• Grade 3, Lesson 1
• Grade 3, Lesson 2
• Information Sheet 3.1
• Grade 3, Lesson 3
• Grade 3, Lesson 4
• Information Sheet 3.2
• Grade 3, Lesson 5

Grade 3: A Healthy Body
Topic: Controlling Diseases			Activity: Good habits, bad habits
Decision-making Process Stop!			Resources
Foundational objectives Students will identify sources of risk to healthy living Students will develop their ability to make decisions (CCT)			Learning objectives Students will: identify personal and interpersonal behaviours in their everyday lives that might present a risk to their health or safety suggest several possible courses of action and explore the long- and short-term consequences of these actions
Procedure Read Information Sheet 3.1 — "A Case Study." Ask the students to identify what poor choices Lin made. Can the students explain how these choices could present risks to Lin's health? Invite the students to brainstorm possible consequences of her poor choices. Suggest that they think of short-term consequences (what might happen on that day), and long-term consequences (what might happen in a few days or even later). Responses might include: she might be tired at school because she did not have enough sleep; she will not be able to focus on her work; she might get in trouble with her teacher and her parents because of that; she might be stressed just thinking about getting in trouble; she will be cold because she is wearing shorts and sandals on a rainy and windy day; she might catch her dad's cold; ... Ask the students to imagine Lin a few days later. It is time to go to school again and she is entering the kitchen where her parents are finishing breakfast. But Lin is not feeling well. She is getting sick. Suggest that the students role play this scene. After the role play, discuss what the students did to show that Lin was sick (sneeze, rub their swollen eyes, cough). Record their responses on the chalkboard or chart paper. Explain that those visible signs of sickness are called symptoms. Write this word down as the heading of the list. Invite the students to think about various illnesses they know. Ask if they can suggest symptoms that have not been mentioned (being tired, having a sore stomach, having a headache, having sore joints, being pale, running a fever, having a rash, etc.) Ask the students what Lin should do now that she is sick. Responses might include: she should rest, drink plenty of fluids, see the doctor, take some cough syrup or a medicine, etc. In small groups, have the students write a new version of the case study scenario, one in which Lin doesn't put her health at risk and avoids all the negative consequences of her poor choices.			Notes Assessment: Observe the students' ability to project consequences of Lin's poor choices. Explain to the students that this list will be a useful resource later in this unit, when they look for information on controlling illnesses.

Information Sheet 3.1 - A Case Study

Lin gets ready for school "Lin! It's time to get up and get ready for school!" called Lin's mother. But Lin was really tired this morning. She had gone to bed very late. She opened one eye, but then fell back asleep. A few minutes later, she heard her mother again, calling "Lin! You're going to be late! Hurry up!" She got out of bed, yawning, and peered out the window. It looked awful outside, rainy and windy — not warm and sunny like yesterday. "Oh, well," she thought, "Mom said I had to hurry..." She quickly pulled on the clothes she had been wearing the day before: her favourite T-shirt, shorts and a pair of sandals. She went in to say goodbye to her dad, who was staying home that day with a bad cold. "Hi, dad! Still sick?" she asked, giving him a big kiss. Before her father could answer, she dashed downstairs and quickly gulped down a glass of chocolate milk and a cookie. "Whoops! There's the bus. No time to brush my teeth or wash," she thought. "I guess it doesn't matter just this once. I'll do it tomorrow." And she grabbed her school bag and ran to catch the bus, splashing through the puddles on the way and getting herself soaked. Now she was ready to start her day at school!

Grade 3: A Healthy Body
Topic: Controlling Diseases			Activity: Injuries and infections
Decision-making Process Stop!			Resources Beginnings: You Won't Get AIDS
Foundational objectives Students will increase their knowledge of the human body			Learning objectives Students will: understand some problems of physical health, one of which is HIV/AIDS gradually incorporate the vocabulary related to the human body and to health into their talk and writing (C)
Note: This lesson incorporates HIV/AIDS education Procedure Divide the class into small groups. Suggest that students mime scenes from Lin's day at school. Provide various contexts in which Lin and her classmates have choices to make within situations that could present risks to their health. For example: "At recess, Lin and her friends are playing soccer. Todd falls and scrapes his knee..."; "Lin and her friends find a syringe and needle near the fence in the playground. They decide to pick it up and use it for playing doctor..." Call on a few of the students to describe the situation they mimed. Ask for clarifications, if necessary, and elicit comments: "Robbie wanted to tell the supervisor so he could get Todd's knee cleaned, but Todd wanted to keep playing. Did Todd make the right choice? Why or why not?" "Chelsea thought they shouldn't play with the needle, because things lying on the ground are dirty. She managed to convince the others. What might have happened if they hadn't listened to her and someone had pricked himself or herself with the needle?" The video Beginnings: You Won't Get AIDS might be used to reinforce the concepts presented in this lesson.			Notes Guide discussions so as to draw on students' knowledge of how to protect themselves against germs and viruses in general. Correct any misconceptions. HIV should be mentioned as one of the viruses and germs that can be transmitted, but should not be the only focus of discussions.

Grade 3: A Healthy Body
Topic: Controlling Diseases			Activity: Ways of controlling diseases
Decision-making Process Stop!			Resources
Foundational objectives Students will increase their knowledge of the human body Students will identify sources of support for healthy living Students will describe a decision-making process (CCT, IL) Students will develop their ability to make decisions (CCT)			Learning objectives Students will: understand some problems of physical health (one of which is HIV/AIDS) gradually incorporate the vocabulary related to the human body and to 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 recognize possible sources of information on health questions (IL) gather and evaluate information from a variety of sources
Procedure Explain to the students that it is important to learn to prevent diseases. But diseases cannot always be prevented. It is important to also learn of ways to control them. Some students in the class may have diseases such as diabetes, or asthma. Ask them what they do to control their disease and who taught them these things. Select a disease or invite the students to identify one that they would like to research (e.g., diabetes). The purpose of the research will be to find out how diabetes can be controlled. On the chalkboard or on chart paper, draw a three-column KWL chart. Ask the students to reflect on what they already know about the disease. Record their responses in the "K" column. Encourage the students to refer to the categories at the bottom of the chart and to think about information related to the various categories (e.g., Do they know of specific dietary guidelines to help control that disease?) Ask whether everyone is sure the information in the K column is correct. Encourage the students to explain where and how they obtained this information (from parents, siblings, the doctor, a television show, etc.) Discuss how reliable each source of information is. Would a doctor be likely to know accurate facts about diabetes? What about a sibling? What about a sibling who has diabetes? Suggest that the students complete the "W" column of the chart, and that they include questions meant to verify doubtful information or information obtained from less reliable sources. Also suggest that they include questions related to several of the categories at the bottom of the chart. The students might research these questions independently or under guidance, in order to complete the "L" column in the chart. A guest speaker, such as a doctor or a public health nurse, might be invited to make a presentation to the class, and the students might ask questions to the guest speaker. Ask the students what interesting facts they have learned through this research activity. Were they surprised by what they found out? To conclude this portion of the unit, explain that when we are ill, we need to see the doctor and to take medicines, but there are often other things that we can do to help control a disease. Rest, physical activity, relaxation, and diet play an important role in preventing diseases, but often, they also help control diseases.			Notes For further information on the KWL method, refer to the Instructional Approaches section of this curriculum. Information Sheet 3.2 — "A KWL chart on diabetes" is provided as an example of a chart for this lesson. If students are familiar with this method and are ready for independent research, they might work in small groups on different diseases. In this activity, it would be best if the students chose the disease they wish to study according to a specific interest or need. For instance, some students, or someone close to them, may be affected by a particular disease, which would be a good topic for them to research. HIV/AIDS is included in parentheses in the learning objectives for this activity and those that follow, in case this is one of the topics being researched.

Information Sheet 3.2 - A KWL chart on diabetes

K What I know	W What I want to know	L What I have learned
Diabetes cannot be cured Symptoms: people who have diabetes are very hungry and thirsty, they have to go to the bathroom often. ...	What causes diabetes? Can you exercise when you have diabetes? ...	Exact causes of diabetes are not known; it is hereditary (if a close family member has it, you have more chances of having it); great stress and some diseases may also trigger it. Not everyone who has diabetes shows the same symptoms. Some symptoms I didn't know about: nausea and vomiting, losing weight, blurry vision. Regular exercise helps your body use insulin (this is good for people with diabetes) and it improves your general health. ...
1.Symptoms	3.Diet	5.Rest/relaxation
2.Medication	4.Physical activity	6.Other...

Grade 3: A Healthy Body
Topic: Controlling Diseases			Activity: Making choices...
Decision-making Process Explore... Go!			Resources
Foundational objectives Students will act on their knowledge about maintaining or improving their health Students will help members of their family, class, and community achieve physical, mental and social well-being (PSVS) Students will develop their ability to make decisions (CCT) Students will develop attitudes necessary for healthy living (PSVS)			Learning objectives Students will: establish daily habits for caring for their bodies in order to improve health and prevent illnesses (including HIV/AIDS) learn to support those who are trying to maintain or improve their health demonstrate respect for the needs and limitations of their bodies 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 three, students should make at least two health-related decisions and carry out action plans to implement those decisions. Selection of the topics 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 Tell the students that so far in this unit, they have learned about: controlling stress; controlling diseases. Point to the Decision-making Process poster and ask how they could use what they have learned in order to make a personal decision. Some students might make a decision to control stress in their lives, or to control a disease they have. The students might need to rehearse making a decision on this topic. If so, use a scenario and have the students practise making a decision. Following is an example: Saros has invited his friend Jeff for a sleepover this week-end. Jeff answers that he does not feel like going to a sleepover. Sleepovers are boring anyway. He'd rather stay home. Saros is surprised. He and Jeff have had lots of sleepovers, and they always have so much fun. Saros just does not understand. What is wrong with Jeff lately? He has been acting strangely for the last few weeks... Well, Jeff does not want to talk about it...But a few weeks ago, his parents told him that they were getting a divorce. He does not know what to do. He feels depressed and worried. He keeps telling himself that it is his fault if all this is happening.... Ask what Saros might do. What are his options? What would be the consequences of each option? Which option would be the best one? Guide the students as they make a personal decision on this topic. Then ask how they might implement their decision: What did they decide to do? (Control a particular source of stress? Control a disease?) How will they do this? Who might help them? Will there be a particular time when they will need to do this? Will there be a particular place where they will need to do this? Keep encouraging the students to follow their plan for as long as is necessary. Discuss how the information learned in this unit has helped the students make this decision to maintain or improve their health.			Notes Assessment: Observe the students' ability to list options, to project consequences, and to select an option. Assessment: Plan conferences to discuss progress with the students.