Guide to Lessons and Information

• Grade 1, Lesson #1
• Grade 1, Lesson #2
• Grade 1, Lesson #3
• Grade 1, Lesson #4
• Information Sheet 1.1
• Grade 1, Lesson #5
• Grade 1, Lesson #6
• Grade 1, Lesson #7
• Information Sheet 1.2
• Information Sheet 1.3

Grade 1: A Healthy Body
Topic: Preventing infections			Activity: At the doctor’s office
Decision-making Process: Stop!			Resources Fighting Germs and Diseases Me and My Body
Foundational Objectives Students will increase their knowledge of the human body Students will identify sources of support for healthy living			Learning objectives Students will: gradually incorporate the vocabulary of the human body and of health into their speech and writing (C) recognize that the job of health-care professionals is to prevent disease and injury and to care for those who are ill or hurt
Procedure Have a few students volunteer to discuss the pictures they drew for the previous activity. Ask questions such as the following, to elicit comments on symptoms, feelings, and medical care and emotional support received: Did you have a fever? How did you feel? Were you really tired? What did you do to get well again (rested, stayed in bed, drank a lot of liquids)? Who helped you get better (family, doctor, pharmacist)? How did these people help (made chicken soup; prescribed medicines; read stories to help time go faster, etc)? Read books about being sick (having the chicken pox, the flu), and about going to the doctor or to the hospital or view videos dealing with these topics. Invite students’ predictions and responses, to connect stories to their own experiences (ask questions such as "Why is he/she worried?" "Do you worry when you go to the doctor?") After reading or viewing, useful words and expressions might be added to the students’ personal dictionaries or word banks (i.e. the hospital; the doctor; I had a fever; an earache; a sore throat) Have the students use a roll of cardboard paper (such as an empty roll of aluminum paper) as a stethoscope. Pairs of students might listen for one another’s heartbeat. Have them do this first when they are rested, then after running or jumping. Invite the students to comment on the difference in rate before and after physical exercise. Explain that when you run a high fever, your heart beats faster, as if you had been running. Your body is working hard to fight the disease and you feel tired. Explain that doctors, nurses and parents check whether a child is healthy or sick by doing things such as listening for the heartbeat, checking body temperature. Discuss medical and health-related careers represented in the books read: What does a doctor do? How is it different from what the nurse does? How is it the same? (Check for an equitable representation of genders in your collection of resources: do they include female doctors and/or male nurses?) Invite a public health nurse to speak to the class about his or her job.			Notes Assessment: Observe the students’ awareness of physical and emotional needs of people who are ill, and their awareness of sources of support. Assessment: Observe the students’ ability to relate personal experiences to events depicted in stories

Grade 1: A Healthy Body
Topic: Preventing infections			Activity: How do people catch diseases?
Decision-making Process: Stop! Explore...			Resources Fighting Germs and Diseases Me and My Body
Foundational Objectives Students will increase their knowledge of the human body Students will help members of their family, class, and community achieve physical, mental and social well-being (PSVS)			Learning objectives Students will: gradually incorporate the vocabulary of the human body and of health into their speech and writing (C) understand some problems of physical health demonstrate respect for the needs of their bodies develop their ability to communicate their knowledge about health to their friends, family and community (C) work cooperatively in group learning activities (PSVS)
Procedure Focus the students’ attention on some of the infectious diseases they might have mentioned in the previous activities. Ask if they know how they got those diseases: how do people catch a cold, the flu, the chicken pox? Build on their responses and explain that germs cause those diseases. Some students may have had throat swabs taken by a nurse or a doctor. Ask if anyone knows why this is done. Explain that doctors take a throat swab from a person who has a sore throat to try and find out what kind of germs are causing the throat to hurt. Many diseases are caused by germs entering our body. Sections of the video Fighting Germs and Diseases might be used to help the students understand how germs cause diseases. Explain that germs can live almost anywhere in our environment and they spread in different ways. Use scenarios such as the following to illustrate this: If you have a cold and you sneeze in the face of another person, that person can breath in and inhale the germs. That person might also catch a cold. Or if you have a cold and sneeze into your hand, and then touch a toy without washing your hands, other people who touch that toy might also get a cold. Many diseases (like colds, the flu, chicken pox, measles) are caused by germs that live in the air or stay on objects. Sometimes, germs can go into your blood and cause you to get an infection or a disease from germs that live on things: you can get infections if you get a scratch or a cut and you do not clean it; tetanus is a very serious disease transmitted if you poke yourself with an object that has dirt or rust on it, like garden tools or nails (but fortunately, there is a vaccine - a special needle that we all get - that prevents this disease, so people do not get it anymore); you can also get infections and diseases from objects like a needle that has already been used or that is dirty. Some diseases, like rabies, are mostly caused by germs or viruses (explain that some germs are called viruses) that pass from an infected animal to a person (the vet gives a special needle to our pets so they do not get rabies). Explain that germs can enter our bodies through: natural openings, such as our mouths, noses, eyes and ears; openings caused by accidental injuries, such as cuts and burns. Ask the students if they know how germs enter our bodies in examples such as the following: Someone falls, gets a scratch on the knee and does not clean it up. A few days later, the scratch is very sore and infected. What happened? How did the germs get in? I have a cold and I sneeze without covering my nose. A few days later, two people in my family also have a cold. How did they get sick? How did the germs get into their bodies? Your friend who has the flu coughs into his hand. Later, he shares a sandwich with you. You end up having the flu also. What do you think might have happened? How did the germs get into your body? I know someone who got her ears pierced and kept forgetting to clean the holes where the earrings go. After a few days, the earlobe was red and swollen. It was infected. What may have happened? Ask the students if people can see germs. Explain that germs are extremely small. They get into our bodies through tiny openings. So we cannot see them. In order to see germs, doctors and nurses use a special instrument called a microscope. Teachers might arrange to have students look at objects through a magnifying glass or a microscope to understand how lenses make things look bigger than they actually are. Explain that germs are so small that people need very powerful microscopes to see them. In small groups, the students might prepare posters to show how germs spread. They can draw situations showing how germs enter the body. They might refer to picture books, class bulletin boards and other sources for inspiration. Following are a few examples of situations for posters: sneezing on someone else eating with dirty hands getting a cut from a rusty nail poking oneself with a used needle not cleaning a cut sharing a glass with someone who has the flu			Notes Assessment: Observe the students’ awareness of how diseases are transmitted and their ability to use simple vocabulary to describe the transmission of germs and diseases. Assessment: A rating scale or observation checklist could be developed to record the students’ use of vocabulary related to the transmission of germs, appropriateness of the situation depicted, and the students’ ability to work with others in the group.

Grade 1: A Healthy Body
Topic: Preventing infections			Activity: The first line of defence against sickness Ä our coat of armour
Decision-making Process: Stop! Explore...			Resources Information Sheet 1.1 Ä "How our skin protects us"
Foundational Objectives Students will increase their knowledge of the human body Students will act on their knowledge about maintaining or improving their health Students will develop attitudes necessary for healthy living (PSVS)			Learning objectives Students will: increase their understanding of the main functions of some body organs and systems understand some problems of physical health establish daily habits for caring for their bodies in order to improve their health value behaviours that contribute to good health strengthen their perceptual abilities through concrete experiences or situations (CCT) explore the implications or consequences of actions (CCT)
Procedure In order to help the students understand what happens when we have a cut, have them try the experiment on Information Sheet 1.1. Explain that our skin protects us, just like the apple is protected by its skin. Our skin prevents germs from entering our body. So it protects us from diseases and infections. For that reason, it is important to take very good care of our skin. Ask the students if they can think of situations when our skin might get damaged. Responses might include: It can get scratched when we fall It might get burned when we stay in the sun too long It might freeze when the weather is very cold Suggest that the students help in preparing a display of various products people use to protect or to heal their skin. Ask them to bring from home an item used to prevent injuries, infections or diseases, or a picture of something people do to avoid diseases (a letter might be sent home to encourage parents/guardians to discuss possibilities with their child). Encourage the students to explain in what way the item they brought protects us. The students might categorize the items they brought (i.e., things that protect our skin from the sun; things that make our skin healthier.) Conclude this lesson by showing a picture of a child receiving an immunization shot. Explain that vaccinations protect us from some infectious diseases (diseases you can catch from someone or something). Remind the students that when we do get infections or infectious diseases, medicines help us to get better.			Notes Assessment: Observe the students’ participation in group discussions. If you teach only Health Education: This activity relates to the first Critical and Creative Thinking learning objective. Consider collaborative planning for this link with the science program. Assessment: Observe the students’ participation in group discussions and their ability to identify ways to prevent injuries and infections. Following are a few examples of what the students could bring: protective gear for sports and other activities, vitamins, fruit and vegetables, products used to disinfect wounds, ointments used to help wounds heal, a handkerchief, pictures of people washing their hands or of people dressed appropriately for cold weather.

Information Sheet 1.1 - How our skin protects us

Question	How Does our skin protect us?
Materials	Two nice red apples in good condition A knife A sewing needle A black felt marker
Procedure	With the knife, make two or three cuts about 4 cm long in the skin of the first apple. Use the needle to poke a few holes in it in another place. Strike the apple against a solid table, to bruise it, but without breaking the skin. Use the black marker to circle the cuts, punctures and bruises. Leave the second apple untouched. It will be the "control" sample for the experiment. Put the two apples aside for a day or two.
Observations	Ask the students to compare the two apples: What has happened on the outside of the first apple in the spots where it was damaged and where it wasn’t "injured"? Record observations or ask the students to draw in their notebooks what they observed. Cut the apple open to reveal the inside. Ask the students to compare the damaged and undamaged areas again. Record observations.
Reflection	Discuss what the students have observed and ask what they think has happened (bacteria and germs were able to enter the apple where its skin was damaged, and began rotting those parts of the apple that were now more vulnerable).
Conclusion	Ask the students how our skin and the skin of an apple are alike

Grade 1: A Healthy Body
Topic: Preventing infections			Activity: Fighting back
Decision-making Process: Stop! Explore...			Resources F.Y.I. for Your Imagination: Focused Imaging
Foundational Objectives Students will increase their knowledge of the human body			Learning objectives Students will: increase their understanding of the main functions of some body organs and systems understand some problems of physical health gradually incorporate the vocabulary of the human body and of health into their speech and writing (C)
Procedure Explain that viruses (remind the students that some types of germs are called "viruses") are like an enemy attacking the body. But when germs attack, our body fights back: it has a huge army of guards who chase them out. These guards are called white blood cells. Our blood and its components, along with medicines help us fight off germs and viruses. On a large sheet of paper, draw an outline of a human body, about the size of one of the students. Cut out the figure. Hand out shapes representing soldiers and others representing the viruses of different diseases. Ask the students to copy these shapes onto sheets of paper of two different colours, and then to cut them out. Then ask them to write on each shape the appropriate word: "soldier" or "virus". Post the large figure of the human body on the wall. The students can play with the shapes to better understand the body’s response to an unfriendly "invader". They can have a germ enter the body and make the soldiers react. The following activities might be used instead of the one above: Guide the students through a focused imaging session: create a script in which enemies enter a castle and meet up with strong soldiers. Draw upon as many senses as possible: smells, sights, sounds (a march could serve as introductory musical background). Following this session, have the students share their feelings and, going back to the initial analogy, discuss the importance of "keeping our soldiers in top shape" to fight viruses. Have the students act out the following analogy: compare the human body to a house (or a school, bank or car) equipped with an alarm system. The alarm sounds when someone enters uninvited, and it alerts the police. Our bodies are also equipped with an alarm system against invaders. The immune system sounds the alarm when germs and viruses enter our body. We have a sort of police force (our white blood cells) that immediately turns out to fight viruses.			Notes Assessment: Observe the students’ participation in activities. For more information on focused imaging and for practical ideas to develop this lesson in further detail, refer to F.Y.I. For Your Imagination: Focused Imaging. Adapt activities according to needs: use an analogy based on students’ experiences

Grade 1: A Healthy Body
Topic: Preventing infections			Activity: Our guards are not always strong enough
Decision-making Process: Stop! Explore...			Resources What’s a Virus Anyway? Thumbs up for Kids: AIDS Education
Foundational Objectives Students will increase their knowledge of the human body Students will act on their knowledge about maintaining or improving their health Students will develop attitudes necessary for healthy living (PSVS)			Learning objectives Students will: understand some problems of physical health gradually incorporate the vocabulary of the human body and of health into their speech and writing (C) demonstrate respect for the needs of their bodies establish daily habits for caring for their bodies in order to improve health and prevent illnesses, including AIDS
Note: This lesson incorporates HIV/AIDS education. Procedure Explain that the body’s guards are trained to fight certain kinds of viruses and that each virus is fought back by different guards. When the guards win, they become stronger and even more numerous. Incorporate drama strategies to help students understand this concept. Following is a suggestion: Ask four or five volunteers to represent the guards defending the body against a virus. Suggest that another student act as the enemy. Agree on a gesture, such as a tap on the shoulders, to symbolize the attack. Explain that in this mime, the virus is going to try hard, but will not be strong enough and the guards will win. Ask the students to mime this scene. After the mime, invite the students to discuss how the guards would feel during the attack, and after. Ask what they might do to be better prepared for the next time they get attacked by this virus (recognize the virus, train to become even stronger, build a wall around themselves, get more guards to join them). Then ask what chance the virus would have of winning the next time. Tell the students that the same thing happens when we have chicken pox or measles: we have guards (white blood cells) who are especially trained to fight off the germs that cause these diseases. The next time we are close to such germs, our guards are better prepared and have built up an even stronger defence. Sometimes, our guards need a bit of help: the doctor gives us medicine to make our guards stronger and help them fight the disease. Remind the students of the apple experiment. Ask if they remember the lesson when they talked about getting germs and viruses from accidentally poking their skin with a used needle. Explain that one such germ is called the HI virus, the virus which causes AIDS. Ask if the students have heard of this virus. The students might mime a scenario where the virus wins the battle against the immune system (the guards). Explain that the HI virus is very different from the ones discussed before: You cannot get the HI virus by touching someone or by being near someone who has it; You could get it if the blood of someone who has it entered your body. But chances of this happening are very slim, which means that the HI virus is quite difficult to get. Our guards cannot win against this virus. It is very strong and our guards become weaker and weaker as they try to fight it off. Then, they have trouble fighting off other kinds of germs and viruses. There is no medicine yet to help our guards fight the HI virus. Portions of the video Thumbs up for Kids: AIDS Education might be used to reinforce the concepts introduced in this lesson. Bring closure to this activity by reassuring students that it is a good thing we know how to prevent germs and viruses from entering our blood (do not play with sharp objects, including needles). After all, it is always a good idea to learn of ways to keep germs and viruses from entering our bodies, even the ones our bodies can fight off. That way, we give our guards a rest.			Notes Remind the students that a mime uses only gestures, facial expression and movements, no sound. If you teach only Health Education : If you are limited by time, omit the mime. Portions of a resource such as Thumbs up for Kids : AIDS Education might be used to introduce the following ideas : our immune system cannot fight back all viruses. It cannot fight back the HI virus the HI virus - the virus which causes AIDS - does not spread through the air; it is spread through direct contact with infected blood

Grade 1: A Healthy Body
Topic: Preventing infections			Activity: Let’s give our guards a rest!
Decision-making Process: Explore... Go!			Resources Information Sheet 1.2 Information Sheet 1.3
Foundational Objectives Students will develop attitudes necessary for healthy living (PSVS) Students will act on their knowledge about maintaining or improving their health Students will develop their ability to make decisions (CCT)			Learning objectives Students will: demonstrate respect for the needs of their bodies establish daily habits for caring for their bodies in order to improve health and prevent illnesses suggest several possible courses of action and explore the long- and short-term consequences of these actions make decisions based on their analysis of the choices design and apply action plans evaluate their progress and revise their plans as needed
In grade one, students should make at least one health-related decision and carry out an action plan to implement that decision. Selection of the topic for this real life application of the Decision-making Process should be based on local needs. The activities below are suggested as examples of a decision and action plan that would fit within this unit. Teachers might otherwise select only some of these activities for students to practise levels B and C of the Decision-making Process.
Procedure Point to the Decision-making Process poster displayed in the classroom since the beginning of the year. Tell the students that they are now going to practise making good choices to avoid getting germs or giving them to others. Describe situations such as the ones on Information Sheet 1.2. Ask students to identify whether these situations represent good models to follow (good choices to make) and why (ask what might happen as a result of each behaviour). On the chalkboard, display a list of the situations that the students identified as good choices. This list might be titled "Let’s give our guards a rest!", in reference to previous activities. Ask the students if they always do all the things on the list. Use a puppet and make it act out a scenario where it is so involved in a game that it forgets to wash its hands before lunch. Ask the students if this ever happens to them. Acknowledge the fact that making good choices and being good models is not always easy. Ask if they have suggestions for helping the puppet remember to wash its hands. Invite the students to look at the healthy habits on the list. Suggest that they ask themselves if they are already modeling these. Have the students choose one behaviour that they have trouble modeling and would like to use for the third level of the Decision-making Process. The students might be grouped according to the practice they selected. Using the sample action plan on Information Sheet 1.3 as a model, have groups prepare a plan for the practice they selected. Encourage the students to follow their action plans. Monitor both formally and informally how the students are doing.			Notes Refer to the Decision-making Process sample unit for details. As the students justify their responses, they will practise looking at consequences of the behaviours described. As the students participate in this activity, they consider factors which influence decision making. Send a letter to parents and guardians to explain how they might support their child in implementing their plan. Assessment: Conduct small group conferences to monitor progress. Guide the students to help them identify factors which have positive or negative impact on the way they carry out their action plans. Discuss possible revisions as needed.

Information Sheet 1.2 - Identifying Good Models

Are these good models to follow? Wash your hands after using a tissue Play with a needle found in the playground Get immunized (get a needle from a nurse) Sneeze in someone’s face Get some exercise Clean your hands after touching a pet Wear mittens when it is cold outside Share toys with friends Touch a toy after you have coughed into your hand Get help from the supervisor when someone gets hurt on the playground Play with a sharp tool Go to bed early Share your toothbrush with friends Wash your hands before eating Play with garbage Stay at home when you have a cold or the flu Eat foods from each food group (vegetables and fruit, meat and alternatives, milk products, grain products) Wash your hands often when you have a cold ...

Information Sheet 1.3 - Example of an action plan for better health

I have a plan to give my soldiers a rest! Here's what I will do... Every day, I will wash my hands before eating. So that I don't forget, I will... wash my hands with Dad when I am at home and with Jasonwhen I am at school. Every day, if I have washed my hands before eating, I will... Put a checkmark on my calendar Who will help me? Dad and Jason I will start... Tomorrow - Friday, February 7 I will check whether I have been following my action plan... With Dad, every Thursday evening With my teacher, on Friday, March 14 That way, I will be a good model for my friends and family! Student's signature: __________________________________________ Parent's signature: ___________________________________________