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