Grade Two Health Studies

Illness and Disease

By: Brooke Plant, Melissa Senger, Brenna Moser, and Tannis Scharnatta

Table of Contents

Introduction…………………………………………………………………………………3

Background Information……………………………………………………………………3

Essential Questions…………………………………………………………………………3

Big Ideas……………………………………………………………………………………3

Outcomes and Indicators…………………………………………………………………...4

Cross Curricular Connections……………………………………………………………...4

Adaptive Dimension………………………………………………………………………..5

Classroom Management……………………………………………………………………5

Resource List……………………………………………………………………………….6

Comprehensive School Health...…………………………………………………………...6

Lesson #1…………………………………………………………………………………...8

Lesson #2…………………………………………………………………………………...10

Lesson #3…………………………………………………………………………………..15

Lesson #4…………………………………………………………………………………..17

Lesson #5…………………………………………………………………………………..19

Lesson #6…………………………………………………………………………………..22

Lesson #7…………………………………………………………………………………..26

Lesson #8…………………………………………………………………………………..31

Lesson #9…………………………………………………………………………………..34

Lesson #10…………………………………………………………………………………37

Lesson #11………………………………………………………………………………….41

Lesson #12………………………………………………………………………………….43

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Introduction

This unit plan is designed to help students develop an understanding on how their own personal health is affected by illness and disease. In the unit, we first help the students to comprehend what illness and disease mean through building a vocabulary of respectful language related to illness and disease. The unit then carries on by helping the students learn and understand what sick looks, feels and sounds like, what germs are and how they spread, how to prevent illness, knowing signs and symptoms of common illnesses, knowing the difference between serious and non-serious illnesses, knowing how illnesses are transmitted through blood products, comparing healthy and sick days and knowing how to look after themselves and others when sick. These topics are taught in a variety of ways including interactive lectures, reading books on illness, role-playing, creating posters and journals, discovery through inquiry, guest speakers and more. Teaching in a variety of ways ensures that all students are learning in a way that they can understand. After this unit, students should have a firm understanding of what illness is, how it can affect them and those around them, how to help when illness does strike, and how to prevent it before it does.

Background Information

Students should have a firm grasp on concepts learned in first grade health such as: examining healthy behaviours that affect personal well-being, determining the importance of how certain organs are vital to the body, and being able to make healthy choices regarding ones body and organs. These concepts will be expanded on throughout this unit.

Essential Questions

1. What is illness?2. What is the difference between serious and non serious illness?3. What does a sick day look like compared to a healthy day?4. How do we prevent illness?5. What are common childhood illnesses? 6. How do we take care of ourselves and others when we are ill??

Big Ideas

This unit is all about illnesses and diseases and the ways we can avoid getting sick and sharing illnesses. When it comes to the types of illnesses and diseases that are covered in this unit, there are a limited number due to the age group that this unit is planned for. The amount of depth that is put into the lessons is limited; the goal is to make students aware that there is more

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than one disease or illness out there. Due to the age group of the students, a base line understanding of appropriate language that is used when describing illnesses, which leads to having the students discuss what being sick looks, sounds and feels like. Students are asked to compare a sick day to a healthy day as well as examine what non-serious and serious illnesses are. This unit also examines how illnesses spread, how to prevent the spreading of illnesses, as well as sharing with students those things that are safe to share with others that will not spread illnesses. Students are also learning and discovering how their personal habits can help keep them from getting sick as well as the common symptoms of childhood illnesses. Students will also look into how they and others can take care of those who are sick.

Outcomes and Indicators

USC2.3- Develop an understanding of how health may be affected by illness and disease.

a. Develop a common understanding and use of respectful language to talk about illness and disease (e.g., germs, medicine, vaccinations, symptoms, treatment, contagious, infections). (Lesson one, page 8)

b. Describe what being sick looks like, sounds like, and feels like (e.g., fatigue, loss of appetite, aches, absent from school and activities, sad). (Lesson two, page 10)

c. Describe how particular illnesses may be transmitted (e.g., air –coughing and sneezing, direct contact – kissing; feces – animal and human; blood products – touching a used needle). (Lesson three and lesson four, pages 15 & 17)

d. Identify personal health habits that may help to prevent getting sick (e.g., wash hands, cover mouth when coughing/sneezing, immunizations, do not share personal items, tell a trusted adult if you find a needle, exercise, sleep/rest, healthy diet). (Lesson four and lesson five, pages 17 & 19)

e. Investigate the signs and symptoms of common childhood illnesses (e.g., influenza, colds, chicken pox, ear infections, asthma). (Lesson six and lesson seven, pages 21 & 26)

f. Differentiate between serious and non-serious illnesses and diseases (e.g., based on short/long term and the risk to health). (Lesson eight, page 31)

g. Establish that certain serious infections (including HIV and Hepatitis C) are transmitted through blood products (e.g., finding a contaminated needle). (Lesson nine, page 34)

h. Compare how a “healthy day” may differ from a “sick day”.(Lesson ten and lesson eleven, pages 37 & 41)

i. Examine how to take care of self and others when sick (e.g., rest, fluids, medications as intended). (Lesson twelve, page 43)

Cross-Curricular Connections

Developing Thinking- Students will develop thinking contextually by putting themselves into a “sick situation” to discover how germs spread. They will also learn how to think critically when asked to expand their thinking on what items are safe to

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share by adding another problem to the situation, determine the differences between the varieties of common childhood illnesses and brainstorming about what being sick looks, sounds, and feels like. Students are asked to think creatively through drawing and coloring a picture of themselves having healthy and sick day and through storytelling and role-playing.

Developing Identity and Interdependence- Students will understand how to value and care for themselves and others by learning how to prevent illness, how to care for themselves and others when sick, understanding how they may act or feel when they are having a sick or healthy day, by gaining an understanding illnesses, their symptons, preventions, etc.and how they may act or feel when they are having a sick or healthy day. They also develop interdependence through reflecting on how they look, sound and feel when they are sick.

Developing Literacy- students will learn how to develop their literacy by reading books on illness, using their knowledge obtained from these books to solve problems related to illness and through the use of the dictionaries and the discovering the definitions of the words that were brainstormed. Students will also express communication through literacy by creating posters and journals through writing.

Developing Social Responsibility- Students will take social action by working together to prevent illness around their school. They are also developing social responsibility through the use of partner work and the building of their abilities to work cooperatively together.

Adaptive Dimension

There are many adaptations that could be made throughout this Health unit. If there is not an adaptation already made in the lesson for a specific student, this unit makes it easy to make the adaptation that is in need. Some adaptations that we as a group did think about were for those students who have trouble writing, we would allow them to have the notes typed or printed for them or we would have a person to scribe their ideas down for them. This allows those students to have their ideas written down without having to stress over the fact that they need to write it themselves. Also, an adaptation for those who had a hearing impairment, we would wear a microphone, which we would put on before the class started and remove once we were done teaching the lesson. For those students who are physically disabled adaptations would have been made in the classroom already but for lessons where students need to move, it is important to either have someone assist the student (if that is alright with the other student). Adaptations are very important when it comes to having an inclusive classroom so including them in each lesson makes having those needs for your students that much easier to achieve.

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Classroom Management

A classroom that is well managed can improve the learning environment for our students. Some classroom management that would be practiced during this classroom would be making groups from coloured popsicle sticks, which will be given to each student and they will be asked to find other students who have the same colour as them. Students will also be asked pass all their papers up the rows for easier pick up of assignments. When we need the students’ attention we will clap or do the five second wait or flick the lights off and wait. When it comes to this unit there are not any classroom management things that need to be put in place specifically for the unit, but using the classroom management that is usually used in the class us what we suggest.

Resource List

Bear Feels Sick- Karma Wilson Websters Dictionaries (any dictionary the school has) http://www.youtube.com/watch?v=zxlQn7KaCNU The Berenstain Bears: Sick Days story book Public Health Nurse

o Contact: 306 536-2087 Felicity Floo Visits The Zoo storybook http://www.youtube.com/watch?v=TeqO3GZ14w http://www.scribd.com/doc/92278647/Infect-Me-Not-Lesson-Plan

Comprehensive School Health

High Quality Teaching and Learning- Students are developing their minds in this unit through learning new vocabulary involving illness and disease, learning how to prevent illness and how to take care of someone once they become ill. Students are developing their bodies by learning how to take care of their body properly through healthy dieting and exercise so that they can stay healthy. They are developing their soul through knowing right from wrong such as when needles are safe and when they are not. This unit also offers powerful teaching strategies such as role-playing, interactive lecturing, discovery activities, guest speakers, etc. so that all students get the opportunity to learn the best way they can.

Supportive Social Environment- each and every one of our lessons involves extensive student involvement through hands on activities, intensive discussion, creating of

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materials relating to the topics, etc. The lessons also practise effective management practises through special methods to group students, clapping to get students attention and having extra work to keep those who are done early busy.

Healthy Physical Environment- These lessons encourage a healthy physical environment by teaching the students to create a healthy classroom. This includes eating right, exercising, getting proper vaccination and preventing germs by sneezing, coughing and washing hands properly. The lessons also include visuals and audio that allows the children to learn more accurately what germs are and how to prevent them (hand washing video).

Community Engagement and Partnerships- One lesson allows children to engage in questions with a health nurse about serious and non-serious illnesses. By introducing the health nurse to the children, the door has been opened to a lifelong relationship where the health nurse can answer any questions the children have about their health with confidence.

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Lesson Plan# 1: Health Education

Name: Melissa Senger Grade: Two

Topic: Understanding the language used around illness

Description of Lesson: In this lesson, students will begin to develop an understanding about illness and the respectful language we use to describe disease and illnesses.

Outcomes and Indicators: USC2.3 – Develop an understanding of how health may be affected by illness and disease.

A. Develop a common understanding and use of respectful language to talk about illness and disease (e.g., germs, medicine, vaccinations, symptoms, treatment, contagious, infections).

Materials/Resources: Brainstorming paper Dictionaries

Cross Curricular Competencies: The lesson allows students to develop three of the cross curricular competencies; developing thinking by having students brainstorm the appropriate language used while describing illnesses and diseases. They are developing literacy through the use of the dictionaries and the discovering the definitions of the words that were brainstormed; they are also developing social responsibility through the use of partner work and the building of their abilities to work cooperatively together.

Prerequisite Learning: Students must know how to work with a dictionary.

Lesson Preparation: Teacher is responsible gathering enough dictionaries to supply the class once they are placed in pairs.

PresentationSet: I will gain the students attention and ask how many of them have been sick before.

Time: 5 minutes

Development: As a class we would start by brainstorming words which we use to describe illnesses and disease. For example: infection, swelling, cough, nausea, etc. Once we have finished all our brainstorming as a group I will break them off into partners and ask each pair to grab a dictionary. Then, as partners, the students will be asked to look up the word that they are given and copy down the definition that they find. Then I will ask each pair to share their findings and hang up what they found on the board. Then

30-35minutes

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as a class we will choose a group of words that we think are the most important to know when it comes to talking about illnesses and disease. We as a group will then write these words on the board, (the students will write them on a piece of paper), and then in their own, we will explain what these words mean. This will help the students create a deeper understanding on these words, rather than having them try to remember big, confusing words. They will then keep this piece of paper for later use in the health unit.Closure: Once all the students place their paper where it will be stored for the time being, I will ask the students to then tell me, individually what word that they learned that they did not know before the lesson.

7-10 minutes

Extension/Adaptations: For those students that need to be scribed for or struggle to get their ideas down on paper, they can be paired with students who are good writers and that can help the other student. If there happens to be extra time, I would ask my students to take those words that we decided are important and words that we need to know, and put them in a sentence to further their understanding of the words.

Assessment: Students will be assessed and given participation marks for how well they work with their partner as well as their participation in the large group setting. I will also be asking the students what one of the words we talked about means to ensure that they grasp a common understanding of the language.

Lesson Plan #2: Health Education

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Name: Melissa Senger Grade: Two

Topic: What it’s like being sick

Description of Lesson: In this lesson, students explore what it sounds, looks, and feels like to be sick.

Outcomes and Indicators: USC2.3 – Develop an understanding of how health may be affected by illness and disease.

B. Describe what being sick looks like, sounds like, and feels like (e.g., fatigue, loss of appetite, aches, absent from school and activities, sad).

Materials/Resources: Worksheet’s

Cross Curricular Competencies: The lesson allows students to develop in two of the cross curricular competencies; developing thinking through the ways they start thinking and brainstorming about what being sick looks, sounds, and feels like. The students will start to developing identity and interdependence by reflecting on how they look, sound and feel when they are sick.

Prerequisite Learning: Students will need to know the respectful language that is used when talking about illness.

Lesson Preparation: Teacher is responsible for photocopying the worksheets for the students. Set: I will gain my students attention. I will write the three captions on the board (sound like, look like, feel like) and ask the students what they think we will be talking about today.

Time: 5 minutes

Development: I will ask some students to hand out the first work sheets that has the same caption on it in columns, then we will start with the first caption and talk about what being sick sounds like. Once we have brainstormed something’s that fall under that caption we will move on to the next one. Once we have finished brainstorming words under all of the different captions then I will hand out the second worksheet which is an outline of a person. The students will then be asked to draw one of the words or statements from the captions we brainstormed, they will be asked to draw which area of the body it impacts and what the body looks like when it feels or sounds that way (for example, feels like- sore throat, the child may draw sharp spikes or razors in the neck area). They will then be asked to write the word or statement that they drew on the bottom of their

30-35minutes

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page. Students will then be asked to staple and hand in both papers to be marked and placed in their health binders.Closure: Before class time ends, I will ask students that if they sound, feel or look like any of these things, should they come to school. I will review with them that sometimes it is better to stay home and not spread their germs with the rest of the class and keep others from getting sick.

7-10 minutes

Extension/Adaptations: If students finish their drawing early then I will have a word search ready for the students to do, that covers some of the words that we used in our brainstorming. If there is a student that needs assistance drawing and colouring their person, than I may ask the EA or a student that finishes early to help that student.

Assessment: Students will be assessed and given participation marks on whether or not they copied the things that we brainstormed onto the worksheet that they were given with the columns on it. I will also look at their people to see whether or not they understand what their word means in association with illness that they were given. If there seems to be misunderstanding around some of the words or statements used to describe illnesses, then we as a class may have to review and going over them again before moving on in the unit.

What does being sick…Sound like: Feel like: Look like:

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Being Sick

S E H C AYDOBNNQGE G

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I H WE F S J GS T J BT S NS WO L L E NE YE S I S NIS C U S XAL OCYT J OE TE X H R OF P OKE P HRE AO H C I F RUHP XOAE Z EQ B C I L GE P RT VAT E WQ X N A HL AS F QS T HE SA S A N DF E L T B Z NRF OB U I WOAADGOABOJ ZP S Y S BS E Z NMMNAVZQ WS MHVUHNKVAT MNL O Q E VOMI T I NGCR LL L S D E RI T S T UDS HJZ L G WT RI QKE XZ NJ T

BODYACHES CHILLED COUGHHEADACHE HOTFLASHES LOSSOFAPPETITE

PALE SNEEZE SNIFFLESSORESTOMACH SORETHROAT SWEATINGSWOLLENEYES TIRED VOMITING

Lesson Plan #3: Health Education

Name: Brenna Moser Grade: Two

Topic: Personal items that are safe to share with others

Description of Topic: Children will learn the difference between items that are safe to share with other people and items that are not because of germs they can spread.

Outcomes and Indicators:Outcome: USC2.3 Develop an understanding of how health may be affected by illness and disease.

c. Describe how particular illnesses may be transmitted (e.g., air –coughing and sneezing, direct contact – kissing; feces – animal and human; blood products – touching a used needle).

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Materials/Resources: Three items good for sharing (scissors, pencil, books, etc.) for each group Three items not good for sharing (used tissue, lip balm, straws, etc.) for each group “Good for Sharing” sign for each group and “Not for Sharing” sign for each group

Prerequisite Learning: Students should already be familiar with what germs are and how they can easily be spread (in previous lesson)

Lesson Preparation: The teacher must gather all the materials and organize groups beforehand.

Presentation:Set:-Have a circle conversation about sharing. Talk about how it feels good to share with others and ask whether those things are usually clean or unclean. Explain sometimes there are things that we cannot share with others. Some things spread germs when we share them with others. Today we are going to learn about what is safe to share is others and what is safe only to use on you.

(5 minutes)

Development:-Split students into group of three or four depending on class size. Each group gets the various items and the two signs.-In the groups, the students must sort which items are safe to share and which items should be kept to one’s self and place the items under the safe sign or not safe sign.-The groups must have a reason why they think the items may be safe to share or not safe to share with other people based on the spreading of germs.-Once all the groups have completed this, get the class back together and go over the answers as a class. Allow the students to justify their answers but also challenge them with questions such as “Why would this item be safer to share than this item?” Make sure to get across the point that things that touch the inside parts of our body (ex. Mouth) are not safe to share because they give germs more access to the inside of our body.

(20 minutes)

Classroom Management:Organise groups before time to make sure students are grouped with people who they work good with and so that different strengths are dispersed in the group.

Closure:-Challenge student by asking them, “What would happen if someone sneezed on an item that is safe for sharing?” Have them record their answer through a combination of words and pictures in their journal.

(10 minutes)

Extension/Adaptation: For children who cannot write and need to be scribed for, allow them to dictate to you which words they want to put in their journal. Help them write those words then allow them to draw pictures in their journal to express their thoughts.

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Assessment: Assessment as learning: Assess their journal entries that the children hand in based on understanding and the following rubric:

3 2 1Understanding Student showed

understanding of the difference between what items were good to share and what items were not and also showed understanding that items which were originally good to share could become not good to share once germs were placed on the object.

Student showed understanding of the difference between what items were good to share and what items were not good to share.

Student did not understand the difference between what items were good to share and what items were not

Recording in Journal

Student used a variety of ways to show their understanding effectively such as picture, words, sentences, etc.

Student used one or two different ways to show their understanding effectively.

Student did not show their understanding with any way of recording.

Effort Student shows amazing effort in journal by elaborating on their recordings and using time effectively.

Student shows good effort and uses time wisely to write in journal.

Student does not put any effort into journal and does not use time effectively.

Lesson Plan #4: Health Education

Name: Brenna Moser Grade: Two

Topic: Understanding how illness can spread

Description of Lesson: Students will learn how germs are spread through air and contact by using pretend “germs” as a visual.

Outcomes and Indicators: USC2.3 – Develop an understanding of how health may be affected by illness and disease.

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c. Describe how particular illnesses may be transmitted (e.g., air –coughing and sneezing, direct contact – kissing; feces – animal and human; blood products – touching a used needle).

d. Identify personal health habits that may help to prevent getting sick (e.g., wash hands, cover mouth when coughing/sneezing, immunizations, do not share personal items, tell a trusted adult if you find a needle, exercise, sleep/rest, healthy diet).

Materials/resources: Glitter Washing bin filled with warm water Vaseline Soap Towel Garbage bags (material to cover floor)

Cross Curricular Competencies: The students will learn to think and learn contextually when they are asked to think about how germs are spread when sick. Students also will develop social responsibility by learning to take responsibility for their own germs when sick.

Prerequisite Learning: Students must have familiarity of being sick or experiencing others who are sick.

Lesson Preparation: Teacher, after gathering supplies, is responsible to cover floor with garbage bags in case of glitter spills. The teacher is also responsible for filling the bin with water.

PresentationSet:-Get the students to sit in a circle. As a class, review the previous lesson by asking three different children what being sick looks like.-Explain to the children that we get sick by getting germs in our bodies. Germs can come from many places, but one of the most common places we get germs is from spreading them from person to person.

Time: 5 minutes

Development:-Explain to the students that today we are going to pretend that the glitter is germs, such as those that come from your mouth and nose when you sneeze when you have a cold.-The teacher pretends to sneeze into a handful of glitter. The glitter will then fly into the air (get on students if possible). Tell the students that when they do not cover their mouths when coughing and sneezing, these germs can get into the air where we can breathe them in.-Ask what we could do to make sure germs do not get into the air when we sneeze or cough. Guide the students into talking about covering their mouths. The teacher then sneezes into their hands, covering their mouth. As they sneeze, the teacher will put a generous layer of Vaseline and glitter

20-25minutes

Classroom Management:Explain to the children that they will all have their turn to touch the pretend germs. Explain that if everyone is reaching for the

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on her hands representing the germs from her mouth and nose.-Ask the students “What do you think will happen if I shake hands with the next person in the circle? Will the germs spread?” After the students have voiced their opinion, shake the next person in the circle’s hands.-The glitter will spread to the next person’s hands. Then ask the students if they think the germs will spread from that person’s hands to the next person in the circle’s hands. Continue these patterns until the last person in the cirlce’s hands are shaken.-With the whole class, examine how the germs spread from person to person all the way to the last person in the circle. Explain that although we have blocked the germs from getting into the air by covering our mouths when we sneeze, we still got germs on our hands and spread them around. It is better to cough into our elbows. Have the students demonstrate coughing into their elbows. Explain that the only way we can make sure that all these germs are gone is to properly wash our hands.

germs before their turn we will not be able to use them anymore.

Closure:-Show the video following: http://www.youtube.com/watch?v=zxlQn7KaCNU-This video teaches the students to wash their hands. Let them watch it once and then watch it again as the children wash their hands in the basins.-When they are done washing their hands, have each child line up so the teacher can check their hands to make sure they are clean. Also when in line, ask the children to demonstrate how to cough/sneeze without spreading germs to check for understanding (sough into elbow)

10 minutes

Extension/Adaptations: This lesson in very inclusive because it is hands on and includes no writing or reading. The children who have trouble passing the germs due to disabilities can have a partner to help them and also to help them wash their hands.

Assessment: Students will be assessed when they line up to show the teacher their cleanly washed hands and demonstrate how to safely sneeze/cough into their elbow. The teacher will check off their name on a data sheet if the child is able to do so. If the child is not, then the child will be reminded and reassessed the next health lesson.

Lesson Plan #5: Health Education

Name: Brenna Moser Grade: Two

Topic: Understanding how to prevent illness from spreading

Description of Lesson: Students will understand how to prevent the spreading of germs through a variety of different methods and show their awareness to others.

Outcomes and Indicators: USC2.3 – Develop an understanding of how health may be affected by illness and disease.

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D. Identify personal health habits that may help to prevent getting sick (e.g., wash hands, cover mouth when coughing/sneezing, immunizations, do not share personal items, tell a trusted adult if you find a needle, exercise, sleep/rest, healthy diet).

Materials/Resources: Poster paper in different colors Art supplies (get creative; fuzzy balls for germs, tinfoil to make needles, tissue paper for

tissues, etc.) 5 objects that represent ways to prevent illness (ex. soap to represent hand washing, fake

needle to represent vaccinations, an apple to represent healthy eating, running shoes to represent exercise, and a tissue to represent covering your mouth when coughing and sneezing)

Cross Curricular Competencies: The students are developing identity and interdependence by learning how to care for themselves in a healthy manner. They are also developing social action by hanging their posters around the school for other students to see ad learn from.

Prerequisite Learning: Students must have familiarity of being sick or experiencing others who are sick.

Lesson Preparation: Teacher should ask the principal permission to hang the student’s posters around the school.

PresentationSet:-Explain the word prevention to children. Use a definition you are comfortable with for your class, but a good example would be “To keep from happening”. Write the definition on the board. -Explain to the students that today we are going to learn about ways to prevent illness, or in other words, ways to keep us from getting sick.-Put the word prevention in a bubble on the board and around it brainstorm a few ways with the class in which we might prevent illness.

Time: 5 minutes

Development:-One at a time, show the children the five items that represent ways to prevent illness. Explain to them the ways in which they prevent illness and pass them around the class so that the students can touch and see them. This helps them to understand better than just using a visual.-After the students have had a chance to touch and see all the items, again go over the importance of using these prevention strategies by asking the students questions like “Why do we need to use these prevention methods?” “When do we use these strategies?” etc.- Group the students into groups of three. Give each group a poster board and some art supplies. Each group can then pick a prevention strategy that they want to talk about and draw a prevention poster using the information

30 minutes

Classroom Management:Get the class to sit in a circle so passing the items is easier. This seating arrangement also allows for better listening.

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they just learned on the template below.

Closure:-Allow the children to hang their posters around the school (previous permission from the principal is required in most cases) Encourage them to put the poster in an appropriate place in the school (ex. washing hands poster in bathroom, vaccination poster by nurse’s office, etc.)

10 minutes

Extension/Adaptations: For students who need to be scribed for, make sure that they are in a group with stronger writers so that they can split up the work between writing and drawing based on their abilities. Assessment: Assessment as Learning: Go around the school and assess the posters based on the following rubric:

3 2 1Understanding Students showed

understanding by correctly displaying a way to prevent illness and elaborating on that method through sentence

Student showed moderate understanding by being able to list a prevention method but could not elaborate by their self.

Student could not show understanding through listing a prevention method.

Placement Student placed poster in an appropriate place where the prevention method will be able to be reminded and recognized.

Student had some trouble thinking of a place to put the poster but eventually, with help, thought of an appropriate place.

Student did not hang poster.

Cooperation/Teamwork Each student in the group had a job and completed that job with top effort.

Each student had a job but one student did more than the other students.

One student did all the work.

PREVENT ILLNESS!_________________________________

Write one way to prevent illness here.

This is important because

___________________________________________

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__________________________________________________________________.

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Health Lesson Plan #6

Name: Tannis Scharnatta Date: November 13/12

Subject: Health Education Grade: Two

Day One

Content: Ways in which students can determine

the signs and symptoms of various common childhood illnesses.

Teaching Strategy: Using a variety of text and pictures to help

students understand the different types of common childhood illnesses and the difference in signs and symptoms.

Outcome: USC 2.3 Develop an understanding of

how health may be affected by illness and disease.

Indicators: E) Investigate the signs and symptoms of

common childhood illnesses (e.g. influenza, colds, chicken pox, ear infections, asthma)

Adaptive Dimensions: All students will be engaged in this learning activity. Encourage all students to supply answers

but do not all out students that are uncomfortable or unwilling to answer.Cross Curricular Competencies:

Students will develop thinking and learning critically as they students will have to think and focus in on how they can determine the differences between the varieties of common childhood illnesses. This lesson will also focus on developing literacies through the listening of stories to help students learn different illnesses.

Prerequisite Learning: Students will need to know what it means to be sick. Students will need to know that are a variety

of different ways in which kids can get sick.Lesson Preparation: Equipment/materials

Storybook Titled: Premade pictures of the common illnesses and their symptoms for matching game.

Presentation:Set (5mins)

Explain to students that there are a variety of ways in which students can get sick and that there are a variety of common childhood illnesses that children can catch. Start off by asking the students in group discussion if any of them have ever been sick with something? If so what were the names of the illness or sicknesses if they can remember?

Explain to students that in this lesson we are going to cover a few common childhood illnesses and what their signs and symptoms are by reading a few stories.

Classroom Management Strategies:

Have students sitting in a talking area or reading circle so all the students can see the stories, pictures, etc.

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Development (25-30mins)

The lesson will begin by introducing the common influenza by reading the story, “Felicity Floo visits the zoo.”

While reading the first story explain to students that I want them to be watching for signs or symptoms that prove the girl in the story has the flu.

When finished the first story come together in group discussion and have students answer what were some signs or symptoms they say the girl had that proved she was sick with the illness, influenza.

Continue the lesson by explaining to students that influenza is a common flu that happens often and the main symptoms are:

- Fever- Cough- Stuffed Nose- Body Aches- Tired

And write them on the board/chart paper.

The next common childhood illness I want to introduce to the students is the chicken pox. I will then have the students listen to the story Topsy & Tim get the Chicken Pox via you tube.

When finished listening to the story will we then group together and discuss the symptoms found in the story and then explain to students the most common symptoms are:

- Itchy- Red spots- Fever

Have students look for signs that Felicity Flo may have that shows she has the common flu.

Have students answer the questions by raising their hands. Remind students to use their hands before mouths, meaning those that are sitting quietly and not blurting out answers will get to share.

Have students watch again to symptoms of chicken pox.

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And write them on the board.

Then explain what it means to have

Asthma- is a chronic lung disorder that causes airways (the tubes that carry air into and out of the lungs) to become inflamed, which means that they swell and produce lots of thick mucus.

Symptoms –- Wheezing- Chest tightness- Coughing- Short Breath

Common Cold- is a viral infection of the upper respiratory system, including the nose, throat, sinuses, , trachea, and bronchial tubes. Symptoms-- cough- runny nose- nasal congestion- sore throat

Ear Infection- is fluid, swelling, or an infection behind the eardrum that does not go away or keeps coming back

Symptoms- sleepy- tugging or pulling at ears- fever

Add to the chart

Closure (5-10mins): Explain to students that they need to

copy down the chart onto their ready-made chart paper as they will need to refresh the symptoms for day two when they do a matching game.

Assessment: The students will be assessed based on their participation and the answer they provide. Students

can also be assessed by observing their reactions to the questions and how they can follow along with the story. .

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Illnesses SymptomsInfluenza

Chicken Pox

Asthma

Common Cold

Ear Infection

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Health Lesson Plan #7

Name: Tannis Scharnatta Date: November 13/12

Subject: Health Education Grade: Two

Day Two

Content: Ways in which students can use

pictures and text to gain an understanding of the different types of common childhood illnesses and their symptoms.

Teaching Strategy: Using matching cards and pictures to help

students understand that different illnesses have different symptoms.

Outcome: USC 2.3 Develop an understanding of

how health may be affected by illness and disease.

Indicators: E) Investigate the signs and symptoms of

common childhood illnesses (e.g. influenza, colds, chicken pox, ear infections, asthma)

Adaptive Dimension: Students will be working in partners for this activity. If one partner is in need of some extra help

students can be paired accordingly. Students are encouraged to work together and help one another to come up with the best matches of symptoms to illnesses.

Cross Curricular Competencies: In this lesson students will focus on developing critical thinking. Students will work together to

decide which symptoms belong to the illness. Students will have to work off of their remembrance from the previous lesson.

Prerequisite Learning: Students need to now the different types of common childhood illnesses from previous lesson.

(Influenza, chicken pox, asthma, colds and ear infections)Lesson Preparation: Equipment/materials

Premade matching cards game/chart Partner Playing Area

Presentation:Set (5 mins)

Refresh with students the common childhood illnesses that we will have covered in the previous lesson.

Have students look over their charts that were also filled in from previous lesson.

Then allow for the students quickly get with a partner to take turns reading over an illness and all of their

Classroom Management Strategies:

Have students get out their prewritten illness charts.

Students can stay at their desks and discuss with the person that they are sitting closest to.

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symptoms.Development (20-25 min)

I will regain the students attention and then explain to them the activity to go along with our illnesses and their symptoms

Students will be broken up into pairs accordingly.

Explain to students that they are going to be working together on a matching game based on the illnesses and their symptoms we learned before. Tell students that the point of the game is to match up the pictures of the symptoms to which illness they fit. Example: students will have a picture of a hand itchy with text saying itching. Students will then have to put where they think itching belongs they will have more than one of some of the pictures as some illnesses have the same symptoms. Remind students that they cannot look at their charts they need to try to do their best to do the matching memory game.

Students will work together until they think they have matched all the symptoms.

Have students put up their hands when their group is finished and to stay in their station until I have been around to check all of their answers.

Closure (5-10mins): Finish the lesson by going around to

the groups and checking their answers. If students have misplaced some of the symptoms point it out to them and have them put it under the right one. If other groups are still being checked let the students start over again to help them memorize the symptoms.

When all groups have been checked let the students hand back their

Students can chose an area in the classroom that they would like to play the game.

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matching game and sit in their desks.Assessment: Students will be assessed through observation while playing the matching game. Further assessment will be checked when the group is finished. I will make sure that I correct the symptoms that the students may have done wrong. Write down common symptoms the groups messed up and make sure to go over them again another time.

Illnesses Symptoms

Influenza

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Chicken Pox

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Asthma

Common Cold

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Ear Infection

Lesson Plan #8 : Health Education

Name: Brooke Plant Grade: Two

Topic: differentiating between serious and non-serious illnesses

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Description of Lesson: In this lesson, students will begin to develop an understanding about how serious and non-serious illnesses differ from one another through a special presenter: A Health Nurse.

Outcomes and Indicators: USC 2.3-Develop an understanding of how health may be affected by illness and disease.

f. Differentiate between serious and non-serious illnesses and diseases (e.g., based on short/long term and the risk to health).

Materials/Resources: T chart worksheet Health nurse

o Contact information: 306 536-2087

Cross Curricular Competencies: The lesson develops identity and interdependence by understanding, valuing, and caring for oneself and others by gaining an understanding illnesses, their symptoms, preventions, etc. It also develops thinking contextually because this context may connect with some student’s lives/ there are different types of illnesses that surround or connect with everyone in one way or another.

Prerequisite Learning: Be able to define what an illness is.

Lesson Preparation: Have worksheets photocopied for each student. Set up appointment for the health nurse to come in.

Presentation

Set: Ask students if they can think of an illness that would be considered non-serious/ serious. We will brainstorm a list together and talk about what these may look like. Non-serious illness example: staying in bed for a few days, short term, getting medication from the doctor, having a cough, sore throat, flu, ear ache, chicken pox, no appetite, tiredness, etc. Serious illness example: staying at the hospital, long term, taking medicines that effect your body in different ways, have to be monitored, be in a wheelchair, be dependant on others, staying in bed for a long period of time, etc.

Time:10 minutes

Development: A health nurse will be talking to the children about some serious and non-serious illnesses.Guiding points:

List common serious illnesses, their symptoms, treatments What constitutes these kinds of illnesses? Are there ways to prevent these illnesses? List common non-serious illnesses, their symptoms,

treatments

30 minutes

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What constitutes these kinds of illnesses? Are there ways to prevent these illnesses? Generalize between short term and long term illnesses

Closure: Students will fill out their T chart worksheets. They can jot note characteristics of what a serious illness may be or look like and what a non-serious illness may be or look like. There is also one question asking the class to write a sentence explaining how the two types of illnesses differentiate from each other.

10 minutes

Extension/Adaptations: If students struggle to get their ideas down on paper they can work in pairs.

Assessment: Observe to see if children are contributing to conversation, engaged with the presenter, and get them to hand in their T charts once completed. A checklist will be used to mark each child on there understandings and whether or not they can differentiate between serious/non serious illnesses.

Checklist for T chart

Was there an understanding present on what a serious illness might be or look like?

Yes No Sort of

Was there an understanding present on what a non-serious illness might be or look like?

Yes No Sort of

Can the student differentiate between the two types of illnesses with an example?Yes No Sort of

Name: Date:

Serious Illness Characteristics Non-Serious Illness Characteristics

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Write a sentence or two explaining reasons on how a serious illness is different than a non-serious illness.

.

Health Lesson Plan #9

Name: Tannis Scharnatta Date: November 13/12

Subject: Health Education Grade: Two

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Content: Ways in which students can determine

if a needle is a “bad” needle when they come across and needle and what can happen when touched.

Teaching Strategy: Using role play to have students understand that

needles they may find can be dangerous and cause them to become sick.

Outcome: USC 2.3 Develop an understanding of

how health may be affected by illness and disease.

Indicators: G) Establish that certain serious infections

including HIV and Hepatitis C are transmitted through blood products (contaminated needles)

Adaptive Dimension: All students will be encouraged to take part in role playing and acting. If a student is

uncomfortable he does not have to be one of the students that will do the talking when the students are acting out their scenario.

Cross Curricular Competencies: In this lesson students will develop thinking and learning critical skills when making their own

drama performance to a specific scenario. Students will also develop identity and interdependence by understanding, valuing and caring for others in their role playing and learning about how to care for one’s self in serious illness situation.

Prerequisite Learning: Students need to know what it means to be sick and ways in which they can catch illnesses.

Lesson Preparation: Equipment/materials Picture of “special garbage” to dispose of dirty needles.

Presentation:Set (10-15mins)

Begin the lesson by asking the students if they know how needles work.

Explain to students that when needles are used they can only be used one time by only one person and then they are garbage and need to be disposed into a special needle garbage. Some places we may find the special garbage’s are hospitals, public bathrooms and some people’s homes. Tell students that the garages are special because they are yellow and have a special sign. Then show the students a picture of the garbage so they can determine whether they have seen one before or not.

Then explain to students that needles are only to be used once and on one person because needles go into our bodies to give us medicine. When we use needles sometimes our sick germs are left on the needles. Needles also

Classroom Management Strategies:

Have students raise their hands to share their ideas of how they think needles work.

Show the students the picture of the special needle garbage.

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can contain blood after they have been used because the poking sometimes makes us bleed. Remind students that everyone has different germs and blood so if these used needles are touched because they are not in the special garbage that we can get very sick from the sick germs and blood found on the needle.

Explain to students that some people do not always get needles when they go to the doctor. Some people have to give themselves needles every day so they get their medicine. Therefore, some needles can be found in strange places such as the park because that person did not throw away their needles nor put it in the special garbage.

Finish of the set by explaining to students that when needles are found in strange places that we do not want to touch them. Why? Because of the sick germs that can cause us to get sick. Tell students to never touch the needles and find someone and tell them what you have found.

Development (20 min) Students will then be broken up into

small groups of approximately 3-5.

Each group will be given a specific scenario and place in which their needle has been found. One group can have they were playing at the school playground at recess and found a needle what do you do? Other places could be walking home from school, a store, the hockey rink, etc. Explain to students that there role playing will only have to be no more than 2 minutes.

Give students 5- 10 minutes to decide how they want to act out their scenario and make sure that they explain who it

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is they are going to get to help when they are acting. Explain to students that they need to make sure that everyone has a job/part to act.

Each group will then begin their acting and having roughly two minutes each.

Closure (5-10mins): When all of the students have finished

acting out their scenarios explain to students that these were all places we may find needles and they must always go to an adult to come and check out the needles.

Students are able go to different areas of the classroom or the hallway to discuss who is going to be what, say what, etc.

Students will perform their role play in front of the class so all students are watching the scenarios.

Assessment: The students will be assessed on what they say and do. I will have a box with the students name in

the middle with the outcome written on top. Then write details of what the students said and did and what they would do if they found the needle, if they were the teacher, etc. The assessment will all be based on their role playing.

Lesson Plan #10: Health Education

Name: Brooke Plant Grade: Two

Topic: Comparing a healthy day to a sick day

Description of Lesson: Children will be asked to help brainstorm ideas on what a healthy day looks like appose to a sick day. Students will then be asked to do the

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worksheets provided where they will write a sentence and draw two pictures (one of them having a healthy day, one having a sick day)

Outcomes and Indicators: USC 2.3- Develop an understanding of how health may be affected by illness and disease

h. Compare how a “healthy day” may differ from a “sick day”.

Materials/Resources:

Chart paper Markers Healthy day/sick day worksheets

Cross Curricular Competencies: The lesson develops thinking creatively through drawing and coloring a picture of themselves having healthy and sick day. It also develops identity and interdependence: Understand, value, and care for oneself by understanding how they may act or feel when they are having a sick or healthy day.

Prerequisite Learning: Have an idea what it means to be sick and/or healthy

Lesson Preparation: have worksheets photocopied for each child

Presentation

Set: Brainstorm ideas with the children about how a person would

act if they are having a ‘healthy day’ Brainstorm ideas with the children about how a person may

act if they are having a ‘sick day’

Time:10 minutes

Development: Students will have two worksheets to write and color on.

One worksheet says ‘when I am having a healthy day I…’ and students will fill in the blanks with what they do or how they feel when they are having a healthy day. The other work sheet is the same thing only ‘when I am having a sick day I..”

At first the students will write out their sentences. Once they have written their sentences they can begin to draw their pictures.

Examples of what they may write are:o When I am having a healthy day I run around and

play with my friends.o When I am having a sick day I stay in bed and my

mom takes care of me.

20 minutes

Closure: 5 minutes

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Ask a few children to voluntarily share with the class one of their drawings

Extension/Adaptations: Children will be brainstorming idea’s as a class so if children do not feel comfortable sharing, they can learn from what the other children are sharing.

Assessment: Observe to see if children are engaged and having fun participating with the worksheets. Get children to hand in their worksheets. The following rubric will be used to asses each student on their drawings/sentences.

3 2 1Understanding Student showed

understanding of the difference between a sick day and a healthy day

Student showed some understanding of the difference between a healthy day and a sick day but had some errors in explaining/ showing.

Student did not understand the difference a healthy day and a sick day.

Effort Student shows outstanding effort through drawing their picture and explaining how they are different when having a sick and/or a healthy day.

Student shows effort through drawing and explaining how they are different when having a sick and/or healthy day.

Student does not put any effort into drawing nor explaining the difference between having a sick and/ or healthy day.

1. When I am having a healthy day I ….. .

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2. When I am having a sick day I…..

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.

Lesson Plan #11 : Health Education

Name: Brooke Plant Grade: Two

Topic: Comparing a healthy day to a sick day

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Description of Lesson: Children will compare a sick day to a healthy day through a storybook and role playing. This lesson will be a review to the lesson prior learning about healthy and sick days.

Outcomes and Indicators: USC 2.3- Develop an understanding of how health may be affected by illness and disease

h. Compare how a “healthy day” may differ from a “sick day”.

Materials/Resources: The Berenstain Bears: Sick Days story book Scenarios for each group to act out

Cross Curricular Competencies: This lesson develops thinking creatively through storytelling and role-playing. It also develops identity and interdependence: Understand, value, and care for oneself by understanding how they may act or feel when they are having a sick or healthy day.

Prerequisite Learning: Know what it means to be healthy and sick

Lesson Preparation: Have storybook ready to read and scenarios ready to hand out

Presentation

Set: Read to the children a story called The Berenstain Bears: Sick Days. Leave a few minutes open for discussion about the book.

Who was sick in this story? How could we tell sister bear was sick? How did sister bear get better? Who was having a healthy day in this story? How could you

tell?

Time:10 minutes

Development: Put children into groups of 4. Give each group a scenario that they will have to act out. Explain to children that you want them to role play what being sick looks like and what being healthy looks like (depending which topic they have been assigned). Get them to decide as a group how they are going to present their skit to the rest of the class.

20 minutes

Closure: Get each group to present to the rest of the class their skit. Once the group is finished acting out their skit I will ask the class things like:

Was a sick day or a healthy day acted out in this skit? How could we tell it was a sick day or a healthy day?

15 minutes

Extension/Adaptations: This lesson is group based and the students are in charge of how they want to act out their skits so everyone can be included. Students can assign different roles to group members and each member will help each other out.

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Assessment: Observe to see if children are engaged and understanding what to do. See which children are contributing to the group work and who are not by wandering around to each group.

Scenarios

1. Mom, dad, brother and sister go for a walk and play in the park. The family has a fun day in the sun with lots of laughter and smiles.

2. Mom looks after her three sick who are all sick with a cold.

3. Logan doesn’t feel good and has to miss out on a play date that his friends are having tonight.

4. Four friends show that they are having a healthy day by having fun and being energetic at the beach.

5. Mila doesn’t feel good and wants her mom to come get her from her friends house.

6. Zack has the flu and is sad when he sees his friends playing outside without him.

Lesson Plan #12: Health Education

Name: Melissa Senger Grade: Two

Topic: How to take care of those who are ill

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Description of Lesson: In this lesson, students will begin to develop an understanding about how we can take care of those who are sick and help to nurse them back to health.

Outcomes and Indicators: USC2.3 – Develop an understanding of how health may be affected by illness and disease.

I. Examine how to take care of self and others when sick (e.g., rest, fluids, medications as intended).

Materials/Resources: Bear Feels Sick by Karma Wilson Worksheets

Cross Curricular Competencies: The lesson allows students to develop in three of the cross curricular competencies; developing thinking because they will be thinking about how what being sick looks, sounds and feels like when we talk about Bear’s sickness. They are also developing social responsibility by reflecting on how they can take care of others. Students will also develop identity and interdependence through reflection on their own lives and how others have taken care of them when they were ill.

Prerequisite Learning: Students must know what being sick looks, sounds and feel like, they also need to know respectful and appropriate language that is used when talking about sicknesses. Students will also have to know how to prevent sickness and the things that they can do to protect themselves while taking care of the ill.

Lesson Preparation: The teacher is responsible for pre-reading the book and have the worksheets photocopied.

PresentationSet: I will gain the students attention and ask them to join me on the carpet (if there is one) to read the book. I will then ask them who takes care of them when they are sick.

Time: 5 minutes

Development: I will then tell the students that they need to be listening for things that Bear’s friends do for him to help him get better. Then I will start to read the students the book. Once we have made our way through the book We will gather back at our desks (if we were reading on a carpet) and I will ask the students what things Bear’s friends did to help him get better. I will write these things on the board. Once we have found all of those things, I will have some students hand out the worksheet. We will go through the worksheet and I will let the students know that I am expecting them to answer

30-35minutes

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the questions neatly and that this worksheet will be handed in for marks.Closure: Once all or almost all of the students have finished their sheet, we will discuss as a class what sorts of things we can do for our friends if they are not feeling well.

7-10 minutes

Extension/Adaptations: For those students that need to be scribed for or struggle to get their ideas down on paper, I ask an EA, if there is one available in the classroom to write with those students but if there are more than a couple, I will also assist some of them with their writing. If students finish early I will have a colouring sheet of Bear and his friends that students can do to kill the time while others are finishing up.

Assessment: Students will be given marks for their answers that they give on their worksheet. I will assess the assignment of how realistic their answers are and whether or not they make sense in the blank that they were put in. I will not be looking at the spelling of the words.

What Makes Me Feel Better

A) Two things that Bear’s friends did for him when he was sick are:

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1. ________________________________________________________

2. ________________________________________________________

B) When I am sick the favorite thing that my mom or dad does for me is

_____________________________________________________________.

C) Three other things that my mom or dad does when I am sick are:

1. ________________________________________________________

2. ________________________________________________________

3. _______________________________________________________

D) Two things that you should not do for a sick friend are:

1. ________________________________________________________

2. ________________________________________________________

Assessment for What Makes Me Feel Better Assignment2 1

Student demonstrate Student are able to Student is somewhat

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understanding of the story read in class (A)

reflect on the story and share ideas around story which they were asked to identify

able to reflect but demonstrate some confusion when it comes to identifying what is asked of them

Student is able to relate the story to real life and can reflect on real life situations (B, C, & D)

Student relates story to real life and are able to identify and reflect on real life situation that they have experienced

Student is relating story to real life but has unrealistic answers when it comes to identifying and reflecting on experiences

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