Unit Introduction
A Healthy Body
Being sick is a reality in a child’s life. Yet sickness can be quite mysterious to children and is often a source of worry Ä even when worrying is unwarranted. It is important for students to learn how sickness may sometimes be prevented, how we can control diseases, and how we can cope - or help others cope - with sickness. The strand A Healthy Body teaches students how nutrition, physical activity, leisure and good hygiene practises constitute proper body care, helping to prevent, fight or control diseases. Activities within this strand, and integration with other strands, help students develop an understanding of the roles played by family, friends, members of the community and health professionals in providing support and medical care to people who are ill. Teaching these topics through the Decision-making Process enables students to apply information in daily life, and to take into account positive and negative pressures which may affect the ways we take care of ourselves.
Grade Level Perspective
"Becoming Models of Wellness" is the grade 1 perspective. Within this unit, students look at how their behaviour and actions might serve as models for others to follow in order to avoid the spread of germs and viruses. The three-level Decision-making Process is used with that perspective in mind.
HIV/AIDS Education
This sample unit incorporates HIV/AIDS education, a required part of the Elementary Health Education program. Parents have the option to withdraw their child from classes which deal with this component of the program. In this unit, lessons which incorporate HIV/AIDS education are clearly identified. Alternate arrangements should be made for the students who do not attend those lessons.
Current Health-related Information
Health-related information changes rapidly and publications must be updated
constantly. For this reason, we do not suggest specific pamphlets in this unit.
Instead, we provide names and addresses of organizations where accurate, up-to-date
information may be obtained. For information on AIDS and other infectious and
non-infectious diseases, contact the following organizations and ask for information
on specific diseases, including information on prevention:
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Posters and pamphlets can also be obtained from Local Health Districts. Please note that such publications will provide teachers with up-to-date information. They should not be used in the classroom unless they match the age appropriate instructional guidelines and objectives of the HIV/AIDS component in the curriculum.
Gathering Resources
The introductory activity in this unit suggests the use of pictures showing a variety of people (male and female, young and old, of different races and ethnic groups, people with physical disabilities, healthy and sick people). Consider asking parents or colleagues to contribute to this collection of pictures. Consider developing a thematic health-related picture file by recycling outdated magazines, newspapers, textbooks, activity books, encyclopedias, etc.
This sample unit also suggests the use of fiction and non-fiction resources on the following topics:
Being sick
Specific titles are suggested only as examples. These and other appropriate titles are listed in Health Education: An Initial List of Implementation Materials for the Elementary Level, 1998. Additional instructional materials to support this curriculum will be listed in Health Education: A Bibliography for the Elementary Level, scheduled to be published in the spring of 1999.
Teachers are encouraged to investigate possibilities for using resources suggested in other lists of materials, such as the bibliographies accompanying the curriculum guides for all other areas of study.
In addition to the school’s resource centre and the public library, check the following sources for instructional materials:
children’s magazines
It is also important to access local human resources such as health professionals, parents, or Elders. As in all subject areas, care is required when arranging for guest speakers and classroom presenters. It is the responsibility of teachers to clarify with the speaker the content and objectives of the presentation.
Unit Overview
It is assumed in this unit that the students are already familiar with the Decision-making Process at this point. In grade one, the steps within each level guide instructional planning but are not formally taught.
| Level |
Steps |
Activities |
| Level A Stop! |
1. Think 2. Research |
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| Level B Explore... |
3. Look at options and consequences 4. Choose an option |
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| Level C Go! |
5. Design and carry out an action plan 6. Examine the results. Revise as needed. |
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Guide to Lessons and Information