Good Health ( + )
Prior Knowledge
The student has
1. constructed sets of objects lesser than or equal to 100
2. added and subtracted with single-digit addends
3. estimated and measured length.
Mathematics, Science and Language Objectives
Mathematics
The student will
1. measure length, temperature and/or time
2. give examples of ordinal numbers and, given a set, find a given
ordinal position
3. show equivalent volumes in several ways, using given containers
4. compare single- and double-digit numbers
5. give examples of other names for a number, to show what
“equals” means
6. collect data by counting
7. write and solve original addition and subtraction problems
with single- and double-digit addends
8. make and read graphs and charts summarizing collected data
9. examine repeated addition in preparation for multiplication
10. group by a given number in preparation for division
11. make inferences from observations
12. use rates to describe events
13. name geometric shapes.
Science
The student will
1. say that good health means that a person feels well, has energy
and is free of illness
2. list at least four things that help us have good health
3. list at least one consequence of lack of good nutrition
4. name the five food groups and give examples of each
5. describe health care practices that promote good health by
a. describing practices that promote cleanliness
b. listing exercise and rest as important to good health
c. listing at least three ways to prevent disease
6. practice safety by
a. describing the danger of substance misuse
b. practicing school and household safety
7. mass objects in a pan balance
8. name at least three health care professionals.
Language
The student will
1. discuss a story or book used in this unit
2. retell a favorite story or personal event that relates to good
health and safety
3. write or ask a question regarding good health and safety
4. use formal and informal pronouns
5. write a paragraph, a poem, skit, story, etc., about good health
and safety
6. use reasons to persuade (verbally) a peer or an adult.
2 Unit 1 Good Health
drugs medicine prescription poison
drogas medicina receta veneno
hazardous health regular safety
peligroso salud regular seguridad, protección
energy balance growth balanced meals
energía balance desarrollo comidas balanceadas
breakfast lunch dinner food groups
desayuno comida cena grupos de nutrición
bread cereal milk snacks
pan cereal leche bocadillo, merienda
fruit vegetables bacteria chemicals
fruta legumbres bacteria substancias químicas
habit exercise preventive disease
hábitos ejercicio preventivo(a) enfermedad(es)
milk group rest windmill bread/cereal group
grupo lacteo descanso molino grupo de cereales
mold comb brush fruit/vegetable group
moho peine cepillo grupo de frutas y legumbres
towel rinse washcloth lather
toalla enjuagar trapo de lavar espuma, jabonadura
scrub shampoo hygiene toothpaste
fregar champú higiene pasta dentrífica
soap mold spores toothbrush suds
jabón esporas de moho cepillo de dientes espuma
V O C A B U L A R Y
Unit 1 Good Health 3
Teacher Background Information
Children need to develop habits early in life that lead to good health and safety.
As they learn about the body’s systems and related functions, the students associate
these functions with the need for maintaining their good health through
appropriate nutrition, cleanliness and hygiene habits, and through proper exercise
and rest. Children can also develop an awareness of the great dangers of
using inappropriate substances such as cigarettes, inhalants and other drugs.
Since students’ understanding of appropriate health habits can be enhanced
when they are aware of the body’s capabilities, functions and limitations (e.g., it
cannot utilize cigarette smoke as a nutrient) it is recommended that this unit on
health and safety follow the unit on the human body. The latter unit will provide
the information needed for students to understand the necessity of developing
and maintaining good health habits.
4 Unit 1 Good Health
Unit 1 Good Health 5
n LESSON 1 Good Heath Equals Good Living
BIG IDEAS Good health helps us enjoy life. What does ”equals” mean?
n LESSON 2 You Are What You Eat
BIG IDEAS Proper nutrition is the first principle of good heath. “First” is an ordinal
number.
n LESSON 3 Popeye Is Right!
BIG IDEAS Water and minerals (like spinach) are necessary for growth and strength.
Counting can help us have good health.
n LESSON 4 R - S - R for Good Health
BIG IDEAS During periods of rest, sleep and relaxation, body functions slow down for
the body to regain energy and remove body wastes; we can measure these
changes.
n LESSON 5 Our Friends — the Suds
BIG IDEAS Frequent washing and bathing remove bacteria that cause illness.
Numbers, like bacteria, can grow very fast using multiplication.
n LESSON 6 Exercise Is for Life
BIG IDEAS Proper exercise helps the body maintain its good health and good looks.
Keeping a chart helps us develop good exercise habits.
n LESSON 7 Practicing Safety Helps Our Health
BIG IDEAS Avoiding illness and preventing injury are important for our health.
Charts summarize information so that we can use it.
n LESSON 8 The Health Professions
BIG IDEAS Some of the most important professionals in our community are the people
who help us maintain our health. Each of these professions requires
knowledge of science and mathematics.
L E S S O N F O C U S
O B J E C T I V E S G R I D
Lessons 1 2 3 4 5 6 7 8
Mathematics Objectives
1. measure length, temperature and/or time • • • •
2. give examples of ordinal numbers and,
given a set, find a given ordinal position •
3. show equivalent volumes in several ways,
using given containers •
4. compare single- and double-digit numbers • • •
5. give examples of other names for a number,
to show what “equals” means • • •
6. collect data by counting • • • •
7. write and solve original addition and
subtraction problems with single- and
double-digit addends • •
8. make and read graphs and charts
summarizing collected data • • • •
9. examine repeated addition in preparation
for multiplication •
10. group by a given number in preparation
for division • •
11. make inferences from observations • • • • • • • •
12. use rates to describe events •
13. name geometric shapes. • •
Science Objectives
1. say that good health means that a person
feels well, has energy and is free of illness • • • • •
2. list at least 4 things that help us have
good health • • • • • •
3. list at least one consequence of lack of
good nutrition • • • •
4. name the 5 food groups and give
examples of each • • •
6 Unit 1 Good Health
Lessons 1 2 3 4 5 6 7 8
5. describe health care practices that
promote good health by
a. describing practices that promote
cleanliness. • •
b. listing exercise and rest as important
to good health • • • •
c. listing at least 3 ways to prevent
disease • • • •
6. practice safety by
a. describing the danger of substance misuse •
b. practicing school and household safety •
7. mass objects in a pan balance •
8. name at least three health care professionals. •
Language Objectives
1. discuss a story or book used in this unit • • • • • •
2. retell a favorite story or personal event
that relates to good health and safety • • • •
3. write or ask a question regarding good
health and safety • • • • • • • •
4. use formal and informal pronouns • • • • • • • •
5. write a paragraph, a poem, skit, story,
etc., about good health and safety • • • • • • • •
6. use reasons to persuade (verbally) a peer
or an adult. • • • • • • • •
Unit 1 Good Health 7
BIG IDEAS Good health helps us enjoy life. What does”equals” mean?
Whole Group Work
Materials
Book: I Want to Be Big by G. Ivenson
Frame sentence: I don’t want to be big enough to ..., but I want to be big enough
to ...
Magazine pictures of persons enjoying various activities
Pamphlets from a local health services center showing appropriate health practices
Word tags: nutrition, diet, water, exercise, balance
Encountering the Idea
Ask students what they think people mean when they say: An apple a day keeps
the doctor away. At the end of the lesson you will ask them what they think it
means now that they have studied about good health.
Ask children if they have ever wished they were bigger or older. Is it important
to just be big? We also have to be in good health to enjoy life. As you read the
story I Want to Be Big, tell students to think of what good health is and why it is
important. As they discuss the book, point out the structure of the frame sentence
they will be completing later.
Tell students that now that they know what the human body is and can do
and what it looks like, they know also that the body needs energy to do its work.
What gives the body the energy it needs and what keeps it healthy? What are the
body’s most important needs? Air, food, water, other. As the students respond,
write their suggestions on a poster to use later.
The first body need we will discuss is that for food. Why does the body need
food? (For energy, to stay warm, etc.) But you know that the body also needs
many other things to be healthy.
We are going to investigate some of the answers to our questions in the learning
centers. Are there other questions you have about food? If so, let’s write them
down to think about as we do our explorations.
Exploring the Idea
Ask students to jump up and down in place for a few minutes. After they have
started to breathe heavily, ask them to stop. Ask: Where did you get the energy to
do that? (Food.)
Why? How does food give you energy? Students discuss the various roles of
the body organs and cells in producing energy to function. Have you grown out
of your clothes this past year? Why? (Have grown bigger and gained weight, etc.)
Where do you get the building materials to grow bigger and gain weight? What
8 Unit 1 Good Health
Good Health Equals
Good Living
L E S S O N
foods will help you get a lot of energy and keep you growing at the same time?
Remember, your bones need calcium to grow; where does the calcium come
from?
Who feels like drinking water now? Why? After you exercise or work hard,
you want to drink water. How do you feel after a lot of exercise? Yes, you feel hot.
How does your body cool you off? (You perspire and that means you lose water
that you must replace.) Does your body need water? How much water does your
body need?
At the
to a partner what she/he has to do to keep balance and to walk all the way across
the beam.
At the
“Equals” Mean? and Activity — Almond Cookie Factory.
At the
“I don’t want to be big enough to ..., but I want to be big enough to ....”
Getting the Idea
Show students the pictures of the people enjoying various activities. Describe
how the people look. Where are they? Indoors or outdoors? Is it cold or hot? Does
the weather matter to people who are healthy? Are they active? Smiling? Do they
look energetic? Are their eyes shining? List other descriptors that indicate that
healthy people have a good time and can enjoy life.
Discuss what the students had to do to stay in balance on the balance beam.
What does the word “balance” mean? What do you think the idea of balance has
to do with good health? (You can’t just play, or just sleep, or just eat, or just work
or just do one thing for good health. You have to have a balance.)
How does perspiration, which is moisture, or water, help your body to cool
down after you exercise, play or work hard? (We know that for perspiration to
evaporate, it needs to absorb heat; when perspiration evaporates, it takes heat
from the body and cools it off.) This means that we have to drink water to replace
the water we lose in perspiration.
What did we learn that “equals” means? “Equals” is another way of saying “is
the same as,” or “is another name for.” We use “equals” to say numbers in different
ways, as we learned in our mathematics activity, but we use “equals” in other
ways, and it still means the same thing. When we say that “good health equals
good living,” how are we using the word “equals”? (Good health is another name
for good living; good health is the same as good living.)
You also worked in the Almond Cookie Factory grouping the cookies by fives.
Almond cookies are not only fun to eat, but they have many ingredients that give
your body energy and materials to help you grow. What are some other names for
five? (Pause for responses.) Yes, five has other names such as two plus three, and
three plus two, and four plus one, and one plus four. We will study more about
this in our next lesson.
Organizing the Idea
We have talked about needing food for energy for the body so that it can move,
grow and do all the things it needs to do. We have also said that the body has
other needs besides food for its health. Student groups write and illustrate five
reasons why good health is important.
Unit 1 Good Health 9
Applying the Idea
Students select, write and illustrate in their journals three things they personally
do to be in good heath.
Students describe and/or illustrate in comic book style: An apple a day keeps
the doctor away.
Closure and Assessment
Problem Solving
1. Roberto has been absent from school for three days because he has been sick.
What could have made him sick? What can he do to get well?
2. At the beginning of the lesson, we said that Good Health Equals Good Living.
What does that mean to you? What are some other words for “equals”? (“Is the
same as” and “is another name for.”) So, Good Health is another name for
Good Living.
3. Suppose you are the owner of a cookie factory, but your factory wraps the
cookies in a different way. Your factory wraps the cookies by sevens. Go
through the activity with a partner or with your group and play the cookie
game again, but this time group cookies by sevens.
List of Activities for this Lesson
s What Does “Equals” Mean?
s Almond Cookie Factory
10 Unit 1 Good Health
Objective
The student uses the phrases “is another name for” and “is the same as” interchangeably
with the word “equals”.
Materials
Unifix cubes, different colors; Cuisenaire rods, different colors
Procedures
Students work in pairs.
Tell students that they will work in pairs to learn other ways of saying
“equals”.
1. Students use cubes or rods to make chains of different lengths, such as five,
six, seven, 10, etc.
2. One student makes a chain of length five using two or three colors, for example,
two red and three brown or one red, two brown and two yellow.
3. Then the partner uses another color to make a chain of five of the same color
and says any one of the following: two red plus three brown equals five; two
red plus three brown is another name for five; two red plus three brown is the
same as five.
4. After they have done this a few times, the students make chains but reverse
the order of the statements of equality: five equals one red plus one white,
plus three blue.
5. The students take turns making the chains and describing them using number
words.
Tell students that this time they will roll dice and add the two numbers.
1. Students roll the dice and then make an addition number sentence using any
one of the three phrases.
2. After the students have done this for several turns, they roll the dice and subtract
the smaller number from the larger, again using “equals”, is another
name for” and “is the same as” to describe the operation.
Unit 1 Good Health 11
ACTIVITY s What Does “Equals” Mean?
Objective
Students group numbers by fives.
Materials
For each team of four children: Place Value Board (PVB)*; 25 Unifix cubes
Introduction to Activity
1. In this activity you will make almond cookies like this in a cookie factory.
(Puts five cubes together to make a stack.)
2. You will work in teams of two. Two members of the team manufacture the
cookies and the other two are the customers.
3. After we make five cookies we put them in a stack, and then we put them in
the store.
4. As soon we have five almond cookie stacks in the store, we can open it for
business.
5. The customers say how many cookies they want. You can break the stacks to
give customers the number of cookies they have asked for.
Clarification before students play the game:
What is the most number of cookies a customer can buy? (25.) What is the least
number a customer can buy? (One.)
Procedures
1. Each team of four takes a PVB and the Unifix cubes separated into ones.
2. Two of the children “manufacture” the stacks that are five cubes long.
3. Once students make a stack, they move it to the store.
4. As soon as the store is full with five cookie stacks, the store opens.
5. The other two children on the team come to the store to buy the cookies.
12 Unit 1 Good Health
ACTIVITY s Almond Cookie Factory
1A large square made of heavy laminated cardboard divided into halves. Each half has a different color and the
labels Store and Factory.
How many?
Store Factory
Place Value Board
BIG IDEAS Proper nutrition is the first principle of good health. “First” is an
ordinal number.
Whole Group Work
Materials
Book: Is This My Dinner? by I.S. Black or No Peas for Nellie by C.L. Demarest
Laminated, assorted pictures of various foods familiar to students from the five
food groups
Pitcher of water filled and marked with eight glasses of water
Picture of a person riding a bicycle
Balance beam
Word tags: diet, starch, calories, nutrition, guide, pyramid
Encountering the Idea
Show students the cover of Is This My Dinner? Let the students predict what the
story is about. Tell them that the story is told in rhymes. (Review what a rhyme
is, in case someone has forgotten.) Read the story, letting the students predict
whose dinner it is.
At the end of the story ask the students what made these dinners better for
each of the animals. Would any of these dinners be good for you? If not, then
what kind of dinner would be good for you? Remember, one of the most important
body needs is food, not only for the animals, but for us too.
How do we know what kinds of foods we need to eat? How will you, your
parents or the cafeteria workers who prepare your food know what food is good
for you? Is all the food you eat good for you? Are some foods better than others?
How much food should you eat? Do we need water? Is water a food? Bones, flesh,
skin and hair all have to be made by the body from food. What foods do we need
to help the body do these things?
We are going to investigate some of the answers to these questions in the
learning centers. Are there other questions you have about food? If so, let’s write
these down to think about as we do our explorations. Write the questions on a
chart for later use.
Exploring the Idea
At the Science Center, the students practice on the balance beam, and then
complete
1. Activity — Food Energy
2. Activity —
3. Activity — Let’s Make a Meal.
At the
Ordinal Number.
Unit 1 Good Health 13
You Are What You Eat
L E S S O N
Getting the Idea
What does the body need in order to do its work? (Food.) We also say that the
body needs proper nutrition. What does the food provide? (Energy.) What foods
provide energy? (Fruits, vegetables and grains because they give us sugar and
starch for energy.) We say that proper nutrition is the first principle of good
health. What does that mean? (Pause for student comments.)
Now let’s talk about what we did in the
ordinal numbers. Ordinal numbers tell us the position of an object. Look at the
word “order”. Can you find part of that word in “ordinal”? Yes, “ord” is in
“order” and in “ordinal". That’s what ordinal numbers tell you — the order or the
position of objects. The ordinal numbers relate to the cardinal numbers. The cardinal
numbers are the numbers we are familiar with — they tell us how many
things are in a set or a group.
Now, why do you think that we say that nutrition is the first principle of good
health? Yes, proper nutrition is the first principle of good health because without
nutrition the body cannot continue to live for a long time in good health. What
happens when we are sick or do not have energy? Are we happy? Can we do the
things we want to do? No, nutrition is important, and so we say that it is the first
principle of good health.
When we studied about foods that give us energy, what experiments did you
complete? What did we learn in our experiment using iodine? Yes, many foods
that we eat contain starch, which is one food that gives us energy.
Nutritionists, people who study the kind and amount of food that people need
to be in good health, measure the amount of food energy living organisms need by
using the unit of heat called a calorie. We use this unit to tell us how much food
we need each day. If we know how much food we need each day, we will be able
to balance our meals and to avoid the weight we would gain if we ate too much
fat and too much starch.
But starch in our diet is not enough. What else do we need? What do fish,
chicken, turkey and beef provide? (Those foods give us proteins that we need to
build muscles and renew all the cells.)
As we saw from the activities on proper nutrition, all foods give us energy and
help us build our bodies, but all foods give us more of one thing and less of
another than the body needs. Very few foods give us everything the body needs
all at the same time. That is why we need to eat balanced meals. The students
consider: Is fat necessary for the body? Is it an important food? How much fat
should we have in our daily diet?
You worked on an activity that required you to balance your body in order to
walk from one end of the beam to the other. What did you have to do to stay in
balance? Yes, you couldn’t lean over too much on either side — you had to stay
in the middle. What do you have to do in riding a bicycle? You can ride a bicycle
only if you balance on it. The same happens with your body and balanced meals.
You get energy and “building blocks” when you eat “balanced meals.” What do
you suppose “balanced” meals are? (Pause for student responses.) Yes, balanced
meals are meals that include foods from each of the five food groups. We don’t
want to have too much of one thing and very little of another. (Display pictures of
food from the Food Guide Pyramid.)
The Food Guide Pyramid is a guide, a suggestion, of the types and amounts
of food that a person needs to be healthy. The Guide tells us that the group we
14 Unit 1 Good Health
should select the most from is the Bread group, which includes oatmeal, Cream
of Wheat, rice, spaghetti, for six to 11 servings every day. The next groups are the
Vegetable group, which should include three to five servings every day, and the
Fruit group, which should include two to four servings each day. The Milk group
includes cheese and yogurt, and should include two to three servings every day.
We should have the same number of servings per day from the Meat group,
which includes beef, chicken, pinto beans, eggs and nuts. At the top of the pyramid
and having the smallest triangle, are the fats, oils and sweets. This is not
considered a food group because all foods contain fat and sugar. To be healthy,
however, we should use fats, oils, and sugar barely, or with care. Fats and sugar
are important, but they do not give energy and building blocks as do other foods
in a balanced diet.
We also said that one of the body needs is water. Do all living things need water
to live? We are going to look at the amount of water that living organisms need.
Teacher Demonstration
To demonstrate the amount of water contained in different plants and animals,
fill various jars with different amounts of water. Ask students to pretend that each
jar is a person, a plant or animal (a picture could be drawn on the glass). Fill the
glasses to illustrate the approximate percent of the organism that is water. A person
is 65% — others: mouse 65%, elephant 70%, potato 80%, tomato 95%. A
balanced diet will always include plenty of water. The food alone is not enough
to make a healthy body.
Organizing the Idea
We have talked about needing food for energy for the body so that we can move,
grow and do all the things we need to do. These pictures of healthy foods are
grouped into five groups so we can be sure to eat some from each group each day
to have a balanced diet. We have to eat different kinds of food for the body to
grow and change. (Display pictures of the five food groups.)
Unit 1 Good Health 15
Fats
Milk
yogurt,
ice cream,
cheese
Meats
chicken,
fish, eggs,
nuts
Vegetables Fruits
Bread, Cereal, Rice, Pasta
flour tor tillas, cookies
At the
cutouts of healthy food, students write the names of the food on the pictures and
glue them on an outline of a human body. The students also write ordinal numbers
on the foods labeling them as first, second, and so on.
Applying the Idea
Each student chooses three or four pictures of different foods.
• Students place the pictures under the titles: breakfast, lunch, and dinner.
• Students respond to the following questions:
a. Are there some foods you can eat at any of the meals and still have a balanced
diet?
b. Is it a good idea to eat a lot of the same type of good food in one meal until
you are completely full? Why?
Closure and Assessment
1. Reread the book Is This My Dinner? or read No Peas for Nellie. Discuss what
students learned from these two books.
2. Children select a food from the each of the food groups that people eat for
breakfast and paste a picture of it on the correct poster board. They repeat for
lunch and dinner, if appropriate. Be sure you look at your selections. Do they
make a balanced meal?
3. The students justify the way they made a balanced meal. They write about it
and draw it in their journals.
4. What is the first, most important part of good health? Discuss your selection.
5. Is soda pop a good substitute for water during your meals? Why not?
6. When someone asks you the question, “How many people are at your desk?”
and you answer, “Four”, what kind of number is four? (It is a cardinal number
because it answers the question: How Many?)
7. When you say “Every fourth person in the row gets to go to the
tomorrow,” how are you using the word “fourth”? (It is an ordinal number
because it says which ones are selected.)
List of Activities for this Lesson
s Food Energy
s Food Building Blocks
s “First” Is an Ordinal Number
s Let’s Make a Meal
16 Unit 1 Good Health
Breakfast
Chocolate
Lunch Dinner
Hamburger
Objective
The student says that the human body needs heat energy every day to do its work
and to stay warm. We measure energy for the body in calories.
Materials
Burner to heat water; test tube with 10 ml. distilled water; pan with water for a
water bath; several thermometers; alcohol and cotton swabs to clean the thermometers
before every use
Procedures
1. Students, working in pairs, take turns taking each other’s temperature every
half hour for at least two hours. They record their temperature in degrees
Celsius.
2. Heat a test tube containing 10 ml. of distilled water to 37° C in a hot water
bath. Record its temperature.
3. Remove the water from the water bath and record its temperature every half
hour for at least two hours.
4. As you are heating the water, ask the students what is making the temperature
of the water rise. (The heat energy from the burner making the water hot and
making the temperature on the thermometer rise.)
5. Ask the students what their body temperature has been for the last two hours.
What keeps their body temperature at 37°C?
6. What is the temperature of the water in the pan? Why didn’t it stay at 37° like
their body temperature? (Energy is needed to keep the water hot.)
7. What keeps their temperature from going down? (The energy the cells are
using to keep the body warm.)
Discussion
We measure energy from food in units of heat we call calories. Humans need to
eat enough food every day to give the body energy to do all its work. Students
find the weight that is closest to their own weight in kilograms and pounds and
find the number of calories they need each day.
Unit 1 Good Health 17
ACTIVITY s Food Energy
Recommended Daily Calorie Intake
for Children
Weight
Kilograms Pounds Calories
25 50 990
29 58 1080
33 66 1165
37 74 1245
41 82 1300
Objective
The student says that fish, chicken, beef and other meats provide proteins we
need to make new body cells.
Materials
Pieces of fruit such as apples, oranges; vegetables such as potatoes; crackers,
bread, corn tortillas, beans, candy, other foods
Pieces of cooked meat like bacon, pork, beef, chicken
Tincture of iodine
Procedures
1. Students test each of the items to see if they contain starch by using a few
drops of tincture of iodine, or Lugol’s solution. (Please refer to Unit 1: Plants
and Seeds.)
2. After they have completed testing the foods they separate them into two
groups — those that have starch and those that do not.
3. The students make a chart showing the foods that mainly give the body fast
energy, such as sugar and starch, and those that give us building blocks —
proteins — to help us grow and renew our bodies.
4. The students show foods like beans, milk and other dairy products and grains
like wheat and oats in the Proteins column since some vegetables also provide
proteins.
18 Unit 1 Good Health
ACTIVITY s
1Warn students that tincture of iodine is a very harmful ingredient if it is eaten. Ask them not to taste any of the
food that they test for starch.
Healthy Foods
Give Us Fast Energy Have Proteins to Build
Objective
The student gives the ordinal number of an object in a sequence and places a
given object in a given ordinal position.
Materials
Set of objects (10 pieces of fruits, vegetables or food models, or as many as the
students are able to work with) that students can distinguish by size or color
Word tags: First, Second, Third, Fourth, Fifth, Sixth, Seventh, Eighth, Ninth,
Tenth, Last
Procedures
Students work in pairs.
1. Tell students that they are going to play a game of finding foods that have
been placed in a sequence. To do this, each student tells a partner the position
of the food, and the partner hands it to the student.
2. Place the number of foods that will be used, six for example, in a row. With
the students, say the ordinal number of each food: Beginning on the left, this
is first, second, third, fourth, fifth, sixth (and/or last).
3. The students take turns giving each other a position and finding the food in
the given position.
4. Then the students take turns pointing to a food in the sequence and saying the
position of the food. For example, one student points and the other students
says: The red apple is fourth from the left.
5. The students practice putting the word tags in order according to their ordinal
numbers.
Tell students that sometimes we use ordinal numbers to find several
objects in a sequence — that you may not want all of them, only some. But
you may want to select them without choosing any in particular, only every
other one, or every fourth one, every fifth one, and so on. Students, if I only
want a few foods, but I don’t want to have to select, I’m going to choose every
fourth one. First, second, third, and I pick the fourth. Then I start over again.
First, second, third, and I pick the fourth. Students practice finding every second,
or every third, food in the sequence.
6. One student gives an ordinal number, and the partner finds those foods, if
there are more than one.
7. Repeat the above procedures with other objects.
Unit 1 Good Health 19
ACTIVITY s “First” Is an Ordinal Number
ACTIVITY s Let’s Make a Meal!
Objective
The students prepare 3 menus that contain the recommended servings of the 5
food groups and the recommended number of calories required for a nutritious
daily diet.
Materials
Calorie guide given below; calorie guide for different ages
List of the food groups recommended for daily consumption
Procedures
1. Using the calorie guide given below, the student prepares a menu for breakfast,
lunch and dinner, each, appropriate for the student’s age.
2. The student presents the menus to the class and discusses the calorie needs
and the food groups represented in the menus.
Daily Calorie Requirement Guide
Calories are important for the body! How many do you need?
1200 to 2000 calories per adult each day
up to 2500 calories per day for active children
The total number of calories consumed each day is the total number of calories
of the 3 meals of the day
plus any snacks you may have along the way.
Remember—be calorie wise!!!
Food Guide Recommended Servings1
Breads, Cereals, Grains 6 to 11 servings
Fruits 2 to 4 servings
Vegetables 3 to 5 servings
Meat, Poultry, Fish 2 to 3 servings
Milk, Cheese, Yogurt 2 servings
Fats, sweets only in moderation
20 Unit 1 Good Health
1The
Calorie Counter
Food Calories Unit
Cinnamon rolls 130 roll
Mixed fruit 120 cup
Fresh orange 90 orange
Muffin 80 muffin
Flour tortilla 80 tortilla
Corn on cob (small) 90 ear
Angel food cake 110 serving
Corn and peas 220 cup
Roast beef 400 6 ounces
Pasta and lettuce 150 cup
Sugar cookie 120 cookie
Pepper chicken 320 6 ounces
Lamb chops 180 chop
Dinner roll 120 roll
Chicken nuggets 180 6 nuggets
Veggies 50 cup
Rice pudding/peaches 130 1⁄2 cup
Milk (low fat) 140 cup
Cereal (low sugar) 120 serving
Pizza (low fat) 230 5-inch square
Bean salad 130 1⁄2 cup
Corn tortilla 30 tortilla
Scrambled egg 150 egg
Jello squares 25 5-inch square
Unit 1 Good Health 21
BIG IDEAS Water and minerals (like spinach) are necessary for growth and
strength. Counting can help us keep our good health.
Whole Group Work
Materials
Book: Let’s Go Swimming with Mr. Sillypants by M.K. Brown
A picture of Popeye; matches; several cereal boxes that have the contents
(minerals, vitamins) and their daily recommended amounts listed on the
side package
Word tags: vitamin, mineral, iron, calcium, calorie
Encountering the Idea
Let’s talk about our friend Popeye, the sailor, to see what ideas he has about good
health. What do you know about Popyeye? He knows what he needs to make him
strong. Why does Popeye need to be strong? To stop the bully Bluto! What does
Popeye use to make him strong? Yes, spinach. What is spinach? Yes, it’s a vegetable.
But, what is so important about spinach; why can’t some other vegetable
do the job? Why must he have spinach? Let’s think about that for a minute, and
then let’s ask some other questions about health.
What happens if we don’t drink water for a few days? We get sick. When we
studied the kidneys in the human body, we learned that the kidneys use a lot of
water to get rid of wastes. We have to urinate several times a day. We need to
replace that water. But, do we need to drink water every day? Who knows how
much water people need to drink every day? Yes, we will review some of these
ideas in this lesson, and in the following activities we will discover answers to
why the body needs fruits, vegetables and water.
Exploring the Idea
At the
1. Activity — Let’s Eat Our Spinach!
2. Activity — Water Is Important
3. Activity — Water for Health.
At the Mathematics Center, the students
1. begin Activity — Health Food Store
2. complete Activity — Chewing Gum Math.
Getting the Idea
Students discuss the importance of drinking the appropriate amount of water
each day. After discussing the importance of drinking water, the students discuss
ways to ensure they drink the appropriate amounts. The teacher asks: Will you
22 Unit 1 Good Health
Popeye Is Right!
L E S S O N
drink eight glasses of water in one day if you drink from a small cup? What did
our activity with the different-size glasses help us understand?
1. Why did it take more of these small glasses (point to the pictures of the
glasses on the chart) than of these bigger glasses to meet the daily water intake
requirement?
2. Show in at least three different ways how you can meet your daily water
requirement for health.
3. If you exercise very hard every day, will you need more, less or the same
amount of water for your daily water requirement? What makes you think
that?
Students discuss the gum chewing experiment speculating about how and
why the gum changed.
1. Why was there a difference in the two weights?
2. What did the gum lose that has weight?
3. What happened to the sugar, or the sweeteners?
4. What will the sugar do in your body?
5. How does sugar affect your body?
6. Is sugar necessary for your body to function properly? What happens if your
body gets too much sugar?
Students discuss the notion of a balanced diet that includes taking a sufficient
number of calories to give the body energy. It is also important that humans not
eat more food than the body can use. If we overeat, the body stores the extra
energy as fat in the body. Too much fat can cause health problems. Pediatricians
have recommended that certain amounts of calories be consumed by children
every day to give them the calories they need and to maintain a balanced diet.
Organizing the Idea
The teacher reads the book Let’s Go Swimming with Mr. Sillypants. The class
discusses the ideas in the book about the importance of water.
Students take a survey of all the class members about their favorite gum: sugarless,
with sugar, bubble gum, etc. Working in groups, they graph the information
and then report to the class what the graphs tells about the class’s favorite
chewing gum.
Students discuss the vitamins and minerals listed on the side panels of the
cereal boxes, noting that the vitamins have letter names, such as A, B, C, etc.
Students working in groups of three to four select a vitamin (Vitamin A, D or C,
which are the more familiar ones) or a mineral (iron, the one Popeye gets from
spinach, needed to make red blood cells, and calcium needed for teeth and
bones) from the list on the cereal box and report to the class or write a class Big
Book on vitamins and minerals.
At the
learn not only what the words mean, but how they are constructed, for example
vita — means vida, or life. In other words, vitamins are necessary for life, for
good health, for good living. What about mineral? Write a story about Popeye (or
a favorite character) and the minerals and vitamins he eats.
Unit 1 Good Health 23
Applying and Assessing the Idea
1. Students write at least three rules for healthy nutrition that tell about the
appropriate daily use of water, about sugar, about fat, and about vitamins and
minerals that we should include.
2. Show different kinds of fruit to the class. Brainstorm. Do fruits have vitamins?
Do they give us energy? Keep us healthy? Etc. Which fruits give us Vitamin C?
Which ones give us energy? (Most fruits have sugar and starch that give
energy.)
3. Students either write and illustrate a cinquain or write and illustrate a story
about the importance of water for the human body.
4. The students use the chart in Activity — Food Energy from Lesson 2 to find
the recommended number of calories they need to have energy for their bodies.
They discuss why it is important to have a balanced diet that includes the
required amount of calories.
5. This graph shows a first grade class’s chewing gum preferences. Each student
put a sticker above his/her choice of favorite gum. By looking at the graph,
what can you tell about the class’s preferences?
List of Activities for this Lesson
s Let’s Eat Our Spinach!
s Water Is Important
s Water for Health
s Health Food Store
s Chewing Gum Math
24 Unit 1 Good Health
Regular Sugarless Bubblegum Sugarless
Bubblegum
Objective
Student gives examples of at least two vitamins and two minerals that the body
needs for proper nutrition.
Materials
For each student pair or student group:
Glue one Popeye, Bluto or Olive Oyl picture on construction paper and cut into
puzzle parts;
• place all the puzzle parts except one in an envelope to keep from getting
lost;
• color the remaining piece green;
• place the missing part from the puzzle into some other group’s envelope.
Each group has a complete puzzle, except for one part that does not belong to
that envelope.
Empty cereal box listing the daily recommended mineral and vitamin requirements
Small portion of colored but unsweetened jello for each student
Procedures
1. Each student group solves the Popeye puzzle, except for the missing piece.
2. The students have to look for the missing piece among the other student
groups’ extra pieces.
3. When all the groups have completed their assigned puzzles, they signal that
they are ready to continue.
4. The students describe their completed puzzle. What color is the missing part?
Green.
Getting the Idea
Tell the students that each puzzle represents some food that the body needs to
work, play or to stay healthy. The missing piece is what we might call a mineral
or a vitamin. Minerals and vitamins are not food like meat, bread or fruit, but
they are substances that the body needs to make the cells their best.
1. What do you suppose a body cell has to do if it needs a mineral or a vitamin
to do its job? Yes, it has to look for it. But if it can’t find it, then what do you
suppose happens? It doesn’t do it; it takes it from some other part of the body;
or it does without it.
2. Let’s take a rest, now, and eat our jello snack. What? You don’t like it? Why?
Yes, sometimes substitutes will not work. We really don’t need the sugar in
the jello, but it just didn’t do the job as a snack.
3. That’s what happens to food when it is missing vitamins and minerals. It can’t
do the job just right.
4. How will you know when you are getting all the vitamins and minerals you
need? Yes, when you get a balanced diet.
5. Let’s look at this list of vitamins and minerals written on this box of cereal.
6. One of the minerals we need is IRON. That is why Popeye likes spinach.
That’s how he gets his iron to fight against Bluto.
Unit 1 Good Health 25
ACTIVITY s Let’s Eat Our Spinach
Objective
The student says that water is important and that people need to drink at least
eight glasses of water daily to maintain good health.
Materials
Chart; magazines; scissors; celery stalks or carnations; jar with lid that seals the
jar; several jars of same size
Water - Use Chart
Procedures
1. Students find magazine pictures of water in daily use.
2. They divide the pictures into three groups: water used for work, for food and
for play.
3. They glue the pictures on the chart.
4. The students make a list and count the number of different ways they used
water on the previous day.
5. They graph their responses on a chart or in their journals. From the chart they
determine the most frequent use of water.
Celery Stalks (or carnations) in Water
1. Place several stalks of celery in a jar of colored water and observe for a couple
of days.
2. Place the celery stalks completely inside the jar and seal the jar with a lid;
mark with tape the water level at the time the celery is placed in the jar.
3. The students measure and record how much water the celery absorbed on a
daily basis.
Teacher Demonstration
To demonstrate the amount of water contained in different plants and animals, fill
various jars with different amounts of water. Ask students to pretend that each jar
is a person, a plant or animal (a picture could be drawn on the glass.) Fill the
glasses to illustrate the approximate percent of the organism that is water. A person
is 65% — others: mouse 65%, elephant 70%, potato 80%, tomato 95%.
26 Unit 1 Good Health
ACTIVITY s Water Is Important
1 2 3 Jar with lid
day
7
6
water
level
in.
Objective
The student says that eight glasses of water are a daily health requirement and
can give equivalent amounts in containers of different sizes.
Materials
A pitcher, for easy pouring, filled with eight glasses of water; mark the water level
Cups and glasses of various sizes and shapes
Poster board
Procedure
1. Fill a pitcher with the recommended daily intake of water, eight glasses, and
place in the center.
2. Then fill different size glasses or cups from the original, large, marked container.
3. Students count how many of each size glass of water they would have to
drink in order to meet the recommended daily intake of water.
4. Make a chart matching a particular glass with the number of glassfuls it takes
to meet the daily requirement.
Unit 1 Good Health 27
ACTIVITY s Water for Health
If you use: How many?
9
2
3
5
Objective
The students play store; they buy and sell priced items, give and count change;
they sell liquids and measure them as cups, pints and quarts.
Materials
Washed and dried food containers of items: margarine, yogurt, milk; box containers
of salt, oatmeal, fruit, vegetables; bread, tortillas, crackers; empty and
clean containers of soap, toothpaste, toothbrushes; combs and other hygiene
items
Large cardboard boxes to make the store; other smaller boxes to serve as a cash
register
Procedures
The children, playing in pairs
1. construct a store with large cardboard boxes and place items (may be plastic
models of fruit, bread, health products, liquids to represent milk or juice, etc.)
to buy and sell in the store
2. price and label the items with numbers within their range of skills
3. make a cash box to keep the money in (paper or plastic models) that belongs
to the store
4. take turns being the storekeeper or customer
5. buy several (two to four) items at a time
6. calculate the sum and give change
7. check the transaction
8. measure out requested amounts of liquid, such as pints, quarts, etc.
This center remains up for several days (weeks) until all students have an
opportunity to play both roles several times.
28 Unit 1 Good Health
ACTIVITY s Health Food Store
Objective
Student say that some foods have more sugar than is necessary for good health.
Materials
Piece of gum for each student
Sheet of paper to record observations
Poster board to graph results
Pan balance
Objects to balance the pan
Procedures
In each student group:
1. Students discuss the sight, smell and feel of the gum.
2. Students measure the length, width and thickness of the piece of gum.
3. Students place each piece of gum on the balance and mass it while it is still
in the wrapper. Make the pan balance using various objects. The students
record what they used to make the pan balance.
4. Each student chews his/her piece of gum for approximately 11⁄2 minutes, and
saves the wrapper.
5. Students discuss what is happening to the gum — it is getting soft; it is mixing
with saliva; it’s losing its sugar taste, etc.
6. Students put the gum back in its original wrapper and balance the pan again,
recording what they used the second time.
7. Students discuss why they weighed the gum wrapper with the gum both
times.
8. Students describe all the changes they see (using sight, smell and touch) and
record them.
9. Students discuss reasons why the sum lost weight. (The sugar dissolved in
their mouths and they swallowed it.)
10. Is all of the sugar we eat in candy, gum and other sweets necessary for the
body to be healthy? Students discuss.
Unit 1 Good Health 29
ACTIVITY s Chewing Gum Math
1Weighing the chewing gum: Use a pan balance that students can practice balancing before massing the gum.
They can use different materials to get the balance into balance, for example, the unit cubes, counters or any
other like materials available in the classroom.
BIG IDEAS During periods of rest, sleep and relaxation, body functions slow
down for the body to regain energy and remove body wastes; we
can measure these changes.
Whole Group Work
Materials
Book: Tony’s Hard Work Day by A. Arkin.
Charts to make web
Matches
Unit 1: The Human Body to relate to concepts of good health
Encountering the Idea
Read the book, Tony’s Hard Work Day. Was Tony tired after all that hard work?
What did he do? What happens after you exercise a lot? (You get tired, you need
to rest, etc.) Why do we get tired at the end of the day, or after we exercise? After
you exercise a lot, do your muscles ache? What happens to the body as we do our
daily chores?
Remember what we learned about the cells in our body in the unit on the
Human Body? Each cell uses energy, and as it uses energy to perform its function,
its job, what does it produce? (Wastes.) What does the body do with these wastes?
(Removes them.) Look, as I burn this match, it produces what? (Heat, light.) Yes
and what else? Yes, ashes. These ashes must be removed. In like ways, the body
must get rid of its wastes. In our
the body creates and then list the ways the body removes them. In the following
activities, we will discover why we need to rest.
Exploring the Idea
Do The Body Needs Rest Activity.
To introduce the activity, students describe how they feel when they are tired.
Ask: How do your eyes feel when you are tired? Do you have a lot of energy? Let’s
make a web about how we feel when we are tired.
At the
30 Unit 1 Good Health
R - S - R for Good Health
L E S S O N
Feel
tired
eyes, heavy feel sleepy
no energy
Getting the Idea
In the activities we completed, we learned that the body needs to rest in order to
do some very important things. We learned that the body
1. makes new cells every day,
2. gets rid of body wastes, and
3. brings food to the cells.
That means that the body needs time to do all these things. It needs to slow
down. Does the heart ever stop beating? Does your brain ever stop thinking? Does
your blood ever stop flowing through your body? No, all of these things have to
continue. Rest and sleep are very important for staying healthy. When the body
sleeps, the heartbeat and breathing slow down.
Do The Body Needs Sleep Activity as shown below.
This slowing down of the body’s activities allows the body to build up a new
energy supply. Children need more energy than adults because children are growing.
Everyone has different needs for sleep, but most children need about 11
hours of sleep each night. The body tells us if the amount of sleep is not enough
by feeling tired. During a rest period, people slow down. They are awake but not
active or moving. Rest helps the body gain new energy.
Do The Body Needs to Relax Activity
Children pantomime relaxing, resting and sleeping and strenuous activities to
notice the differences in how their bodies feel.
Students list relaxing activities.
Organizing the Idea
Students make a chart listing the differences in heartbeat and breathing rates
when engaged in strenuous activity, during stages of rest and during sleep.
Discuss differences between rest, relaxation and sleep.
In the
waste. (This can be a review of Unit 1: The Human Body.)
1. Students list or make a chart of the different ways the body removes waste
products: the lungs get rid of carbon dioxide; the skin gets rid of salts, acids
Unit 1 Good Health 31
Relaxing
lying down
reading
playing
boardgame
sitting
Sleep
??
Breathing slows
Heart slows
What Happens When We Sleep
and oils; the intestines get rid of unused products of digestion; the kidneys get
rid of waste in liquids, etc.
2. Students illustrate or dictate things related to: When I’m tired I ......, but when
I’m rested, I .... .
Applying the Idea
Students keep a diary for at least one week observing the time spent and types of
activities done during the day when they rest, relax or sleep and the number of
hours they sleep. How many hours of sleep do they get every night?
Closure and Assessment
Read Tony’s Hard Work Day again. The students list all the things Tony did that
used up his energy, and then all the things he did to regain his energy.
List of Activities for this Lesson
s Heart and Lungs
32 Unit 1 Good Health
Objective
The student describes the differences in heart and lung functions during periods
of body activity and rest.
Materials
Watch with a second hand to count to one minute
Chart to record observations
Procedures
Students, working in pairs or small groups
1. run in place for one to two minutes
2. measure and record their heart rates and the number of breaths per minute
3. describe and record how they feel after running in place; for example, do their
muscles ache? Do they run out of breath? Do they want to drink water? Are
they hot?
4. after running in place, go to a quiet place to read or do some other quiet activity
for at least five minutes
5. measure and record their heartbeat rates and their breathing rates again
6. compare the rates and describe and record how they feel after a period of rest
7. take a survey to see whose heartbeat was the fastest, and who breathed the
fastest
8. survey the information to see which heart rate and which breathing rate were
the most common.
Organizing the Idea
The students use this table to write in their journals about the differences in body
functions during rest and during heavy activity.
Unit 1 Good Health 33
ACTIVITY s Heart and Lungs
Activity Heartbeats Breaths How I Feel
per minute per minute
Running
Resting
Rest and Run Activity
BIG IDEAS Frequent washing and bathing remove bacteria that cause illness.
Numbers, like bacteria, can grow very fast using multiplication.
Whole Group Work
Materials
Book: I Hate to Take a
White clean towel
Different, colored pictures of bacteria
Frame sentence: I hate to take a bath because ...
Large Band-aid for each student
Word tags: bacteria, wash, dirt, disease, illness, clean
Encountering the Idea
Read the book I Hate to Take a
to the students: I hate to take a bath because ... , but if I have to take a bath ... Let’s
keep these ideas in mind while we have this demonstration.
The teacher holds up her hands and asks students whether her hands are
clean. The students identify classroom items that appear to be clean. The teacher
rubs and touches each of these items. Then she cleans her hands on a wet white
towel to show that although things appear to be clean, they are not. Students try
the same procedure. They discuss what makes things dirty.
Exploring the Idea
At the Science Center, students
1. begin Activity — But My Hands Are Clean!
2. investigate the reason for placing clean bandages on wounds. The students
wash their hands and pretend to have a wound. They cover the area with a
clean bandage and wear the bandage throughout the day.
At the Mathematics Center, students
1. participate in Activity — Achoo!
2. participate in Activity — Bacteria Fighter
3. complete Activity — Bacteria Grow Fast
4. complete Activity — Soap and Math.
Getting the Idea
Show pictures of bacteria and explain that they are very small and we can’t see
them except through a microscope. Bacteria need food in order to grow. They
grow on many things, but they can also grow inside our bodies. They grow in our
mouths, in our nose, between our teeth, under our fingernails, in our hair and in
our ears. We need to keep all of our body clean to keep bacteria from growing on
it. Bacteria are a cause of illness. Keeping clean and getting vaccinations (shots)
help protect against illness.
34 Unit 1 Good Health
Our Friends — the Suds
L E S S O N
In our activity in the
the bacteria as they grow by separating. Each single organism can separate itself
into two. We count the number of cells there are after each separation. We can
also add them using the same number in repeated addition. These numbers
become large very fast.
Ask students to observe a mark on the teacher’s palm before and after washing
hands in soap and water. Explain that people can see the mark and decide that
the hands need to be washed. Bacteria are very small, and we cannot see them.
Dirt and other marks are signs that there may be bacteria on the hands and that
the hands should be washed.
Discuss the experiment with the peeled potato as the students make their
daily observations of the two potatoes. Mold spores easily transfer from the hands
to the potato. They will multiply quickly. After a few days, mold is likely to form
on the potato that the teacher peeled with unwashed hands. Little or no growth
will be noted on the potato that the teacher peeled after scrubbing the hands.
Point out that the jars were clean before the experiments.
Daily observations, particularly after the mold begins rapid growth, help students
realize the importance of washing their hands before handling food. Use a
magnifying glass for students to observe what the mold looks like. Remind students
that although the hands may have looked clean before the teacher peeled
the first potato , they were not.
At the end of the day the students remove the bandage on the imaginary
wound and compare the covered skin with the area around it. Students discuss
how a bandage protects a wound from bacteria that cause infection and disease.
At the Writing Center, the students
1. play hang-man using the unit’s vocabulary
2. complete writing the frame sentence: I hate to take a bath because ... .
Organizing the Idea
1. Washing Our Hands Activity.
Students brainstorm things they do when they wash their hands. Map
their contributions on a chalkboard. Students list their actions of washing
their hands in order.
First, I wet my hands. Second (or next) I use soap to get a lather, etc.
Review the concept map with the students and encourage them to give
complete sentences that you will write on sentence strips. Using a pocket
chart, the children put the sentence strips in order. After students are in
agreement that the sentences are in correct sequential order, students read
sentences aloud.
2. Our Personal Hygiene Activity.
Brainstorm and list items needed for personal hygiene: soap, towel,
washcloth, hairbrush, toothbrush, toothpaste, shampoo, and comb. The
students keep a log for one week indicating the use of each of their
personal hygiene items.
Unit 1 Good Health 35
washing hands
wet lather rinse dry
hands
scrub
Closure and Assessment
Students conclude the lesson by completing the following activity. Materials
needed:
• teacher-made diagram
• 24 x 24 in. paper (butcher paper) for each student
• meter stick or yardstick
• marking pens, pencils, crayons
• box containing soap, towel, washcloth, toothbrush, comb, toothpaste, shampoo
and hairbrush.
Materials preparation:
1. Trace a student’s hands and bare feet with a black marking pen or pencil on a
24 x 24 in. piece of paper. Use a red marking pen and a meter stick or yardstick
to draw a line to connect the hands, connecting a thumb to a thumb, or
two other corresponding parts. Use a blue marking pen to draw a line to connect
the feet, connecting heel to heel, etc. Use a green marking pen to draw a
line across the width of one hand and one foot.
2. Additional lines may be drawn for students to measure, such as a line connecting
the right hand and right foot or the left hand and right foot, or they
can measure the length of a ring finger and the length of a little finger.
3. First the students estimate and then measure each of the items in the personal
hygiene activity for length. Using one-inch square tiles they estimate and then
measure the area of the towels and the washcloths.
List of Activities for this Lesson
s But My Hands Are Clean!
s Achoo!
s Bacteria Fighter
s Bacteria Grow Fast
s Soap and Math
36 Unit 1 Good Health
Day 1 2 3
soap
toothbrush
brush
toothpaste
etc.
Objective
The student says that although hands look clean, they may carry bacteria and
other organisms that cause illness.
Materials
Two jars with tight lids; the jars should be thoroughly cleaned
Gummed labels
Potato peeler
Soap and towel
Procedures
1. Label one jar: Not Washed; label the other jar: Washed.
2. Without washing her hands, the teacher peels a potato and puts it in one of
two jars, labeling the jar with the Not Washed label. She points out to the students
that her hands look clean.
3. Scrub the hands well, using soap. Wash the second potato and the potato
peeler also. The teacher points out to the students that not only did she wash
the potato, but she also cleaned her hands and the peeler. Peel the second
potato and put it in the other jar. Label it: Washed.
4. Seal both jars tightly with their lids; place the two jars in a warm place where
students can observe them but not touch them for several days.
5. Without removing the lids on the jars, examine the two potatoes daily.
Compare them.
6. Are there any changes in the potatoes? The students draw and date pictures of
how the potatoes look.
7. The students write a description of the changes and draw a picture of what
the growth on the potato looks like. They sequence the pictures as the growth
becomes larger.
Discussion
In this activity, the students observe that even though hands may “look” clean,
they may not be. They do this by peeling a potato to see if bacteria can grow on it.
Someone whose hands appear to be clean but have not been washed for several
hours should do the potato peeling. Mold spores can transfer from the hands to
the potato during the peeling process. The spores multiply quickly, and students
can see that the spores spread.
Students can describe the growth of the mold by comparing the area of the
growth to different coins, such as dimes or pennies, or to small buttons, etc.
Unit 1 Good Health 37
ACTIVITY s But My Hands Are Clean!
Objective
The students practice addition and subtraction.
Materials
Poster board marked in sequential squares
Laminated, printed 3x5 cards listing poor and good health practices
Numbered cubes
Procedures
1. Draw a path on a poster board and mark off spaces every inch.
2. On a few of the spaces write Achoo!
3. Students make game cards by laminating 3x5 cards that have written on them
either a good health practice — brush teeth every day — or a poor health practice
— forget to wash hands before eating.
4. Each student rolls a pair of numbered cubes and moves the total number of
spaces shown on the cubes. If a person lands on “Achoo!” he/she must take a
game card. If the card shows a good health practice, the player moves forward
two spaces. If it lists a poor health practice, the player moves backward two
spaces.
5. The game can vary by the students subtracting the smaller number from the
greater number on the cubes and moving that number of spaces.
38 Unit 1 Good Health
ACTIVITY s Achoo!
Objective
The student says that the body protects itself from harmful bacteria as the body’s
white cells eat the harmful bacteria.
Materials
Clothespins (one for each player)
Green paint or marker
Stick-on novelty eyes (optional)
Scissors
Cardboard from corrugated boxes or other heavy cardboard
Construction paper of different colors
Procedures
1. Paint clothespins green and allow them to dry before playing the game.
2. Paint eyes on the top of the clothes pins or attach stick-on novelty eyes.
3. Cut circles, triangles, squares and rectangles out of cardboard.
4. Put the shapes in a pile in the middle of a table.
5. Draw “bacteria” on these shapes.
Rules: The students play in pairs; the teacher may want to demonstrate the first
round.
1. The bacteria fighters like to eat bacteria shapes (demonstrate pinching the
clothespin so its “mouth” opens).
2. One students tells the other student’s bacteria fighter which shape to eat, and
then the second tells the first student’s bacteria fighter which shape to eat. For
example: There’s a big circle that looks good to eat. Can your bacteria fighter
eat a circle?
3. The child (the clothespin) “eats” a circle and gets a turn to tell the other student’s
bacteria fighter which shape to eat.
4. Place shapes that are eaten in a pile until the original pile is eaten up. If the
child’s bacteria fighter eats the wrong shape, the partner holds up the correct
shape. If there is a difference of opinion, students ask the teacher to intervene.
Unit 1 Good Health 39
ACTIVITY s Bacteria Fighter
Objective
The student says that, like bacteria, numbers become large very fast when we use
multiplication.
Materials
Pound of beans; watch with a second hand
Procedures
In a whole group activity, the students place one bean for every bean they get, to
demonstrate that bacteria grow very fast by dividing into two.
1. The teacher keeps time and says GO every two or three seconds, but the number
of seconds must be consistent.
2. One student begins with one bean, which represents a single bacteria. When
the teacher says GO, the student places one bean under the first one to show
that the first bean divided. The student now has two beans.
3. When the teacher says GO again, the student places one bean under each of
the beans she/he has. Now there are four beans.
4. The teacher says GO. The student places one bean under each of the beans
and now has eight.
5. After every two seconds the teacher says GO, and the student adds more
beans. The student may ask other students for help to keep up with the twosecond
intervals.
6. After six trials, the teacher stops and asks the students to count the beans.
7. The students decide how to count them. They may want to group by fives or
by 10s.
8. The students make a chart showing the sequence of the number of beans after
each time the teacher said GO. They may want to repeat the exercise at a
slower pace to count the beans every time before proceeding.
Sequence: 1, 2, 4, 8, 16, 32, 64, 128
Discussion
1. Ask students if they have ever gotten up in the morning with “bad breath”?
What caused the bad breath? Yes, bacteria that have grown in the mouth overnight.
That means bacteria have been growing very quickly and separating.
2. This is one example of multiplication. Another way of thinking of multiplication
is to think of repeated addition. For example:
1 + 1 = 2, then 2 + 2 = 4, then 4 + 4 = 8, then
8 + 8 = 16, and so on with 32, then 64, and then 128.
3. What can we do to prevent bacteria from growing in our mouth at night?
(Brush teeth.) Why? Show what would happen if you had started with 4 beans
in this activity. How many would you have after the “bacteria” separated five
times?
4. Do bacteria grow in your mouth during the day? What can we do about it?
(Brush our teeth after we eat, whenever we can.)
40 Unit 1 Good Health
ACTIVITY s Bacteria Grow Fast
Objective
The students practice making subtraction sentences with numbers written on
cards.
Materials
Two feet of string
Magnet powerful enough to pick up two paper clips and two index cards
10 paper clips
Shoe box or small container
13 3 x 5 index cards
Felt tip pen
Construction paper of different colors
Drawing of a hand on construction paper
Small, straight stick (or dowel rod) to serve as a fishing pole
Procedures
1. On 11 of the index cards, print numbers 0 through 10. (The cards can have
numbers greater than 10 written on them, if appropriate, depending on the
students’ prior experiences.) Make a “minus” sign on another card and an
“equals” sign on the last.
2. Spread all the cards out on the floor.
3. Tie one end of the string around the magnet and the other around the stick to
make a fishing pole. Glue the handprint on the magnet.
4. Using construction paper, make a drawing of a bar of soap for each paper clip.
The student counts the paper clips and puts one on each construction paper
picture of a soap bar.
5. Put the soap bars in the shoe box.
6. Put the box on the seat of a chair and cover the chair back with a towel.
7. Position a student behind the chair and let him/her dangle the fishing pole so
that the magnet is in the box.
8. Each student “catches” two bars of soap and constructs a subtraction statement
using the “minus” and “equals” cards. Students take turns fishing and
making subtraction sentences.
Unit 1 Good Health 41
ACTIVITY s Soap and Math
BIG IDEAS Proper exercise helps the body maintain its good health and good
looks. Keeping a chart helps us develop good exercise habits.
Whole Group Work
Materials
Book: The Sand
A rusted hinge, pair of pliers, or some other unused object that will creak when
moved; an old battery; other discarded objects, covered with dust, etc., that
have not been kept in good repair
Machine oil
Word tags: exercise
Encountering the Idea
Look at this hinge. What do you hear when I move it? It squeaks. Why? (Rust,
hasn’t been used; can’t be used, etc.) I’m going to put some oil on it and move it
slowly back and forth. Now, do you still hear it? Can it work now? Look at these
pliers. They’re covered with dust and rusted. Do you think they are still useful?
What would we have to do with them to get them into good shape?
In our last unit we said that many of the parts of our body work like
machines. Our heart is like a pump; our lungs exchange air; our kidneys remove
wastes. Do you think our body could become like the rusty hinge? Let’s explore
how this could be.
Exploring the Idea
Students run in place for 30 seconds. They return to their seats. Did this activity
make your body work hard? Was it fun? How do you feel? In a few minutes, you
are going to your Physical Education class. What do you do in that class?
First, you exercise. Which exercises do you do? Jumping Jacks, Touch your
Toes, Windmills, etc. Are those fun? No? They’re boring? Okay, after you exercise,
what do you do? You get to play. What have you been playing?
Softball, kickball, etc. Are those fun? Yes, you like games, but you don’t like
the exercises as much as the games. Well, today we’ll discover that there are
many ways to keep your body from becoming rusty and creaky like the hinge and
the pliers, and you can still have fun.
Getting the Idea
Read the book The Sand
be fun? Does it have to be like work? Show the word tag exercise. Exercise is any
activity that makes the body work hard. A person must exercise on a regular basis
in order to become and stay physically healthy.
42 Unit 1 Good Health
Exercise Is for Life
L E S S O N
Many of our body parts are designed for movement, such as hands, feet, arms.
What are some other part that have to move? (Fingers, heart, lungs.) Regular exercise
is necessary to keep these parts in good health. Regular exercise makes the
heartbeat strong and efficient. A strong heart pumps more blood with each beat
than a weak heart. We also need strong lungs. Exercise makes the lungs bring in
more oxygen than without exercise.
Recreation can be a fun way to exercise. When we play games that make us
run, hop or move around in any way, we are exercising. Let’s name some fun
ways to exercise. As the students name some games, the teacher lists them on the
chalkboard for use in the
water for recreation. Are we exercising when we swim? How do you know? Yes,
you get tired and you breathe faster and your heart beats faster. Write down these
ideas also.
We need to exercise on a regular basis. Suggest one way to know if we are getting
enough exercise every day. We can write down the days we exercise and how
long, how much time, we exercise. We will decide how we want to organize this
information and use it at the
Organizing the Idea
1. Students draw types of recreation and compare their preferences using a pictograph.
Divide students into groups that prefer different types of recreation.
2. At the
information on how often and how much they exercise each day.
Applying the Idea
Working in teams the students select a part of the body that they need to exercise
and design an exercise or a game to keep that part of the body fit: hands, feet,
arms, fingers, heart, lungs, neck, face, etc.
Closure and Assessment
1. Invite the school nurse to talk to the class about routine examinations conducted
at school (hearing, sight, vision, etc.), treatment of school-related
injuries and the instruments the nurse uses for these purposes. During the
nurse’s visit, the students make a list of what parts of the body the nurse
examines in the routine examinations and/or a list of the treatment of schoolrelated
injuries.
2. Students use the chart to record when and how much they exercise for at least
one week. The students discuss the need for proper exercise with the school
nurse.
Unit 1 Good Health 43
Exercises
Hop
? Run
?
BIG IDEAS Avoiding illness and preventing injury are important for our health.
Charts summarize information so that we can use it.
Whole Group Work
Materials
Book: Here Comes Kate! by J. Carlson.
Rinsed and sealed containers of safe and unsafe products
Word tags: drugs, medicines, prescription, prescribe, prevention, accident, pharmacist,
allergy, vaccination, summarize
Encountering the Idea
Read the book Here Comes Kate! Why did Kate have to be careful? Yes, she could
have hurt someone badly. She could also have hurt herself. We know good health
is very important. We have learned that there are many things that help us have
good health. Let’s name some. Students list: We need to eat the proper food; we
need to take vitamins and drink plenty of water. We need to rest, and we need to
be clean. But, there is something else. We have to take care of our health by trying
not to get sick and by preventing accidents.
Exploring the Idea
Prevention of Illness
In a whole-group activity the students brainstorm ideas for ways to prevent illness
and disease. As the children list effective health habits, they make a web
that they can use later in the
Students name a good health habit and why they consider it a good habit.
One way of preventing illness, as we mentioned, is by enjoying good nutrition.
Proper nutrition can include many good things to eat.
At the
Cookie Factory, modified so that students group by some other number than five
or 7. See Activity —Almond Cookie Factory in Lesson 1.
44 Unit 1 Good Health
Practicing Safety
Helps Our Health
L E
How We Stay Healthy Rest Preventive Medicine Cleanliness Exercise Nutrition Sleep
Practicing Safety at Home
Do Poisonous Things at Home Activity.
Students make a list of poisonous items they may find at home, i.e., Clorox,
insect spray, etc. The students take the list home and take a survey of the poisonous
items they found in their homes. If they find others at home that they have
not listed, they add them to the list. Then the class accumulates the data brought
in by all the members of the class. They summarize it in a pictograph charting the
poisonous materials most frequently used at home.
Do Unsafe Substances in Familiar Containers — Activity.
1. Display rinsed and sealed containers of safe and unsafe products.
2. Name each product; students group each according to whether it is safe or
unsafe.
3. Sometimes poisons are stored in familiar containers, such as milk cartons.
4. Emphasize that we should ask an adult about the safety of all unfamiliar substances.
5. Make labels for poisons with the word poison on each label.
6. Students take labels home and put them on containers that contain poison.
They may have a family member help them at home.
Do
Students draw or write about safe ways to play when they are home. (They
should clean up toys after playing to prevent accidents.) Students list things in
their homes that they should not touch. (Guns, whether loaded or not, stove,
medicines, tools, cleaners, iron, any plastic wrappers they can try to put over
their heads, etc.)
Safety Test
Students take a Safety Pretest. Describe a situation to the students. They
answer by saying whether it is hazardous or not hazardous. Students discuss
each situation telling how to correct the dangerous situations, i.e., newspaper
near the fireplace, heater or stove; children playing by the stove; slippery carpets;
open staircases; open windows in upper stories of apartment houses; exposed
electrical wires; unprotected electrical outlets; iron resting on top of the ironing
table, etc. Discuss until all situations are covered.
Say NO! to Drugs
A drug is something other than food, water or air that can change the way the
body works. Some drugs may be helpful such as those in medicines that make
people feel better when they are ill. But, even these medicines may be harmful if
we don’t use them correctly.
Drugs also appear in products other than medicines. Household products
such as paint thinner, airplane glue, rubber cement, insect sprays, and oven
cleaners contain drugs that can be very harmful if we use them on the body.
None of these products should be used inside our bodies.
At the
and depict how they would correct the situation.
Unit 1 Good Health 45
Getting the Idea
Introduce vocabulary such as “drugs”, “medicines” and “prescription” in a discussion.
Students name some medicines that are for a specific illness. Discuss
with the students the difference between a drug and a medicine. Discuss the idea
that only doctors can prescribe some medicines, and why. Discuss the idea that
even though a pharmacist has studied and knows about medicines, the pharmacist
cannot prescribe certain drugs — only doctors.
Let’s look at the pictograph we made that summarizes the information about
the different harmful products we find at home. What do we mean when we say
that the chart “summarizes” the information we collected? Look at the word
“summarize”. What word do you find in it that we use in mathematics? Yes, the
word “sum”. What is a sum? A total; it means putting all our information
together. Instead of saying what each person found in their homes, we put all the
information together so that we can look at it to see which of the poisonous products
are the ones that we are most likely to find in our homes. This is information
that tells us about all the homes represented in this classroom and not just about
one home at a time.
Which products did we find to be the most used in our homes? Now that we
have that information, what can we do with it? The students make suggestions
that the teacher writes on the chalkboard for the students to use in their writing.
Organizing the Idea
Students make a list of products containing drugs, which includes products that
contain caffeine, alcohol and nicotine. Students cut out pictures from magazines
and categorize them into two groups.
Harmful-dañino Helpful—útil
cigarette-cigarro aspirin-aspirina
The students go to the school cafeteria. The cafeteria manager talks to the students
about how the cafeteria workers keep bacteria from spreading to food.
At the Writing Center, the students
• select one or two of the health practices listed in the health web and write a
paragraph on each stating why these are effective health practices
• write and draw in their journals at least three ways to prevent disease
• write and draw in their journals at least three ways they can use the information
summarized on the pictograph showing the most-used poisonous products
that they found in their homes
• make an illustrated booklet entitled Protect Yourself From Illness. Students
include information about how we can prevent bacteria from spreading, how
vaccinations (shots) can help people stay well and how people can take care
of their bodies. They can make the booklet into a class Big Book.
Applying the Idea
1. Problem Solving: Your friend has been sick with a cough. He went to the doctor,
and the doctor gave him a prescription for a medicine that made him well.
The next day you begin to feel sick and have a cough. Should you or shouldn’t
46 Unit 1 Good Health
you take some of your friend’s medicine to make you well? Explain the reasons
for your answer. (You should never take someone else’s prescribed medicine.
Only the doctor knows what a person’s illness is and what medicine will be
effective for that person. Sometimes people are allergic to some kinds of medicines.
The doctor would know what to prescribe for you knowing what you illness
is.)
2. Students make a PERSONAL HEALTH CHART that they will keep for the
duration of the school year. On a weekly basis they record their general
health, whether they have been ill or had an accident, whether they have
been to see the doctor, nurse, dentist, etc.
Closure and Assessment
Written Assessment
1. What is a drug?
2. What are some products that contain drugs?
3. What is a prescription?
4. Why are children not permitted to buy beer, wine, liquor and tobacco
products?
Performance Assessment
Reread the story Here Comes Kate! Using the story to develop ideas, the students
write about and illustrate at least three things they might do to be safe at home, at
school and at play.
List of Activities for this Lesson
s Almond Cookie Factory (from Lesson 1)
Unit 1 Good Health 47
BIG IDEAS Some of the most important professionals in our community are
the people who help us maintain our health. Each of these professions
requires knowledge of science and mathematics.
Whole Group Work
Materials
Books: Farley Goes to the Doctor by E.P. Kingsley and Five Little Monkeys
Jumping on the Bed by E. Chislelow
Medical instruments (play, if real ones are not available) used by physicians, dentists,
ophthalmologists
Various reference books on the medical and health care professions; pamphlets
from a local health department describing these professions
Word tags: profession, nurse, dentist, medical, instruments, doctor, technician
Encountering the Idea
Read Farley Goes to the Doctor or Five Little Monkeys Jumping on the Bed. Ask
students who has gone to the doctor. The students take turns describing their visits,
the doctor or nurse, the medicines they have had to take, whether they like
them or not and so on.
Ask students if they have gone to the doctor not because they are ill, but
because they need a checkup. What is a checkup? Do babies get regular checkups?
Why? Yes, the parent and the doctor need to know that as the baby grows
there is nothing going wrong, there is no sign of illness. The parent needs to
know if the baby is gaining weight and developing its body normally.
Has any one of you gone for a checkup? You went to the doctor? Good. Oh,
you went to the dentist? Who has gone to see an eye doctor? It’s always a good
idea to find out if you need glasses. Many of us sometimes don’t want to go to the
doctor or the dentist, or to get glasses if we need them. In this lesson we are going
to find out that the people, the professionals, who help us take care of our health
are some of the most important people in our community.
All of us have seen and heard ambulances that take people to the hospital
when they become very ill or when there has been an accident and the people
need immediate help. The emergency medical service technicians give first aid to
the people who are sick or hurt and take them to the hospital. These people are
very important because they have to respond to many different kinds of illnesses
and take care of the people until they get to the hospital.
Exploring the Idea
In the
students sort them out. They sort them by the way they think each instrument is
48 Unit 1 Good Health
The Health Professions
used and who would use it — a doctor, a nurse, a dentist or an eye doctor. Sometimes
the same tools are used for different things. The students examine the
instruments. Later the students will summarize what they have learned about the
instruments on a chart.
Getting the Idea
1. Students brainstorm and make a list of the different health professions they
know about.
2. Using pamphlets from a local health services department to suggest ideas, students
list other health professionals and describe the tasks they perform. They
also try to identify what mathematics and science preparation these health
professionals need.
Organizing the Idea
At the
1. The students list, describe and/or draw procedures used in examining a
patient.
2. Each student selects a health profession. The students can organize into likeprofession
groups to share ideas to write, describe and illustrate why they
picked that profession and whether they would like to study and prepare
themselves to enter that profession. During the discussion the students look
in books or pamphlets to identify the levels and courses in science and mathematics
they need to complete to become professionals in the health care
field.
3. Students complete a chart in the
instruments.
Applying the Idea
Invite at least two health professionals to visit the class and to describe their jobs.
Select both a male nurse and a female doctor, if possible, to decrease the stereotypes
of the gender of health professionals. Ask the health professional to
describe the type and level of mathematics and science preparation required in
various health care professions.
Unit 1 Good Health 49
Instrument Description Function What It Measures
(size, material, (what it
picture) does)
Closure and Assessment
1. The students write and illustrate their own version of Five Little Monkeys
Jumping on the Bed.
2. A student group pantomimes being a health professional while the rest of the
class tries to guess who it might be.
3. The student writes a paragraph using the pattern: “The most important thing
about (profession) is (describe job) , because (list benefits) .”
50 Unit 1 Good Health