Learn About TG 2

Living and Staying Healthy

Book 2 Book 2 - Teacher's Guide

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Living and Staying Healthy

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Elementary Principal

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Learn About | Living and Staying Healthy

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What’s a Fever?

INTRODUCE

Introduce the topic of fevers. Let students know we will be discussing the topic of fevers today. Can anyone give us a definition of what is a fever? A student’s response may be: A fever is when you have a body temperature higher than 98.6 degrees Fahrenheit. Reiterate that normal body temperature is considered to be 98.6 degrees Fahrenheit. When the body temperature is higher than 100.4 degrees Fahrenheit, it is typically considered to be a fever.

Ask the students to stand up if they have ever had a fever. Have the students take a look around. More than likely, every child will be standing. What does this tell us? It tells us that even though we don’t get them often, everyone gets a fever once in a while. Tell the students that is a normal response of the body to an infection of some kind. Ask students: “How do you know if you have a fever?” One response might be that you could check your temperature with a thermometer.

What Do You Know About Fevers?

Graphic Organizer

Draw the example of a thermometer on chart paper or a whiteboard. Put the word fever in the base of the thermometer. Add lines to the side of the class thermometer for facts students will provide about what they know about fevers. Ask students to tell what they know about fevers. Typical

responses may be: a temperature higher than 98.6, sweaty, watery eyes, chills, fatigue, and possible seizures.

The purpose for reading is to learn more about fevers. Tell students to raise their hand as we read if they want to add another fact about fevers to our class thermometer. Use the text as a resource.

ACTIVITY

Treating a FeverSorting Activity

Materials

Fever Picture

Card Worksheet, T-chart, scissors, glue stick

Students will be provided a worksheet with a variety of picture cards. Each picture card will have an image either showing how to care for a fever or how not to care for a fever. Students are to cut picture cards out and sort them into two piles: The Dos and Don’ts When Treating a Fever.

Students will work in pairs although each student will have their own picture cards. They are to follow the “Think, Pair, and Share” model. First, the pair will work independently when sorting their own cards. Then, they will pair up and share if they sorted their cards in the same manner. If they have any differences, discuss their reason for sorting and see if they can come to a consensus. Finally, they will glue their fever picture cards to the teacherprovided T-chart for final review.

TAKE TEMPERATURE

Fever Picture Cards Sorting Activity

STAY HYDRATED WITH WATER

PLAY WITH FRIENDS

HAVE A SLEEPOVER

ASK FOR SOME MEDICINE FROM AN ADULT

LAY IN BED TO REST

EXERCISE

GO SWIMMING AT A POOL

TAKE A COOL BATH

GO TO SCHOOL

Words to know ?

listless - unenergetic symptoms - signs; indications

viral - caused by a virus

dehydrated - lose too much fluid

indication - sign; signal

orally - by mouth

non-responsivedoesn’t react when spoken to

What’s a Fever?

Youprobably remember the last time you were sick and had a fever. Maybe you felt a headache and ached in other parts of your body. You might have felt listless, unenergetic, and not interested in doing much of anything. Other signs or symptoms of a fever can be sweating, chills, and general weakness. Fever is the body’s response to a bacterial or viral infection. Viral means caused by a virus. When someone is sick, their body temperature rises. Increasing its heat is the body’s

way of fighting germs, making it more difficult for them to live in the body.

The body’s normal average temperature is 98.6 degrees Fahrenheit. Children are considered to have a fever when their body temperature rises to 100.4 degrees Fahrenheit or higher. A temperature between 98.6 and 100.4 degrees is considered a low-grade fever in adults. Between 100.4 and 102.2 degrees is called a moderate-grade fever. Greater than 102.2 is a high-grade fever. A temperature of 104 degrees is considered serious, and any temperature over 105 degrees requires immediate medical attention. Someone with this high of a temperature is said to have hyperpyrexia. Hyper means too much or excessive.

Pyrexia comes from the Greek word pyrexis, meaning feverishness, or from the word pyretos, meaning burning heat.

Differences in Taking Temperature

Temperature can be taken in different parts of the body. For each part, what is considered normal is slightly

Did you know ?

Certain medications can cause fevers in some people. These include medications for treating cancer, high blood pressure, seizures, and some antibiotics.

Did you know ?

different. Children are considered to have a fever when their temperature taken on the forehead or in the ear is 100.4 degrees Fahrenheit or higher. A reading of over 100 degrees is considered a fever when the temperature is taken orally, meaning by mouth. But a reading of over 99 degrees is considered a fever when the temperature is measured under the arm.

What To Do For a Fever

For most people, having a fever is not too concerning. Usually, the body will fight off the germs by itself, and the person’s temperature will return to normal. They do not have to take any medication to treat the fever unless they feel very unwell. In that case, they can take ibuprofen or acetaminophen. These non-prescription medicines work by blocking the chemicals that tell the body to raise its heat. Children should never take aspirin because it can cause a rare but serious disease called Reye’s syndrome. It’s important to drink extra fluids when you have a fever. This will prevent you from becoming dehydrated, which means losing too much fluid from the extra heat in your body. With most viral infections, the fever lasts for three to four days. After that, the fever comes down on its own as the body rids itself of the virus.

Some people think high temperatures can cause brain damage, but this is not true.

The first practical thermometer for measuring body temperature was invented by Sir Thomas Allbut in 1867. It was six inches long, and it took five minutes to register the temperature. The thermometers invented before that were inaccurate and difficult to use.

Types of thermometer

What is the Benefit of Having a Fever?

Without having a fever, we wouldn’t always realize we have an infection. Fever gives us an indication, a sign, that something is wrong that needs our attention. Even though people often think fever is a bad thing, it is really something that helps us by fighting off the infection in our body.

Listen to your body

It’s important to rest, drink lots of fluids, and take medicine if your parents say it’s okay. Sometimes a fever can make you feel really tired and achy, so it’s important to listen to your body and take it easy until you feel better. Remember, a fever is a sign that your body is doing its best to make you better, so don’t worry too much, just focus on getting plenty of rest and feeling better soon.

Seeing how children look or act when they have a fever is more important than knowing the exact number of their temperature. It gives a better indication of how sick the child really is.

Directions

Read each question and choose the best answer.

1. Which one of the following is NOT a symptom of a fever

a. General weakness

b. Sweating

c. Sore throat

d. Chills

2. Children are considered to have a fever when their body temperature is over what reading when measured on their forehead?

a. 100.4 degrees Fahrenheit

b. 99 degrees Fahrenheit

c. 100 degrees Fahrenheit

d. 98.6 degrees Fahrenheit

3. Which of the following is NOT a place where the temperature is usually measured?

a. The forehead

b. The ear

c. The mouth

d. The wrist

4. Why is it important to drink extra fluids when you have a fever?

a. To fill you up so you don’t have to eat

b. To keep from getting dehydrated

c. To make the kidneys work better

d. To give you a better appetite

5. How does fever help us?

a. It gives us a good reason to stay home from school.

b. It dries up our oily skin.

c. It fights off the infection in our body.

d. It makes us thirsty, so we drink a lot.

Think about the last time you had a fever. How did you feel? What did you do for it? How long did it last?

The last time I had a fever, I felt like my whole head was very hot. I wasn’t interested in doing things that I usually like to do, like reading. I just laid in bed or on the couch most of the time. I wasn’t very interested in eating or drinking either, but everyone told me I should try to drink as much as I could. After I took Advil, my temperature would go down, and I would feel a little better, but it wore off after a few hours, and then I didn’t feel well again until I took some more. I usually felt better in the mornings than in the evenings. After about three days, I felt better and was able to go back to school because my temperature stayed down even without taking anything for it.

The most common cause of fever is .

infection

Trivia Corner

Blindness

INTRODUCE

Ask for three volunteers to come up to the front of the classroom and sit in the three empty chairs that are placed in front of the class. Tell the students that we will be removing one very important sense from our five senses. Place a blindfold around each of the three volunteers. Ask students what sense we will eliminate if we are wearing blindfolds. Confirm that it is the sense of sight.

Ask students how we would describe ourselves if we don’t have our sight. Answer: As being blind. Ask what blindness is. Blindness is the inability to see. We will be learning about blindness today, and our three volunteers will show how difficult life can be when blind.

Have prepared three items (small ball, apple, pencil, ruler, paper clip, etc.). Ask for each of the three students to put their hand out, and you will place the item in their hand. They are to guess what it is by using their senses. Have students discuss what they are thinking while guessing. For example, if you gave student #1 the pencil, they may say it feels hard, smells like an eraser or lead, has a sharp end, and so on.

After this mini-guessing game is complete, have the students talk about the challenges blind people may have when moving though life.

Make a web with the words “Challenges of Blindness” in the center. Ask for volunteers to give examples of how being blind is difficult.

Possible responses could be: easily confused, can’t navigate traffic, don’t know if something is clean or dirty, arranging clothes, cooking meals, shopping, using a computer, and so on.

As you read the lesson, have students raise their hands if they have additional challenges they would like to add to the class-created web on challenges of blindness.

ACTIVITY

See Without Your Eyes: Blind Box Edition

Partnered students will complete an activity where they must act as if they are blind in an activity.

Students will have to describe what is in the blind boxes without actually seeing it. They will have to sharpen their other four senses to make up for the loss of the sense of sight. Students will need to discuss the challenges that come with completing these tasks. Ask them to think about what is easy about it and what is difficult.

Preparation

Have small plastic food containers with lids. Cut a hole in the lid and cover the entire lid and container with foil so you don’t cut your hand when reaching into the container. Label each container with a number. Slice over the lid where the hole is so the students can carefully put their hand inside without seeing the contents of the container.

Students will be blindfolded or wearing a handkerchief while guessing what is in the

Materials

cooked spaghetti, raisins, sliced banana, whole pickles, peeled

grapes, cotton balls, nuts and bolts, seeds, grass clippings, twigs, rubber medical gloves (optional), foil, food containers with lids, scissors

Blindness Activity: The Blind Box (Bb)

Directions: With a partner, try to guess what is in each blind box without looking. Record your guesses here along with descriptive words and illustrations.

BB#1 cold cooked spaghetti

BB#3 sliced bananas

BB#5 peeled grapes

BB#7 nuts and bolts

BB#9 grass clippings

BB#2 raisins

BB#4 whole pickles

BB#6 cotton balls

BB#8 seeds (pumpkin or sunflower)

BB#10 twigs/sticks

container. They must use their senses to figure it out, acting as if they are blind. You can provide rubber medical gloves if needed. Students can work in partners so that one records the guesses while one is reaching inside the blind boxes. Alternate who records so both students get five blind box opportunities.

Make two sets of each container. Break the class up into two groups. One group works on one side of the room with BB #1-#10 (batch 1) and the other group works on the other side of the room with BB#1-#10 (batch 2). Give students one to two minutes with each blind box before ringing the bell to have them rotate to the next blind box.

Before students get started, review descriptive words that relate to the senses, but don’t describe the sense of sight. They can refer to this classcreated list when describing the items in their blind boxes.

Make a web. In the center circle, write descriptive words. Coming out from the web, give examples. Some possible adjectives could be slimy, cold, gooey, hard, round, rough, rigid, oval, pointed, fragrant, bumpy, scented, stringy, wrinkled, frigid, thin, fragile, etc.

Complete the Blind Box (BB) worksheet with descriptions and illustrations. At the end of the activity, show what was in each blind box and have students discuss how it felt not being able to see what was in each box. What sense did they rely on more because they could no longer use their sight?

corresponds – stands for; represents devices – appliances; gadgets; equipment texts – books; printed material technology – equipment; machinery compensate – make up for keen – sharp; powerful researchers –people who study things to understand how they work

Blindness

Haveyou ever seen someone tapping their way with a white cane as they walked down the street? You probably knew that the person was blind. But you might not know that not all people who are blind live in total darkness. Some of them are what is called legally blind. They can see a little light or shadows and some shapes, but they can’t see clearly and usually need help to do things sighted people can do easily on their own.

What Causes Blindness?

Some people are born blind. Sometimes their eyes or the nerves connected to their eyes don’t develop properly. If the nerves aren’t formed correctly, the brain won’t receive the messages needed for sight.

There are many things that can cause blindness, but some of the most common are accidents, injuries, and diseases. For example, if someone gets hit in the head very hard, it can damage their eyes or the part of their brain that helps them see. Sometimes, if someone looks at the sun or a bright light for too long, it can also cause damage to their eyes and make them blind.

Functioning Despite Blindness

Usually, children who are blind go to special schools for the blind. They are taught how to read using Braille. Braille is a system where letters and words are represented by raised bumps. There are 63 dot patterns called characters in the Braille code. The blind person is taught how each bump or set of bumps corresponds to, or stands for, a common word or letter of the alphabet. They read the dot patterns by touching them lightly with their fingers. Some devices, small machines, can turn what is written into Braille, and other devices can read written texts out loud to blind children. Texts are books or other printed material. Some children can even go to regular schools using this kind of technology, a word for special equipment.

Did you know ?

About 55 percent of blind people are female, and 45 percent are male.

Did

you know ?

Braille was invented by 15-year-old Louis Braille, who lost his eyesight at three years old.

Some blind people use seeingeye dogs to help them get around. These dogs are specially trained to know how to help their owners. They act as their “eyes” and guide them when walking along the street, crossing the road, and boarding a bus or train. Seeingeye dogs are taught to be aware of things such as low-hanging branches that they might be able to fit under, but their owners are not. They are also trained not always to follow orders. Suppose their owner told them, “Go,” but the dog knew a car was coming toward them. In that case, the dog should disobey its owner.

Have you ever noticed that some sidewalks have raised bumps right before they reach the curb? These bumps signal blind people that they are coming close to a street. When they feel the bumps with their cane, they know they should be extra alert. They will have to step down off the curb soon and beware of approaching cars. In some places, the bumps are also painted yellow.

This is because when someone is going blind, the last color they lose the ability to see is yellow. So for people who are not totally blind, the yellow bumps bring to their attention the fact that they are approaching a street.

Blind people use their other senses to compensate for their lack of vision. To compensate means to make up for in another way. They usually have a very keen, or sharp, sense of hearing. In fact, researchers, people who study things to find out how they work, have found that people who are born blind or become blind early in life develop sharper hearing than sighted people. But this might be because they pay more attention to whatever they hear. As far as anyone knows, blind people do not have a better sense of smell than others. But they do seem to pay more attention to what they are smelling than sighted people do and use this information to help them. For example, if they smell food, this could tell them they are near a kitchen. Smelling breads or cakes can tell them they are near a bakery.

Did you know ?

1. What can cause someone to be blind?

a. Their eyes or nerves did not develop properly before birth.

b. They were in an accident.

c. They had an eye injury.

d. All of the above

2. How do blind people use the Braille system?

a. They listen as it reads the words out loud.

b. They feel the bumps lightly with their fingers.

c. They feel the bumps with their cane.

d. They ask a friend how many bumps there are.

3. Why are seeing-eye dogs trained not always to obey?

a. To protect their owners from harm they don’t know about.

b. So their work won’t be boring.

c. So they won’t be jealous of other dogs.

d. So they can lead their owners wherever they want to go.

4. Why are sidewalk bumps sometimes painted yellow?

a. So seeing-eye dogs can see them.

b. Yellow is a calming, soothing color.

c. Yellow is the last color people who are going blind lose the ability to see.

d. The street department has more yellow paint than any other color.

5. Why do you think it is important that blind people have sharper senses of hearing than sighted people?

a. So they won’t be jealous of people who can see.

b. So they can hear cars coming toward them even though they can’t see them.

c. So they’ll know when airplanes are flying overhead.

d. So they can hear the birds chirping.

Write about a time you saw a blind person on the street or in a store.

I was once walking to school when I saw a blind man walking down the street, feeling all around him with his white cane. He must have heard me coming because he waited for me to reach him and then asked me how to get to a certain street. I helped him cross at the intersection and walked with him until we were close to where he wanted to go. I saw how he constantly felt all around him with his cane and used it to know when to step up or down at the curb. After I left him, I realized how lucky I am that I can see and don’t need help getting around.

Trivia Corner echolocation

Dolphins and bats use echoes to find their way around. This ability is called

Dehydration

INTRODUCE

Grab the students’ attention by taking a big drink of water from a water bottle in an over-exaggerated manner. “AHHHH! That tasted great!” Ask the students what they think their lesson will be about today based on what you just did. You may have to stop and drink water again. See what kind of responses you will get. “We will be learning about dehydration, which is when the human body expels water to dangerous levels.”

Show the students two paper plates, one filled with fresh green grapes and one filled with raisins. Ask: “What do you think these items have to do with the topic of dehydration?” Student response should be that grapes eventually turn into raisins because they lose their water content. This can happen when grapes are exposed to a lot of heat. Ask students to compare

Materials

and contrast the grapes to the raisins. Grapes are juicy, tart, firm, and shiny. Raisins are dull, wrinkled, chewy, and may have a dry texture. Now, how does this relate to the human body? When dehydrated, the human body can go through physical changes just like the grapes did.

“Today we will be discussing the benefits of water, specifically if you are suffering from dehydration. We will learn about what dehydration is, its causes and symptoms, and how you treat and prevent it.”

“After we finish the text, we will be completing a “hydrating” activity that will require the use of grapes and some other fresh ingredients. Stay tuned for the refreshing surprise.”

Grapes, Raisins, Bottle of water, Two paper plates

ACTIVITY

Make: Fruit-infused Water Cups

Set up the classroom in different stations. Each station will have its own set of diced up fruit. Students will be each given an empty paper cup and one plastic spoon. Students will rotate from station to station adding one or two pieces of their favorite fruit into their cup. Once everyone has their fruit inside their cups, the teacher will go around and fill their cups with water, making their fruitinfused water cups. Each student will be given a paper straw that they can use to stir and sip.

Reinforce that fruit also provides a

source of hydration because of its water content. Fruit-infused water provides a lot of nutrients from the fruit and makes water drinking more flavorful. It especially reduces the chances of dehydration. It’s a great drink for a warm sunny day!

Alternate Activity: Short commercial - Convince viewers to buy a fruitinfused water bottle

With students in small groups of two or three, make a 30-second to oneminute skit about how drinking water and eating foods with high water content are healthy ways to stay hydrated. Buying a product like a fruitinfused water can help.

Points to include in the skit:

Materials

Teacher-prepared or parent-supplied diced up fruit.

Fruit options: Fresh pineapple, peaches, grapes, blueberries, oranges, etc. (no

bananas or apples – Will turn brown.) Have them in individual containers with lids.

Plastic serving, spoons and plastic spoons for stirring, Pitchers of water or bottled water, Paper straws, Paper cups

• What is dehydration?

• What are signs of dehydration?

• How can it be prevented?

• What foods can help in prevention?

• Why buy the fruit-infused water bottle/cup?

Alternate Activity: Short commercial, change commercial to skit.

Words to know ?

fluids – liquids

minor – slight; small symptoms – signs; signals

irritability –grouchiness; grumpiness

listlessness –

inactive; not energetic fatigue – extreme tiredness

mild – slight; light

moderate – medium; not extreme

reversed – undone; turned around

severe – very bad; serious

Dehydration

Dehydration is when your body doesn’t have enough fluids, water or other liquids, to function as it should. This happens when you use or lose more fluid than you take in.

What Causes Dehydration?

Dehydration can be caused by not drinking enough water or other fluids during hot weather. This is especially a problem if you are exercising very energetically. Sometimes people don’t drink enough if they’re sick or even if they’re just too busy. Sometimes they might be away from home and not have any water with them to drink. People who are sick with a fever might also become dehydrated.

Dehydration is most dangerous for young children and older adults. The most common causes of dehydration in children are vomiting and diarrhea. In older adults,

Dehydration Sympthoms

dehydration is often caused by diseases, even minor, or not very bad, ones.

What Are the Symptoms of Dehydration?

Some symptoms, or signs, of dehydration in infants or young children can be dry tongue and mouth, no tears when crying, sunken eyes and cheeks, no wet diapers for three hours, and irritability or listlessness. Irritability means grouchiness, and listlessness means not having energy. In adults, the symptoms can include being very thirsty, not going to the bathroom as often as usual, fatigue, meaning great tiredness, confusion, and dizziness.

Did you know ?

Certain medicines can cause dehydration because they make you go to the bathroom very often.

Did you know ?

When Should You Call the Doctor?

It’s a good idea to call the doctor if someone has had diarrhea for 24 hours or more, can’t keep fluids down, or is irritable, confused, less active, or sleepier than usual.

How Is Dehydration Treated?

Mild, meaning slight, to moderate, meaning medium, dehydration can usually be reversed by drinking more fluids. To reverse something means to undo it. But more severe, or very bad, cases might need medical treatment. Sometimes the person will need to be treated with IV fluids. These are liquids that are fed into the body through a needle put into the person’s vein.

What Are Some Complications Caused By Dehydration?

People who exercise energetically or sweat a lot for other reasons can wind up with heat cramps. In very bad cases, they can suffer heat exhaustion or a very serious condition called heat stroke. Heat exhaustion is when the body overheats. If it is not treated, heat exhaustion can lead to heat stroke. Heat stroke is when the body overheats to a temperature greater than 104 degrees Fahrenheit. Heat stroke is a life-threatening condition that needs immediate medical attention.

Dehydration is one of the main causes of developing kidney stones.

How Can Dehydration Be Prevented?

The best way to keep from getting dehydrated is to pay attention to your body’s signals. Thirst is the body’s natural way of telling you that you need to drink. Besides drinking plenty of water and other fluids, it’s a good idea to eat foods that have a lot of water in them, such as fruits and vegetables. (Besides the water in them, they also have a lot of important vitamins and minerals that help keep you healthy!)

If you know you are going to be out in the sun a lot, it’s a good idea to make sure you’re well-hydrated before you start. Drink as much fluids as possible while in the sun. When possible, try to go outdoors early in the day or in the evening, when the sun is not so hot. Make sure to drink extra fluids if you’re not feeling well, even if you’re not in the mood. This is especially important if you have a fever.

Did you know ?

For most normal, healthy people, drinking four to six cups of liquid a day is sufficient.

Directions

Read each question and choose the best answer.

1. Which of the following is a sign of dehydration in children?

a. Extreme hunger

b. Being overly active

c. Sunken eyes and cheeks

d. Weight gain

2. Which of the following is a sign of dehydration in adults?

a. Extreme hunger

b. Going to the bathroom very often

c. Weight gain

d. Confusion

3. What is one way to prevent dehydration when exercising?

a. Be sure to drink beforehand

b. Exercise only every other day

c. Eat a big meal before you exercise

d. Stop exercising altogether

4. Which choice best describes heat stroke?

a. It is a life-threatening condition

b. It can happen when the body overheats to above 104 degrees Fahrenheit

c. It requires immediate medical attention

d. All of the above

5. When is it a good idea to call the doctor for someone who is dehydrated?

a. If the person has no appetite

b. If the person can’t fall asleep

c. If the person can’t keep fluids down

d. If the person can’t stop exercising

You and your friends are planning to spend a day together during summer vacation. Your plans include a great game of tag, going for a hike in the woods, and having a picnic. What are some things you should keep in mind while planning your day to be sure you don’t get dehydrated?

I would be sure to dress in light, loose-fitting clothing that would be less likely to cause me to sweat a lot. I would also wear a cap to shield my head and face from the sun. Taking along a canteen of water or several water bottles would definitely be a good idea. We should plan our game of tag for early or later in the day when the sun isn’t as strong. We could take our hike in the woods during the afternoon because the trees will shade us from the sun beating down on us. Besides hotdogs, some foods that would be good to include in our barbeque are cucumbers, lettuce, watermelon, and cantaloupe, since they have high water content. Most importantly, we will be sure to drink frequently, whether or not we feel thirsty.

About 80 percent of the fluid we take in comes from .

drinking liquids

The remaining 20 percent comes from the fluids in our foods.

Trivia Corner

Nosebleeds

INTRODUCE

Introduce the topic of nosebleeds. Ask the students: “Has anyone ever had a nosebleed? Raise your hand if so.” Look around the room and collect data on who has and who hasn’t had a nosebleed. Clarify for the class what an actual nosebleed is in case some students have never seen or had one. Nosebleeds are sometimes referred to as a bloody nose. It is the loss of blood from the tissue inside your nose.

Title on whiteboard: Who has had a nosebleed? Make two columns and show how many have and have not had nosebleeds using tally marks. What can you infer from the collected data?

We can probably all agree that nosebleeds are very common. They are usually nothing to worry about.

Ask two students to share their personal experiences with how it happened and how it was treated. Create a Venn Diagram on the whiteboard, labeling each student’s name in each of the circles. You will compare and contrast the two students’ experiences with nosebleeds. Have the first student give their personal experience, making bullet points in one circle. Have the second student share their experience with

getting a nosebleed and bullet experiences into the second circle. Using the whiteboard is best for this task because you may have to erase some of the bulleted items and place them in the overlapping circle area of the Venn Diagram once the second student has shared their experiences. The goal of the Venn Diagram is to recognize that even if the nosebleeds occurred under different circumstances, more than likely, they were treated in the same manner.

Ask students to discuss the similarities and differences.

As you read through the lesson, ask students if they noticed any differences in the text about how nosebleeds are treated compared to their classmates’ treatment of nosebleeds.

ACTIVITY

How To Care For A Nosebleed Poster

Tell students that today we are going to create posters with a partner about how to follow the steps in caring for a nosebleed.

Have students come up with a title for the poster and place it at the top in bold, clear, and colorful wording.

Step 1

Include sentence and image for each step

How To Care For a Nosebleed

Step 2 EXAMPLE

Sit up with your head higher than your heart.

Step 3

Step 4

Step 5

Next, have students run a vertical line down the center of the poster board so there are two equal columns.

After that, draw two horizontal lines. Draw one line one-third of the way down the poster and the other line two-thirds of the way down the poster. See example diagram of poster.

When you are finished, you have six equal boxes on your poster. Each box will be labeled with the step and a computer or hand-drawn image.

Step 6

Use the lesson to come up with the steps.

Example steps are:

Step 1: Stay calm

Step 2: Sit up with your head above your heart

Step 3: Lean forward slightly

Step 4: Pinch the soft part of your nose with your thumb and forefinger

Step 5: Hold for ten minutes while breathing through your mouth

Step 6: Repeat if needed, and be careful not to blow, sniff, rub, or pick your nose for a while after you stop the bleed.

Nosebleeds

Haveyou ever had a nosebleed? They can be uncomfortable or even scary if a lot of blood is coming out. But usually, they can be stopped easily once you know what to do.

What Causes Nosebleeds?

The kinds of nosebleeds people occasionally get, meaning once in a while, usually happen towards the front of the nose. They typically come from the septum on the side of one nostril. The septum is the wall separating the two sides of the nose. Sometimes nosebleeds can start further back in the nose. But these are more common after a nose or face injury or in an older person with high blood pressure.

Most nosebleeds are caused by little blood vessels inside the nose breaking and bleeding. Since these blood vessels are very delicate, it doesn’t take much to make them bleed. Some of the more common causes of nosebleeds are picking the nose or sticking something up inside it, and being indoors with dry, heated air (more common in the wintertime). Also, having a cold or allergies, especially with a lot of coughing, sneezing, and nose-blowing can cause a nosebleed.

Nose bleeding treatment

Of course, some injuries can lead to nosebleeds, especially if someone falls flat on their face or is hit in the face with a ball or other object.

In these instances, it is sometimes necessary to go to the doctor to make sure the nose is not broken and no additional harm has been done to the face or head.

How to Stop a Nosebleed

If you get a nosebleed, remain standing or sitting. Do not lie down because this can make the blood run down your throat and irritate your stomach. Irritate means to bother or disturb. You can catch blood from your

Sit upright and lean head slightly forward

Use your thumb and index finger to pinch the soft part of your nose

Apply an ice pack to the bridge of your nose

See doctor if you cannot stop the bleeding after more than 15

Breathe through your mouth

Use damp washcloth to catch the blood

LEARN ABOUT

Vitamin K rich foods like kale, spinach, mustard greens, broccoli, cabbage, etc. are involved in the formation of collagen that helps in creating a moist lining inside your nose. This vitamin helps keep the blood vessels in good condition preventing them from rupturing easily.

nose with tissues or a soft, clean cloth. Tilt, meaning tip, your head forward. Tipping it backward can also make the blood run down your throat. Pinch the soft part of your nose right below the bony part together and breathe through your mouth for ten minutes. Don’t relax the pressure on your nose for the whole ten minutes. If, after ten minutes, your nose is still bleeding, repeat the same steps for another ten minutes. If it still hasn’t stopped after the second ten minutes, it might be a good idea to ask a doctor about it. Once your nose has stopped bleeding, try not to touch, rub, or blow it. This will give the blood vessels a chance to heal. The more you touch your nose after a nosebleed, the more likely it will start bleeding again.

Preventing Nosebleeds

Did you know ?

The nose is lined with fine hairs called cilia that help keep dust and germs out.

There are several things you can do to prevent getting nosebleeds in the first place. You should never pick your nose or stick anything up inside it! Also, try not to blow your nose too forcefully. If the inside of your nose feels dry or itchy, you can apply a little petroleum jelly (Vaseline) or an antibiotic cream. To apply means to put on or rub in. Use a cotton swab (Q-tip) and dab it gently inside both nostrils. You can also try using a nose spray or saltwater drops, called saline drops, to keep your nose lubricated,

Did you know ?

The medical term for nosebleeds is epistaxis.

or somewhat oiled, so it won’t feel so dry in the first place. If the air in your room or house is very dry, it might be a good idea to sleep with a humidifier. This device, or small machine, adds dampness, called moisture, to the air, keeping your nose from becoming too dry.

If you have allergies, ask your doctor which medicines are good to take to help manage them. If your allergies are kept under control, your nose will feel less stuffy or itchy, and you won’t need to blow it as often.

Nose anatomy

Directions

Read each question and choose the best answer.

1. Which of the following are common causes of nosebleeds?

a. Picking the nose

b. Being indoors with dry, heated air

c. Colds and allergies

d. All of the above

2. Which of the following should you NOT do if you have a nosebleed?

a. Lie down

b. Tilt your head forward

c. Catch the blood with a tissue

d. Pinch the soft part of your nose together

3. Why should you not lie down when you have a nosebleed?

a. You might fall asleep and bleed all over your bed

b. You might swallow the blood

c. You might lose consciousness

d. You might start bleeding more when you stand up

4. What should you do if your nose hasn’t stopped bleeding after ten minutes of treating it?

a. Head for the emergency room

b. Lie down

c. Repeat the steps for another ten minutes

d. Call 911

5. Which of the following can help prevent nosebleeds?

a. Never play outside with your friends

b. Stifle all your sneezes

c. Sleep with a humidifier in your room

d. Wear noseplugs when you go swimming

Have you ever had a nosebleed? Describe what it was like.

Once, when I was sleeping over at a friend’s house, I woke up in the middle of the night. My nose was bleeding, and blood was all over the sheets and pillowcase. It was the first time I had ever had a nosebleed, and I didn’t know what to do. My friend’s older sister was sleeping in the room with us, and she helped me hold my nose shut until the bleeding stopped. The next day, I put a little piece of cotton in each nostril just in case the bleeding started again while I was at school. I hope my friend’s mother was able to wash all the blood out of the linen!

Trivia Corner

Most people experience at least nosebleed in their life.

Heart & Circulatory System

INTRODUCE

Begin your lesson by telling your students to put their right hand over their heart. Ask them if they can feel the beat and let them know what they are feeling is their heart pumping. Ask if they know any other ways to feel their heartbeat. You can do this to check their background knowledge and see if they know what a pulse is.

Explain that the heart is a major organ in the body and that it is responsible for keeping our blood flowing through our bodies to keep us alive. It is the center of the circulatory system.

Because the heart is so essential, we need to do our best to keep it as healthy as possible. One way to do this is to have a healthy diet. Create a bubble map on a piece of chart paper like the one below. In the center circle, write “Healthy Foods for the Heart.” Have your students do a think-pairshare to come up with ideas for foods that are good for your heart. There are some sample answers in the example. Leave the chart up throughout the entire lesson. The ideas they come up with here may be useful during the “write about” part of the lesson.

ACTIVITY

How to check your heart rate

Materials

30 seconds, have them multiply 35 x 2 = 70. Their heart rate is 70 beats per minute.

timer or clock, paper and pencil for recording pulse

Divide your students into groups of two or three. Tell them that they are going to practice checking their pulse. Demonstrate how to check your pulse by putting two fingers against your wrist, right below your thumb. Explain that they may have to feel around a little before they can find it. Make sure that they do not use their thumb to check their pulse, as there is also a small pulse located there.

Once they have located their pulse, tell them to keep their fingers there and to start counting when you tell them to go. Set the timer for 30 seconds. Have your students count how many times they feel their pulse during that time. When the timer is finished, tell them to stop and to record their number. Then, have them multiply the number by two. This is their heart rate.

Example: If a student counts 35 beats in

After they have recorded their heart rate, set the timer again for one minute. Have the students run in place for the whole minute. As soon as they are done, tell them to find their pulse again. Note that it should be stronger and be easier to find. Again, set the timer for 30 seconds and have them count the beats during that time. After the timer is up, have the students record their beats once again, then multiply it by two.

Example: If a student counts 60 beats in 30 seconds, have them multiply 60 x 2 = 120. Their heart rate is 120 beats per minute.

After the students have finished with the activity, have them discuss the following questions with their partner or group.

• How much faster was your heart beating after you ran in place for 30 seconds?

• Why do you think your heart was beating faster after running?

• Check your pulse again. Is it faster or slower now? Why?

Words to know ?

arteries - blood vessels that carry blood away from the heart

atria - the two chambers located at the top of the heart chambersenclosed spaces within the heart

circulation - the movement of fluid going to and fro in a closed system

stethoscope - a tool used to listen to a heartbeat

valves - structures that open and close to allow the passage of fluid

veins - blood vessels that carry blood to the heart

ventricles - the two chambers located at the bottom of the heart

Heart & Circulatory

Putyour hand over your heart. Can you feel it beating? Sometimes it beats really fast, like after a long run or when you’re feeling nervous about something. But most of the time, it has a nice, steady beat that lets you know it’s doing its job in your body.

The human heart is one of our major organs, but did you know that it is also a muscle? Located in the center

System

of your chest and slightly to the left, your heart is about the size of your fist. It is the center of the circulatory system, and it works really hard to keep blood flowing throughout your body.

How Your Heart Works

The shape of the heart is much more complicated than you might think. It’s made up of four different chambers, or enclosed spaces, two on each side of the heart. The chambers located at the top of the heart are called the atria (AY-tree-uh), and the two chambers on the bottom are called ventricles (VEN-trih-kulz).

The atria fills with blood as it travels to the heart from the body and lungs, and the ventricles release the blood into the body and lungs in a continuous cycle that keeps the

Did you know ?

By age 12, a child’s normal resting heart rate ranges from 55-85 beats per minute.

Did you know ?

Your heart beats more than 100,000 times a day!

blood flowing through our bodies. This is all controlled by special valves that open and close to keep the blood flowing forward.

Attached to your heart are blood vessels, which are tubes that carry the blood to and from your heart throughout your body. The arteries are blood vessels that carry the blood away from your heart, and the veins are the blood vessels that carry blood back to your heart. This continuous system of blood flow is called circulation (sur-kyoo-LAY-shun).

The Beat of Your Heart

When you go in for a checkup, your doctor uses a special tool called a stethoscope (STEH-thuh-skowp) to listen to your heart to make sure it is healthy. As the valves open

and close, they produce a steady “lub-dub” sound that your doctor can hear when they put the stethoscope to your chest. This sound lets your doctor know that your heart has a healthy beat.

But this is not the only way to find the beat of your heart. You can check your own pulse by pressing your fingers on your skin near any large artery in your body. The two easiest places to find your pulse are in your neck and in your wrist right below your thumb. When you put your fingers on these areas, you will feel a small beat. This beat is caused by the contractions of your heart.

When you are resting, your pulse will beat slowly, but if you’re moving around a lot, like when you are running, your pulse will be faster.

Keeping Your Heart Healthy

Since your heart is a muscle, you can keep it healthy by walking. Walking for 30-60 minutes a day will keep the oxygen flowing and your heart beating steadily. This will help your heart stay strong.

Did you know ?

If you stretched out your veins, they would be over 60,000 miles long!

Heart and Blood Circulation System

Directions

Read each question and choose the best answer.

1. The heart is both a major and a .

a. muscle, bone

b. organ, muscle

c. vein, artery

d. tissue, organ

2. How many chambers is a heart made up of?

a. 3

b. 2

c. 5

d. 4

3. What is the process in which blood flows through arteries and veins called?

a. circulation

b. ventricle

c. breathing

d. contracting

4. What foods can help keep your heart healthy?

a. vegetables and fruit

b. foods low in sugar

c. foods low in fat

Answer Key

d. all of the above

5. If you press your fingers on your wrist below your thumb, you can feel your .

a. breath

b. heart

c. pulse

d. vibration

Your heart is such an important part of your body, so it’s a good idea to keep it as healthy as possible. What are some things you can do to keep your heart healthy? Come up with at least three ideas to keep your heart pumping smoothly.

There are many ways to keep your heart healthy. First, it is a good idea to exercise every day for at least 30 minutes. Next, you should eat fruits and vegetables, especially leafy greens. Finally, you should avoid having sugary drinks and candies too often. These are all ways to keep your heart in good shape.

Your heart is constantly working to pump blood throughout your body. It pumps about gallons of blood every day.

2,000

Trivia Corner

Teeth and Tongue

INTRODUCE

Introduce the topic of the teeth and tongue. Have a volunteer come to the front of the class and make a big, toothy smile. Ask students what they think today’s lesson will be about.

Today we are going to learn about our teeth and have a better understanding of our permanent teeth. Does anyone know what permanent teeth are? Permanent teeth are the ones we have after our baby teeth fall out. We have these teeth for life. Does anyone have a funny story about losing a tooth they would like to share?

We will also learn how our teeth and tongue work together during eating and speaking. Without our tongue, we would not be able to taste our food. Can you imagine trying to speak without your tongue? It would never work.

Draw an outline of two separate teeth and one tongue (large enough to write bullet points inside).

Label each drawing with the questions stated below.

Tooth#1: What do we use our teeth and tongue for? Examples could be: chewing, talking, eating, smiling, saying sounds, biting.

Tooth #2: What are the names of our permanent teeth? Incisors, canine, bicuspids, molars.

(See what else the students know. Add to the tooth outline while reading the lesson.)

Tongue: What do we know about the tongue? It helps us swallow and speak. (Add more information while reading the lesson.)

As we read the lesson, raise your hand if you come across important information that should be added to our tooth and tongue diagrams. Get ready to practice your pronunciation while reading this upcoming lesson. Pronunciation is one of the skills we practice while we are using our teeth and tongue in tandem.

ACTIVITY

TONGUE TWISTERS and POETRY

We have learned today that our tongue plays an important role in how we say our sounds. The tongue, with the help of the teeth, can make sounds. But it does not always need the teeth’s help to make sounds. Today we will practice a few tongue twisters with the help of our tongue.

Who knows what a tongue twister is?

Tongue twisters are a series of sentences that challenge people to say sounds correctly. They can be fun and make people laugh, especially if repeated over and over. Sometimes they are known as a mouthful. What do you think a mouthful means?

Tongue twisters can also be a way to practice pronunciation and fluency. People of all ages can have fun with tongue twisters. At one time, they were even claimed to stop hiccups. But, we can’t prove it.

Here are some examples of tongue twisters:

• I scream, you scream, we all scream for ice cream.

• If a dog chews shoes, whose shoes does he choose?

• No need to light a night-light on a

light night like tonight.

• A happy hippo hopped and hiccupped.

Ask for a volunteer who would like to say the tongue twister in front of the class. Once completed, ask the volunteer why it was hard. See if you can have another volunteer say a tongue twister and get their reaction to the phrases. Now we are going to write our own simple tongue twisters using alliterations. Remember that alliterations are identical initial consonant sounds repeated like: Sally sold seashells by the seashore. What letter do you hear at the beginning that is repeated? Yes, it is the “s” sound.

First, pick a consonant that you want to repeat over and over. Next, write down as many words as you can think of with that initial consonant sound. The more the words are alike, the better. Make up a silly sentence using these words.

• For example, think of the letter “P”. Now think of words that begin with “P”.

• Paul, Panda, Pet, Pudding, Pickles

• Paul ate pickles while petting the panda eating pudding.

Have students work on their writing independently and add an illustration to their alliteration tongue twister poetry.

Words to know ?

ridges – raised or elevated surfaces various – different interact – work together partially – partly grip – hold esophagus – food pipe function – job; purpose contains – holds; has within it

Teeth and Tongue

Open

your mouth while looking in a mirror. What do you see? A whole lot of teeth and your tongue. You know that your teeth are used for chewing your food, but do they have any other uses? And what does your tongue do?

Names of Permanent Teeth

There are 32 permanent teeth altogether. The two front teeth and the teeth right next to them are called incisors (in-SY-zurs). So there are eight incisors altogether—four on top and four on the bottom. Incisors have flat, rather sharp ends. They are used for cutting and chopping food. For example, you use your incisors when you bite into an apple.

Next to the incisors are pointy teeth called canine (KAYnine) teeth. There are four altogether, two on top and two on the bottom. Canines help tear food because they are pointy and sharp. Next to the canine teeth are the bicuspids also known as premolars. There are four bicuspids on the top and four on the bottom. These teeth are perfect for crushing and grinding food because they are bigger, stronger, and have ridges instead of being

Permanent Teeth

smooth and flat. Ridges are the raised part of the teeth.

Next to the premolars come the molars, four on top and four on the bottom. They are sometimes called six- and twelve-year molars because that’s about when they come in. Molars have more ridges than premolars, and they are wider and stronger. Once your food is mostly chewed up, your tongue pushes it back in your mouth. There the molars take care of grinding and mashing the food even more before you swallow it.

All the way in the back of the mouth are the wisdom teeth, the last ones to come in. They are sometimes called third molars. There are four wisdom teeth, one in each corner. Perhaps they’re called wisdom teeth because they come in when a person is older and, hopefully, getting wiser! Wisdom teeth often have to be removed because there is not enough room for them.

Did you know ? Upper Lower Learn About | Living and Staying Healthy 37

Purposes of Teeth

We’ve seen how teeth are used for eating, but did you know that they are also used for speaking? Your tongue and lips work with different teeth to help you form sounds. Say the word “tooth” slowly and notice how your tongue touches your various, or different, teeth. Now say “elevator” and pay attention to how your teeth, tongue, and lips interact, which means they work together.

The Tongue

Do you remember the two things we’ve learned the tongue does? One is that it helps sweep the partially, or partly, chewed food to the back of the mouth. The top of the tongue is covered with bumps, called papillae (puhPILL-ee). The papillae help grip, or hold, the food while it is being chewed. But the tongue doesn’t stop there. Once the food is all ground up and mixed with saliva, the muscles in the back of the tongue move the food into the esophagus. The esophagus is sometimes called the food pipe. It leads from the throat to the stomach.

Another thing we learned the tongue does. It interacts with the teeth to help form certain sounds. The tongue also produces other sounds without needing help from the teeth. Say the words “go” and “cup.” Do you feel the back of your tongue moving against the top of your mouth to make these sounds?

Human digestive system

Did you know ?

As people age, their taste buds die. An older person may only have 5,000 taste buds, which is why they don’t taste flavors as strongly as younger people do.

The tongue has another very important function, meaning job. Without it, we wouldn’t taste our food! The tongue contains, or has within it, thousands of taste buds that allow us to taste sweet, sour, bitter, and salty flavors. Eating wouldn’t be very enjoyable if none of our food had any flavor, would it?

Taste areas of the tongue

Sweet Sour

Salty Bitter

Nasal Cavity

Laryx

Tongue

Jaw

Lips

Oral Cavity

Uvula Pharynx Epiglottis Esophagus

Directions

Read each question and choose the best answer.

1. Which of the following is the name for the two front teeth?

a. Premolars

b. Canines

c. Incisors

d. Molars

2. What part of the eating process are the bicuspids good for?

a. Cutting and chopping the food

b. Tearing the food

c. Crushing the food

d. Mashing the food

3. Which of the following does the tongue help with?

a. Sweeping the food to the back of the mouth

b. Moving the food into the esophagus

c. Helping to form certain sounds

d. All of the above

4. What is another name for the esophagus?

a. Bicuspid

b. Food pipe

c. Saliva

d. Papillae

5. Which feature of the tongue enables us to taste our food?

a. Papillae

b. Muscles

c. Taste buds

d. All of the above

Did you ever experience something unusual with your teeth or tongue or do you know someone who did? Write a brief description of it.

My sister’s friend is an adult, but she never lost her baby teeth and she never grew another set. Her teeth are really tiny, just the way a child’s teeth are. She has a brother who also never lost his baby teeth, so it must be something they both inherited from a relative two or more generations back. Their parents both have normal permanent teeth.

People are born with about taste buds.

10,000

Trivia Corner

Bones and Skeletal System

INTRODUCE

Introduce the topic of bones and the skeletal system. Ask all of the students to stand up, push in their chairs, and stand behind them. Ask students if they didn’t have any bones, what might happen to their bodies if they tried to stand up. Students may answer that they would not be able to stand up at all or they would fall down. Have students sit back down in their chairs and tell them today we are going to learn about bones and how bones make up the skeletal system. Bones have specific jobs or roles in making up the skeletal system.

The teacher can now make a fist and lightly tap the top of their head. Ask students what they think it feels like to tap your head. Is it soft or hard? What bone do you think you are tapping? Students will answer: The skull. What do you think the job of the skull is? Students may say the job of the skull is to protect the brain. Title a large sheet of chart paper “THE JOBS OF BONES.” Ask students to think about what would be some jobs of our bones. Students may say that bones protect our organs, bones help us move,

and bones help us grow taller, etc. Write a few responses on the chart paper and tell students as we read along in the text, if we come across a job of the bones, raise your hand and we will add it to the list. While reading, look out for the following responses to add to the chart “THE JOBS OF BONES.” 1) Bones provide shape and support for the body. 2) Bones protect our organs. 3) Bones produce blood cells. 4) Bones assist in the body's movement. 5) Bones store and release fat and minerals when the body needs it.

ACTIVITY

After reading through the text, the students will construct individual clay bone models.

Pass out pre-cut “bone cards.” Each card will have a black and white image of a bone with its name and function. Working with a partner, the pair will construct the model of one bone from their “bone card” using the teacher supplied playdoh or clay. First, have students warm up their clay so it is easy to work with. Each student can take turns rolling the clay in their hands. Next, determine what the

Materials

Play-doh or modeling clay, Wax paper, Toothpick, Paper plate, School life-size model of a skeleton

(optional)

general shape and length of the bone is. Is it long? Is it round like a ball? Is it thick and short? Tell students to pay close attention to the image. If your school has a model or a life-size skeleton for referral, that would be helpful for the students to look at. Note what the ends of the bones look like. Do the bones have straight edges or are they curved? Place clay on wax paper and mold bone to look like the item on the “bone card.” Use the toothpick to help create edges, grooves, and dimension. Once the bone is complete, place the bone on a paper plate along with the “bone card” next to it. Give a definition of the bone using the text as a resource. Model bones will be displayed afterwards along with the “bone card” for students to view. Models do not have to be lifesize.

Bone Cards

DIRECTIONS: Cut out cards and give 1 card to each pair of students to create a model of the bone. Have students describe the bone on the card. Use the text to locate the definition. Models do not have to be lifesize

SKULL RIB BONE

FEMUR PATELLA

HUMERUS VERTEBRAE

RADIUS AND ULNA PELVIS

Did you know ?

The femur is the longest bone in your body.

Bones and Skeletal System

Raise your hand if you know someone who has broken a bone. Look around the room to see how many classmates’ hands are raised. You are able to raise your hand to answer this question because your arm and hand are made of bones. Bones make up the skeletal system. We will learn about the importance of bones and discuss different kinds of bones.

The adult human body is made up of 206 bones that make up the skeleton. Bones give us structure and help

Bone anatomy

us move. They protect our organs like the brain and heart. Bones produce blood cells and store fats and minerals.

The bones that make up our skeleton are hard and have different layers. The outer layer or surface of the bone is called the periosteum (par-ee-OSS-tee-um). This layer is a thin, dense, yet tough membrane that contains nerves and blood vessels. The next layer, which is smooth and hard, is called the compact bone. It protects the tissues within. When we look at a skeleton, this is the part that we see. Inside the compact bone are the many layers of cancellous (KAN-sell-us) or spongy bone. It is porous, which allows it to be strong yet lightweight. In the center of each bone is the bone marrow (MAIR-oh). Bone marrow is a jelly-like substance found inside the cavities of some bones that produces blood cells.

Words to know

?

periosteum - the outer layer or surface of the bone

compact bone - the smooth, hard layer underneath the periosteum

cancellous - spongy bone

bone marrow - jellylike substance that is found inside cavities of some bones that makes blood cells

cartilage - soft and flexible tissue

fuse - join, blend

vertebrae - ringshaped bones with holes in their centers

sternum - bone that is a connection point to the ribs

humerus - bone from the shoulder to the elbow

radius - bone from the elbow to the hand

ulna - bone from the elbow to the hand

pelvis - two large hip bones in the shape of a bowl that support the spine

femur - bone that runs from the pelvis to the knee

patella - kneecap

fibula - bone below the knee to the ankle

tibia - bone below the knee to the ankle

Did you know ?

| Bones and Skeletal System

How Bones Grow

A newborn baby has about 300 bones. A baby’s bones are sometimes made up of cartilage (KAR-tel-ij), which is soft and flexible. Over time, a baby’s cartilage is slowly replaced by bone. The 300 bones begin to fuse, or join, together. By the age of 25, the fusion of all of the 206 bones is complete.

The Bones in Our Spine

Did you know ?

Most people have 12 pairs of ribs, but some people are born with one or more extra ribs.

The spine is made up of bones, muscles, tendons, nerves, and other tissues that reach from the bottom of your head all the way down your back. The spine allows you to twist, bend, and hold your body upright. Without a spine, a human would not be able to stand up. Inside the spine is the spinal cord, which is a bundle of nerves that sends information from your brain to the body. What makes the spine unique is that it is made up of 33 bones called vertebrae (VERtuh-bray). Each vertebra is shaped like a ring with a hole in the center. This hole is what the spinal cord runs through.

Bones Act as a Protection

Bones protect our organs, like the heart. Ribs are very important because they act as a cage around your chest. Ribs come in pairs, with one rib on the right and one rib on the left of your sternum (STUR-num). The sternum is a bone that is a connection point for the ribs. The skull

protects the brain. The skull is made up of a few bones that are fused together.

Bones in Your Arms and Leg

We use the bones in our hands, arms, and legs to put our clothes on. Each arm is made up of three bones: the humerus, radius, and ulna. Each of these bones is wider at the ends and thinner in the middle. The humerus is located from the shoulder to the elbow, and the radius and ulna are located from the elbow to the hand.

The bones in your legs and feet are great for doing activities. The pelvis is a bowl-shaped structure that supports the spine. The pelvis is made up of two large hip bones. The leg is made up of the femur, patella, tibia, and fibula. These very large and strong bones help support the weight of the body. The femur runs from the pelvis to the knee. The patella is the kneecap. Below the knee are the tibia and fibula. These bones are wider at the ends and thinner in the middle. The ankle bone is called the talus (TAL-iss).

Caring for Your Bones

Bones are the framework of our bodies and provide support, protection, and allow us to move. Eating healthy foods that includes calcium-rich foods like dairy products, leafy green vegetables, and fortified foods can also help keep your bones strong.

Did you know ?

Inside your skull is the smallest bone in your whole body. It is the stirrup bone, which is inside your ear.

Knee

Directions

Read each question and choose the best answer.

1. What is the outermost layer of bone called?

a. Compact bone

b. Periosteum

c. Cartilage

d. Vertebrae

2. What is the inside of the hollow part of bone called?

a. Bone marrow

b. Ligaments

c. Padding

d. Spongy bone

3. What are the bones that make up your spine called?

a. Ringlets

b. Vertebrae

c. Muscles

d. Tendons

4. What is the bowl-shaped structure that forms the hips?

a. Patella

b. Pelvis

c. Tibia

d. Femur

5. What is the best way to keep your bones strong and healthy?

a. Exercise

b. Drinking juice

c. Not moving

d. Sleeping

Imagine if you went through life without the bones in your hands. Some people have this disability but have been given tools to make their lives easier. Write a paragraph about how your life would be different if you were missing the bones in your hand. What would be challenging? What tasks would you be unable to do? What could make it easier for you? How do you think you would be viewed by others?

If I was born with no bones in my hands or I was missing my hands altogether, my life would be extremely challenging. It would be difficult to do the simplest of tasks, like brushing my teeth or combing my hair. I also would be unable to put on my clothes or even eat with a fork and spoon. I would not be able to play games or use a musical instrument. What could make it easier for me is if I learned to use my mouth to write with a pencil. I have even seen people learn to use their feet in place of their hands. What could be another option would be using hooks for hands or being fitted with prosthetic hands. Unfortunately, when people are missing bones in their bodies, like a person with no hands or a person with no legs, it does cause others to stare. What is important to remember is that even though people may look different on the outside, they can still manage to do some of the same things others can do, just in alternate ways.

Trivia Corner

Bones are strong, but guess what is stronger?

Your teeth.

They can take more wear and tear than any other bones in your body because they are covered by enamel, which is harder than your bones.

Muscles

INTRODUCE

Before you begin this lesson, activate prior knowledge by asking students what their muscles are used for and where they are located. They will most likely point out the muscles in their arms and legs. They might also know that it’s important to work out their muscles to make them stronger.

On a piece of chart paper, create a KWL chart about muscles like the one below. Fill in your students’ responses

WHAT DO I KNOW?

* We have muscles in our arms.

* Our muscles make us strong.

about what they know about muscles in the first column. Then ask students what they still wonder about muscles and fill in their questions in the second column. Some sample responses have been filled in for your reference. Leave this chart up throughout the entire lesson. When a question your students asked from the chart is answered in the lesson, check it off. Don’t forget to fill in the final column when the lesson is complete. Your students will be excited to fill in all of their new knowledge!

ACTIVITY

Exercise your muscles!

WHAT I WANT TO KNOW

* How do muscles make us strong?

* How many muscles do we have?

WHAT I LEARNED

* Our heart is a muscle!

* There are 600 muscles in our body.

Divide your students into groups of two or three and display the chart with the different muscle groups in the classroom for everyone to see. Alternatively, you can give each group their own copy of the muscle chart. Explain to students that it is important to work out or exercise so that our muscles stay healthy and strong.Tell them that all of the muscles in our body benefit from exercise.

Have the students do the following exercises and then discuss which

Materials

muscle they think it is working out. Tell them that each exercise may target several different muscles but to try to come up with at least one or two for each. Allow approximately two to three minutes per exercise.

• Jump rope - this will target several muscle groups, including calves, quadriceps, biceps, and triceps

• Push ups - this will target muscles such as triceps, abs, and chest

• Sit ups - this will target abs and chest muscles

• Squats - this will target muscles such as glutes and quadriceps

• Running in place - this will target several muscles groups, including quadriceps, hamstrings, glutes, and calves

After your students are done with all of the exercises, have them discuss the following questions with their group or as a class:

• Which exercise was the easiest? Hardest?

• Which exercise do you think worked out the most muscles?

• Which exercise was good for the heart? (Hint: all of them!)

• Why is it important to exercise?

Chart with different muscle groups, jump rope

Deltoid Biceps

Human muscles

Muscles

Words to know ?

cardiac - relating to the heart

contract - squeeze together or tighten up fibers - threadlike material that makes up tissue in the body involuntary - done without being in control of it

muscles - tissues that help the human body move

musculoskeletal system - the organ system in the body that is made up of the skeleton and muscles

myocardium - the muscular part of the heart

tendons - connective tissues that join the muscle to the bone

Hasanyone ever told you, “Don’t move a muscle!”? Well, that would be impossible to do! There are over 600 muscles in the human body, and many of them work on their own without you even having to think about it!

Muscles are tissues that help the different parts of our bodies move. When we think about our muscles, we think about how they help us lift heavy things. But they do so much more than that!

Each muscle in the human body is made up of thousands of small fibers. A fiber is a thread-like material

Muscles contraction

made up of a type of stretchy tissue, similar to a rubber band. Muscles are divided into three different types of muscle groups–smooth, cardiac, and skeletal. Each of these groups of muscles has an important job in your body!

Smooth Muscles

Smooth muscles are at work all over the human body. They are responsible for things like helping your stomach digest food and keeping your eyes focused. These muscles are often referred to as “involuntary muscles” since they do their job without you having to control what’s going on. Your brain automatically sends messages to these muscles to tell them what to do.

Smooth muscles are made up of sheets, or layers, of muscles that relax and contract when you need them

Did you know ?

The largest muscle in the human body is the gluteus maximus, the main muscle in the hip.

muscle tissue

Muscles

Did you know ?

Muscles make up about 40% of your body weight.

to for different functions of your body. When the muscles relax, they loosen up, and when they contract, they squeeze together or tighten. For example, the digestive system counts on these muscles to relax and contract to allow food to travel through your body.

Cardiac Muscles

Did you know that your heart is a muscle? Cardiac (KARdee-ak) muscles are those that make up your heart. They are also known as myocardium (my-uh-KAR-dee-um).

Just like smooth muscles, these work all on their own, without you having to control them. The cardiac muscles constantly relax and contract to pump the blood that circulates in your body, providing it with the oxygen and nutrients it needs.

An important vitamin for muscle growth is vitamin D, which you can get from spending time in the sun or eating certain foods like fatty fish and egg yolks.

Cardiac muscle tissue

Nucleus Sarcolemma

Skeletal Muscles

When you hear the word muscle, skeletal muscles are what often come to mind. These are the muscles that you can control and which show how strong you are. They help you to pick up a heavy box or throw a ball to your friend.

Skeletal muscles are part of the musculoskeletal (mus-kyuh-low-SKEL-uh-tul) system, which is made up of your muscles and bones and allows your body to move. Skeletal muscles, along with your bones, also give your body strength and power. The skeletal muscles are connected to the bones with a special tissue called tendons. Tendons allow the muscle and bone to move together, which gives you strength.

These muscles help us to control everything in our body from our neck down to our feet. They even help us to hold up our head and allow our face to change into different expressions. Without skeletal muscles, it would be very difficult to move!

So the next time you “move a muscle,” remember that this stretchy tissue does so much more than help you lift heavy things. You might not have realized that you needed muscles to keep your eyes focused or keep blood pumping through your body, but that’s okaythose muscles are working hard for you anyway!

Did you know ?

It takes at least 17 different muscles to smile.

Skeletal muscle tissue

Mitochondria Myofibril

Directions

Read each question and choose the best answer.

1. What are the three types of muscle groups?

a. rough, smooth, and soft

b. skeletal, circulatory, and respiratory

c. smooth, cardiac, and skeletal

d. cardiac, skeletal, and hard

2. Smooth and cardiac muscles are referred to as “involuntary muscles.” Involuntary means:

a. something you choose to do

b. something someone does for you

c. something you ask for

d. something you do without thinking

3. The muscles in your face are part of which muscle group?

a. skeletal

b. cardiac

c. smooth

d. all of the above

4. Which major organ in your body is also a muscle?

a. brain

b. heart

c. kidney

d. liver

5. What do muscles help us do?

a. digest food

b. stand up straight

c. lift heavy things

d. all of the above

When we think of muscles, we think about how they make us strong and help us lift heavy things. In this lesson, you learned how there is so much more to your muscles! Write a paragraph about the importance of the three different types of muscles in your body. Be sure to include a sentence about each one.

There are three types of muscles in our body. The smooth muscles work on their own and help us do things like focus our eyes. The cardiac muscle helps pump blood through our body. The skeletal muscles are what gives our body the strength to lift things and kick a ball. Muscles have important jobs in our body.

Trivia Corner

Your heart is the hardest working muscle in your body. It has the ability to beat over times in an average person’s lifetime!

three billion

INTRODUCE

Introduce the topic of hair with the following questions: Did you know that your hair is actually dead? What do you think about that?

Your hair is not alive when it pushes out of your scalp. It is dead. This is why it does not hurt to cut your hair. Hair grows from a hair root which is in a tube-like structure called a follicle. Today we will be discussing where hair comes from, what it is made of, what it does, and how we care for our hair.

Make a web like the one pictured on right. In the center, write “Hair has different jobs.” Ask students to give specifics about how hair helps people and animals.

Examples:

• Eyelashes protect eyes from dust.

• Eyebrows protect eyes from sweat.

• Hair on your head keeps your

head warm.

• Hair on your face can protect your skin from the cold.

• Hair gives us an identity.

As we read the lesson, raise your hand if you have another way hair helps animals or humans so we can add it to our web.

ACTIVITY

Creative Writing Activity: Independent

Story Starter Writing Prompt: “One day I woke up and my hair was very different…” or write a story starter of your choice.

Have students write an imaginary story (one to two paragraphs) describing what happened when their hair changed one day. Have students discuss the following ideas in their creative story:

• What did your old hair look like?

• What does your new hair look like? (Make sure it is drastically different.)

• How did the hair change overnight? (Ate a certain food, used a fancy shampoo, etc.)

• How did I feel about my old look?

• How do I feel about my new look?

• What will my friends say?

• How will my family react?

• Will it change what kind of person I am?

• Will I keep my new look or go back to my old look?

Read this aloud as a sample: One morning I woke up and looked in the mirror like I usually do. Much to my surprise, my hair had changed overnight! It was no longer the dark black curly hair that I was used to. Now it was blond and very straight… Optional: Self-portrait illustration

Hair

Did you know ?

Hair can grow more quickly in warmer climates than in colder ones.

Hair.

We all have it, but we don’t know much about it! No matter what part of the body it grows on, all hair starts from a hair root beneath the skin. The root is inside of a small tube-like structure, or formation, called a follicle. Cells gather around the root and begin to form keratin; the material hair is made of. As the hair begins to grow, it pushes up from the root and out of the follicle. Then it starts to come out, to emerge, from the skin. The hair root keeps growing because it is fed by tiny blood vessels at the bottom of every follicle. There are

Hair structure

no nerves in hair, so once the hair pushes through the skin’s surface, the cells inside it are no longer alive. That’s why it doesn’t hurt when you get a haircut. Almost every follicle is attached to an oil gland called a sebaceous (sih-BAY-shus) gland. A gland is an organ in the body that produces certain materials. The oil that these glands produce makes the hair shiny and somewhat waterproof.

Did you know ?

All the hair follicles a person will ever have are formed before they are born.

Words to know ?

structure - formation; arrangement

emerge - come out gland - an organ in the body that produces certain substances substancematerial; matter traitscharacteristics; features texture - thickness; consistency

coarse - rough irritate - hurt; inflame

There are more than 100,000 hairs on an average person’s head! Every hair grows for two to six years. Then it rests for a few months before falling out. About 50 to 100 hairs fall out every day from washing, brushing, or combing. Some fall out just from doing nothing. But new hair is always growing in to replace what fell out. The new hair grows from the same follicle as the old one did.

What Does Hair Do?

Hair has different important jobs. One important job is keeping our body temperature regular by keeping heat close to our scalp. Hair has different jobs, depending on where it is.

When something heavy falls on your head, your hair cushions your skull so it doesn’t get crushed. It also keeps your head warm. When you have sweat on your forehead, your eyebrows keep it from going into your eyes. Eyelashes help keep dust and dirt out of your eyes and control how much light enters them.

Colors and Textures

Melanin is the material, or substance, that controls hair color. The more melanin, the darker the person’s hair is,

Did you know ?

and the less melanin, the lighter it will be. So people with black or brown hair have more melanin than people with blonde or red hair. As people get older, they have less melanin, which is why their hair turns white or gray.

The hair’s texture, which is its thickness or consistency, depends on the structure of the follicles. Some follicles produce straight hairs, and others produce curly hair. Whether the hair will be thin and fine or thick and coarse, meaning rough, also depends on the follicles.

Hair Care

Some people like to wash their hair every day, and some only wash it once or twice a week. Either way is OK, as long as your hair is kept clean. Use warm water and a gentle shampoo. You can also use a conditioner or shampooconditioner combination to prevent tangles and make your hair look smooth. Lather the shampoo into your hair using your fingertips, not your fingernails. Then rinse with plenty of clean water, dry gently with a towel, and brush or comb it out. Be careful not to yank on any knots because this can hurt, or irritate, the scalp.

Did you know ?

Directions

1. Which of the following does hair start from?

a. Keratin

b. Melanin

c. A hair root

d. An oil gland

2. What is the hair root inside of?

a. A follicle

b. A sebaceous gland

c. A cell

d. A blood vessel

3. Why doesn’t it hurt to get a haircut?

a. The barber numbs the hair first.

b. The melanin freezes the nerves.

c. The sebaceous glands produce extra oil.

d. There are no nerves in hair, and the cells inside it are no longer alive.

4. Why do older people have white or gray hair?

a. They dye their hair.

b. They have less melanin.

c. They worry a lot about their children.

d. They wash it too often.

5. How often should you wash your hair?

a. Every day

b. Every other day

c. Twice a day

d. As often as needed to keep it clean

Your best friend has dark hair and a dark complexion, but their sister has blonde hair and a much lighter complexion. How can you explain the difference in their hair and skin coloring?

People’s hair and skin color usually take after their parents. My friend’s mother has dark hair and skin, and their father has lighter hair and skin. So some children in the family take after their mother, and others take after their father.

Trivia Corner

A single hair has a lifespan of about .

5 years

INTRODUCE

What’s Blood?

Possible responses to the “W” or want to know part of the chart could be:

• Is blood blue inside the body?

• How does blood travel in our body?

Materials

KWL chart reproducible for each student and Post-it note tabs

The purpose of this lesson is to introduce the students to the parts of blood and the role blood plays in our body. Ask the students what they think would happen if they lost half of the blood in their bodies. Possible responses are that they would not be able to function, they may get very sick, and they may look pale and seem weak.

Tell the students that today we will talk about the role of blood in our body and how it keeps the body functioning and staying healthy.

Create a KWL chart on a piece of chart paper.

Title: All About Our Blood.

Make three columns. The “K” column is what we know about blood, the “W” is what we want to learn about blood, and the “L” is what we learned. In the opening part of this lesson, you will fill in the K and W parts of the chart with the whole class.

Have students complete their own KWL chart while at their seats. See the sample KWL chart for reference.

Possible responses to the “K” or know part of the chart could be:

• Blood is red.

• Blood carries oxygen.

• Cells are in our blood.

• What kind of sickness can you get in your body?

While reading the text, students need to find three to four new facts that they can add to the “L” part of their chart. Have them mark the facts using their post-it note tabs. They will refer back to the tabs after reading to fill in their charts.

ACTIVITY

Make Your Own Blood Model in a Bottle

Students will be divided into groups of four students. Ask the students what the four components of blood are.

• Plasma

• Red blood cells

• White blood cells

• Platelets

Tell the students that today we will create a blood model in a bottle to resemble what the components of our blood look like. By the end of this activity, you will be able to identify the four parts of the blood, how much of each is in the blood, and what the role of each is.

Materials

4 bottles of Karo syrup (dependent on size of class), 4 bags of small, round, red candies, 1 bag of minimarshmallows, White sprinkles, 10 empty individual plastic water bottles

What is the role of the RBC? They transport oxygen.

Next, hold up the white marshmallows and ask students what they think these symbolize. These will be the white blood cells (WBC). Tell students there is only one WBC for every 700 RBC. So students only need to add about seven to eight mini marshmallows.

What is the role of the WBC? They keep the body healthy and fight off infections.

Hold up the bottle of Karo syrup or hand soap and tell students that this is like the blood plasma. What does that mean? It is the liquid part of the blood. About 55 percent of your blood is made up of plasma. Have the groups of students fill their bottle half way with “plasma” or Karo syrup or hand soap. Ask students: “What is the role of the plasma?” Plasma contains nutrients and chemicals and carries away waste.

Next, hold up the bag of red candies. Ask students what they think this part of the blood is. They symbolize the red blood cells (RBC). Tell students that about 40 percent of our blood is made up of RBC. Now add a generous handful of red candies to the water bottle.

Last, hold up the white sprinkles. These are the platelets. They make up less than one percent of the blood volume. Add a tablespoon or a few pinches into the bottle. What is the role of the platelets? They assist in blood clotting.

Once completed, tighten the lid, and swirl the bottle around to see what the components might look like inside our blood.

Alternate Activity: “How-to” paragraph - Making your own blood.

If you would rather create one class blood model in a bottle for all to observe, have the students write a one paragraph “how-to” make your own blood using the supplies provided once you complete the demonstration. Students must describe the four parts of blood, what items were used in their place, and the role of the four parts of blood.

Did you know ?

Red blood cells live for about four months. Then they break apart, and the parts are used to make new blood cells.

What’s Blood?

Weall know what blood is. Blood is the red liquid that comes out of us when we cut ourselves with a knife or fall down and scrape our knees. But what is blood made of, and what does it do in our body?

Blood is a liquid that moves through our bodies, delivering nutrients and removing wastes. Nutrients are materials our bodies need to grow and develop in a healthy way. Our hearts pump blood through our veins. If you look at your arm or hands, you can see the veins under your skin.

What is Blood Made Of?

About half of our blood is made up of blood cells. These are made inside our bones in a soft substance, or material, called bone marrow. There are three main types of blood cells: red cells, white cells, and platelets. There are more red cells than there are white cells or platelets. Red blood cells are shaped like round, flat circles, or disks, thinner in the center like most checker pieces. Their

main job is to transport, to carry oxygen. All the cells in our bodies need oxygen to stay alive and function properly. Function means work. The red cells contain hemoglobin, which carries the oxygen. The hemoglobin and oxygen together are what give blood its reddish color.

White blood cells are called leukocytes (loo-ko-site). Leukocytes are important for keeping the body healthy. They check the body for signs of germs or infections. If they detect, meaning find, any germs or infections, they attack them and gobble them up. There are five types of white blood cells, each with its own name and function. They are neutrophils, lymphocytes, basophils, eosinophils, and monocytes.

The smallest of the three blood cells are platelets. Platelets are what make our blood clot when we’re bleeding. They clump together and block the opening in the skin to keep the blood from coming out. Platelets only make up one percent of our blood, which

Words

to know

Learn About | Living and Staying Healthy 61

Did you know ?

It takes about 20 to 60 seconds for a drop of blood to circulate from the heart, through the body, and back to the heart.

Composition of blood

is very little, but they play a vital, very important, role. A role is a job or task. Without platelets, we would just keep bleeding and bleeding when we cut ourselves.

The liquid part of the blood is called plasma. More than half of our blood is made up of plasma. Most of the plasma, 90 percent, is water, but it also contains, or holds, nutrients, different chemicals, and some wastes. Drinking enough water is important so your body can make as much plasma as it needs.

What Does Blood Do?

The heart pumps the blood through the lungs, where it picks up oxygen. Then the blood travels through the

Red blood cells

White blood cells Platelets

body, delivering the oxygen-containing blood to the body’s smallest units, called cells. In exchange, the cells send carbon dioxide out into the blood. Carbon dioxide is a gas that contains one part of carbon and two parts of oxygen. The blood carries the carbon dioxide back to the lungs, where it is removed from the body. The blood also carries certain nutrients to the body’s cells and carries away waste products. The kidneys, spleen, and liver clear the waste products from the blood.

Blood Types

Not everyone has the same type of blood. Blood is grouped into four types: A, B, AB, and O. The blood types are also classified as positive (+) or negative (-). So a person can be either A+, A-, B+, B-, AB+, AB-, O+, or O-. More than a third of all people have O+ blood, the most common type. AB- is the least common type. Less than one percent of people in the United States have AB- blood. What type of blood a person has depends on their parents’ blood type.

Did you know ?

The average adult has eight to ten pints (16-20 cups) in their body.

Directions

1. Where in the body are blood cells made?

a. In the heart

b. In the lungs

c. In the bone marrow

d. In the stomach

2. More than half of our blood is made up of which of the following?

a. Red blood cells

b. White blood cells

c. Platelets

d. Plasma

3. What is the main job of red blood cells?

a. To fight against germs and infection

b. To transport oxygen

c. To stop us from bleeding

d. To produce plasma

4. Which of the following clears waste products from the blood?

a. The kidneys

b. The spleen

c. The liver

Answer

d. All of the above

5. What is the least common blood type in the United States?

a. O-

b. AB-

c. B-

d. AB+

What do you think would happen if a person didn’t have enough white blood cells in their blood?

The white blood cells are responsible for checking our bodies for germs and infections and destroying them. Without enough white cells in their blood, a person would not be able to fight off infections or illnesses properly.

There are red blood cells in one ounce of blood.

Trivia Corner

150 Billion

Endocrine and Immune Systems

INTRODUCE

Begin this lesson by asking your students to raise their hand if they have ever had a cold. More than likely, everyone in the class will have their hand raised. Starting the lesson with this question will help everyone relate to the topics of the endocrine and immune systems. Write the words “endocrine” and “immune” on the whiteboard.

Tell your students that these are two vital systems in the body. The endocrine system and immune system work together to help control the body’s events and stressors.

Ask your students: How does our body react when we are stressed, get sick, or get hurt?

• Fever, cough, stuffy nose, racing heart, clammy hands, sweating, body aches, bleeding, pain, swelling, redness, etc.

These are all signs from your endocrine and immune system that the body is not functioning the way it should be. The body needs to get itself back to normal, so glands in the body produce hormones to help the body move back to efficiency. To get you to sleep better, hormones may produce melatonin. If you are exposed to a virus, the immune system does a good job at fighting it off. It even remembers if you have had this virus once before. The immune system knows what to do to keep you healthy.

Today we are going to learn about four glands that are part of the endocrine system. We are

also going to learn four things about blood cells relating the immune system - two types of blood cells and two places they are produced.

Pass out a piece of blank lined or white paper. Ask students to fold the paper in half lengthwise. Next, open up the paper and fold it in half widthwise. Fold it again widthwise. Open the paper, and you should have eight equal squares. Number the boxes from one to eight.

As students read the lesson, have them write words that are important to the lesson in each box. Examples would be all the bolded vocabulary words, but also include: pituitary, thyroid, adrenal, pancreas, leukocytes, phagocytes, lymphocytes. Once the lesson is finished, students should write in the definitions underneath the words. This allows students to practice reviewing the text to look for inline definitions.

ACTIVITY

Poster - Help Prevent Spreading Germs Campaign!

We know that germs make you sick and that is why our body has the immune system to attack them. Germs can be microscopic bacteria and viruses that we

Materials

Small pom-poms, Posterboard, Markers, Glue, Scissors, Crayons, Tape, Computer - to print clipart images

can’t see. Germs are easily spread in different ways. Can anyone come up with ways to spread germs unknowingly? Coughing can be one way. Shaking hands could be another.

The teacher can hold a handful of pom-poms in their hand. The teacher should then cough into their hand and watch how the pom-poms scatter. Tell students that the pom-poms represent germs. Next, place the pom-poms in the bend of the elbow and keep it closed. Now cough into the elbow and watch what happens. Ask students what they notice. When you cough into your elbow, less pom-poms scatter. If pom-poms are like germs, then less germs could possibly spread when coughing into the elbow. Therefore, it is a better way to prevent the spread of germs.

Let’s look around our classroom to see where there are places of contact where germs could be spread. Have students brainstorm a list.

Examples could be: Desk, chair, doorknob, pencil, pencil sharpener, water fountain, giving your friend a hug, shaking a friend or teacher’s hand, etc. Even the everyday greeting can spread germs without us realizing it.

Today we are going to brainstorm ways to take healthy actions against spreading germs.

Make a list on the whiteboard of ways to prevent the spread of germs. Remind students that we demonstrated coughing into the elbow as one. What are some others?

1. Wash your hands with hand soap and warm water. Sing “Happy Birthday!” while washing your hands to ensure it was enough time to rid yourself of germs.

2. Use antibacterial hand sanitizer if traditional ways to clean hands are not available.

3. Wear a face mask.

4. Stay home if you are sick.

5. Greet people with a fist bump, an elbow bump, a wave, a smile, or a thumbs up. There is no need to shake hands.

6. Use antimicrobial cleaning agents (sprays/ wipes) for hard surfaces.

7. Bathe regularly.

8. Give everyone their personal space.

9. Don’t share food or drinks.

Together with a partner, students can create a poster about stopping the spread of germs. They can use one of the topics from the brainstorm list to display on the poster. Students should keep in mind that these posters will be part of a school campaign to stay healthy. So, we need to display the posters in prominent places in the school (i.e., bathroom, hallway, lunchroom, etc.) Thinking about where you want to display your poster may help narrow down the topic you plan to illustrate or draw. The teacher can give the example of a stepby-step tutorial on how to wash your hands and then turn it into a poster with the labeled steps.

Use facts, images, bright colors, etc., on the poster. Remember that our immune system does an excellent job at keeping us healthy. We must do our own part by practicing good hygiene, too.

Words to know ?

glands – organs in the body that secrete chemicals secrete – give off; produce hormones – chemicals produced by glands

metabolism –digestion; how food is processed

abdomen –stomach; belly

diabetics – people who suffer from diabetes

leukocytes – white blood cells

bacteria – germs

filters – separates good from bad; purifies vaccines – shots

Endocrine and Immune Systems

Theendocrine (EN-duh-krin) system is very important because it affects almost every cell, organ, and function of our body. It is made up of organs in the body called glands. Glands secrete, or give off, hormones, which are chemicals that travel, carrying instructions and information from one part of the body to another. They control many things, such as how we grow and develop, our moods, our metabolism, which is how our body handles food, and more. The endocrine system controls how much of each hormone the glands secrete into the bloodstream. It is a very delicately-balanced system. Many things can affect our hormone levels, such as stress, infection, or changes in the body’s fluid levels, to name just a few.

brain

The Endocrine Glands

We have endocrine glands all over our bodies, in all different sizes and shapes. One of the most important ones is the pituitary (pih-TOO-uh-ter-ee) gland. Even though it secretes hormones that control so many other glands and functions in the body, the pituitary gland is tiny, only about the size of a pea. It is located on the underside of the brain. One very important hormone that the pituitary gland produces is the growth hormone, which is necessary for proper growth.

The thyroid is another endocrine gland. The thyroid gland is shaped like a butterfly or bowtie and is located in the neck. It also produces hormones for proper growth and affects how alert and energetic we feel.

The adrenal (uh-DREE-nul) glands come to the rescue when we are sick or in a stressful situation. If a lion is chasing you, the adrenalin (uh-DREN-uh-lin) produced

Did you know ?

An elevated white blood cell count can indicate that the body is fighting an infection.

Human

Pineal body

Cerebellum Central canal of spinal cord

Occipital lobe

Corpus callosum

Endocrine system

by the adrenal glands is what gives you the boost of energy to outrun the lion!

Did you know ?

About 20 to 40 percent of a person’s white blood cells are lymphocytes.

The largest endocrine gland is the pancreas (PAN-kree-us), found in the abdomen, or belly. One of the hormones the pancreas makes is insulin, which controls how much sugar is in the blood. Diabetics are people who have a condition called diabetes. Their pancreas does not produce the right amount of insulin, and they have either too much or too little sugar in their blood. There are many more glands in the body, but the ones we’ve discussed give you an idea of how important the endocrine system is. Specially-trained doctors called endocrinologists can treat us if we have too much or not enough of any hormone in our blood.

The Immune System

The immune system is another important system in our body. The immune system’s job is to fight off diseases and prevent us from getting sick. It does this through the leukocytes (loo-kow-sites), the white blood cells in our blood.

Leukocytes

There are several different types of leukocytes in the blood. One type is called phagocytes (FAH-guh-sytes). These cells protect us by gobbling up bacteria, also called germs, or other harmful things in our bodies. Lymphocytes (LIM-fuh-sytes) are another type of white blood cell. Lymphocytes recognize and remember germs that were in the body before. They can come to the rescue quickly because they already know how to fight against those germs.

Leukocytes are found in several places in the body, such as the spleen and the bone marrow. The spleen is an organ in the abdomen that filters, or purifies, the blood and helps fight against infection. Bone marrow is a thick, jelly-like material found inside some bones.

Our immune systems do an excellent job of keeping us healthy and curing us from the illnesses we do get. When we get shots, called vaccines, they make our immune systems even better prepared to fight off diseases. Other ways to stay healthy are to wash your hands well, get plenty of exercise, eat nutritious food, and get enough sleep.

Did you know

There are five types of white blood cells: neutrophils, lymphocytes, monocytes, basophils, and eosinophils.

Directions

1. Which of the following is NOT controlled by hormones?

a. Our moods

b. Our growth

c. Our intelligence

d. Our metabolism

2. Which of the following can affect our hormone levels?

a. Stress

b. Infection

c. Changes in the body’s fluid levels

d. All of the above

3. Which of the following describes the pituitary gland?

a. It is shaped like a bowtie.

b. It is the size of a pea.

c. It produces adrenaline.

d. It is the least important endocrine gland.

4. What is the immune system’s job?

a. To secrete hormones

b. To regulate our hunger

c. To fight off diseases

d. To control our growth

5. Why is it important to get vaccines?

a. To help our immune systems work even better

b. Doctors need the business

c. They provide us with necessary vitamins

d. They kill all the germs in our bodies

Write about someone you know who has diabetes and has to watch how much sugar they have in their diet. If you don’t know of anyone, write about what you think it must be like to be a diabetic and always have to be aware of how much sugar you are eating.

My grandfather was a diabetic. He didn’t have to take medication for it as some people do, but he had to be careful about what he ate. My grandmother made him cookies, cakes, and ice cream with artificial sugar so he wouldn’t feel like he was missing out when everyone else had dessert. He had to prick his finger and check his blood sugar level a few times a day. If it was too high, he would go for a walk to help his sugar level come back down to normal.

Trivia Corner

The hypothalamus gland produces hormones that control how we feel.

hungry or thirsty

Nightmares

INTRODUCE

Introduce the topic of nightmares and bad dreams. Ask students to raise their hands if they have ever had a nightmare or bad dream. Does anyone know the difference between the two? How do you typically feel when you have a nightmare or bad dream?

Today we are going to learn about nightmares and bad dreams. We will learn what causes them. Why do they happen? Can we prevent them, too? First, let’s see what we already know. Make a Venn Diagram and label one side “nightmares” and the other side “bad dreams” using the class whiteboard. See what differences and similarities the students can describe. Anything in common will go inside the overlapping circles.

Start with a very easy commonality. Both nightmares and bad dreams happen when we sleep. One difference can be that nightmares wake us up from a deep sleep while bad dreams do not. Tell students as we read the lesson, we will continue to fill in the Venn Diagram.

At the end of the lesson, we will complete a fun activity to help keep those bad dreams away.

ACTIVITY

Mindfulness and Meditation Practices

Materials

Most of us have had restless nights from nightmares. They wake us up from a sound sleep. Nightmares can have an effect on our getting a sound sleep and sometimes make us feel out of control. But there are things to do during the day to help relieve our nightmares. Today we are going to practice some steps to help calm our body and mind in hopes of dealing better with nightmares. Studies have shown that the more mindful we are of our emotions during the day, the less negative emotions we may feel in our dreams. We are going to practice mindfulness and meditation while locking our nightmares and bad dreams up and relaxing our bodies.

Begin playing the calming music softly. Ask students to close their eyes gently and take a deep breath in. You may suggest that their hands be at the sides of their waists so they can feel the expansion and relaxation of their first deep breath. Continue deep breathing in and deep breathing out for a count of five. Keep those eyes closed, and now, move your arms and hands to the sides of your body.

Now, imagine taking a nightmare or bad dream that you have had and putting it inside a small box. Lock that small box up and throw away the key. Breathe in. Breathe out.

Imagine a big truck coming to pick up your locked box and it being put in the back of the truck. Watch the truck drive to the ocean. The box is then unloaded and placed on a big boat. Watch that boat go out to sea. Breathe in. Breathe out. Keep your eyes still closed.

Watch how a crew member takes that locked box and throws it overboard, never to be seen again. Imagine the box going deep down to the bottom of the sea. Going down, down, down. Breathe in. Breathe out. Keep your eyes closed.

Now, let’s relax and drift away even more. Tighten a group of muscles and then relax those same groups. Breathe in. Breathe out. Keep your eyes closed.

First tighten your toes. Hold for three seconds and relax. (Teacher counts 1,2,3.) Next, tighten or squeeze your leg muscles for three seconds and relax. Breathe in. Breathe out.

Move up to your stomach. Tighten your stomach for three seconds and then relax. Next squeeze your shoulders. Relax. Squeeze your arms. Relax.

Breathe in. Breathe out. Squeeze your hands. Relax.

Breathe in. Breathe out. Squeeze your face muscles. Relax. Breathe in. Breathe out.

You may open your eyes. Scan your body and see how you feel. Can anyone provide us with some words to describe how they feel? Some responses could be that they feel calm, free, light, relaxed, sleepy, etc.

How did you feel when we locked up those bad dreams and threw them overboard into the sea? Some responses could be: relief, happiness, less fear, calm.

Doing these kinds of activities will not stop your unhealthy emotions. It will help you recognize and deal with them better during the day. You will learn to sit with them more easily and then let them go. You may realize that when under stress or when you are feeling unhealthy emotions, you may be tensing your muscles. We just felt that intensity of squeezing of the muscles. So it may be a good habit to scan your body once in a while to see if you are tense. Don’t forget the power of the breath. Deep breathing can help calm our bodies, too. If we are feeling our emotions during the day, we may not process our emotions in our dreams as much at night.

Nightmares

Words to know ?

details – facts; information

vivid – clear; detailed racing – beating quickly eventually – after some time researchers –scientists who study things

traumatic –disturbing; distressing frequent – repeated; happening often avoid – keep away from

portend – indicate; signal

Do

you remember the last time you had a nightmare? You might have woken up with your heart pounding in fear and all the details of the nightmare fresh in your mind. Details means facts or information. What exactly are nightmares, and what causes them?

Nightmares vs. Dreams

Both children and adults have nightmares. Nightmares are different than bad dreams because they cause you to wake up, whereas regular bad dreams do not. Also, you usually remember nightmares after you wake up, even though you don’t always remember your dreams. Nightmares typically happen in the second half of the night, when people are in a deeper sleep. They are vivid dreams, meaning very clear and detailed, that are often upsetting, threatening, or very strange. When people wake up from them, they are usually able to remember them clearly, and they may still feel upset or afraid. They may be sweating, and their hearts may be racing, which means beating quickly.

Common Nightmares

Did you know that it is very common for people to dream that they are being chased

and can’t escape?

Who is chasing them may not be part of the dream, but they feel the terror of being chased. Another common nightmare is dreaming that you are falling. And, believe it or not, dreaming that your teeth are falling out is also common! Other common scary dreams are drowning, being hurt in an accident, or being trapped somewhere and unable to get out. Dreams about your house being on fire or flooded are also common. But on the other hand, people do not dream about themselves being dead.

Sleep Terrors

Another type of sleep disorder is night terrors, also called sleep terrors.

About 90 to 95 percent of dreams are forgotten after waking up. Most of what is remembered is forgotten after ten minutes.

Did you know ?

These are different from nightmares in a few ways. Sleep terrors usually happen in the first half of the night, not the second half like nightmares do. Also, people experiencing sleep terrors do not usually wake up fully as they do from nightmares. Sometimes they call out to their parents to help or save them even if their parents are standing right next to them, trying to calm them. If the person does wake up, they are often confused, not alert and aware like after a nightmare. While people who have nightmares remember what they dreamt, people do not usually remember their dreams after a sleep terror. Usually, only children experience sleep terrors, and they grow out of them eventually, meaning as time goes by.

What Causes Nightmares

Researchers are scientists who study things. Researchers aren’t really sure what causes nightmares. They know that certain feelings, such as sadness, worry, and fear, make people more likely to have nightmares. People who have gone through distressing or disturbing experiences, called traumatic experiences, often have frequent nightmares in which they relive whatever happened to them. Frequent means something that

Most dreams are in color, but about 12 percent are in black and white.

happens often. Taking certain medications can make some people have nightmares. Some people have nightmares if they have been getting way too little sleep. Sometimes nightmares seem to run in families. So if some family members have nightmares, others might be more likely to have them, too.

Preventing Nightmares

There are a few things people can do to avoid, meaning prevent, nightmares. Try not to eat snacks or drink anything caffeinated in the evening. Do not look at any screen for at least an hour before bed. This gives the brain a chance to relax before falling asleep. Do not read scary books before going to bed! Try to make the bedroom as calm and peaceful a place as possible. The lights shouldn’t be too bright, and the temperature should be comfortable. Go to sleep at the same time every night and only think about pleasant things when you go to bed. No scary thoughts!

Lastly, remember that nightmares are meaningless. They don’t portend, meaning signal, that something terrible will happen to you or anyone in your family in the future. So don’t spend your time worrying about them or about what they mean.

Good night!

Did you know ?

Directions

Read each question and choose the best answer.

1. How are nightmares different than bad dreams?

a. Only children have nightmares, but both children and adults have bad dreams.

b. Nightmares happen every night, but dreams do not.

c. Nightmares cause you to wake up, but dreams do not.

d. People remember their dreams but not their nightmares.

2. Which of the following is true about sleep terrors?

a. People don’t usually wake fully from them.

b. They occur in the second half of the night.

c. People always remember their sleep terrors.

d. If someone has sleep terrors as a child, they will have them their whole life.

3. Which of the following can cause nightmares?

a. Being overly tired

b. Going through traumatic experiences

c. Being worried or fearful

d. All of the above

4. Which of the following is NOT true about nightmares?

a. Researchers aren’t really sure what causes them.

b. Only children have them, not adults.

c. They seem to run in families.

d. People remember them in detail after they wake up.

5. Which of the following can help avoid having nightmares?

a. Avoiding caffeinated drinks in the evening

b. Sleeping in a room with bright lights

c. Eating only healthy foods before bedtime

d. Going to bed as late as possible every night

Describe a bad dream or nightmare you remember having.

I had the same nightmare many times. In my dream, the doorbell rang. When I went to open it, I saw through the window a hat that my grandmother always wore. Since I knew that it was my grandmother, I opened the door right away. But instead of it being my grandmother standing there, it was a robber! I always woke up at that part of my dream. Even though I haven’t dreamt it for a long time, I still remember how my heart would be pounding and how frightened I was when I woke up.

Corner

People can dream from one to two hours every night. Most dreams last an average of minutes.

5-20

Trivia

Dealing with Bullies

INTRODUCE

Introduce the topic of bullying by presenting a stuffed animal or puppet, and give it a name like Jack. Tell the students that some sad things have happened to Jack that do not make him feel good.

• Someone hit Jack.

• Someone told Jack he could not play in the game.

• Someone told Jack that he was a dummy and wasn’t smart.

• Someone told Jack that he was not a good friend.

• Someone called Jack names and would not let him eat lunch with the others.

• Someone teased Jack because of the clothes he wore.

Does anyone know what is happening to Jack? Jack is being bullied. What does this mean? What is a bully? A bully is someone who tries to hurt or intimidate someone else over a period of time. They may force the other person to do something they don’t want to do. Has anyone here ever been bullied? It is not good to be a bully because bullies make people feel bad.

Draw a large circle in the center of the whiteboard. Write in the center of the circle: Jack’s feelings. Pass around the stuffed animal and ask students to come up with words that could describe Jack’s feelings after engaging in the above mentioned situations. Examples could be: sad, fearful, lonely, mad, odd, ugly, dumb, rejected, etc. These are all feelings you could experience if you are bullied by someone else. Write these descriptive words or phrases in the circle.

Today we are going to learn about bullying behavior, but most importantly, we are going to learn about how to deal with bullies so you don’t get hurt and will feel safe in your environment.

ACTIVITY

Piece of Paper - Letter Writing Activity

Have students each take out a white piece of paper. Next, ask students to make a T-chart on their own personal whiteboards. Ask the students to write descriptive words for the piece of paper using the left side of the T-chart. Examples of observations could be: clean, neat, perfect, sharp edges, flat, nice, new, white, pristine, unused, etc. Go around the classroom and have each student give one

word they used to describe their paper. Write a list of these words on the teacher’s whiteboard in the form of a T-chart. The left side of the T-chart should have words about the new white paper.

Next, have students do something to their paper that ruins the paper. They should not tear the paper up. They can write on it, crumble it, stomp on it, wipe something on it, etc.

Then, ask the students to get this same piece of paper back to its original state. “Fix” it. Do what they think will make it go back to normal, whether it is to flatten it out, erase the markings, etc. Now, on the right side of their T-chart on their own personal whiteboard, have them write words to describe the paper now. Examples may be: dirty, wrinkled, bumpy, messed up, destroyed, brown, etc. Ask students to share some of the words they used to describe the crumbled piece of paper. Write them on the right side of the teacher T-chart.

Using a piece of lined paper, ask students to write an apology letter to the piece of paper. Tell the paper that you are sorry for what you did. Explain what the paper looked like at first and what you did to the piece of paper in your letter. Discuss

why you feel sorry for your behavior in your letter. Have students refer to their own whiteboards for words to use in their letters.

Example:

Dear Piece of Paper, I am sorry that I ruined you. You were so perfect before I even touched you. You were clean and bright. I liked how nice and new you looked. But, once I stepped on you and crumbled you up, you never were able to get back to what you once were. I ruined you. You must feel bad now because what I did to you changed you forever. You will never be able to go back to your original form. I am sorry for that. It was my fault. I should have valued you at first and not tried to change you.

Yours truly, Student’s Name

Ask students how this activity shares the same principles as bullying. Even if you apologize after you make mean comments to another person, the emotional scars never truly go away, just like the wrinkles in the paper can never completely go away. Provide students some time to reflect on this activity with the entire class.

Words

Dealing with Bullies

Bullying is when someone makes others feel sad or hurt, lonely or embarrassed. Bullies may try to push you, call you names, and even tease you. These types of bullying behaviors happen repeatedly. The bully tends to feel more powerful than the victim. They may try to force the victim, the one being bullied, to do something that they do not want to do. They bully with the intention of hurting the victim, either in their body or their feelings.

Bullying is a Problem

Bullying is a problem in our schools, and it affects a lot of children. Many children say that they have been bullied in school at one time or another. It made them feel sad, stressed, and unwell. Bullying stops children from engaging in fun activities like playing outside or even going to school. Children feel intimidated by bullies. They have a sense of fear and a lack of self-confidence because of the way the bully is acting toward them. Bullying does not only affect the one being

bullied but also the rest of the school environment. A school needs to be a safe place for learning and growing, not a place of fear.

A Bully’s Behavior

Bullies like attention. They may believe that to gain popularity, they must behave in a way that demeans or puts down others. By acting in this way, bullies feel more important and powerful. Bullies learn this behavior from others. They may live in a home where there is a lot of yelling or name-calling, so it may seem like a normal way to act. Often, bullies have been bullied themselves and are just repeating the behavior. Bullies often pick on children who are not able to stand up for themselves.

Did you know ?

Bullying is not an identity but a learned behavior.

Did you know ?

The number one reason why people experience bullying is because of attitudes towards their appearance.

Why Bully?

Bullying makes the bully feel in control. Bullies look for victims who will react strongly to their intimidation. Bullies may pick on people who are different than they are in some way. A bully may pick on a child who is smarter than they are or pick on someone for no reason at all.

Preventing Bullying

Bullying can happen anywhere in the school. Many times, it occurs in the bathrooms, lunchroom, or at recess. Don’t give bullies a chance to act. Avoid the bully if you can. Stay away from areas where there is bullying. If you can’t avoid the bully, learn to stand up for yourself. Stand tall and be brave. The way you look sends a message that you are strong and powerful. If you give the attitude of “Don’t mess with me!” bullies may stay away from you.

Practice feeling good about yourself. Try to engage in activities that make you a better person. Exercising is one way to feel good about yourself. Learn a new skill. Taking care of your daily appearance helps, too. Feeling

refreshed each day because you ate well and showered in the morning will help to set the tone for a good day.

Find Support

Find a good friend to spend time with at school. Plan to walk to school with a buddy and eat lunch with others. If you think you have to interact with a bully, it is always better to have a friend for support. If you see bullying going on at school or you are the one being bullied, please ask for help. You can always ignore the bully, but remember to look for support. Don’t forget to tell the bully to stop! Standing up for yourself or your friends is the way to act around bullies. Find a teacher, principal or any other adult to help stop the bullying.

Good News

Bullies can learn to change their behaviors. There are always people to help you. Watching people treat each other with respect and fairness can help bullies learn to use their power in positive ways. Talk to someone you trust if you are ever bothered by a bully. Everyone has the right to feel safe.

Did you know ?

More than half of bullying situations stop when a peer intervenes on behalf of the person being bullied.

Directions

Read each question and choose the best answer.

1. Bullies can make others feel:

a. Sad

b. Mad

c. Fearful

d. All of the above

2. Bullies like to get a lot of .

a. Attention

b. Homework

c. Peace

d. None of the above

3. One way to prevent bullying is to .

a. Stand up for yourself

b. Put others down

c. Engage in name calling

d. Frown

4. Who can help you if you are being bullied?

a. Teacher

b. Friend

c. Principal

d. All of the above

Answer Key 1.

5. How can bullies learn to change their negative behavior to positive behavior?

a. Watch others be treated with respect and fairness

b. Spend time with other bullies

c. Ignore their teachers

d. Hide at home

What are some safe actions you can take if you are being bullied?

There are many actions you can take if you are being bullied. The key is to know your options in advance so you can act appropriately in situations where you feel intimidated by a bully. First, try not to react too strongly. Bullies like to see a large reaction from the person they are trying to intimidate. It is best to possibly count to ten and walk away. Or if that does not seem like a good response to a bullying situation, you may say in a strong tone, “No!” to the bully and then walk away. It is important that you learn to stand up for yourself. Bullies tend to target people who appear to be weak and fearful. If you give a sense of confidence, that can help you stand up to bullies. If you feel uncomfortable about handling a bullying situation yourself, you can always seek out help from adults like teachers, parents, and other community members. If you see someone else being bullied, you can always step in to help out in the situation, too.

One out of students ages 12- 18 report being bullied during the school year.

five

Trivia Corner

Bad Breath

INTRODUCE

Introduce the topic of bad breath. Ask for two student volunteers to come in front of the classroom to act out a small skit. Provide each student with a small index card with the actions and words that should be acted out.

Two people are sitting on chairs talking with each other.

Person #1: How was your day?

Person #2: Very good, and yours?

Person #1: (while sitting close to the friend - takes out a piece of gum and starts chewing it.) Would you like a candy too?

Person #2: No, thank you.

Person #1: I insist you take the candy. Sorry to say this, but I have noticed something about you and

I don’t want anyone else to say it to you. I don’t want you to be embarrassed.

Person #2: I don’t know what you mean.

Stop at this point in the skit and ask the students what they think the problem may be with the one student.

Today’s lesson is about bad breath. How many people have smelled bad breath? Most students will raise their hands. How do you think student #1 handled the situation with their friend, student #2? Would you have done the same or something different? Please share.

Have student #2 share how they may have felt in this situation. What feelings come up for you, knowing you may have bad breath?

Feelings about Bad Breath

• Embarrassed

• Shy

• Insecure

• Dirty

• Smelly

• Different

• Unusual

• Odd

• Bad hygiene

Today’s lesson is about the causes of bad breath and how to treat it effectively. Let’s learn more, because we will all have this problem at least once in our lives.

ACTIVITY

Persuasive Poster about Remedy for Bad Breath: GOT HALITOSIS?

Students will create individual posters convincing people to buy a mouthwash that helps their bad breath. The poster should demonstrate new knowledge about the causes of bad breath and ways to treat it.

Items to include in poster:

• Product name

• Product image

• Slogan (Example: Got Halitosis?)

• 3-4 facts from the lesson

• 3 other images (ex: clean teeth, person’s smile, toothbrush, cup of mouthwash)

Poster should be:

• Colorful

• Graphics related to topic

• Attractive design

• Neat

• Free of spelling errors

Materials

8x10 paper, markers, colored pencils

bacteria – germs odor – smell

excessively –extremely glands – organs in the body that produce chemicals chronic – longterm; continued digested – broken down

inflammation –

swelling associated –connected; linked

hygiene –

cleanliness

remedies –treatments; cures

Bad Breath

Youprobably think bad breath comes from not brushing your teeth. And you might be right! But there are other reasons people can have bad breath, some of which might surprise you.

First of all, did you know that halitosis is the medical term for bad breath? Most halitosis is caused by issues involving the mouth. When you eat, the tiny bits of food left in your mouth cause bacteria, sometimes called germs, to grow in and around your teeth. This can cause an unpleasant smell, or odor. That’s why it’s so important to brush and floss your teeth well after meals and before going to bed. The tongue can also trap odor-causing bacteria. Did you know that some dentists recommend brushing your tongue every day?

Xerostomia (zeer–o-STOE-me-uh) is the medical term for having an overly or excessively dry mouth. People with this condition don’t have enough saliva to clean their mouths of trapped food particles. Problems with the salivary glands or other diseases can cause chronic, or long-term, dry mouth. Glands are organs in the body that

Many people with bad breath aren’t even aware of it because they’re so used to having it.

produce certain substances. Certain medications can also dry out the mouth and play a part in having bad breath. Other medications get broken down, or digested, in the body and then produce unpleasant smells.

Certain foods, such as garlic, onions, and some spices, can also give your breath a bad smell. Some people find drinking coffee or other strong-smelling things, such as alcohol gives them unpleasant breath.

Bad breath can also come after having dental work done in your mouth, such as having a tooth removed or other dental procedures. It can also come from mouth sores, tooth decay, or gum disease. Infections or chronic inflammation, or swelling, in the nose, throat, or sinuses are also causes of bad breath.

Did you know ?

Bad breath is the third most common reason people go to the dentist after tooth decay and gum disorders.

Cause of bad breath

Did you know ?

The Scope company had a Bad Breath

Anonymous service in the 1960s. If you sent in the name and address of someone with bad breath, that person would receive a ten-cent coupon for Scope mouthwash.

Diseases such as cancer and other conditions can produce unpleasant smells because of the chemicals they produce in the body. Gastric reflux, when food and stomach acids come back up into the throat, can also be associated, connected to, bad breath. Hopefully, this doesn’t happen very often, but when a young child sticks a toy or some food inside their nostril, it can also cause bad breath.

Treating Bad Breath

Now that we know what causes bad breath, what do we do about it? Many people suck mints or use mouthwashes or sprays to fight their bad breath. But these only cover up the problem; they don’t solve it. The first thing to try to get rid of bad breath is improving your dental cleanliness known as hygiene. Be sure to brush and floss regularly, and don’t forget what the dentist said about brushing your tongue! Make sure to drink plenty of water, so your mouth

doesn’t get dried out. Try not to drink coffee or eat spicy things or foods with garlic and onions at night.

Schedule an appointment with your dentist to make sure you don’t have any cavities or infections that need to be treated. You might also need to visit your doctor to rule out any medical causes for your bad breath.

Some people try home treatments, or remedies, to cure their bad breath. These include gargling with baking soda dissolved in warm water, drinking hot, unsweetened tea, chewing sunflower seeds and drinking a glass of water after meals, eating yogurt for six weeks, chewing mint leaves, chewing one garlic clove after meals, drinking pineapple juice, eating parsley, rinsing your mouth with the juice of half a lemon mixed with a glass of water after every meal, and many more. Do they really help? Try them, and let us know!

Did you know ?

Besides preventing bad breath, chive leaves can reduce high blood pressure, aid digestion, and ease stomach upset.

Directions

Read each question and choose the best answer.

1. Which of the following is NOT a cause of bad breath?

a. Not brushing your teeth well

b. Chewing too much candy

c. Eating spicy foods

d. Drinking coffee

2. Most causes of halitosis involve what part of the body?

a. The stomach

b. The throat

c. The mouth

d. The liver

3. Eating or drinking which of the following can contribute to bad breath?

a. Onions

b. Herbal tea

c. Grapefruit

d. Dry roasted peanuts

4. Why might it be a good idea to go to the dentist if you have bad breath?

a. To rule out cavities or infections

b. So they can see if you’ve been brushing your tongue

c. So they can give you medicine for your gastric reflux

d. To have them prescribe a good mouthwash for you

5. What are some things you can do to prevent bad breath?

a. Brush and floss your teeth regularly

b. Drink plenty of water

c. Avoid spicy foods before bedtime

d. All of the above

Your very close friend has a problem with bad breath. What advice would you give them to help them solve this uncomfortable problem?

I would be uncomfortable discussing it with my friend faceto-face, but I would write them a letter. I would start by telling them they shouldn’t be insulted because I’m only saying this to help them. Then I would say that having bad breath is a common problem, but there are things to do that can help. Maybe they should go to the dentist to make sure there’s no problem with their teeth or gums. I know my friend likes to eat spicy food, so they could try to eat more bland foods and see if that helps. Another suggestion I would make is to drink more water and not drink coffee. Finally, I would list a few home remedies and tell my friend it’s worth it to give some of them a try. You never know—they might help!

The term halitosis was invented by the company in the 1920s.

Trivia Corner

Listerine

CPR: A Real Lifesaver

INTRODUCE

Introduce the topic of CPR by writing on the whiteboard the following abbreviation inside the shape of a heart: CPR

Tell the students: Today we are going to learn about CPR. Who knows what CPR stands for? CPR is an abbreviation for cardiopulmonary resuscitation. CPR is a life-saving technique involving the heart and lungs. This technique helps keep the blood flowing and oxygen pumping to the brain and rest of the body until first responders can take over.

Does anyone have any personal experiences to share about CPR? Let students share their own stories if they choose.

Why do we need CPR? CPR helps people who have stopped breathing for some reason.

Draw lines coming out from the heart. Ask students to tell you what else they know about CPR. Write the ideas on the lines. For example:

• CPR is used in an emergency.

• Are you OK? is a question you always ask first.

• CPR helps push blood out of the heart and through the body.

• CPR is a practiced skill.

Today’s lesson will discuss what CPR is, how to do it, and who should learn CPR. As we read the lesson, we will continue to add facts to the heart with some new information from the text.

After the lesson, we will practice CPR techniques with our own Do-ItYourself CPR dummy.

ACTIVITY

Create your own Do-It-Yourself CPR Chest Compression Dummy

The purpose of this activity is to learn how to do chest compressions

Materials

1 adult tee-shirt, 3 rubber bands, Newspaper, 1 empty 2-liter bottle of soda with lid (These are enough supplies for one group of students. You will need more of each if you plan on doing this with multiple groups of students.)

correctly on your own homemade CPR dummy. Working with small groups, you will construct the dummy and then take turns practicing chest compressions.

First, tie off the two armholes and the bottom of the tee-shirt with the rubber bands. Next, insert the empty 2-liter bottle with the cap facing down through the top of the teeshirt. Make sure the bottle runs up and down and in the same position as the breastbone or sternum. Add crumbled pieces of newspaper around the bottle to fill up the shirt. Make sure the bottle stays in a vertical position.

Practice CPR:

1. Sit on your knees on one side of the CPR dummy.

2. Begin by placing the heel of your hand on the center of the chest (on the water bottle).

3. Next, place your other hand on top and interlock your fingers.

4. Hold your arms straight with your shoulders directly over your hands.

5. Push down into the chest, pressing at a depth that is at least 1/3 of the chest.

6. Let the chest rise back up again before pressing back down.

7. Continue performing the chest compressions at a rate of 100120 per minute.

Ask students why it is important to do chest compressions. Doing chest compressions allows blood to be pumped through the body until emergency responders can take over. CPR keeps the person alive.

Words to know ?

reviving – bringing back to life compressions –squeezing; pushing hard against airway –passageway through which air reaches the lungs respond – answer hesitant – hold back; don’t want to

CPR: A Real Lifesaver

CPR stands for cardiopulmonary resuscitation. Cardio refers to the heart, and pulmonary refers to the lungs. Resuscitation means reviving, or bringing back to life, someone who has stopped breathing. So, putting it all together, CPR involves reviving someone using the heart and lungs. Doing CPR on someone who has stopped breathing can save their life, so it’s important for everyone to know how to do it. A person can suddenly collapse and stop breathing in the middle of the street, in a store, or on an airplane, where there may not be any doctors or other trained people around. If someone who happens to be nearby knows how to do CPR, they can keep the person alive until medical help arrives.

How To Do CPR

CPR involves following three steps, called C-A-B.

stands for chest compressions. Doing compressions means to squeeze or push hard against something. The person doing the CPR is called the rescuer. The rescuer presses hard on the patient’s chest many times in a row. This moves the blood out of the patient’s heart and through the body since the heart isn’t beating and moving the blood as it usually does. When a person’s heart is not beating, they are said to be in cardiac arrest.

Did you know ?

Wait

A stands for checking the airway, the passageway through which air reaches

Did you know

Approximately 350,000 non-hospitalized people go into cardiac arrest yearly.

the lungs. The rescuer does 30 compressions and then stops to check if the patient is breathing. They do this by looking to see if the person’s chest is moving up and down and listening for their breathing.

Bstands for doing rescue breathing. The rescuer blows two breaths into the patient’s mouth to move oxygen into their lungs. Without oxygen, a person’s brain cells start to die very quickly.

These three steps should be done whenever someone is not breathing or their heart is not beating. If you are the first person to reach them, shake the patient gently and ask, “Are you okay?” If the person does not respond , or answer, shout for help. If someone else is there who knows how to do CPR, they can start. Otherwise, tell them to call 911 or go for help while you start doing CPR.

Many people are afraid to do CPR on someone because they are afraid they might hurt them. They are afraid they will break their ribs or cause another injury.

But having one, or even several, broken ribs is better than dying. Without CPR, the person will likely die, so it is better to risk breaking a few ribs than letting them die.

Some rescuers are hesitant to do the breathing step of CPR, especially on a stranger. Being hesitant means they hold back from doing it. According to the American Heart Association, it is better to do CPR without the breathing step than not to do it at all. Just doing the compressions can be enough to save the patient’s life.

Who Should Learn CPR

While everyone should know how to do CPR, some people need to know it more than others. Of course, doctors, nurses, and emergency rescue workers have to know how to perform CPR. Others who must know it are teachers (in some states), lifeguards, and many medical healthcare workers. It is a good idea for all parents and babysitters to know how to do CPR in case a child starts to choke on a toy or a piece of food and stops breathing.

How to Learn CPR

The American Red Cross often offers CPR training courses. So do the National Safety Council and the American Heart Association. Sometimes hospitals, schools, or religious organizations also offer CPR courses. Learning how to perform CPR is very valuable because you never know when you might be able to save someone’s life.

Did you know ?

CPR can double or triple a person’s chance of survival if performed within the first few minutes of their heart stopping.

Directions

Read each question and choose the best answer.

1. CPR stands for which of the following?

a. Cardiophysiology resuscitation

b. Cargopulmonary resuscitation

c. Cardiopulmonary resuscitation

d. Cardiopulmonary restitution

2. Which of the following is one of the steps of CPR?

a. Doing rescue breathing

b. Checking the airways

c. Doing chest compressions

d. All of the above

3. Why are some people afraid to perform CPR?

a. They don’t want to have their picture in the next day’s paper.

b. They’re afraid they might hurt the patient.

c. They’re afraid they’ll get to work late.

d. They’re afraid the patient’s family will sue them.

4. What is the purpose of doing chest compressions?

a. To break the patient’s ribs

b. To move blood out of the heart and through the body

c. To push air into the lungs

d. To make the patient cough up the food they’re choking on

5. Why is learning how to perform CPR a valuable thing to do?

a. You might be able to save someone’s life.

b. Your boss will pay you more money.

c. It gives you something to brag about.

d. You’ll have less of a chance of having a heart attack.

Did you or anyone you know ever perform CPR, or did you ever see it performed? Describe the experience.

Once, I was waiting at a bus stop when another person also waiting there suddenly fell to the ground. Everyone stood there frozen in place, but then someone walking by saw what had happened. He yelled for someone to call 911 and started giving CPR right away. An ambulance came just a few minutes later, but it felt like forever until it came. The paramedics took over the CPR. Then they put the person on a stretcher and took them away in the ambulance. It was the scariest experience I’ve ever had.

Trivia Corner

You’re a special person when you learn CPR. Only about of people take the initiative to complete a course and ensure they’re ready for an emergency.

30%

Self-Esteem

INTRODUCE

Self-esteem is a reflection of how you think and feel about yourself. It has nothing to do with what kind of car your parents drive, what kind of clothes you may wear, or how much money you have in the bank. Self-esteem is an inside job.

Have students think of three character traits about themselves that they may be willing to share. Examples may be kind, creative, and determined. Now ask students to look towards a classmate (either draw from a hat or find a student of their own choosing) and think of a positive character trait about their friend. Have students record their own personal traits and record the one of their chosen student on their personal whiteboards.

Students next will assemble in a circle with the entire class and will share their personal positive traits as well as the one trait about the classmate. “I am kind hearted, a hard worker, and a loyal friend. I admire my classmate, (name), for his friendly personality.”

Once finished in the circle, have the students go back to their regular seats and think about which positive trait they liked best about themselves. Ask them how it made them feel. Did anyone feel proud? Were they surprised by the trait a fellow student used to describe them? Did they feel liked and accepted by this friend?

These traits make up our self-esteem. Self-esteem is when we feel proud about what we can do. We believe in ourselves and see the good in ourselves. Self-esteem also comes from feeling liked and accepted by others. Today we are going to learn more about self-esteem and then complete a fun “pretend” pizza activity after the lesson.

ACTIVITY

Self-Esteem Pizza

Begin the activity by asking students if they like pizza. Brainstorm some of their favorite pizza toppings. Make a list on the whiteboard. Examples could be: mushrooms, cheese, peppers, onion, olives, etc. Draw the shape of

the topping next to the list, so students can use this as a guide when making their own handmade toppings. Tell students that you will add your own individual handmade pizza toppings of your choice to your self-esteem pizza.

Materials

Paper plate, Brown or tan crayon, Red crayon, Brown or tan paint, Red paint, Paint brushes, Glue stick, Scissors, Construction paper

Students should work independently on this project but work at cooperative tables to share supplies.

Begin first by distributing a paper plate to each student. Discuss with students that should think of some positive traits about themselves. The teacher can give some examples such as: I am a talented artist; I am a good listener; I am proud of myself because I ran a mile. Discuss how strengths that someone may have are not always easily seen. They can be internal and applied in different situations. Examples of strengths could be:

leadership, love of learning, fairness, kindness, humor, creativity, honesty, etc. Share these with students, too.

On the back side of the paper plate, have students write two to three strengths, two to three proud moments, and two to three talents. Students will refer to these lists when it is time to add the toppings. Each student will be asked to paint the paper plate tan/brown or color it with a tan/ brown crayon. If they color, make sure it is lightly colored. Next, add red paint and/or red crayon to act as the sauce.

Now it is time to draw and cut out the toppings. Aim for at least nine toppings on your pizza. That means you must write nine strengths, proud moments, and talents in total on your toppings. An example may be that you cut out three peppers and write three talents, one on each pepper. Explain to the students that by accurately identifying positive traits about themselves, it will lead to developing a positive selfidentity. Finally, glue on your toppings and enjoy!

Words to know ?

self-esteem - how we value and perceive ourselves courage - having strength when dealing with difficulties

recover - get better confidencefeelings of selfassurance with one’s own abilities

self-image - how you see yourself; a mental picture perception - feeling; thought; idea

Self-Esteem

Self-esteem develops in childhood. Selfesteem is the way we value or view ourselves. The way we observe, interact, and listen to other’s communication patterns shapes how we see and feel about ourselves.

Having a good self-esteem can help you in many ways. It gives you courage or strength when dealing with difficulties, especially when you are trying something new. You can have belief in yourself that when you try, good will come from it. But, if a situation does not always go your way, you will recover or get better if you have good self-esteem. If you make a mistake, you will learn from it and try to do better. If a student does not do well on a math test, they will have the confidence that they will improve if they study harder. They will have a feeling of self-assurance with their own abilities. This attitude comes from having a good self-esteem. You will keep going to better yourself. These actions all contribute to having a good self-esteem.

When you have a low self-esteem, life can seem challenging, like when you have the feeling of something never going your

way. Children may not want to try anything new for fear of failure. They may worry about making mistakes and being viewed poorly by others. They may take a long time to recover from making errors, as well. Having a poor self-image or mental picture in your mind can have an effect on your relationships with others.

Improving Self-Esteem

How can you build your self-esteem? There are many ways to improve your perception or views about yourself. Self-esteem starts to develop when you are a young baby. Your parents encourage you to walk and talk. They provide praise when you try new foods or follow directions. Babies are learning that they can feel proud and good about themselves. Parents smile at them and

Did you know ?

Did you know ?

send messages of love and acceptance.

As children grow, so does their self-esteem. Parents and coaches tell you when they see the good in you. Teachers and friends also help to boost your self-esteem. Maybe you earned a great score on a test or you helped a friend who was in need. These positive actions help to shape your selfesteem. You may feel good about yourself for doing well and helping out. Keep at it!

Steps to Building Self-Esteem

What am I good at?

• Make a list in your mind of the activities that you are good at. You might be an excellent babysitter, or maybe you are a talented guitar player. You could be a fabulous painter or good listener. Surely, you can think of something that you are good at.

Practice what you are good at.

• Everyday, try to practice at least one thing that you are good at. If you are an excellent runner, everyday try to go for a run. It will make you feel good about yourself.

Self-esteem is largely tied to the child’s perception of their own appearance.

Say “I can,” NOT “I can’t”!

• If you are ever concerned that something may be too hard for you, don’t say to yourself, “I can’t.” Say, “I can do this!” “I am up for the challenge.” “I know this can be hard, but I believe in myself.” Change your thinking.

Give it your best try!

• Always put forth your best effort when completing a task. If you are helping your family, try hard. If you are completing a writing assignment, try hard. It will make you feel proud of your efforts and help raise your selfesteem.

Surround yourself with people you care about.

• When you spend time with family and friends doing activities you like, you will build your self-esteem. You will feel a sense of belonging. Help out!

• It is very important to lend a helping hand whether it is at home, school, or even in your community. Read a story to your younger brother or help an elderly neighbor by bringing in their mail. Doing kind activities makes you feel good about yourself. You also see how it makes others feel, too.

Did you know ?

To boost your selfesteem, identify negative beliefs about yourself and challenge them.

Directions

1. is the way we value and view ourselves.

a. Courage

b. Identity

c. Self-esteem

d. Friendship

2. When someone has low self-esteem, they feel .

a. Fearful

b. Happy

c. Excited

d. Determined

3. At what age does self-esteem start to develop?

a. Teenager years

b. Baby/toddler years

c. Adulthood

d. Never

4. Who can help you build your self-esteem?

a. Parents

b. Coaches

c. Teachers

d. All of the above

1. C 2. A 3. B 4. D 5. D 100

5. What activity listed below can help you build your self-esteem?

a. Helping a friend in need

b. Practicing your musical instrument

c. Assisting a teacher with a project

d. All of the above

What role does self-esteem play in growing up?

Self-esteem is all about one’s confidence in one’s abilities and self-worth. Having self-esteem helps a child cope with making mistakes. It helps children try again even after they have failed at something. Self-esteem helps children in school, at home, and with friends. They learn from their experiences and believe in themselves even if they don’t succeed initially. It’s better to try than to never try at all.

Trivia Corner

The term selfesteem was first coined by theorist William James in . It is one of the oldest concepts in psychology.

1890