demonstrate how each Learning center is to be used by the 5 groups.   The teacher should remind the students this is not a race and that each group should focus on the best possible escape plan for each center.  The students should be cautioned that although center 5 is a reading center the group should be answering the questions together based on what they read.

Student Activity: The Inquiry Model for teaching health is illustrated here The student is requested to ask questions, investigate solutions, develop new knowledge as they gather information, discuss what they discover and experience, and finally they are asked to reflect on what they have learned. This Lesson is a great way to involve the students and allows them to discover solutions on their own and with the help of their peers.   

Materials Needed:   1.) felt board and felt cut-outs related to fire safety,  2 .)Doll house (little people from fisher price works great)  3.) Sticker maze ( registered to Alert-All Corp., Bowmansville, PA., 17507 ) 4.) Drawing paper for each student. 5) Markers, crayons or pencils.  6.) various books about fire safety.  7.) Question sheet for each group to answer together.

Closure: Have students create a home evacuation plan with family members.  Parents must sign front or back of the plan and it must be returned to school.

Evaluation: Collect the answer sheet from Center 5 from each group.  Collect the homework and check for parent signature.  Observe students as they migrate from one center to the next to see if there is difficulty in understanding the lesson.  Grades will be based on completed, signed homework, 10 pts, participation in centers 10 pts total of 20 points.

Re-teach:  When the mobile Fire house comes to school the students can demonstrate for the fire fighters their knowledge of escape plans by devising one for the model home the firemen bring to the school.  The students will also learn other fire safety rules from the fire fighters.

Resources:

Wolf Cub Handbook 2^nd Grade, BSA, pages 22-26 2000

Sesame Street, Elmo’s World, Fire Safety, 1999

www.scouting.org

www.kidshealth.org/kid/watch

www.alertall.com  this is the web page for the maze escape game

The scouting and kids health web pages offered some of the information for learning centers and discussion topics..

Health Agency:

Newton County Fire Department Station # 3 Flat Shoals Road, Covington Georgia, 30016 770-787-2123

 

The picture below was copied from the alertall web sight.  It includes a copy of the maze game used in this lesson plan.

______________________________________________________________________________

LaKwanza Colbert 
 

April 4, 2005 
 

Fishing Around for the Right Snacks! 
 
 

Content Area- Nutrition

Grade Level- Second Grade

National Health Education Standard- Standard #6

National Science Standard: Content Standard F: Nutrition is essential to health.  Students should understand how the body uses food and how various foods contribute to health.  Recommendations for good nutrition include eating a variety of foods, eating less sugar, and eating less fat.

QCC:  Distinguishes between nutritionally sound snacks and “junk food” (foods of minimal nutritional value.

Georgia Technology Standard:  N/A 
 

Goal Statement:  The student is aware of the importance of making healthy eating choices.  The student also understands the value of eating snacks from the Food Guide Pyramid to maintain good health.  
 

Objective Statement:  The student will be able to determine whether snacks are healthy or unhealthy and demonstrate where the snacks fit on the Food Guide Pyramid. 
 

Anticipatory Set:  Ask the students some of the different types of snacks that they like to eat (about five of them to stay within time limit).  After a list is composed let students decide which snacks they feel are healthy and which ones they feel are unhealthy.  Let students listen to the following song (from a recording):

The Barnum School “Snack Rap”

1. Apples, oranges, lettuce, cheese

    all good snacks, if you please.

REFRAIN:

    Five a day are what you need

    To grow up BIG and STRONG you see! 
 

2. Apples, oranges, celery, cheese

    all good snacks, if you please.

REFRAIN (see above) 
 

3. Apples, oranges, broccoli, cheese

    all good snacks, if you please.

REFRAIN (see above) 
 

(If time permits, children can sing the song in a round.  Also, in the refrain, let students jump when they sing BIG and make a muscle when they say STRONG) 
 

Teach Section

 
 

Lesson Concept:  In order to be healthy, we must reduce the amount of junk foods we snack on and instead eat a balanced variety of snacks from the Food Guide Pyramid in moderation.  We should limit high fat, salty, and high sugar snacks. 
 

Lesson Cues:

• Describe the difference between healthy and unhealthy snacks.  For instance, say that healthy snacks are low in sugar and high in nutrients, while unhealthy snacks are high in sugar and low in nutrients.

 
 

• Explain the importance of eating healthy snacks and why unhealthy snacks are not good.  For instance, healthy snacks are good for the teeth and body, while unhealthy snacks are not good for the teeth and body and causes cavities.

   
 

• Explain the Food Guide Pyramid to the students.  Put up a copy on the overhead projector and also provide them with their own copy.  Let the students know the five different food groups and the serving sizes.  Let them know that the triangle shape means that at the top, where it is narrow, is food that one needs less of and as it gets wider it shows those that they need more of.

 
 

• Provide students with a list of snacks that are healthy so that they can have it to refer to when getting snacks.

Teacher Modeling:

1. Place the students into groups of three or four.  Arrange the groups in circles around something circular (like a hula hoop or string) to represent a pond.

 
 

2. Provide the students with a fishing pole (a yard stick with string and a magnet attached) so that they can fish for snack cards.

 
 

3. Have the students alternate the fishing so that each student has a chance to catch a snack and as they are catching the snacks have them categorize them as healthy or unhealthy.

 
 

4. Have the students place the snacks they catch on an enlarged version of the Food Guide Pyramid provided by the teacher. (When making the snacks to go in the pond, make a variety and balance so the students can see the importance of eating from the different groups of the Food Guide Pyramid.)

 
 

5. When the students have finished their fishing, instruct them to come up with, in their separate groups, what it means in their own words to eat healthy and unhealthy snacks.

 
 

6. Finally, have each group present their list of healthy/unhealthy snacks and where the snacks belong on the Food Guide Pyramid with the rest of the class.  Be sure that they include what a healthy and unhealthy snack is in their own words. (Each student should have a speaking part in the presentation).

 
 

Show the students an example of a list and Food Guide Pyramid with a balance of snacks should look like. (Already have this made.)  
 

Open-ended Questions to check for Student Understanding: 
 

Inference:  By looking at your Food Guide Pyramids, what can you tell about what snacks you should snack on? (Which ones appear to be good or which ones should you snack on more?) 
 

Transfer:  Now that you have learned healthy snacks to eat, what kinds of snacks will you prepare for yourself or your family the next time you get hungry? 
 

Hypothesis:  Your mother makes a dentist appointment for you because you have been complaining about a toothache for the last three days.  What types of snacks do you think you have been eating? 
 

Student Activity:  With this health lesson, the inquiry model for teaching is used.  I used open-ended questions to make students think about which snacks they felt were healthy and unhealthy. I also allowed them to come up with benefits and consequences of both by coming up with their own meanings of what it is to have a healthy snack vs. an unhealthy snack.  Questions were used to help the students think back on the lessons that they learned.  I would classify my teaching strategy as value based because students really should understand the value of eating the right kinds of snacks.  This activity allows the students to realize that they should reduce the amount of junk foods that they eat.  And by hearing the rap song, they learn some types of healthy snacks.  The actual activity makes the students become aware of the types of snacks they should be eating to maintain good health.  The students learn about healthy snacks by thinking, exploring, listening, explaining, and reflecting on what they learned.  As far as age/stage appropriateness, this activity will fit under goal number two, which states that the student practices behaviors that promote and maintain physical well being; the age ranges from 5 to 9 years of age.  At the age range from 5 to 9, some of the selected developmental characteristics, health interest, and health needs include: wants to grow/learn, needs adequate amounts of nutrients and minimum amounts of sweets and soft drinks, may need encouragement to try new foods, and participates in scheduled time for eating. 
 

Materials Needed: 
 

Anticipatory Set: 
 

1. Tape recorder

 
 

2. Tape with reordering of song: The Barnum School “Snack Rap”

 

Student Activity: 
 

1. Yard sticks (fishing pole)

 
 

2. String  (line on pole)

 
 

3. Magnets (hook)

 
 

4. Food Cards (3x5 index cards with pictures representing a wide variety of snacks)

 
 

5. Poster of Food Guide Pyramid

 
 

6. Paper Clips (put on food cards so can stick to magnets)

 
 

7. Enlarged copies of Food Guide Pyramid for Groups

 
 

8. Markers

 
 

9. Paper

 
 

Closure:  Students will take home a packet that consists of six pages (one page for each day of the week).  Each page will have a blank copy of the Food Guide Pyramid on it.  The first page will have a list of healthy snacks that the students can choose to eat if they need help.  The pyramid will only contain the title of the group and will have space for the students to fill it in with snacks that they eat.  It will be the students’ responsibility to record the snacks they eat at home each day in the proper place so that they can monitor if they are reducing the amounts of junk foods they are eating. (Next to each snack they write down on the pyramid they should label it healthy or unhealthy.)  The assignment should be turned in after one week. (Parental help is encouraged.) 
 

Evaluation:  This lesson will be evaluated using both the observation and portfolio evaluations.  First, when the students get up to present their food pyramids in the group activity, the teacher will observe and check for understanding of eating more healthy snacks (each student must talk).  This will be worth 50 points and will be assigned as a group grade.  Second, when the students turn their packets in at the end of the week, the teacher will grade them for completion and for content.  Students must show that they tried to eat healthy snacks, meaning they should not have a lot of snacks in the fats, oils, and sweets section.  The packet part will be worth 50 points.  In all this is a 100-point total assignment.

Re-teach:  Students who need extra help will be given supplemental worksheets to complete at home and return.  One worksheet will require the students to do research on the Food Guide Pyramid.  The second worksheet will require the students to group snacks as healthy or unhealthy.

 
 

Resources:  
 

www.eduplace.com/rdg/gen_act/cooking/eatrigh.html - lesson titled “Eat Right.”  It helped me formulate some ideas. 
 

www.eduref.org/virtual/lessons/Health/NutritionNUT0018.html - song for anticipatory set 
 

www.Pecentral.org/lessonideas/viewlesson.asp?ID=3703 - lesson titled “Fishing for Good Nutrition” 
 

www.vh.org/pediatric/patient/pediatrics/cqqa/snacks.html#2 - what are healthy and unhealthy snacks 
 

Anspaugh, David J., Ezell, Gene.  (2004).  Teaching Today’s Health (7^th ed.).  San Francisco:  Pearson Benjamin Cummings. 
 

Evers, Connie L.  (2003).  How to Teach Nutrition to Kids.  Portland: Carrot Press. 
 

Healthy Agency: 
 

Georgia Division of Public Health 
 

Two Peachtree Street, NW 
 

Atlanta, GA 30303-3186 
 

Phone: (404) 657-2700 

____________________________________________________________________________

Healthy Eating Habits for a Healthy Body 
 

Planning a Nutritious Meal Using Balance, Variety, and Moderation

Second Grade

National Health Education Standard: Standard # 6: Students will demonstrate the ability to use goal setting and decision making skills to enhance health.

National Science Standard: Content Standard F: Nutrition is essential to heath.

Georgia QCC: Plans a nutritious meal based on the food guide pyramid.

Georgia Technology Standard: N/A 
 

Goal Statement: The student is aware of the necessity of healthy eating habits and appreciates the importance of balance, variety, and moderation in planning meals.  
 

Objective Statement: The student will demonstrate their knowledge of balance, variety, and moderation to plan five nutritious meals.  
 

Anticipatory Set: Read the book The Very hungry Caterpillar by Eric Carle. Discuss some of the foods that the caterpillar ate. Show the students the food guide pyramid and ask them to point to the sections where they would find the food that the caterpillar ate. Did the caterpillar have a healthy diet?

Why is it important that we eat in a healthy way? 
 

Teach Section 
 

Lesson Concept: In order for our body to get all the nutrients it needs, every meal we eat must contain a balanced variety of foods from each of the five food groups with a moderation of high fat, high sugar, and salt.  
 

Lesson Cues:

Have a discussion about… 
 

• The Food Guide Pyramid and the five major food groups that it contains. Make sure the students understand the importance of balance when choosing foods from each food group.
• The necessity of variety of different types of foods in each food group. Explain that different types of food, even those in the same food group, contain different vitamins and nutrients that our bodies need to stay healthy.
• The importance of serving size and moderation when choosing food to eat. Make sure to provide students with examples of proper serving sizes for different types of food. Identify foods that should be eaten in moderation and describe why.

 
 

Teacher Modeling: Split students up into three groups for centers. Each group of students will start at a different center and move clockwise to a new center once they are finished with each one. Students are to complete each center in order to get them familiar with balance, variety, and moderation so they will be able to create a meal plan after they are finished with the centers.  
 

• Center #1: Build Your Food Pyramid- Have a piece of paper with a blank food guide pyramid for each student as well as cut out pictures of healthy food, and/or food magazines available. Students will cut out healthy food and glue them on the appropriate sections of the food guide pyramid. Inform students that they should have a balance of food for each food group, so each food group must have at least one or two pictures. Encourage them to choose foods that they would like to eat. Ask the students an open ended question to help them get some ideas about what kinds of food they would like to put on their food pyramid. What are some of your favorite fruits and vegetables? In this center talk to the students about moderation as well. Inform them that they should try to stay away from foods that are high in sugar, salt, and fat.

 
 

• Center #2: Variety is Good for Me: Provide each student with a sheet of paper with each food group listed that contains a variety of food for each food group. The food listed will have pictures of the food next to the written food word. Students will color the pictures of the different types of food in each food group. This activity will have students engaging in fine motor skills (coloring) and it will allow them to become familiar with a variety of food for each for group.

 
 

• Center #3: What’s in a Serving Size?: Have an assortment of measuring cups, bowls or plates, fruits, vegetables, and grains. Have a few laminated lists of serving sizes for different food for students to view. Students are to use the measuring cups to estimate the amount of one serving of one of the food items on display. For example, ask the student to estimate one serving of fruit juice. After the student has estimated one serving, show students the actual amount in a serving. Repeat the estimation/actual amount procedure with the remaining food items.  
  Example of serving size list: 
  A serving is... 
  one medium-sized fruit (medium meaning size of tennis ball) 
  ¾ cup of 100% fruit or vegetable juice 
  ½ cup cooked or canned vegetables or fruit 
  one cup raw leafy vegetables 
  ½ cup cooked dry peas or beans 
  ¼ cup dried fruit

1 slice of bread

½ cup cooked cereal, rice, or pasta 
 

• Final Project: Meal Planning: After the students have completed all three centers they will be asked to go back to their desks with the works that they created. Each student will be given 10-15 minutes to design a meal plan for five nutritious meals using the information that they collected during center time. Ask the students questions to ensure they understand how to design their meal plan.

Why is it important to have variety in each food group?

What does it mean to have a balanced meal? 
 

Student Activity: The inquiry model for teaching is used in this health lesson. The student learns the concepts of planning a nutritious meal through listening, explaining, reading, writing, and coloring. Age and stage appropriateness is shown in this lesson as students work in each center. Through this lesson students meet the developmental characteristics of students ages five to eighteen as they learn the relationship of growth to health habits. Students are also encouraged to try new foods and know the value of eating a variety of foods.

• Materials: Construction paper, food magazines, scissors, glue, ,markers, crayons, writing utensils, copies of blank food pyramid, laminated copies of food serving size list, variety of food that can be measured easily.

 
 

Closure: Students will take home the five meal plans they have created and discuss them with their family so they can be used in their home. The plans are to be used throughout the week. A food journal is to be kept throughout the week also for each meal consumed by the student. Students must bring their food journals and five meal plans back the following week for evaluation. 
 

Evaluation: Teacher will evaluate the five meal plans created by the student using the teacher meal plan checklist. Five points will be given for each area completed. Parents will also send a letter to the teacher stating that the students discussed their meal plan with the family. 
 

Re-teach: If students do not complete the meal plan with the correct use of balance, variety, and moderation the task analysis model for teaching will be used to re-teach the subject matter. The teacher will work one on one with the student on the sections of the food guide pyramid and discuss the importance of the three concepts of balance, variety, and moderation and help the student design a healthy balanced meal plan.  
 

Resources:

www.abcteach.com

www.eduref.org/cgi-bin/lessons.cgi/Health/Nutrition

Berk, Laura E. Infants, Children, and Adolescence, Pearson Education, Inc. 2005.

USDA's Food Guide Pyramid Booklet, 1992 (revised 1996).

Health Agency:

Atlanta Fort McPherson TRICARE Service Center

1283 Howe Drive SW Building 162

Atlanta, GA 30330

(800) 444-5445

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Planning For a Healthy Future!

Tara Brook

November 8, 2004  

Content Area:       Nutrition 

Grade Level:         Second Grade 

National Health Education Standard:       Standard #6 

National Science Standard:      

            Nutrition is essential to health.  Students should understand how the body uses food and how various foods contribute to health.  Recommendations for good nutrition include eating a variety of foods, eating less sugar, and eating less fat. 

QCC:

1.      Plans a nutritious meal based on the food guide pyramid (with emphasis on fruits and vegetables).

2.      Identifies the serving size and number of daily servings needed from each food group in the food guide pyramid (with emphasis on fruits and vegetables). 

Goal Statement:

            The student understands the importance of planning nutritious meals and is aware of both nutritious and non-nutritious food. 

Objective Statement:

            The student will plan one breakfast, lunch and dinner meal demonstrating variety, balance, and moderation as recommended by the Food Guide Pyramid. 

Anticipatory Set:

            Ask the students what their favorite foods are.  List them on the board.  After making these lists, make two separate columns and label one “Healthy” and the other “Unhealthy.”  Then call out the list of favorite foods and have the students vote whether each of the foods should go in the Healthy or the Unhealthy column. 

Teach Section 

Lesson Concept:

            In order to be healthy and strong, we must select a variety of foods to eat from the five food groups in the food pyramid. 

Lesson Cues:

·        Have a discussion about what “healthy” and “unhealthy” mean.  Make a list of healthy and unhealthy foods with the class.

·        Introduce the Food Guide Pyramid.  Tell the students that they need at least 2 servings from the Milk Group, 2 servings from the Meat Group, 3 servings from the Vegetable Group, 2 servings from the Fruit Group, 6 servings from the Grain Group, and eat Fats and Sweets sparingly.  Then give examples of what a serving is (look at the Food Guide Pyramid).

·        Discuss the importance of variety in your diet and how it leads to a more balanced diet.

·        Discuss why it is important to limit high fat, salty, and high sugar foods.  They have no nutritional value and do more harm than good.

·        Demonstrate how to plan healthy, nutritious meals using the Food Guide Pyramid and the food groups.  Demonstrate variety, moderation, and balance when planning meals. 

Teacher Modeling:

1.      Distribute the Food Pyramid and discuss with the class the kinds of food in each level and what the triangular shape means.  (The wide part shows the foods you should eat most often each day and the narrower parts are the ones you should eat less of.)

2.      Arrange empty boxes in a triangular shape and label them with the names of the corresponding pyramid food groups. 

3.      Have students scan magazines and other resources for pictures of the food.  Then ask them to cut out the pictures, sort them according to the food groups, and place the pictures in the appropriate boxes.

4.      Tell the students that they are going to create a healthy breakfast, lunch, and dinner by choosing pictures from each box.  Remind the students to consult the Food Pyramid to be sure they are using healthy foods.  Allow them opportunity to make replacements as necessary.

5.      When the students are satisfied with their healthy meals, distribute paper plates.  Label one “Breakfast, “ one “Lunch,” and one “Dinner.”  Ask the student to use their pictures to make an attractive collage of their meals. 

Show students an example of what their collages will look like.  Make one beforehand to show them. 

Open-Ended Questions:

Inference Question

1.      What do you know by looking at your three meals you planned (healthy, not healthy, good variety, etc.)?

 

Transfer Question

2.  You’ve learned about the Food Guide Pyramid and how to choose nutritious foods.  How would you plan a healthy meal for your family?

 

Student Activity:

            With this lesson, the inquiry model for teaching is used.  I use questions to make the students think about what they have done and to apply that knowledge in different situations.  The activity of grouping Healthy and Unhealthy foods helps them realize adequate amounts of nutrients and minimum amounts of sweets and soft drinks.  The actual student activity encourages them to try new foods and eat a variety of foods.  The students learn about the value of nutrition through questioning, exploring, thinking, participating, art, and applying what they have learned.  The age and stage appropriateness is shown in the activity because at this age and stage children want to grow and learn and they do this by learning the relationship of growth and learning to health habits and by identifying activities that deter growth and learning.  This is shown in this lesson by teaching students what is nutritious and non-nutritious.  Age and stage appropriateness is also shown in the activity because at this age and stage children need adequate amounts of nutrients and minimum amounts of sweets and soft drinks.  This is demonstrated in the lesson by showing the students the Food Guide Pyramid and by teaching them how to use it to plan nutritious meals.  Students at this age and stage may also need encouragement to try new foods.  This is demonstrated with the Food Guide Pyramid as well and by letting the students know the value of eating a variety of foods. 

Materials Needed: 

Anticipatory Activity:

1.      Board

2.      Markers 

Student Activity:

1.      Food Pyramid (print and copy)

2.      5 empty boxes close to the same size, 1 box about twice as long as the others

3.      Magazines, advertising supplements, supermarket fliers

4.      Scissors

5.      Paper plates

6.      Glue 

Closure Activity:

1.      Meal planning sheet (to take home).

	FOOD ITEM	FRUIT GROUP	VEGETABLE GROUP	GRAIN GROUP	MEAT GROUP	MILK GROUP	FATS / SWEETS GROUP
BREAKFAST
	FOOD ITEM	FRUIT GROUP	VEGETABLE GROUP	GRAIN GROUP	MEAT GROUP	MILK GROUP	FATS / SWEETS GROUP
LUNCH
	FOOD ITEM	FRUIT GROUP	VEGETABLE GROUP	GRAIN GROUP	MEAT GROUP	MILK GROUP	FATS / SWEETS GROUP
DINNER
	SERVINGS NEEDED	2 - 4	3 - 5	6 - 11	2 - 3	2 - 3	Very little
	YOUR TOTALS

 

Closure:

            Students will take home a Meal Planning sheet.  They will sit down with their family and discuss what nutritious meals are.  They will then plan nutritious meals for the day together (breakfast, lunch, dinner).  They will bring in a letter from their family saying that they did this activity together. 

Evaluation:

            The portfolio evaluation will be used for this lesson.  I will examine the meals the students planned for accuracy.  They need to have a balanced meal with a variety of foods from the food groups, while having limited sweets and fats.  I will also have an attestation from the closure activity.  A percent grade will be calculated by assigning 0-75 points for the created meals and 0-25 points for the letter from home saying that they planned healthy meals as a family. 

Reteach:

            Students who need extra help will be directed to the website www.2lhric.org/pocatico/nutrition/nutrition.html and review all of the groups on the Food Guide Pyramid and from this website plan 3 nutritious snacks for them to eat.

 

Resources: 

(www.eduplace.com) – lesson—Eat Right! 

(www.nutritionexplorations.org) – Food Guide Pyramid and good information on nutrition 

(www.2lhric.org/pocantico/nutrition/nutrition.html) – Food Guide Pyramid (interactive) 

Anspaugh, David J., Ezell, Gene.  (2004).  Teaching Today’s Health (7^th ed.).  (pp. 481 – 515, 520)  San Francisco:  Pearson Benjamin Cummings. 

Cernak, Kim.  Garcia, Adela.  (2003).  ‘Stepping into Standards’  Theme Series:  Nutrition  Huntington Beach:  Creative Teaching Press Inc. 

Health Agency:

Center for Disease Control and Prevention

1600 Clifton Road, NE

Atlanta, GA 30333

Phone:            1-800-311-3435

 

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                                      Those Creepy Sneaky Germs
                                         by Ambrea Bufford

Goal Statement: The students are aware of germs that may cause disease and hide on objects they touch everyday. The student understands that hand washing is the single most important thing she / he can do to prevent the spread of germs.

Objective Statement: The student will demonstrate four proper hand washing techniques. The student will describe and illustrate four occasions in which they should wash their hands to kill germs that may cause illnesses.

Anticipatory set: Seated in a reading circle on the floor,  read out loud, Those Mean Nasty Dirty Downright Disgusting but...Invisible Germs by Judith Rice . The book should only take about 5 minutes to read. This book is a good introduction to our lesson and stresses the importance of hand washing. The story is about a girl who encounters five germs (sore throat germ, earache germ, throw-up germ, headache germ, and the fever germ) - but gets rid of them by washing her hands. A free loan copy of the book is available. To purchase the book call 1-800-423-8309.

                                                        Teach Section

Instructional concept: Tell the kids: Your hands are germ magnets. Everyday you touch many things that carry germs which can make you sick. Germs, also called bacteria, are everywhere. Some bacteria are useful, many of them are neither good nor bad, but a few can make us sick. Many germs get from place to place by hitchhiking on people. They can be found on your skin, in your nose and throat, on your hair, and under your fingernails. We also can pick up germs from things we touch.

Therefore it is important that we wash our hands when we come in contact with things that carry germs. Here are some occasions in which you need to wash your hands:

1. After using the bathroom

2. Before and after eating or drinking

3. After touching garbage

4. After touching parts of your body like your nose, mouth, hair, or skin

5. After touching dirty objects like toys or other outdoor equipment

6. Before and after cooking.

7. After playing with animals

8. Before and after you come in contact with someone who is sick

* may take some time to discuss the book we read earlier here if time permits.

Tell the children: Washing your hands properly is very important to kill germs that are on your hands. Germs that are on your hands get into your body when you touch your nose or mouth and may cause you to become sick. Clean germ free hands will help keep you well and healthy!

To wash your hands properly you need to do the following:

1. Use soap and warm water

2. Wash for at least 15 seconds

3. Wash between your fingers, under your nails, and on both sides of your hand

4. Use a paper towel to dry your hands and use it to turn off the water.

Should take about 10 minutes to complete.

Teacher modeling: Show the kids the proper way to wash your hands following the list above. Use the kitchen timer to indicate when 15 seconds are up. Make sure all the children can see the demonstration at the sink. If there are too many students, then split the class in half and show the demonstration twice.

Checklist:

Used soap? ___

Used warm water? ___

Washed for 15 seconds? ___

Washed between fingers, under nails, and both sides? ___

Dried with a paper towel and used it to turn of faucet? ___

Should take about 10 minutes to complete.

Student Activity: The purpose of this activity is to show the students how many germs they come in contact with by touching objects like pencils, and doorknobs in the classroom. Using the Glo-Germ product, the teacher will spray some of the Glo-Germ on different objects in the class. Then, send the kids off to touch and feel different things. Have the kids write down at least four objects they touched. After they touch things get together under the UV light and see how many germs they collected on their hands. Discuss what items they touched. This shows the kids that their hands are like magnets.

Discuss with the kids what they would do to prevent the "germs" from getting into their bodies. Talk about the steps in proper hand washing and review the occasions in which they need to wash their hands. See which ones apply to the things they touched. Try to related this to things they may touch in other environments.

This activity should last for 10-20 minutes depending on how the children respond to the assignment.

Closure Activity: Apply the Glo-Germ product to the children’s hands. Have them rub it in like lotion, rubbing it into their knuckles and fingernails. Then with a partner allow them to wash their hands using the checklist to check each other off. Afterwards, stick their hands under the light and see how many germs are left. Remind them to wash under their nails and between their fingers.

For homework, have the kids take home a check-list on proper hand washing and have an adult check them off as they complete the steps.

** Glo-Germ available by calling 1-800-842-6622

Evaluation: Have the children make a brochure that states why we need to wash our hands. The brochure also should include the 4 steps to proper hand washing, and at least 4 occasions when they should wash their hands. They need to illustrate and describe the items, and make them look neat and colorful because we will display them for other students to read.

Criteria:

1. Must include all four steps listed above from the checklist on proper hand washing.

2. Must include at least four of the eight occasions that they need to wash their hands.

3. Must state something about how washing your hands helps kill germs that cause illnesses.

Ret each: A different approach would be to do role play activities. Give the students different situations in which they encounter germs and have them act out what they may do. Looking for things like covering their mouth when they sneeze or cough. Washing their hands afterwards. Also washing their hands after touching animals. Give each group of students a scenario and have them act it out. For example, what would they do if they were asked to take out the garbage? Looking for the children to demonstrate how they would wash their hands afterwards.

References:

Internet: http://www.education-world.com/a_curr/curr016.shtml
Learning Center Activity 2: Microorganisms Text: Teaching Today’s Health By: David J. Anspaugh and Gene Ezell
Chapters 7 and 15

Calcium for Strong Bones and Teeth
By Gladys Morales

National Health Education Standard: 1 and 3
QCC Objective: #15

Personal Health
3^rd grade                                                        

Goal Statement: The students will understand that eating foods containing calcium will help keep their bones and teeth strong and healthy.

Objective Statement: The students will select from a variety of cut out pictures, three foods containing calcium and will explain how our bones and teeth will benefit from eating the selected foods.       

Anticipatory Set:  The teacher will show a 2.5 minute musical video called “Them Not-So-Dry Bones” # 23 from The best of School House Rock, Walt Disney Home Entertainment.  This is an animated video, which tell the students everything about bones, the need for calcium and how to keep them strong. The students will be asked about what they learned from the video.

Teach Section

Instructional Concept:  You can keep your bones and teeth strong and healthy by eating foods containing calcium.

Teaching Cues:

·        Calcium is a mineral that helps build strong bones and teeth.

·        Strong bones are needed to do everything from standing to walking and even jumping.

·        Strong teeth are needed to chop up tasty foods.

·        Do you know the best way to get calcium?  Just say moo!

·        Can other foods be fortified with calcium?  Fortified means added as in some orange juices

·        If you were offered a choice of soda and milk for breakfast, what would be the best choice? Why?

·        What are the things you like to do best that require the use of bones and teeth?

·        Would you be able to do those things if you ate little or no calcium?

Teacher modeling: The teacher will 1) tell the students that eating calcium helps our bodies maintain healthy and strong bones and teeth.  2) The teacher will use dramatization to show the students some of the things healthy bones helps us do.  She will stand while explaining how her bones help her keep nice and straight.  She will jump and tell the students she is able to do that because her bones are strong. 3) She will smile and tell the students than other than having a pretty smile, she can use her teeth to chop up the foods she loves to eat. 4) She will ask the students if they know the best way to get calcium.  She will tell them, just say moo! 5) She will explain to the students that some foods can be fortified with calcium.  Fortified means added and she will use examples such as calcium fortified cereal and orange juice.  6) She will show the students pictures of foods containing calcium and foods not containing calcium.  She will ask the students, If you had the choice between milk and soda or yogurt and candy, which foods will you choose to help your bones and teeth stay healthy?  7) She will ask the students about the activities they like to do that require help from bones and teeth.  She will ask a final question to make the children reflect on what they've learned:  Would you be able to do those things you love to do if you ate little or no calcium? 8) She will divide the group in 3 and will assign an envelope with pictures of foods and people doing different things. Group I will choose foods that contain calcium, group 2 will choose foods which do not contain calcium and group 3 will choose pictures of people doing things healthy bones and teeth help us do.

Student Activity:  The teaching strategy will be cooperative learning.  The purpose of the activity is to promote teamwork, discussion, and reasoning.  Third graders will benefit from what other students think about a topic.  They are able to get involve in simple discussions and learn from others.  The students will follow the teacher model by choosing the pictures that match their assigned activity.  They will paste those foods on a provided poster board and will title their final project accordingly.  The poster boards will be reviewed and discussed by the team members and then shared with the other teams.  The poster boards will be displayed in the classroom. The materials needed for this activity are pictures of foods and people, 3 poster boards, 3 large envelopes, tape, scissors, glue and markers.

Closure Activity: The teacher will give the students a pre-written list of some common calcium containing items, For instance, milk, cheese, yogurt, ice cream, calcium fortified juice, etc.  The students are to take the list home and run a house inventory of the items found at home.  They also have additional space to write down the foods containing calcium, which were not provided on the list.  The last part of the assignment is to write down the foods containing calcium they ate on one particular day.  The students are to bring their list back to class for further discussion.

Evaluation: The teacher will give the students a sheet with pictures and names of different food items, some containing calcium and some not.  The students will have to come up with the best combination of items for breakfast, lunch and snack time.  They should be able to recognize at least three foods containing calcium.  The will also have to give a brief explanation of how calcium help our bones and what would happen if our teeth and bones received no calcium They will be allowed to come up with their own foods to complete the assignment.  They will get 2 points for each correct selected item and 2 points for each explanation.  They can get a maximum of 10 points, 10-8 points=A, 7-6 points= B, 5-4 points= C, 2-2 points= D, less than 2 points = F.  Students who obtain a grade less than D will be assigned a re-teach section. 

Re-teach: For the students who did not pass the evaluation, a trip to the school cafeteria in search of calcium containing foods will be great.  The fact that they will be looking at real foods instead of pictures will help them get a better understanding.  While at the cafeteria, the teacher can have the cook tell the students about some of the products they use to prepare their food.  For instance, some students may not know that pancakes are rich in calcium because milk is one of its main ingredients.

References:

Print References:

Anspaugh, David and Gene Ezell (1995). Teaching Today's Health. Sixth Edition. Pearson Education, Inc as Benjamin Cummins

Bonhivert Edith and Ernest (2000). Questions Children Ask.  First Edition. Ferguson Publishing Company

Agency Resources:

Food and Nutrition Information Center
National Agricultural Library/USDA
10301 Baltimore Avenue, Room 304
Beltsville, MD 20705-2351

* This publication is a good resource for parents and teacher interested in promoting food and nutrition awareness in children while learning the ABC’s.

Internet:

http://www.abouthealth.com

Will find great information about all aspects of health and great links that are helpful in teaching

http://www2.gsu.edu/~wwwche/

Vast information is provided about health issues and extensive links to other sites that deal with the issue of health, especially of children.

Video Resource:

Walt Disney Home Entertainment, The Best of School House Rock! Song # 23

Emergency Calls Save Lives
By Lydia Cox

National Health Standards : 3,5,6
GA Qcc : 11
Health and Safety
Third Grade

Goal Statement: Students will appreciate the importance of giving  correct information
                             to the 911 operator during an emergency situation.

Objective Statement: The student will demonstrate making an emergency phone call including the five points
                                   of information necessary for the call.

Anticipatory Set:

        1) On a felt-board, post the headings, " 911 and  Poison Control Center";

        2) Place in a small bag several emergency situations written on  felt;

       3) Have a volunteer pick a situation and place the situation on the board under the
            proper place to call; and

      4) Ask the student to explain why that number is the  right one to call for that particular situation.

Teach Section

Instructional Concept: In case of an emergency, call 911 for help and  give the operator the requested information using
                                       a loud speaking voice.

             Points to Emphasize:

                                    1) The most important number to remember in case of an emergency is 911. 911 is a number used
                                         all over the United States to get help from the police, an ambulance, or the fire department. Only
                                         call in case of an emergency. An emergency is anything that puts people or property at risk for
                                         damage. Examples are fires, accidents with injury, and crime that you witness.

                                    2) 911 operators can  help you if you know the address, phone number, names of people involved,                                           and the time of the event. Call from a safe place like a neighbor's house or the nearest store. If
                                         you accidentally call stay on the line and tell the operator you made a mistake.

                                     3) Call 911 in case of an emergency which involves injury to persons or property.

                                     4) Call poison control if you, a family member, or friend eats /drinks something poisonous. In Metro
                                         Atlanta call 404-616-9000.

                                     5) Memorize your street address including street name and house number.

                                     6) Memorize your phone number including the area code.

                                     7) When speaking with the operator try to stay calm and speak clearly so that they understand you.

Teacher Modeling: For calling both 911 and Poison Control remember that who, what, when, where, and how are the                                   five necessary points of information the operator needs you to answer.

Example

Display a picture of a young person on the phone calling 911 with conversation bubbles showing a successful dialogue on an overhead projector.

Dialogue
Operator:  What is the nature of your emergency ?
Child: My apartment on 157 Westbrook Lane #5 is on fire. The fire started about fifteen minutes ago. My little brother and
          Grandpa are next door with me but my Mother is still inside. Please send help!

Student Activity: 1) Provide student groups of three with written examples of emergencies. Give them three minutes to
                                 plan how to deal with the situation. One student can be the operator, another can be the person who
                                 is in the emergency situation, and the third student can pose as a neighbor who witnessed the situation
                                 and is letting the person in trouble use the phone. Use the who, what, when, where, and how rule.
                             2) For the remaining seventeen minutes of the student activity, have the act out the situation in front of the
                                 class. Let other students make suggestions when necessary.


Closure Activity: Give the students a handout entitled "Emergency Info" with spaces provided for their address and phone number. Also provide spaces (1)in case of fire call, (2)in case of a robbery call, (3)during a car accident, if a friend or family member is seriously hurt call, (4)if a friend or family member eats/drinks something poisonous call. Ask students to fill in the correct phone numbers. Encourage students to talk to their parents about what to do during an emergency.   To ensure that they do talk to their parents, require that the parents sign the assignment. Finally, stress the importance of posting this sheet in a visible place in their home.

Evaluation: Give an essay question. For example: While cooking dinner your Dad is complaining of chest pains. Suddenly he falls on the floor holding his chest. What do you do?

Look for the students knowledge of who to call, the correct number, and what to say to the operator. Specifically:

1. Did the student call 911 in the cases of fires, theft, medical emergencies, suspicious persons, and violence?
2. Did the student cover all points of the who, what, when, where rule?
3. Did the student remember his/her telephone number and address?
4. Was there any mention of using a clear speaking voice when talking to the operator?

Ret each: Have the student read a story which involves an emergency situation and identify the major points of information which the operator requested of the caller.

References

1.  Anspaugh, David, and Gene Ezell. Teaching Today's Health. Needham Heights, MA: Allyn & Bacon, 1998.

2.  "911 Tips" Online. Internet. 21 April 1998. Available: http://cpmcnet.columbia.edu/texts/guide/hmg14_0001.html#14.2

Making Healthy Choices

 by Susan J. Clark

ECE 344
July 16, 1998
Tobacco: Effect on Child Heath
Third Grade

 National Health Education Standard: 3

QCC Objectives: 1

 Note: This lesson should be taught after the students have studied the negative effects of smoking tobacco.

 Goal statement: Students will understand that some people smoke to reduce stress, and will become aware of the many healthy and enjoyable alternatives to smoking for promoting relaxation. 

 Objective statement: Students will dramatize one stressful situation and will propose two healthy and enjoyable alternatives to smoking for relieving that stress.

 Anticipatory set: The teacher and students will sit in a circle on the floor.  The teacher will tell the students that they are going to play a game.  The teacher will toss a ball to the other side of the circle, and the student who catches the ball will name his or her favorite activity, such as playing a sport, reading, dancing, etc.  That student will then toss the ball to the other side of the circle, where the student who catches the ball then will name his or her favorite activity, and so forth.  The game will continue for approximately five minutes, or until everyone has had a turn with the ball.  The teacher will then stop the game and ask the students, “How do you feel when you get to do these favorite activities?  Do you feel good?” 

 Teach Section

 Instructional concept: Smokers name stress reduction as one of the primary reasons they smoke.  Stress is the body’s responses to life’s changes and challenges.  Stressors for children can include: problems at home, such as divorce or abuse; problems at school, such as fighting, poor grades, or lack of athletic ability; and physical problems, such as illness.  These stressors can cause feelings that include anger, frustration, jealousy, worry, fear or guilt. Healthy and enjoyable methods of relieving stress include: exercise or engaging in another enjoyable physical activity; playing games; deep breathing; talking with a friend; and rest.

 Teacher modeling: The teacher will ask the students, “Knowing what we’ve learned about how bad smoking cigarettes can be for your health, why do you think that people still want to smoke?”  The teacher will explain to the students how some people say smoking cigarettes makes them feel good because it reduces stress.  The teacher and students will discuss the meaning of the word stress, possible sources of stress, and healthy and enjoyable methods of relieving stress.  The teacher will then take two small circles cut from colored construction paper and write on each circle one healthy way to relieve stress.  The teacher will then paste those circles on a gumball machine drawn on a poster board.  The poster board will have the title “Our Magic Gumball Stress Relief Machine” written across the top (see attached example).  The teacher will ask the students to break into groups to prepare a skit dramatizing a situation they would find stressful, and to create two gumballs each to place in the machine.

 Student activity: The students will count off to form groups of five.  Each group will develop a skit dramatizing a situation they find stressful, and each student will write healthy ways to relieve stress on two gumballs.  After five-seven minutes, the groups will be asked to present their skits to the class.  After each group presents, the individual students will name the two methods they would use to reduce stress and will paste their gumballs on the poster board. 

 Closure activity: The students will execute the attached Certificate of Commitment promising not to use tobacco products and listing two alternate methods of reducing stress.  The Certificates then will be sent home to parents for their commitment of support.  Additionally, the Magic Gumball Stress Relief Machine poster will be kept in the classroom for students to use for ideas for stress relief.

 Evaluation: Using a checklist, the teacher will place a check mark next to each student’s name verifying that he or she dramatized one stressful situation and proposed two healthy and enjoyable alternatives to smoking for relieving that stress.  The teacher will place an “X” next to the names of the students who were unable to meet the objective.  The teacher will use the instructional concept above as criteria for determining whether or not the students have met the objective. 

 Ret each: The teacher will ask the students who did not pass the evaluation to poll other students regarding what situations cause them the most stress, and what healthy methods of relieving stress they most enjoy.  Those students may then: (1) create a graph illustrating this information; (2) write a fictional story about a character experiencing a stressful situation and two healthy ways the character can relieve the stress; or (3) draw a picture illustrating a stressful situation and two healthy ways of relieving that stress.

 References:

 Anspaugh, D. and Ezell, G. (1998).  Teaching today’s health (5^th ed.).  Boston, MA: Allyn & Bacon, pp. 317, 360.

 Miller, D., Telljohann, S. and Symons, C. (1995).  Health education in the elementary & middle school level.  Madison, WI: Brown & Benchmark, pp. 124-127. 

Agency Resources:

 American Cancer Society

404/816-4994 (brochures, articles, information, educational support items)
2200 Lake Blvd.
Atlanta, GA 30319

American Lung Association

770/434-5864 (contact: Jodie Darcy—brochures, information, educational support items)
2452 Spring Road
Smyrna, GA  30080

Internet resources:

http://www.cdc.gov/tobacco

 Certificate of Commitment:

             I, _______________________________, do hereby pledge 
to stay tobacco free from now until eternity.  I don’t need cigarettes because
I can lower stress through healthy and enjoyable activities such as 
__________________________,                                                          
and                                                             .

                                Signed this ____ day of __________, 199__.

                                Signature: ___________________________                

             I am the parent/guardian of the above-named fantastic child and I do hereby
 pledge my support in helping _______________ (child’s name) fulfill this commitment.

                                Signature:___________________________

                                Date:  ______________________________

“I’m too sick to go to school, Mommy.”

“Then it’s time to go to the doctor.”

Colleen LaPerre 

General Health Content Area: Nutrition and Child Health

Grade Level: 3^rd Grade 

QCC Objective: #8: Relates personal health choices (involving nutrition, alcohol,
            tobacco products, and other drugs, and disease prevention) to the functions of the
            circulatory and respiratory systems 

National Health Education Standards: #1, 2, and 3 

National Science Standards: Individuals have some responsibility for their own health.
            Students should engage in personal care… that will maintain and improve health.  

Georgia Technology Standard: #14: Uses technology to solve problems and make
            decisions with teacher guidance 

Goal Statement: The student understands the importance of the annual visit to the
            doctor. 

Objective Statement: Each student will list 8 steps of the physical exam to expect when
            visiting the doctor. 

Anticipatory Set: The teacher will divide the students into groups of 4.  The teacher will
            then tell each group that they are going to create a list of all the different ways they can be sick    
            (Example: cold, sore throat, ear infection…).   Students will work in groups for 2-3 minutes to
            come up with lists.  After the time is up the teacher will ask each group to read their list as the    
            teacher will write each sickness on the board, not repeating. 

Teach Section

Lesson Concept: An annual doctor’s visit usually includes a blood pressure reading, eye
            exam, ear exam, heart rate and pulse, throat exam, teeth exam, reflex exam, and lung exam. 

Lesson Cues:

²     The doctor is a friendly person whose job is to make sure you are a healthy child.

²     Children should go to the doctor each year for a regular checkup.

²     When arriving at the doctor’s office, each patient is required to sign-in at the front desk and then waits in the waiting room.  This is when the secretary gets out your file.

²     When the nurse calls your name you go to the back room to get measured and weighed.  The nurse writes this on your file for the next time to see how much you have grown.

²     The nurse will put a cuff around your arm to take your blood pressure. It will squeeze a little, but only for a minute.

²     The nurse will take you to the individual room where you will wait for the doctor.  Your parent can go with you if you want them to.

²     When the doctor comes in he/she will look at your eyes with a special tool called an ophthalmoscope. 

²     The doctor will look in your ears with a different tool called an otoscope. 

²     The doctor will get a tongue depressor, which looks like a big popsicle stick, tell you to stick out your tongue and say “ahhh”.  This is where the doctor will be able to look down your throat. 

²     Some doctors will also make sure that your teeth are clean and healthy to make sure you are taking care of them.

²     The funny looking thing around the doctor’s neck is called a stethoscope.  This is used to listen to your heartbeat.  The doctor will tell you to take deep breaths while listening to your lungs with the stethoscope as well.

²     The doctor will use a reflex hammer to hit your knees and elbows to check your reflexes. 

²     The doctor might ask you to stand up and bend over to touch your toes to make sure that your spine is growing nice and straight.   

Teacher Modeling: The teacher will read the story of Doctor P. Body to the class and as each blank is read aloud, the students will write their own responses on their own piece of paper.  The teacher will ask the students to think about and write down any other type of tests done or questions asked by their doctors.  The students will also be instructed to work together and on a piece of poster board draw out a storyboard of their doctor visit. 

Student Activity:  The students will need poster board for each group, markers, and a copy of Doctor P. Body for each group.  Because the age/stage development guide says that children may be curious about hospitals, fire departments, etc., they learn the place of community agencies in keeping people safe and healthy and in caring for the ill. 

Closure: Students will be asked to list eight of the different steps completed in a regular doctor visit.  The students will be given time to complete this assignment.  Students will be asked to take their paper home with themselves and discuss their answers with their parents.  They will also be instructed to ask their parents when their last doctor’s visit was and when their next one is scheduled. The students will also be instructed to get their parents signature on that piece of paper to ensure they have the correct dates and are not made up. 

Evaluation:  Students will be instructed to bring back their steps of a doctor visit as homework to turn in.  They will be graded out of ten points.  Each of the eight steps will count as one point, the last and next doctor appointments will be combined to count for one point, and the last point will come from getting the parent’s signature. 

Re-teach:  The teacher will have the groups present their story boards after they have finished making them.  Students will not be graded upon completion of this, but will help to reinforce their knowledge of the subject. 

References:

http://www.cdc.gov/ncidod/hip/abc.htm

http://www.healthy.net/asp/templates/article.asp?PageType=Article&ID=525

Http://www.intelihealth.com/IH/ihtIH/WSUNW000/32833/32842/357984.html?d=dmtSimple

Doctor P. Body: A Visit To The Doctor’s Office

Anspaugh, David J. Teaching Today’s Health

Tobacco: Effect on Child Health
 by Denise Wilkinson

Lesson Plan 1 
July 7, 1998
Tobacco: Effect on child health
Third Grade

 National Health Education Standards: #3, #5, #6

QCC Objectives: #2, #3

 Goal Statement: The students will understand the importance of avoiding (keeping away from), and not smoking cigarettes because they contain harmful drugs which can cause serious illness and/or even death.

 Objective Statement: The students will role play a scenario in which they make a healthy decision not to smoke.

 Anticipatory Set: TSW (the students will) work in cooperative groups of three to create a warning label they think would be good to convince people of the dangers of smoking. The teacher displays the labels on the board.

                                        TEACH SECTION

 Instructional Concept: "Everyday, 3,000 kids become regular smokers, and a third of them will eventually die of tobacco-related cause."

Teacher focus --

*discuss what are some tobacco-related illnesses and diseases that smokers suffer and may die from:

v    Emphysema

v    Frequent colds and lung infections like, chronic bronchitis

v    Oral, throat, and/or lung cancer

*discuss the effects of each of the above

*discuss how these illnesses not only affect the smoker, but also individuals around the smoker

*discuss warning labels that are placed on cigarette boxes

  Teacher Modeling:

1.     TTW (the teacher will) show the students a large version of a cigarette box warning label. TTW ask students if they notice any similarities or differences between these and the ones they did.

2.     TSW be asked to notice the warning tells us about the diseases we talked about, but it does not state that they may lead to death. TTW ask the students why do they think this was done.

3.     TTW ask for a volunteer. The volunteer will ask the teacher if she/he would like a cigarette. TTW reply No! The volunteer will then ask why not? TTW reply because smoking is bad for your health. TTW then go on to give a specific reason why smoking is harmful to your health (examples should come from what we went over, like it can cause lung cancer). The volunteer will ask the teacher how does it (the specific disease referenced to) affect your health. TTW explain how, then tell the students that "I have made a healthy choice in not choosing to smoke". TTW ask for another volunteer and reverse the roles this time.

4.     TTW tell the students that in their groups they will write a short role play, similar to the ones done. TSW be encouraged to be creative. 

Student Activity:

1.     TSW write a role play scenario using the warning labels created or from the cigarette box. The role play should include a part for each member of their group.

2.     Each group will act out their scenarios for the class. The class will decide which warning label the scenario depicted.

 Closure: TTW create a student bulletin board titled, "Making Healthy Decisions Not to Smoke: What to do or say". On this board the students' warning labels and role play scenarios will be displayed for fellow students.

In addition, the students will be given a "Will I Use Tobacco?" worksheet (Actions for Health - student workbook p. 67). This worksheet encourages students to make healthy decisions about smoking by weighing the pros and cons of their choice. This is a take-home activity that the students can complete with their parents.

 Evaluation: TSW write and act out their role play scenarios. The teacher is looking for: *participation of all group members in the role play

                   *specific reasons are given why smoking is harmful and

dangerous to our health (like it can cause lung cancer, and what

this disease does to our health)

         *scenarios to be based on a warning label

         *role play to show students making healthy decisions not to 

           smoke

 Ret each: For students who: did not get the objective; did not pass the evaluation; are ESOL students; or, are from different cultural or ethnic backgrounds, an alternative approach has been set up. This involves a demonstration using a plastic baggie and cotton balls, which represent the lungs (Meeks & Heit, 1992). TTW have a squeeze bottle with a lit cigarette at the base. TTW hold the baggie filled with cotton over the bottle (bag will be turned upside down). As the bottle is squeezed, the smoke will fill the baggie. TSW observe any changes in the cotton (it should turn brown). TTW ask the students what do they think is happening as the cotton is turning brown. TTW tell the students that the smoke accumulates (stays) in the lungs, making breathing difficult. TTW ask the students what other health problems can occur from this. TTW go on to explain that this can lead to lung infections like bronchitis, throat and lung cancers, etc. TTW hold a clean cotton ball next to the ones in the baggie. TSW write why the clean cotton is healthier. The teacher and the students will discuss why choosing to smoke is an unhealthy and dangerous habit.

 References:

Meeks, Linda & Philip Heit.  (1992) Comprehensive School Health

Education: Totally Awesome Strategies for Teaching Health.  Ohio: Meeks Heit Publishing Company, Inc., pp. 327 - 336

ISBN 0-9630009-0-X

 ETR (Education, Training & Research) Associates.  (1992) Actions for

Health - 3.  California: ETR Associates

1-800-321-4407,   ISBN 1-56071-109-4  

 "Reducing Tobacco Use Among Youth: Community-Based Approaches"

          Online @ http://www.health.org/

Information includes charts and graphs about teen smoking, affects of

smoking, what the community can do to help, list of organizations

with information and help available.

 American Cancer Society Online @ http://www.cancer.org/

          1-800-ACS-2345

          Includes information on different cancers and their bodily effects.

What Should You Do?

Shaquilla Roussaw 

Grade Level: 3 

General Health Content Area: Personal Health    

National Health and Science Education Standard: #6 Students will demonstrate the ability to use goal-setting and decision-making skills to enhance health. 

QCC Objective: 3.3 Applies the decision-making steps to avoid threatening situations. 

Goal Statement: The student is aware of the series of steps to follow in making responsible decisions. 

Objective: The student will model the six steps that follow the Responsible Decision-Making Model. 

Anticipatory Set

Tell students about a tough decision that you recently had to make. Then ask them what you should have done to resolve the situation. Ask them about decisions they have made and what they did to resolve them. (Write down some of the decisions that they mention and keep them for future reference.) 

Teach Section

Lesson Concept

We must follow the steps in the Responsible Decision-Making Model (as listed in the lesson cues) to ensure that our decisions lead to actions that: promote health; protect safety; protect laws; show respect for self and others; follow guidelines set by responsible adults such as parents and guardians; and demonstrate good character.  

Lesson Cues

• There are steps that we can take to make sure that we make responsible decisions
• Step 1 – Clearly describe the situation you face. Writing or describing the situation out loud would be helpful in clarifying the question. Either are appropriate depending on the when the decision has to be made.
• Step 2 – List possible actions that can be taken. Again, writing or stating actions to yourself would be appropriate depending on when the decision has to be made.
• Step 3 – Share your list of possible actions with a responsible adult such as someone who protects community laws and demonstrates character. Adults can offer mature advice and add possibilities to the list of actions. A phone call may be a quicker way to talk with an adult. This is an important step. Do everything possible not to skip it.
• Step 4 – Evaluate each possible action using six criteria.

Ask yourself: Will this decision result in an action that…

-          promotes my health and the health of others?

-          protects my safety and the safety of others?

-          protects the laws of the community?

-          shows respect for myself and others?       

-          follows guidelines set by responsible adults such as my parents or guardian?

-          demonstrates that I have good character?

• Step 5 – Decide which action is responsible and most appropriate. See which decision best meets the six criteria.
• Step 6 – Act in a responsible way and evaluate the results. Follow through with this decision with confidence which comes from the paying attention to the six criteria.
• Stress the importance of applying all six steps when facing a situation.
• *Note: A situation should be applied and related to throughout the model to ensure understanding.

Teacher Modeling

*Instructions for Student Activity: Divide students into six groups. Give this scenario (or a similar one):

On your way to school this morning, a known drug person was approaching you but ran when they saw the police. You know that you will see them on your way home from school and they may try to offer you drugs. What should you do?

Assign each group a step in the decision model and apply it to the situation. After brainstorming and writing down ideas with the group for eight minutes, give each group approximately two minutes to share with the class what they would do in their particular step. Then you are to give a brief overview of how all six steps were applied. 

*Example of Anticipated Outcome: If the student correctly applies the six steps in the decision –making model, they will not only not take the drugs from the person, but also will have adult assistance in facing the person today and any other day that they may be approached. By going through the six steps in advance, students are better able to handle the situation. Students will be able to cope with challenging situations if they apply these steps regularly. 

*Questions for Understanding: (1) What would you tell a friend if they came to you about a problem that they had? (2) What might happen if you did not follow all of the steps in the Responsible Decision-Making Model?   

Student Activity

Teaching Strategy and Purpose Within the Activity: Students are taught the Responsible Decision-Making Model as it applies to an everyday situation that they may face. After each group brainstorms ideas for one particular step of the responsible decision-making model, they discuss this with the class (in correct order) so that they have an idea of how to handle each step. The brief overview that you give helps to relate all of the steps. This will aid them in making the right choice if they are faced with the situation in the future. 

Support for Age/Stage Appropriateness: As students are growing older, they are forced to make more and more decisions for themselves. The proper guidance in making these decisions will produce favorable outcomes. 

Closure

Ask the students to identify the steps from the model that they have used during the past week. Tally answers on the board. Once again, stress the need to go through all of the steps in the model.  

Evaluation

Portfolio: Each student is to brainstorm some situations that they are faced with. They are to choose one and write a script or cartoon where the character (themselves) solves the problem by applying all six steps of the decision-making model. The grade will be assigned based on them correctly applying all six steps to the situation. 

Reteach

Students that do not pass the initial evaluation are to watch a pre-selected short film or read a short story whereby a character applies all six steps of the decision-making model. They are then to re-enact the following scenes:

-          The situation that the character faced

-          The positive action(s) that the character thought about

-          The person that they shared their thoughts with; the method they used

-          How the action(s): promoted the character’s health and the health of others; protected the character’s safety and the safety of others; protected the laws of the community; showed respect for the character and others; followed guidelines set by responsible adults; and demonstrated good character

-          How the character came to their final decision; why did they choose this decision; why did they rule others out

-          The character acting in a responsible way to carry out their responsible decision

Resources

“Teaching Today’s Health” by David J. Anspaugh and Gene Ezell – Offers information that teachers can use to aid in helping students make sound decisions in different areas of health. 

“Actions for Health” found in the Instructional Technology Center of Georgia State University – Has appropriate stories for children and worksheets and posters for teachers to aid students in good decision-making. 

www.healthfinder.gov/kids/ - Provides information on some things kids should and should not do. Has important prevention information and facts for parents. 

http://www.bam.gov/ - Has information to help kids make important decisions about the body and mind. 

Contact the Department of Health and Human Services for information regarding virtually any health topic.

_____________________________________________________________________________

Analyzing Health Advertisement

David Brutus

4^th Grade Health

Goals: The students will appreciate the importance of distinguishing truthful advertising from quackery. 

Objective: 1). The students will learn how to evaluate truthful advertisements.

                   2). The students will be able to identify merchandising methods used in making junky foods more appealing.

Anticipatory Set: Have the students divide into groups of 2-3.  Have them discuss

a).    What type of media do they like the most, least, and why?

b). Which ads do they like the most and least?

c). Why do they feel the way they do about specific ads.

Teaching Section:

Lesson concept(s):        In order to truly analyze quackery advertisements that we see, hear, or read, we will look at ways media gets our attention and make us interested in their products.

Lesson cues:                 Popular= well liked, center of attention, socially successful

                                    Romantic= sexually appealing, physically attractive

                                    Healthy= clean, active, refreshing

                                    Happy= joyful, playful, ecstatic

                                    Funny= humorous, clever, witty

Teacher Modeling:         Have the students divide up into groups of three to five.  Make each group choose a product. 

Student Activity:            Have the students work cooperatively in their groups to think of ways to sell the product that they chose from the bag.  Giving the students suggestions on how they are able to use any attention getter that the media itself uses to get their attention (romantic, healthy, funny, etc.).  If preferred they can create their own attention getters.  They have the option to focus their attention getter base on ethnicity or race, gender and age, or even have featured models or characters in their ads.  After, have each group come up in front of the class and try to sell their products.  Have nutritious foods and non-nutritious foods as products. 

Closure:    Assign students to observe food advertisements on television and in magazines    and newspaper.  Have them notice merchandising methods used to make foods more appealing and interesting.  Have the students report their observations to the class. 

Evaluation:   Use the closure as an evaluation.  The criteria will be to see if they are able to identify two or more methods that the media uses in any advertisements relating to health.  They will also have to demonstrate the ability to distinguish truthful advertisements, from misleading ones.

Reteach:  Introduce the five most commonly perceived “Benefits” advertisers uses to get individuals to use their products. 

1). Using their product is a rite of passage—a way to enter adulthood, be grown up. 

2). Their products are use by successful, attractive people. 

3).  Use of their product is normal—a sense that “everybody is using it.” 

4). Using their product is healthy- if it is unhealthy, why are so many people using it. 

5).  Using their products is acceptable in a social setting—a way to make you look “cool.”
 

Resources used: 1). Anspaugh. J, D and Ezell, G (1998). Teaching Today’s Health. (Chapter 17).  Massachusetts: Allyn and Bacon, Inc.

                          2). The Center for Substance Abuse Prevention.  Media Sharp: Analyzing Tobacco & Alcohol Messages.

Analyzing Health Advertisements

Syamala Cherukumilli
 

Consumer and Community Health.
4^th Grade.
National Health Education standard: Standard # 2
National Science Standard: Content Standard E: Some objects occur in nature; others have been designed and made by people to solve human problems and enhance the quality of life. Objects can be categorized into two groups, natural and designed.

QCC: Topic: Persuasion
Standard: Critiques advertisements and commercials that encourage the use of medicines, alcohol and tobacco products.
Georgia technology standard: N/A                                                                                                       Goal statement: The student understands how the persuasive techniques are used in advertising and will be aware of their rights as a consumer.                                                                          

Objective statement:  The student will be able to distinguish between truthful and non truthful advertising and will be able to analyze the reasons for buying or not buying a particular product.     
Anticipatory set: 

1. Have the class watch a video of commercials for three minutes.

2.Ask them to make a list of words which they found interesting (such as doctor recommended, used by millions, long lasting, costs less, natural etc.)  

Teach Section

Lesson Concept: Media gets our attention by using persuasion techniques such as band wagon, snob appeal, costs, and testimonials, humor, effectiveness, social etc. We will look at what kind of persuasion techniques and appeals media uses to get our attention. We should also know our rights as consumer. The consumer rights are right to safety, right to be informed, right to chose.

Lesson cues: Have a discussion about the meaning of different words found interesting in the video and discuss. Also explain the meanings of the words. Identify some other words they liked in advertising. Identify the techniques by questioning.

1) What t is the technique of using the words such as popular, every one uses it, preferred by most; millions use it, called?

A) Band wagon. 

2)  What are they doing when they are using words such as funny, using cartoon characters, phrases such as morning mouth?

A) Using humor.

3) Which words catch your attention in the following, and what are they using here?

A) The effect of this mouthwash is long-lasting, this shampoo has natural, and this herbal medicine is exclusive from Europe etc. The technique used is snob appeal.

4) Which technique they are using by using the words such as successful, most effective, easy to uses, relives pain?

A) Effectiveness.

6) Looks like they are using cost factor here, using these words: costs less than the other brand, cost effective, more worth for the money you spent. Isn’t it?

A) Yes.

 Teacher modeling: Divide the class into groups of five or six. Ask each of the group to come up with an idea of phony claim or quack product of their own. They have to convince their class that their claim or the product is valid. They have to use their imagination. Examples can be: one can say that their shampoo stops gray hair, or this doctor can cure arthritis by some kind of magnetic energy in just two visits etc. After each group presents their advertisement ask the groups to find out what technique is used in the other group’s ad and write it on the board or use an over head projector. They will also discuss why they do not want to purchase the products. They can discuss what consumer right they want to exercise for buying or not buying a particular product.

After this activity students will be able to recognize the false claims and persuasion techniques used in the advertisement.

They can come up with questions like these.

1) What are the statements which makes us to buy their product?

2) What made us really believe their claims about their product?

3) How some of these ads have overstated their claims about their effectiveness?

Student activity: With this health lesson, the inquiry model for teaching is used. The student learns the concepts of persuasion in advertising by role-playing, by listening, discovering, questioning, explaining, and reflecting. Fourth grade students can evaluate advertising and its effects on purchasing food and personal products and can establish criteria for purchasing. (Goal V)

Materials needed: A box containing props for role playing (like an empty shampoo bottle or a doctor’s coat or an empty aspirin bottle etc), Video tapping equipment (optional) ,Several papers for students to write their ideas, Board and pens or over head projector.

Closure:  After going home, each student needs to choose a product which they bought or made their parents to buy for them .They need to find the reason/reasons for buying that particular product. Ex:  If he/she bought a cereal seeing that they are giving a free toy, he/she needs to tell that. After that, student should explain to the class what misleading claims, persuasion techniques the companies used to make him/her buy this product. Teacher can video tape for future use.

Evaluation: Teacher can use closure as an evaluation. Students are graded for ten points.

Rubric for evaluation:                                                                                                                      
1) Identifying a   product                                                                  2 points.

2) Coming with up with why they bought it:                                      2 points.      

3) Identifying the persuasion technique:                                            4 points   

4) Presenting it to the class                                                              2 points                                                                                                                    

Reteach:                                                                                                       
For this the teacher brings different magazine ads.                                     

Activities and Procedures:

1. Students are given a vocabulary of relevant terms - basic message, visual image, medium, catchy words, testimonial, bandwagon, positive appeal, negative appeal, product character, product slogan.

2. Students and teacher look at various magazine ads making sure the students understand the terms and techniques. The class works through the attached worksheet together using one of the ads.

3. Students are given two ads to analyze using the attached worksheet.

4. After this Students are divided into groups of three or four. Each group must invent a product and design a magazine ad using 3 of the advertising techniques.

Description:  Persuasion techniques used in the ads

AD 1:

Brand Name and Product: ____________________________________

Medium: ____________________________________________________

Basic Message: _____________________________________________

Visual Image: ______________________________________________

Catchy Words _____________________________________________

Technique used and why: ____________________________________

Persuasion Rating (1 - 5):_________________________________

AD 2:

Brand Name and Product: ____________________________________

Medium: ____________________________________________________

Basic Message: _____________________________________________

Visual Image: ______________________________________________

Catchy Words _____________________________________________

Technique used and why: ____________________________________

Persuasion Rating (1 - 5):_________________________________

AD 3:

Brand Name and Product: ____________________________________

Medium: ____________________________________________________

Basic Message: _____________________________________________

Visual Image: ______________________________________________

Catchy Words _____________________________________________

Technique used and why: ____________________________________

Persuasion Rating (1 - 5):_________________________________

(1 = I did not like it.  5 = I'm sold on this product!)

Resources:

1) Print:

1) Anspaugh, J.D. & Ezell, G (2004). Teaching Today’s Health (7^th ed.).  Sanfrancisco, Ca: Pearson Benjamin Cummings. (Teaching strategy)

2) Media sharp: Analyzing Tobacco and alcohol messages: The Centre for substance Abuse preventions, Substance abuse& mental health services administration, the office of smoking, Health Centers for disease control and prevention, The American academy of pediatrics and National education Association health information net work

2) Internet:

1) http://www.geocities.com/Athens/Olympus/8600/persuasion.html(power point of persuasion techniques)

2) http://eduref.org/Virtual/Lessons/index.shtml(lesson idea)

Health Agency:

1) http://www.childrenshealth.gov

Office of the Administrator
Office of Children's Health Promotion
U.S. Environmental Protection Agency
1200 Pennsylvania Avenue, NW, Mail Code 1107A
Washington, DC 20004
(202) 564-2188
(202) 564-2733

2) American Institute for Preventive Medicine
30445,  Northwestern Highway, Suite 350
Farmington Hills, MI 48334
(800) 345-2476
(248) 539-1800 x247
www.healthylife.com

_____________________________________________________________________________________

I choose not to chew: How Tobacco Affects the Lungs

Megan DeMarco 
 

Alcohol, Tobacco, and Other Drugs

4^th Grade 
 

National Health Education Standard: 1

QCC Objective #1: Examines the effects of tobacco products on the respiratory and circulatory systems.

Language Arts Standard #39: Writes Selections of three or more paragraphs about a given topic. 
 

Goal Statement: The student will be able to show an understanding of the physical effects of smoking and the importance of refusing to smoke. 
 

Objective Statement: The student will explain three ways in which tobacco can harm the body and three behaviors that can help a student avoid smoking.  
 

Anticipatory Statement: The teacher will place on the board a picture of “the smoker.” (Handout attached.) “The Smoker should be in plain view of every student. The students will then be divided into three groups, to provide for small group discussion. Each group should also have a copy of “the smoker” handout. Within each group, ask the students to name the smoker, and give the smoker characteristics such as age, where he/she lives, who he/she’s friends with, and why he/she thinks “the smoker” smokes.  
 

Teach Section 
 

Instructional Concept: Tobacco reduces the amount of oxygen in the blood; challenging the heart to work harder.  
 

Teaching Cues:

• Tobacco can be sniffed in the form of snuff, chewed, (placed between the gum and lips), or smoked. Smoking is the most popular use.
• Cigarette smoking is the single, most preventable cause of death.
• Cigarette smoke, cigar smoke, pipe smoke and even secondhand smoke can make hair and clothes smell awful and can also cause a person to not smell and taste to the fullest. (Can you imagine not being able to taste your favorite foods?)
• As there is reduced cilia function in the body, there is less oxygen produced, which then increases heart rate.
• Secondhand smoke is harmful because of the fact that it can cause wheezing, coughing, colds, headaches, earaches and asthma.
• Tobacco can cause several diseases; cancer being the most common. Lung, throat, mouth, esophagus, and breast cancer can all be contracted from tobacco use.
• Other diseases include emphysema, heart attacks, heart disease, breathing disorders, and fetal diseases including SIDS. ( Sudden Infant Death Syndrome)
• The best defense against smoking is to never start.
• Ways to refuse smoking: choose your friends wisely, do not fall victim to peer pressure, know the effects tobacco can have on your body.

Teacher Modeling: For each of the areas affected from smoking, have the students color in the areas on their handout. Inner Body: shortness of breath, nausea, dizziness, various types of cancer, heart disease, lung disease, stroke. Outer Body: Halitosis (bad breath), yellow-stained teeth, dry and cracked lips, mouth sores, and weak muscles. The students will then imagine what it would be like to meet a person in these conditions. They will write a brief paragraph describing what this person looks and acts like. This can be performed in groups or individually. 
 

Student Activity: Materials needed are “the smoker” handout, pencils, and crayons. The teaching strategy is small-group discussion based. The purpose of this activity is to give the students an opportunity to understand just how widespread the affects of tobacco can be on the human body. Because they are in small groups, they can discuss these effects with their peers and ask questions about tobacco. The Developmental characteristic handout for Goal Six: The Student Practices Principles of Safe Living states that students ages 5-9 may take unfamiliar paths; however, he or she will avoid dangerous situations when reminded. Therefore, by identifying these characteristics and allow the students to ask questions, they may choose not to start smoking. 
 

Closure Activity: Smoking is an addiction; the teacher will introduce this word explaining what it means for smokers to be addicted. The students are asked to create ways they can prevent becoming addicted by planning ways to refuse cigarettes. They should also create ways they can prevent others from beginning to smoke. These ideas will be discussed with the class and the students should be encouraged to discuss them at home. 
 

Evaluation: After a brief presentation of how secondhand smoke affects everyone by (through the discretion of the school) lighting a cigarette, cigar, or pipe, the students will (individually) write a story about “the smoker.” The story must include three ways in which tobacco affected “the smoker’s” body and three ways that “the smoker” could have avoided smoking in the first place. For each of the six points the student will receive 2 points, for a possible 12 points.  
 

Re-Teach: If a student struggled with this assignment, a one on one lesson with the teacher will be provided, because some students do not work well in groups. Also, instead of a discussion, the lesson will be directed with questions and answers.

Print References:

Anspaugh, David and Gene Ezell (2004). Teaching Today’s Health. Seventh Edition. Pearson Education, Inc., in association with Benjamin Cummings. 
 

Fisher, Edwin D. (1998). American Lung Association; 7 Steps to a Smoke-Free Life. LifeTime Media.  
 

Internet:

http://www.lungusa.org American Lung Association. 2004. 6 July 2005.

*The ALA provides several publications to keep the public aware of how to keep our air clean, how to cut down on secondhand smoke, and how to live a healthy lifestyle.  
 

http://school.discovery.com/lessonplans/programs/smokesignals Discovery School. 2005. 8 July 2005.

• Found this lesson on the “Discovery school” website, and modified it to fit fourth grade.
• There is a listing of credit to:

CWK Network: Connecting with Kids provides television programming and products focused on the health, education, and well-being of children and young adults.  
 

Agency Resources:

The American Lung Association, Local Affiliation:

2452 Spring Road Smyrna, GA 30080     770-434-5864 

Ease the Internal Burn
by   Jenny Martin

 KH 344
7-16-98
National Health Standards: 1, 2, 3, & 5
Georgia’s Quality Core Curriculum: 16

Disease Prevention
4^th Grade

 Goal Statement: The students will understand what Gastro esophageal Reflux Disease (GERD) is and its physical effects on the body.  The students will be aware of changes they can make that will reduce or eliminate GERD.

 Objective Statement: The student will write a plan which includes 4 changes that can be made in ones lifestyle and/or diet to treat GERD.

 Anticipatory Set:  The teacher will start a class discussion about heartburn.  Students will be given the chance to give their opinions and describe personal experiences with the discomfort that accompanies heartburn.  The teacher will ask questions to keep the discussion on the right track.  Questions may include what happens when you get heartburn, what causes the burning sensation, and what part of the body does heartburn occur?

 Teach Section:

Instructional Concept:  GERD causes discomfort like heartburn, but it can be treated by implementing lifestyle and dietary changes.

·        GERD is an acronym that stands for Gastoesophageal Reflux Disease.

·        GERD is caused when muscle between esophagus and stomach becomes weak and allows food and acidic juices to flow back into the esophagus from the stomach.  The muscle is supposed to allow food to go down into the stomach but close to prevent it from coming back up. 

·        Foods that aggravate GERD are chocolate, peppermint, fatty foods like French fries, coffee, citrus fruits like oranges, tomato products, and pepper.  The consumption of alcoholic beverages and smoking also greatly increase symptoms of GERD.

·        Antacids provide relief of the symptoms of GERD, and elevating your bed 6” will reduce the reflux.

 Teacher Modeling:  Teacher  will place a diagram of the digestive tract on the overhead.

Diagram will be very general outline of esophagus and stomach coming from mouth and leading to small intestine.  Teacher will point out area where GERD occurs and talk about the acids in the stomach.  The teacher will color in top portion of stomach with red marker and then show how muscle allows food and acids back up into esophagus, coloring red along the area.  The teacher will talk about foods that aggravate the condition, listing foods mentioned in section before.  Teacher will discuss different antacids and how they work.  Bed elevation will also be mentioned.  Other areas of change include eating 2-3 hours before bedtime. 

 Student Activity:  Game – “I’ve got a pain”

Students are placed in three groups that will compete against each other.  Each group will line up facing the board.  On the board in front of each line there will be a laminated copy of diagram that teacher used, but there will be marks every inch along stomach and esophagus indicating levels.  Each group will have a grab bag of cards that have pictures of different things.  ex: one card may have picture of chocolate bar, another may have an orange, one may have a picture of toms; cards will picture things reviewed in class.  The 1^st person in line will go at teachers command, picking a card, then running to the board to color one level red if they draw a card that aggravates GERD.  If an antacid card is drawn (or any treatment) one level will be erased.  All diagrams will start with two levels colored to represent acid already in stomach.  The team that reaches the top level in the esophagus first sits down and the other teams continue until one wins.  *Losing teams are hurting so bad they must go sit down.    Note: There are more cards causing than treating.

 Closure Activity:  Students will be asked to list 4 changes they can make in their diet or lifestyle to treat GERD.  Students can also list other treatments.  They will be asked to go home and discuss GERD or heartburn with their parents to identify alternative treatments.

 Evaluation: Teacher will observe students to find out their knowledge on different areas.  Students will turn in a written plan which includes 4 changes a person can make in their life or diet to treat GERD.

Criteria- 1. Students must participate in game.

              2.  Students must list foods, antacids, or other treatments mentioned in class.

                   They cannot list 4 types of chocolate, or 4 citrus fruits, must have a variety.

 Ret each:  The teacher could do an experiment with antacids on acids with students.  The relation between the acid and heartburn could be made to help students visualize what causes pain.  The properties of an acid could be studied followed by how antacids work to treat the discomfort of heartburn.

 References:  http://www.niddk.nih.gov/health/digest/pubs/heartbrn/heartbrn.htm

 Zhu, H.  (1994).  “Prevalence of Hiatal Hernia and Its Influence on Gastro-esophageal

            Reflux.”  European Journal of Gastro Enterology and Hepatology, 6 (5), 393.

Cramer, T.  (1992).  “A Burning Question: When Do You Need an Antacid?”  FDA

            Consumer, 26 (1), 19-22.

 American Gastroenterological Association                                (301) 654-2055

E-mail: aga001@801.com                                                            

Offers journals and newsletters regarding findings and tests.

____________________________________________________________________________________________

Read Me a Label!

By Heather Shields 
 

Personal Health

4^th Grade 
 

National Health Education Standard: 2 and 3

QCC Objective: # 14; Evaluates personal diet based on recommended dietary guidelines and the food guide pyramid.

Science Standard:  Nutrition is essential to health. Students should understand how the body uses food and how various foods contribute to health. Recommendations for good nutrition include eating a variety of foods, eating less sugar, and eating less fat.  
 
 

Goal Statement:  The student will understand how to obtain balanced meals by reading food labels. 
 

Objective Statement:  The student will be able to plan three meals for a day in which they will get all the calcium, protein, fiber, and iron they need and not much of fat, sugar, and sodium. 
 

Anticipatory Set: Name that food!  One student will come up front and the teacher will give them ingredients of a food.  That student will read the ingredients without saying the name of the food and the other students have to guess what it is.  If no one guesses what food it is by the ingredients alone, the student reading the ingredients can give clues.  Example, you eat it for breakfast, you pour milk on it, it looks like a letter of the alphabet.  Answer: Cheerios.   
 

Instructional Concept:  Food labels help you to figure out how to create balanced meals and get all the nutrients you need. 
 

Teaching Cues: 
 

• Food labels are like the table of contents in a book.  They tell you what is in the food you’re eating.  The Nutrition Facts food label is on the outside of the package.  It has several parts to it:  serving size, servings per container or package, amount of nutrients in each serving, the guide on the bottom that tells you how much of each nutrient you should consume each day, and the percentage of the daily value that the food has in each serving.

• The serving size is the approximate amount of that food you’ll be eating. 

• The servings per container or package section tells you how many servings are in that container or package. If a serving of cheerios is 1 cup, and the box contains 14 cups of cheerios, how many servings of cheerios are in a box?

• The amounts of nutrients in each serving tell you how many grams or milligrams of each nutrient are in each serving.  If you eat two servings of cheerios, and the amount of fiber in each serving is three grams, how much fiber have you eaten?

• The section on the bottom of the food label tells you how many grams of each nutrient a person should eat a day. 

• The percentage of daily value also tells you how much you should eat of a certain nutrient a day.  If you look at the guide on the bottom and it says that you need 25 grams of fiber a day, and the cheerios has 3 grams of fiber in each serving, what percent of daily fiber does one serving of cheerios have?

• Less than 10% of calories should come from saturated fatty acids

• Less than 300 mg per day of cholesterol

• Total fat intake should be between 20-35% of calories.  Transfats and saturated fats are bad!  Keep these to a minimum!

• Less than 2300 mg of sodium a day (1 teaspoon of salt)

Teacher Modeling:  Push all the desks aside and put some play dough, measuring cups, plates, and bowls on the floor (if possible, also have a scale that measures grams and ounces.) Have the students gather around with blank paper, colored pencils, ruler, and a compass for drawing circles.  Give each student a bowl or plate, a food label, and a container of play dough.  The students will make the play dough into the shape of the food whose label they have (green beans can be green play dough rolled into short noodle shapes the size of a green bean.)  They will then measure out a serving according to the food label (a serving of green beans could be a cup, one cup of green play dough beans) then glue them on the plate or in the bowl.  With their sheets of blank paper, they will make pie charts showing how much percentage of the daily allowance each serving has of each nutrient (could be only a few of the major nutrients, fat, cholesterol, fiber, etc.)  Students can decorate their plates, bowls, and charts if they wish. The plates and bowls with the pie charts will then be displayed in the cafeteria. 
 
 

Student Activity:  This teaching strategy is math/art based.  The purpose of this activity is to give students a visual idea of how big a serving size is and how much of each nutrient is in each serving.  Fourth graders often show concern about overweight and underweight and may miss meals.  This activity will show them how to begin planning balanced meals.  This relates to Goal II: Maintaining Physical Well-Being of the Health Education Implications for Young People 9 to 12 Years of Age: The student practices behaviors that promote and maintain physical well-being. Materials needed for the activity are play dough (food colors,) measuring cups, food scale, disposable bowls and plates, various food labels, glue, colored pencils, blank paper, compasses, and rulers. 
 
 

Closure Activity:  The teacher will give the students a list to be taken home and completed for the next school day.  The students will record what they ate at each meal, how many calories, grams or milligrams of nutrients they ate at each meal, and what percentage of vitamins did they consume.  Remind them to also count juices and snacks. 
 

Evaluation:  The teacher will give the students a bag of food labels and a chart with each meal listed (including snacks and juices.)  The students will plan three meals for a day, making combinations (main course, vegetable, etc.) to try to reach the daily values of calcium, protein, fiber, and iron, and stay below the daily values for fat, cholesterol, sodium, and sugars.  The project will be worth 30 points, 10 points for each meal.  One point will be taken away if fat, sodium, or cholesterol is over the limit (one point for each category.)    30-27 points=A, 26-24 points =B, 23-21 points=C, 20-16 points= D, 15 points and under=F. 
 

Re-Teach:  For the students who do not pass this lesson, take a trip to the cafeteria and have them write down the nutrition facts for three different foods and tell whether it is high in fat, cholesterol, sodium, and how many servings of this food would it take to get 100% of the essential nutrients. 
 

References: 
 
 
 

Print References: 
 

“My Pyramid” handout, handed out in KH 2000 June 27^th, 2005. 
 
 
 

Internet: 
 

http://pediatrics.about.com/od/nutrition/ss/food_labels.htm 
 

http://www.kidshealth.org/kid/stay_healthy/food/labels.html 
 

http://www.health.gov/dietaryguidelines/dga2005/recommendations.htm 
 

Health Agency: 
 

U.S. Department of Health and Human Services (HHS)

Score A Goal
By Danelle Chereck

 
Personal Health and Disease Prevention
Fourth Grade

National Health Education Standard:
    #6 The students will demonstrate the ability to use goal-setting and decision-making skills to enhance health.QCC Objective:
    #18 The students will set a personal health goal based on an individual health risk assessment, and make progress towards its achievement.

Goal Statement:
    The student will understand the importance of setting a personal health goal.

Objective Statement:
    The student will create a pamphlet that outlines at least five steps for setting and achieving personal health goals.

Anticipatory Set:
   The teacher will tape a long piece of bulletin board paper to the wall. The teacher will list the eight areas of health on the paper (personal appearance, five senses, dental health, exercise, relaxation, sleep, nutrition, and disease control and prevention). Each area will be written in a different color marker. The students will write different activities that a person can perform to promote personal health. The students will write the activity in the color that corresponds to that particular personal health area. As a whole group the class will discuss the different activities listed and how many of them can benefit more than one area of personal health.

Instructional Concept:
   "To ensure good personal health, each individual must assume responsibility for taking care of his or her own body so that it is kept in good condition." (Anspaugh & Ezell, p.144)

    General Knowledge Cues
       You are responsible for your own personal health.

            1. Therefore, you have the ability to change your personal health habits.
            2. Goal setting is an effective tool to make changes in your lifestyle.
            3. Setting one small goal at a time will increase your chances for success.

Teacher Modeling:
   The teacher will bring in several objects, for example, roller blades, a box of cereal, dental floss, and a meditation tape. The objects will dependent on your own personal health routine. The teacher will pull each object out of a bag and explain how s/he uses it on a REGULAR OR DAILY basis and how this activity promotes her/his personal health. On the chalkboard the teacher will make a list of her actions and the area of personal health it benefits. The teacher will then find an area that is missing or neglected. For example, the teacher might present a pillow. The teacher will explain to the students that after reviewing her/his personal health habits s/he has determined that sleep is an area that she/he often neglects. The teacher will stress that she/he has chosen one small area of personal health.

Student Activity:
   The students will create their own list of regular or daily health behaviors that help promote their own personal health. The students should try to think of all eight areas of personal health discussed earlier. The students will share their lists with a peer partner of their choice. Then each student will review their list and choose one area of personal health that is being neglected or is missing. The teacher will remind them to choose one small area. The students will record all of this on a piece of paper. Again, the students can meet with their peer partner to discuss their findings.

Closure Activity:
   Once the students have identified one small area that is missing from their overall personal health routine, the students will devise a goal statement about the behavior they would like to achieve over a two-week period. Then the students will list three activities they can do to take steps to improve this area of their personal health. The students can do this individually and then discuss it with their peer partner or they can work in pairs to devise their goals and solutions. The teacher can model this. For example, my goal is try and get at least eight hours of sleep each night. I can (1) eat dinner earlier, (2)listen to a relaxation tape before I go to bed, and (3) not take any phone calls after 10 p.m. The students will record their progress in a journal format for a two-week period. They must record what they did or did not do each day toward meeting their goal and any changes they feel in their overall health (physical, emotional, and spiritual health). Their peer partner can be a person for support and encouragement during these two weeks. At the end of the two weeks, the class will come together for a discussion. They can discuss any of the following questions.

• Did you notice any change in your physical, emotional and spiritual health?
• How are these eight areas of personal health interconnected?
• What made it easy for you to succeed? What were some of your challenges?
• Did setting one small goal help you achieve success?
• If you did not fully achieve your goal in two weeks, did you fail? Why or why not?
• Did you feel more in control of your personal health?
• What did you learn from this activity?
• Did your confidence in yourself increase of decrease? Why?

*The teacher should review the steps they performed to set and carry out their personal health goal. (examine their personal health habits, determine the deficient area, create a goal statement and plan, implement the plan, record the results, and evaluate)

Evaluation:
   The students will work with their peer partner to create a pamphlet that outlines at least five steps for setting and achieving personal health goals.

Ret each:
   The teacher will give the students a scenario outlining the personal health habits of a fictitious character, written on an index card. The teacher will describe specific activities the character performs on a daily basis in the eight areas of personal health; however, create a deficiency in two areas. The students will examine the scenario and devise a personal health goal plan for that individual. They must identify the personal health goal and the steps necessary to achieve this goal. The students will present their findings as a dramatization (interview, role-play, skit, or commercial).

References:
   Anspaugh, D. J. & Ezell, G. (1998). Teaching today’s health. Boston, MA: Allyn & Bacon. 
  
American Cancer Society
2200 Lake Blvd.
PO Box 190429
Atlanta, GA 30319
(404)-816-7800
(Educational Program, Do It Yourself; Making Healthy Choices for grades 4-6)

                                                                `                        When is thin too thin?
                                                                          by Danelle Chereck

National Health Standard: #3 The students will demonstrate the ability to practice health-enhancing behaviors and
                                             reduce health risks.
                                       #4 The students will analyze the influence of culture, media, technology, and other factors on
                                            health.

QCC: #5 The students will recognize digestive diseases (eating disorders) and discuss methods of prevention.

Personal Health/Disease Prevention
Fourth Grade

Goal Statement: The student will be aware of what anorexia nervosa is, the warning signs of anorexia and methods of
prevention. The student will understand how the media influences  a person's perception of their body image.

Objective Statement