miami-dade county public schools division of student/career...
TRANSCRIPT
Miami-Dade County Public Schools Division of Student/Career Services
2004-2005 Elementary Substance Education Implementation Plan Please mark the appropriate month you are planning to implement the TRUST Program. Implementation Plan should be submitted to the Division of Student/Career Services; Department of Intervention Programs by October 5, 2004, attention: Dr. Monique Jiménez, Curriculum Support Specialist. This form may be faxed to 305 995-2230 or mailed to WL# 9721 TRUST Program.
School Name Work Location # Principal’s Name Principal’s Signature Should you have any questions, please contact Ms. Paula Swope, Staff Specialist at 305 995-1452 or Dr. Monique Jiménez, Curriculum Support Specialist 305 995-7397
Implementation Procedure
Name of Person Responsible September October November December January February March April May
Attend Substance Education (TRUST) Curriculum Training
Counselor Administrator Teacher/Trainer (designated)
Establish Implementation Team to determine implementation timeline
Administrator
Set up teacher training date
Administrator/Designated Staff
Begin teacher training
Designated Staff Member
Prevention lessons implemented in Pre-K to 5
Teacher (indicate grade level by month)
Referrals to counselor
Intervention groups conducted
Follow-up with administrator
Implementation Team
Compile data and complete year -end forms
Implementation Team
Sign off and submit data to Division of Student/Career Services
Administrator
Table of Contents Pre-K
Lesson #
Title
Lesson Objective
Page #
Lesson 1
Rules On How To Stay Safe
Students will identify reasons for safety rules.
7
Lesson 2
I Am Special
Students will identify physical traits and personal characteristics.
9
Lesson 3
I Think I Can
Students will understand the value and importance of having a positive attitude.
11
Lesson 4 My Body Students will identify the major parts
of the body and their functions.
15
Lesson 5 Feeling Physical Students will identify the physical
changes in the body that coincide with emotional changes.
16
Lesson 6 Eating Right Students will identify the health
effects of alcohol
19
Lesson 7
Moo-oo-ve Over For Milk Students will recognize ways to stay
healthy using dairy products.
21
Lesson 8 Crazy Caffeine Students will identify various foods
and beverages that contain caffeine and its effects.
24
Lesson 9
Alcohol Students will learn about the term
alcohol and its effects.
27
I’m A Smart Kid Students will identify the negative
health effects of smoking
30
Ms. Smiley and Me Students will explore different
feelings
Lesson 12 Do the Right Thing Students will become aware of accurate drug information
CBC OBJECTIVES COVERED Pre-K
OBJECTIVE
LESSON NAME
Communicating as a family
Lesson 1 - Rules On How to Stay Safe
Healthy and positive relationships building with family and friends
Lesson 3 - I Think I Can Lesson 8 - Ms. Smiley and Me
Team building skills Lesson 1 - Rules On How to Stay Safe Lesson 3 - I Think I Can
Self awareness/self acceptance Lesson 2 - I Am Special Lesson 8 - Ms. Smiley and Me
Personal responsibility for body and mind Lesson 1 - Rules On How to Stay Safe Lesson 2 - I Am Special Lesson 8 - Ms. Smiley and Me
Nutrition & exercise Lesson 7 - Eating Right Lesson 10 - Mo-oove Over for Milk
Personal hygiene Lesson 7 - Eating Right
Body parts/functions Lesson 2 - I Am Special Lesson 6 - My Body
ATOD’s legal status, categories & definitions Lesson 5 - Do the Right Thing Lesson 7 - Eating Right Lesson 9 - I’m A Smart Kid
Appropriate use/misuse of prescribed and over-the-counter drugs
Lesson 5 - Do the Right Thing
Health effects of: caffeine tobacco alcohol
Lesson 4 - Crazy Caffeine Lesson 9 - I’m A Smart Kid Lesson 7 - Eating Right
Choosing a healthy lifestyle Lesson 5 - Do the Right Thing Lesson 9 - I’m A Smart Kid
Stranger awareness Lesson 1 - Rules On How to Stay Safe
Household products & medicine safety Lesson 5 - Do the Right Thing
Dealing with peer pressure and social influences
Lesson 3 - I Think I Can
Grade: Pre-K Lesson #1
Rules On How to Stay Safe
Objective: Identify reasons for safety rules. Materials: Character cards Vocabulary: rules, healthy, safe, unsafe, communicate, mascot, strange Procedure: � Introduce Trustee the Manatee. Script: He will be with us this year showing us rules and how to be safe.
Trustee the Manatee is a gentle animal that lives in warm waters. We could see some manatee’s right here in South Florida. Trustee is part of our class family and he will be talking/communicating with us about rules and how to be safe. You will also meet Trustee’s friends. (Introduce the Lifesavers - the character cards.)
Trustee the Manatee and The Lifesavers
Trustee the Manatee
Loretta the Lobster Jean the Jellyfish Sonia the Starfish Willy the Whale Dottie the Dolphin Ollie the Octopus Carrie the Crab Manny the Marlin
� Script: Trustee the Manatee is our class mascot. A mascot is everybody’s friend (introduce the concept of a mascot). We are kind to friends. (Discuss with students about being kind to friends.)
� Instruct students that today they will learn about rules which will help
them stay safe and healthy.
� Brainstorm with the students rules they have to follow at home.
� Brainstorm with the students rules they have to follow at school.
� Instruct the students that rules are important. Rules keep us safe and help us work together.
� Instruct the students that for the next few days they will be doing
some special activities with some new friends. Together they will learn about staying safe, healthy, and happy.
� Introduce the characters as sea animals using the character cards.
☺ Discuss with the students about what is a safe environment in the
classroom. Demonstrate with examples of rules. Examples: Do not push in line. Pick up pencils from the floor. Do not run in the classroom.
� Create your own safe environment story or use the story
accompanying this lesson plan. The story should have starring:
Trustee the Manatee and The Life Savers
Trustee the Manatee Loretta the Lobster Jean the Jellyfish Sonia the Starfish Willy the Whale Dottie the Dolphin Ollie the Octopus Carrie the Crab Manny the Marlin
� Ask students questions based on the safety story. An example of questions to ask: How do we keep a safe environment in the classroom? How do we keep a safe environment at home? How can we maintain a clean and healthy environment? What is one rule you can follow to be safe in the classroom?
� Instruct students they need to help Trustee the Manatee and his
friends by making up some rules so that they will be kind and helpful to each other.
� Brainstorm with students for other meaningful and relevant rules.
� Have students participate in the finger-play mentioned below.
RULES
Rules, rules we need a few, (wave pointer finger)
They help us work, play, and do. (pretend to scoop or dig)
Being kind to everyone, (hug self)
Is a way it can be done. (wave pointer finger)
Follow the rules is what we say, (cup hands around mouth)
To have a safe and healthy day. (point to self then others) � Repeat finger play as needed for students to be able to complete task
competently. Curriculum Connection: 1. Family Connections: Create a collage of rules. Students along with their
parents can look through magazines and cut out pictures that apply to their rules at home. Materials: construction paper, magazines, newspapers, crayons, paint, pencil, poster board, scissors and glue.
2. Math Connection: Count Rules. Use bold numerals.
3. Social Studies 1. Rules need to be followed at school and home to Connection: stay safe. We need to communicate and know what rules
to follow at each place. Rules help us work together. Some examples of rules:
School Home Street 1. One child speaks 1. We do no get 1. Stay away at a time. close to the from cars 2. We walk and do stove 2. Stay away not run to be 2. We do not from strangers safe in school open the door to strangers
. 4. Science Connection: Introduce the concept of the 5 senses. Discuss with the
students the importance of good listening skills to be safe. Play game following directions.
Grade: Pre-K Lesson #2
I Am Special
Objective: Identify physical traits, personal characteristics, and everyone’s
uniqueness Materials: Paper plates or circle shape for each child, yarn, glue, character cards Vocabulary: special, nose, eyes, ears, mouth, hair, unique, alike, different, common,
same Procedure: � Reintroduce TRUSTEE’s friends:
Loretta the Lobster Jean the Jellyfish Sonia the Starfish Willy the Whale Dottie the Dolphin Ollie the Octopus Carrie the Crab Manny the Marlin
� Inform the students that Ollie the Octopus says, “I am special because I have eight arms.”
� Discuss with the students how all people look different (physical traits) and are unique. Yet all people are part of the human race; they share things in common. [FCAT CONNECTION] Show teacher generated illustrations which point out to the students how animals have different shapes and colors, but are all part of the one animal kingdom.(They share the same traits-nose, eyes, ears, etc.)
� Brainstorm ideas on things you and other students do well. Have the
student’s role play these skills.
☺ Have the students sit on the floor in a circle. They will be singing a song. To sing this song everyone will need to listen and participate. The teacher will begin the song by singing about himself/herself. The teacher will then point to one student who will sing the song and add their own skill they feel they do well. As one student finishes his part of the song, he/she will point to the student until all students have had an opportunity to participate.
☺ Write these ideas on the board and have the student act them out.
� Sing the song to the tune of “Frere Jacques” (“Are You Sleeping
Brother John?”)
I Am
I am (name of student), I am (name of student) Look at me, look at me (name of student) can (student offers own talent) well. (name of student) can (student offers own talent) well. Good for me, good for me.
Song example: I am Kelly, I am Kelly Look at me, look at me Kelly can jump well. Kelly can jump well. Good for me, good for me.
This song should be repeated until each child has had the opportunity to participate.
� Make sure that you review all of the special talents all of the students
have to offer.
� Review the meaning of the word special. Reinforce that each child is very special and unique. We all look different, like Trustee’s friends. Some people are tall, some are short, some people have green eyes, some have blue or brown eyes. Some have light hair and some have dark hair. Some people are dark-skinned, some are light-skinned, some are tanned. *Introduce different ethnic backgrounds: Hispanic, Asian, White,
Black, Indian � Distribute art materials. � Give the following directions:
� Color the paper plate to look like your face or glue pre-cut shapes as facial features. (review eyes, nose, mouth, etc.)
� Glue the yarn to make hair. Student could also create hats or hair
accessories for the character.
� Teacher needs to write the students’ names on the back of the plates.
� Have the students present and explain their faces. � Display students’ work.
Curriculum Connection: Family Connection: The students can add a body by pasting their plate on a
large piece of drawing paper and draw their clothes, hands and feet, etc.
Bring a family photograph to share with classmates and then to be exhibited in the classroom.
Invite a parent to come into the classroom and talk about their heritage.
Social Studies Connection: Have students discuss their country of origin or ethnic
background. Ask students to bring some item that represents their ethnic heritage to share with the class.
Bring an ethnic food to share with the class. Language Arts Connection: Students will learn to say hello in a variety of languages
(see list below).
HELLO (English) NIHAO (Chinese) JAMBO (Swahili) SHALOM (Hebrew) BONJOUR (French) DOBREDEN (Russian) HOLA (Spanish) BONJOU (Creole)
Reinforce the concepts: alike, different; common; same.
FCAT Connection: Teacher makes a language experience chart with students illustrating similarities and differences between students. Have students give examples with details.
Grade: Pre-K Lesson #3
I Think I Can
Objectives: Emphasize the value and importance of having a positive attitude.
Emphasize the importance of a positive self-concept. Emphasize the idea that each student has the power of personal choice.
Materials: toy train, storybook: The Little Engine That Could by Watty Piper, teacher
reproducible (see attached): engines, clowns, dolls, toys, giraffes, elephants, bears and/or hand puppets, Carrie the Crab card, tongue depressors
Vocabulary: positive, kind, engine, happy, choices, attitude, feelings Procedure: � Display the manipulatives around the classroom to illustrate the
storybook, The Little Engine That Could.
� Inform the students they are going to listen to the story The Little Engine That Could. (Read aloud.)
� Explain that this is a story of a little engine who, because she believed
in herself, was able to climb to the top of a mountain and made lots of children happy.
� After reading the story aloud ask the following questions in an effort to
elicit details about the sounds, sights, and color referred to throughout the book.
Possible questions: � What sounds did the little train make as it rumbled over the tracks? � What color eyes and hair did the dolls have? � How did the giraffes and the teddy bears look?
� Point out to the students various examples of the characters feelings
through the author’s us of word choice:
� The happy, little train. � The sad dolls and toys. � The tired Rusty Old Engine. � The very, very, sad little train.
*Point out to the students these feelings are experienced by all human beings and they are all acceptable. ☺ Explain to the students the little train showed a positive attitude by
saying “I think I can. I think I can.” The train was then able to get to the top of the mountain and deliver the toys and food to the children.
☺ Pass out the activity sheet for the class to color. Students may cut out pictures and stick them onto the tongue depressors to made puppets,
☺ Reintroduce Carrie the Crab as TRUSTEE’s friend. Tell the following story to the students:
Carrie the Crab woke up and wanted to have an exciting day.
Carrie decided to go on a trip and she asked her family if they wanted to
join her. They all wanted to stay swimming with TRUSTEE instead of
going with Carrie.
Carrie left by herself and started walking to town. On her way she
saw the Little Engine That Could. Carrie suddenly stopped and became
curious about this little train. She wanted to go for a ride on the train and
have an adventure. She decided to get on the train.
Carrie noticed there were all kinds of animals on the train. Carrie
wanted to meet the other animals that looked so different from her. It was
difficult for Carrie to crawl on the train. She struggled and struggled, but
kept on going. Carrie was determined to get on board and make new
friends.
FCAT Connection: Retell the story, Carrie the crab, in their own words. Activity to follow the story: Discuss the story with students. Ask the students what was the “message” of the story. *Carrie did not give up.
Discuss with the students a time when a task seemed too difficult for them. These tasks made the student want to give up; but the student kept at the tasks and succeeded. Allow students to openly discuss their personal experiences.
Curriculum Connection: Family Involvement Connection: Have the students pick an activity they would like to do
better. Have them practice saying “I can” aloud, while thinking of themselves doing the activity. Assign for homework for the students to draw a picture of themselves doing this activity. Instruct the students to bring in the picture and share the drawing with the class. Have them orally share with the class how they felt about the activity and if reciting “I can” made it easier for the students to complete the activity.
Grade: Pre-K Lesson #4
My Body
Objective: Identify the major parts of your body and their functions. Materials: butcher paper, marker, glue, 1 set of shapes per student made out of
construction paper (red heart, yellow circle, two pink ovals, blue semi-circle)
Vocabulary: brain, lungs, chest, stomach, heart, color words ( blue, red, pink, yellow),
shapes (semi-circle, heart, oval, circle) Teacher note:� Before the lesson begins, have each student lay on a piece of butcher
paper and have his/her body outlined.
� Assemble all art materials before lesson begins. Precut enough shapes for the each student to have a set.
� If possible, have a visual of the actual body parts.
� Place on the board this key as a visual for the students:
blue semi-circle brain red heart - heart two pink ovals - lungs yellow circle - stomach
Procedure: � Discuss with the students Trustee the Manatee says “some drugs are
harmful to your body.”
� Introduce the vocabulary words to the students and review the shape key.
� Ask students to identify various body parts they know.
� Discuss with the students they will be learning about some of their
body parts that are inside their bodies and that they can not see.
� Have children discuss how they think these body parts function.
� After the discussion, inform the students they will first learn about the brain which is inside their head. The brain helps us think and be kind to one another. The brain helps us learn. It helps us make decisions and choices. (Repeat the catch phrase) Our brain remembers to do the right thing.
☺ Ask students what their brain does for them. Extension: have them close their eyes and imagine they are at their
favorite place. Ask certain students a series of questions: What is your name? How old are you? etc. Then ask them where did they
get that information and where is it kept in their body. Explain that the brain is like a computer. It stores important information that you have learned, so you can use it anytime it is needed. Our brain helps us make good choices.
� Next, the students will learn about their hearts. Have the students
place their hands on their hearts (Teacher should model the action). Ask the students to be very quiet and try to feel their hearts go pump,
pump, pump. The heart pumps blood to all parts of the body, so the body can stay healthy. It receives the healthy ingredients from the food we eat.
� The third part of their body students will learn about is their lungs.
Have the students place their hands over their lungs (Teachers should model activity).Ask the students to be very quiet and feel their chests go up and down as they breathe fresh air in and out.
� Ask students to put their hands on their stomachs (Teacher should
model activity).The stomach is very important. It is where all the food goes once it is eaten. By eating healthy food, our bodies receive energy to all its body parts so that the body can play, work, and keep healthy. The healthy food they eat gives all their body parts energy so they can play, do their work, and keep healthy.
� Distribute art materials and precut shapes to the students. Review
the shape key. Have the students take out their outlined bodies.
� Give the following directions illustrating each step:
� Glue the brain (the blue semi circle – hold up for students) in first, it helps us do many important things (learn, love, remember, make good choices, etc.). [Point to the head where the brain belongs.]
� Glue the heart (red heart) in second, it pumps our blood. [Point to the upper left side of the body where the heart belongs.]
� Glue the two lungs on third two pink ovals). The lungs bring in fresh air. [Point to the upper body where the lungs belong. Have the left lung glued to the right side of the heart.]
� Glue the stomach (yellow circle) in last. This is where the healthy food goes to give us energy. [Point to the lower body where the stomach belongs.]
Review the body parts and their functions.
Curriculum Connections: Family Connection: The students can take their body chart home and
personalize it by adding personal characteristics. Parents and/or guardians could take pictures of them and their body chart. You can have students bring back their pictures and share them. Display all of the pictures on a classroom bulletin board.
Science Connection: Introduce the parts of the human body and its functions.
Language Arts Connection: Introduce the color words and shapes. Mathematics Connection: Introduce the concept of ordinals: first, second, third Fcat connection: Have students line up completed body pictures with physical features Questions to ask students. Which student is first? Which student is last?
How are the pictures different on the second and third student? How are the body pictures the same on the first and last student?
Grade: Pre-K
Lesson #5 Feeling Physical
Objective: Identify physical changes in the body.
Label the appropriate feelings that coincide with the physical changes which occur within the body.
Materials: None Vocabulary: physical, feelings, happy, sad, crazy, scared, nervous Procedure: � Introduce vocabulary words with the students so they are familiar with
them.
☺ Review with the students the different parts of the body. Introduce the relationship between the feelings we experience and how our body reacts to the feelings.
☺ Have the students pretend. -Students are to show with their bodies
how they would feel with an emotion or in a certain situation. Example: Ask the class to demonstrate how their face and body would react to the feeling “happy.” Ask the students to demonstrate how their face and body would react if they received a gift wrapped in a giant box with a big ribbon?
☺ Ask the students to demonstrate how their faces and bodies would react to the feeling “happy.”
☺ Follow the same procedure with these feelings: sad, angry, scared,
nervous.
☺ Emphasize the link between feelings and body changes. How does this happen? Discuss this with your students.
☺ Role play: Ask for a student to volunteer. Have the student pretend it
is his/her birthday and a big birthday party is planned. - How would you feel when you woke up in the morning? - How would your body react? - How would you feel when you see the party all ready
and decorated? - How would your body react? - How would you feel when all of your friends arrive with
big, giant gifts? - How would your body react? - How would you feel when you cut your big, beautiful
cake and everyone sings you “Happy Birthday?” - How would your body react? - Ask for other student volunteers to role play as well.
� Create a new scenario and ask for more volunteers. Possible sample
questions. - You come home from school and your dog is missing? - How does your body react? - You search all over the neighborhood, and you cannot
find him? - How does your body react? - Dinnertime comes and there is still no dog. You look at
his empty bowl. - How does your body react? - Just as you are going to bed, you hear a scratching at
the door. - How does your body react? - It is your dog! He is jumping all over you and licking
your face. - How does your body react?
Curriculum Connection: Family Connection: Have the students go home and try to remember all the
feelings they felt while home: tired, happy, angry, sad, etc. Have the students return to school and review activity from yesterday. Allow the students to discuss their findings.
Grade: Pre-K
Lesson #6
Eating Right
Objective: To identify and discuss foods that are healthy for your body. Materials: pictures of healthy foods, pictures of foods and other items that are
unhealthy (cigarette or alcohol add), Loretta the Lobster card, “Let’s Eat” activity sheet
Vocabulary: healthy, unhealthy Procedure: � Review with students the concept of healthy and unhealthy.
☺ It is important to take care of ourselves. ☺ It is our job to keep our bodies healthy.
� Keeping healthy means eating healthy foods, getting rest, and exercising.
� Being unhealthy makes us feel tired and grumpy. Some things are dangerous and/or unhealthy (medicines, household products, junk food, cigarettes, etc.).
� Hold up the Loretta the Lobster card. Loretta the Lobster says, “It is very important to eat healthy foods. What is your favorite food? It is a healthy food?” Elicit responses from students and write them on the board.
� Distribute worksheet “Let’s Eat.” Have the students circle and discuss the foods which are healthy for us. Students can color the foods.
Curriculum Connections: Family Connection: Have the students draw a picture on a paper plate of a healthy
meal they ate at home. The children can orally share their art projects. The teacher can display the projects on a bulletin board entitled, “Healthy Helpers.”
Language Arts Connection: Each child can create a picture page of their favorite
healthy foods by drawing or cutting pictures from magazines. They should present their projects to the class. This could be accomplished as a cooperative learning project.
Math Connection: Count how many healthy foods in the picture.
Grade: Pre-K
Lesson #7
Moo-oo-ve Over For Milk
Objective: Recognize various ways to stay healthy using dairy products. Materials: Pictures of dairy products, people exercising, people leading a healthy
lifestyle Vocabulary: dairy, cheese, milk, healthy, exercise Procedure: � Introduce your dairy studies by reading one of the suggested books.
aloud.
Suggested dairy-related literature:
� Belinda by Pamela Allen published by Puffin Books � The Milk Makers by Gail Gibbons published by Macmillan Co. � From Milk To Ice Cream by Ali Mitgutsch published by Carolrhoda
Books, Inc. � Milk Rock by Jeff Kaufman published by Henry Holt and
Company, Inc. � No Moon, No Milk! by Chris Babcock published by Crown
Publishers, Inc.
� Teacher note: If you have students with milk allergies, it might be interesting (if the students are willing) to have them share what kinds of foods they eat instead of dairy products.
� After discussing the story, ask students if it would be a big deal if the
cow in the story-or any cow for that matter-were never able to give milk again. Why or Why not?
� Brainstorm with your students a list of foods that are made from milk.
(The actual dairy product could be shown to the students.)
� Discuss various ways we can keep our body healthy. �Eat a well balanced meal (including dairy, protein, vegetables,
fruits, grains, [fats, sweets and oils should be included, but kept at a minimum.]).
� Exercise � Proper sleep � Wash your hands � Take a bath
� Brush your teeth � Record the student responses on the board. � Tell the students they are going to learn a song to help them remember the dairy basics. Enrichment: The teacher can illustrate a chart with the song on it and have children holdup the pictures of the dairy products as they sing. The students can create their own dairy product picture or magazine cut-out for the song.
Dairy-O
(sing to the tune B-I-N-G-O) There is a food group made from milk, And dairy is its name-o. D-A-I-R-Y (repeat three times_. And dairy is its name-o! Dairy foods help our bones grow strong So we will all be healthy. D-A-I-R-Y (repeat three times_. And dairy is its name-o! So we’ll drink milk for meals or snacks, At least two times a day-o. D-A-I-R-Y (repeat three times_. And dairy is its name-o!
Curriculum Connections: Family Connection: The students will go home and share what they learned
about keeping their bodies healthy. The parents or guardians, can cut out from white construction paper a couple glasses of milk shaped glasses. On each glass, use a white crayon to secretly write a numeral, letter, or dairy message. The students may use watercolors to make the milk shake whatever flavor he/she likes. No matter what flavor the child selects, the message will magically appear.
Math Connection: Count how many foods from the brainstormed list contain milk.
Grade: Pre-K
Lesson #8
Crazy Caffeine
Objective: To learn about the facts of caffeine. Identify various foods and beverages that contain caffeine.
Materials: None Vocabulary: caffeine Procedure: � Instruct the students that Trustee and his friends say, “Too much caffeine can make you not feel well.”
� Inform the students that today they will learn about caffeine. � Discuss the following facts about caffeine with students:
� Caffeine can make you nervous. � Too much caffeine can make your stomach hurt.
� Instruct the students that caffeine is found in coffee, tea, soft drinks
and chocolate.
� Create a list of foods and beverages that students typically eat and drink at home.
� Write the items given by the students on the chalkboard.
� From the previous list created on the board, point out which foods and
beverages contain caffeine.
� Review the following questions:
� What is caffeine? (A stimulant that affects the heart and nervous system).
� Which foods contain caffeine?
Curriculum Connections: Family Connections: Parents or guardians can help students sort different foods
and beverages that contain caffeine and those that do not. Additional Activities: Allow students to role-play the part of going to the grocery
store and not selecting the foods that contain caffeine. *FCAT CONNECTION Science Connection: Compare coffee bean to lima bean and compare kidney
bean color, size, smell. Sameness vs. differences
Math Connection: Count coffee beans and lima beans, review concepts smaller, bigger Social Studies Connection: Discuss with students where coffee beans are grown.. Ask class
if anybody in the class was born in the countries where the coffee bean grows? Locate on a map.
Grade: Pre-K
Lesson #9
Alcohol
Objective: To learn about a drug called alcohol. Materials: Character cards, drawing paper, crayons Vocabulary: drug, alcohol, beer, stomach, mistake Procedure: � Define for the students the term drug. Discuss with them there
are good drugs and bad drugs. They will be learning about the drug alcohol. Ask the students if they know what alcohol is. Differentiate between rubbing alcohol and liquor, wine, and beer.
� Inform the students Dottie the Dolphin says, “Alcohol can be
harmful to you.” � The students will be listening to a story about Loretta the
Lobster. She lives with Trustee and his friends, the Lifesavers. One day Loretta made a mistake and drank something called beer which contains alcohol.
� Read the following story to the students: Loretta the Lobster likes to play with her friends, the
Lifesavers. One day, Loretta went off on her own to explore the
beach. She saw some beer bottles that had been thrown into the
ocean. She did not know what could happen to her if she drank
some of the beer. Among the bottles Loretta found on the beech,
was one filled with a golden liquid and a top.
Being a curious little lobster, Loretta figured out how to
open the bottle and she drank most of the liquid. Poor Loretta!
She felt so sick. Her stomach hurt. Her head felt dizzy and hurt
too. She became so tired, she could not swim. She was now in
danger. If she could not swim, something awful could happen to
her.
Suddenly, Trustee and the Lifesavers found her wobbling
all over the beach. They took her home and put her to bed.
Loretta decided to never drink beer again.
� Discuss the story with the students. Use the following
guided questions to aid in the class discussion.
- What did Loretta find when she went swimming by herself?
- What did Loretta do when she found the unopened beer bottle?
- How did she feel after drinking the beer? - Was it a mistake to drink the beer? Why? - What are some healthy drinks you could drink instead
of one with alcohol?
FCAT CONNECTION –Tell the main idea of this story. Ask students to use the information in the story to support your answer. Curriculum Connections: Art Connection: Have the students color a picture of a healthy Loretta the Lobster
drinking milk, juice, or water.
Grade: Pre-K Lesson #10
I’m A Smart Kid!
Objectives: Identify the negative health effects of smoking.
Increase students’ awareness of the dangers of smoking. Materials: picture of a cigarette, teacher reproducible circle (see attached), one 24”
strand of yarn per student, hole puncher, crayons
Vocabulary: cigarette, smoke, cough, lungs, healthy, unhealthy Procedure: � Instruct the students Trustee and the Life Savers say, “Smoking makes
you sick!”
� Begin by showing students the picture of the cigarette and ask them what it is.
� Explain to the students that it is called a cigarette and it is used for
smoking.
� Tell students that when people light up a cigarette and smoke it, bad things happen to their bodies: (Write them on the board or demonstrate with a puppet.)
� Smoking makes us smell bad. (hair, skin, clothes, breath)
� Smoking makes our teeth yellow which does not let us have a
beautiful smile. (model smiling)
� Smoking hurts our lungs which does not let us run around the playground for a long time (imitate sound of someone trying to catch their breath.)
� Tell the students we are going to be learning about smoking and how
unhealthy it is for our bodies.
� Ask the students:
� Do you know anyone who smokes? � How does the person smell?
�How do you think it feels to “smell yucky from smoke?” �What color are the person’s teeth?
☺ Explain to the children the concept that Smart Kids Don’t Smoke. We must always remember to SAY NO to smoking.
Fcat Connection: What is the effect of smoking?
Summarize the health effects of smoking.
Curriculum Connections: Family Connection: Have the students discuss the health effects of smoking with their
parent(s) or guardian(s) at home. Art Connection: Distribute “I’m a Smart Kid” activity sheet. Have children draw a
picture of themselves doing something healthy. Use the hole puncher to make a hole in each student’s circle. Thread the yarn through the circle so that it forms a “necklace” with the yarn and a charm with the circle. Have the students wear their circles around their necks.
Grade: Pre-K
Lesson #11
Ms. Smiley and Me
Objective: Students will explore different feelings. Materials: one 10” yellow circle per child (construction paper or cut out of poster
board), crayons, poster board, glue, Ms. Smiley picture. Vocabulary: sad, happy, excited, scared, lonely, angry, confused Procedure: �Tell students they will be talking about feelings. � Tell students Trustee and the Lifesavers say, “It’s OK to have
feelings. We all have our own feelings.” � Introduce the vocabulary words and review the meanings. Have the
students show you the face that goes with the feeling. (The teacher should model the expression.)
� Ask students to name some feelings they have experienced. (Write
them on the board or demonstrate the feeling with a hand puppet.)
� Ask students to share something they do that helps them feel happy by completing the sentence: “I feel happy when _________.”
� Ask students for examples of times they felt sad or angry.
� Ask the students to complete these sentences:
I feel excited when ________. I feel scared when _________. I feel lonely when _________. I feel confused when _______. (Share verbally.)
� Ask students what we can do when we’re feeling angry or sad. Role-play the correct way to get in line and the incorrect way (pushing) to get in line.
� Show student the Ms. Smiley picture. Tell them Ms. Smiley is a
picture that can be made into a puzzle. � Distribute materials: yellow circle and crayons. (Remember, if the
circles are cut out of poster board, you do not need to glue the circles onto the poster board. The poster board is for stability.)
� Tell students to draw an activity they enjoy on the yellow circle. Then
it will be cut up and made into a puzzle, so when they feel sad, or angry they can make their puzzle. Before the circles are made into puzzles, have the students share their drawings with the class.
� The teacher should glue the students’ work to a poster board and cut
it into a simple puzzle. The student, if capable, may cut out his/her own puzzle. If possible, laminating the puzzles would be a great idea.
Curriculum Connections: Family Connection: The students can take their puzzles home and share them
with their family. The parents or guardian can take an old t-shirt and let the child draw a “Ms. Smiley” face on his or her shirt with permanent markers.
Grade: Pre-K
Lesson #12
Do The Right Thing!
Objective: Students will become aware of accurate drug information. Classify substances that may be safe or unsafe.
Materials: medication bottles, healthy foods, green construction paper circles,
crayons, empty containers of household cleaners, pictures of household cleaners, teacher reproducible of Mr. Yuk, play dough optional
Vocabulary: healthy, unhealthy, safe, unsafe, dangerous, poison, top, bottom, container Procedure: � Using the character cards, inform the students, Willy the Whale says,
“Stay away from unsafe containers in your house!” � Introduce vocabulary and inform students they will be discussing
things that are healthy and unhealthy which can be found in their homes.
� Extension: Have the students create letters that form the words out of
play dough. � Identify things that may be unhealthy or dangerous to touch
or put into students’ mouths. Make sure you inform the students that these things are common and are found in their homes. Discuss each item with the children. Draw it on the board or show a
picture of it.
� Introduce students to the “Mr. Yuk” symbol. (See attached reproducible.)
� Tell students that Trustee the Manatee says, “Listen to Mr. Yuk, he
knows what is safe for all living creatures.”
Tell students Mr. Yuk means that whatever is in the container is dangerous and unhealthy to touch or eat. Have the children describe what he looks like and how do they feel when they see this picture on certain containers.
Tell students that they will be making a Mr. Yuk of their own. Distribute materials to create Mr. Yuk.
Instruct students to make a Mr. Yuk face on their circles. Students
are to draw two eyes, a nose, a down turned mouth with a tongue extending out of the mouth. Extension: The Mr. Yuk symbol may be made from green construction paper and be used as a symbol on a “don’t touch” cabinet in the class.
� After Mr. Yuk is created, have students form a circle with their Mr. Yuks so they can play a game.
� Tell students to hold up the Mr. Yuk sign if the teacher holds up a
household item or medicine that is dangerous or unhealthy. The students are then to say:
Yuk! Yuk! Yuk!
That will hurt you very much!
� Proceed with the game displaying all items. � Have children paint a picture of Mr. Yuk and themselves doing the
right thing and staying away from dangerous items. Display their work.
Curriculum Connections: Family Connection: Tell students that they will take Mr. Yuk home and share
him and his message with their parents or guardian. At home, the student and their parents or guardian will
create a mini Mr. Yuk out of green circle stickers. They will draw his face and place a Mr. Yuk stickers around the house on certain dangerous items.
Health Connection: Ask students, “What would you do if you found a medicine
bottle with pills inside?” Discuss choices that they have. Choices might include go tell an adult, take a pill, give the pills to your friend, don’t touch it or throw it in the garbage. Ask them to select the best choice after going over what might happen with each choice.
Teacher Information: Mr. Yuk stickers are available at the Health Department.
Grade: K Lesson #1
I’m Special
Objective: Recognize that each individual is unique and valuable. CBC: HE.K.I.B.2, MAK.I.A.3, LA.K.II.A.5, S.S.K.I.A.4, SC.K.II.A.2 SUNSHINE STATE STANDARDS: HE.C.2.1.5, LA.B.1.1.1, LA.B.1.1.2, SS.B.1.1.4, SC.F.1.1.3 Materials: a paper plate or circle shape for each student, fabric and scraps (such as
yarn, string, etc.), glue, 1 large (at least 9x12) piece of construction paper for each student, character cards
Vocabulary: special, suggesting, gentle Procedure: ☺ Introduce Trustee the Manatee and the Lifesavers Trustee the Manatee Loretta the Lobster Jean the Jellyfish Sonia the Starfish Willy the Whale Dottie the Dolphin Ollie the Octopus Carrie the Crab Manny the Marlin
☺ Introduce the vocabulary. ☺ Ask the students to sit in a circle on the floor. ☺ Read the following poem:
Can You Hear It?
Listen, listen – can you hear it? Listen, listen – for a bit Sitting quiet and just resting Listen, listen I’m suggesting. If you’re quiet you can hear All kinds of sounds, loud and clear. So put your hands onto your lap And give me a soft, gentle clap! Listen , listen – can you hear them? All kinds of sounds that just won’t quit. Restful, silent, soothing noises.
Sitting quietly as can be, Now you are ready to learn about you and me!
☺ Ask students one at a time, going around the circle, to say their name, who they love, and an activity they can do well. (Example: My name is Maurice. I love my parents. I can cook pancakes.
☺ Distribute materials to the students and give the following instructions:
☺ Color the paper plate to be a picture of your face. ☺ Paste the paper plate to the top of a large piece of construction
paper. ☺ Use your fabric, yarn, and other scraps to complete the rest of the
body. ☺ Write your name on the back of your finished product.
Curriculum Connections: Bulliten Board Connection: Display student pictures on an “I’m Special” bulletin board
and have students describe their pictures one at a time. Language Arts Connection: I can do so many things. I can …………. Ask students to illustrate what they can do. Math Connection: Ollie the Octopus and Manny the Marlin like to listen to the
radio. Carrie the Crab likes to sing songs. How many Lifesavers like to listen to the radio?
Teacher lines character cards of Trustee the Manatee and
Lifesavers cards up on chalkboard ledge. Students will describe the position of the friend using ordinal numbers through “tenth” and position words (first/last etc.) Repeat activity changing the order of the pictures.
Social Studies Connection: Introduce the purpose of maps and globes. Discuss the
habitat of the manatee (See Habitat of the Manatee information sheet for teachers). Locate the habitats of the manatee.
Science Connection: Discuss the environment in which Trustee and his friends
live. Compare Trustee’s environment to the environment of other living things. Participate in schoolyard field study and observe that there are many different kinds of living things that live in a variety of environments.
Additional Activities: 1. Have students play “Who’s Missing?” Students sit in a circle. One student goes out of the room, while one student hides. The student who went outside comes back into the classroom and has to guess who is missing. The teacher will explain to the class that each one of them is special and when one person is missing, everyone notices their absence.
2. I’m Happy To Be Me Materials: shoe box, small mirror, tape, construction paper,
paper plates, crayons Procedure: (A) Teacher tapes small mirror in a shoebox and covers
the box. Teacher explains to the class they will be seeing something very special and unique when they look into the box. Children promise not to reveal the contents of the box until everyone in the class has their chance to look inside. The teacher walks around the room and students take their turn to look at themselves in the mirror. ( Teacher may use handheld mirrors for each student if possible.)
(B) Children draw their faces on construction paper or paper plate; the portraits are displayed in the classroom.
Grade: K Lesson #2
I Feel
Objective: Describe various ways to express feelings in a healthy manner. CBC: HE.K.I.B.5, LA.K.II.3A.5, LA.K.II.A.6, MA.K.V.A.3 SUNSHINE STATE STANDARDS: HE.B.3.1.1, LA.B.1.1.1, LA.B.1.1.3, MA.E.3.1.2 Materials: “I Feel” activity page, crayons Vocabulary: feelings, angry, lonely, hurt, excited, bored, happy, surprised, sad, choices Procedure: ☺ Introduce vocabulary to the students.
☺ Tell students Trustee the Manatee says “It’s OK to have feelings”.
☺ Ask students to describe how they are feeling today. ☺ Tell students often something happens and we have a variety of feelings. Discuss a variety of words that describe different feelings. (Examples: angry, lonely, hurt, excited, bored, happy, surprised, sad, etc.) *Emphasize all feelings are acceptable. ☺ Read the following situations to the students and ask students to raise
their hands to identify how each person could feel in each case. ☺ Nicole’s teacher said her art project was super. ☺ Amy’s birthday is tomorrow. ☺ Deon lost his favorite toy. ☺ Juan is going to have pizza for dinner tonight. ☺ Alexa’s friends are being mean to her. ☺ Michael has a baseball game after school today. ☺ Keisha has the chicken pox. ☺ Kim’s mother yelled at her for no reason again. ☺ Willy’s father took him to a concert on Friday night. ☺ Maria’s best friend moved away.
☺ Role play how the body reflects how it is feeling.
☺ Tell students they have heard many words, which describe different
feelings; and now they can use them to express themselves. Give
students the opportunity to practice saying sentences which begin with the words, “I feel………” when ………
☺ Distribute the activity page and materials.
☺ Tell students you will be reading three short stories. Their job is to
identify how they would feel after each story is read and color the face on the activity sheet to match their feelings.
☺ Review the placement of each number of the page with the students
before reading the following stories:
1. Your two best friends went off by themselves to play a game and won’t let you come along. How do you feel?
2. Your mom is taking the whole family to the beach on Saturday for
swimming and playing in the sand. How do you feel?
3. You read a book by yourself today and knew all the words. How do you feel?
Discuss appropriate and inappropriate ways people deal with feelings. Examples: (1) When Jean the Jellyfish gets angry, sometimes she stings. What do you do when you get angry?
(2) Willy the Whale “spouts off” when he feels upset, and waves his tail when he feels happy. What do you do when you feel happy?
Explain to the students they have the incredible ability to choose and it is up to them to choose wisely how to show their feelings.
Grade: K Lesson #3
I Can Be Calm (Anger Management)
Objective: Students will develop a personal anger management plan.
Students will practice their anger management strategies in class and at home.
CBC: HE.K.I.B.5, LA.K.I.1, LA.K.I.2, LA.K.II.1, LA.K.II.3, LA.K.II.5,
LA.K.II.B.2, LA.K.II.B.4 SUNSHINE STATE STANDARDS: HE.B.3.1.1, LA.A.1.1.2, LA.A.1.1.3, LA.B.1.1.1, LA.B.1.1.2 Materials: The children’s storybook, Viorst, Judith. Alexander and the Terrible,
Horrible, No Good, Very Bad Day. New York: Macmillan Publishing Co., 1987.
Vocabulary: calm, anger, strategy, plan Procedure: ☺ Introduce the vocabulary to the students.
☺ Read the storybook, Alexander and the Terrible, Horrible, No Good, Very Bad Day.
☺ Discuss the story with the students. Ask the students guided questions
to elicit responses on how to cope with feelings.
☺ How do you feel when you have a terrible, horrible, no good day?
☺ How do you know Alexander is angry? Give details from the story.
☺ Why is Alexander angry?
☺ What can he do to feel good again? (calm down)
☺ Students should brainstorm ideas as to what can be done to calm down when they are upset. Write the list on the chalkboard. i.e.
1. Count to ten. 2. Take deep breaths. 3. Find a quiet place. 4. Listen to music. 5. Hold a favorite toy. 6. Pet your dog or cat.
7. Talk to your mother, father, family member, or friend.
☺ Call on individual students to role play the various strategies listed. i.e. “Show the class how you would take deep breaths to calm down?” ☺ Play silent pantomime. Have the students act out different strategies
and have the classmates guess what they are doing.
Curriculum Connections: Language Arts Connection: Create an experience chart story with the students about someone who gets
angry and then works it out to calm down. Write the story on chart paper. Have students draw pictures to illustrate story.
Grade: K Lesson #4
Healthy Habits
Objective: Describe the importance of having good health habits. CBC: HE.K.V.A.3, LA.K.II.B.5, LA.K.II.B.6, MA.K.II.A.4, MA.K.II.A.5,
SC.K.I.A.1 SUNSHINE STATE STANDARDS: HE.A.1.1.2, LA.B.1.1.1, LA.B.1.1.3, MA.E.3.1.2, MA.A.3.1.3,
SC.H.1.1.5 Vocabulary: healthy, calcium, exercise, nutrition Procedure: ☺ Introduce vocabulary to the students.
☺ Tell students Trustee the Manatee says “It’s important to have good health habits.”
☺ Tell students today they will begin learning about things they can do to have a healthy body.
☺ Ask students to give examples of things they can do to have a healthy
body. (exercise, eat nutritious foods, brush their teeth, proper rest)
☺ Brainstorm on the board the suggestions given by the students.
☺ Explain to the students smoking is unhealthy for their bodies (clothes and hair smell bad, hurts your lungs, teeth turn yellow, etc…)
☺ Discuss with the students the following points:
☺ How is smoking bad for our mouth? ☺ Smoking makes our teeth yellow. ☺ Smoking is bad for our health. ☺ Smoking makes your body sick and tired.
To keep your teeth healthy, you should:
☺ Brush them at least twice a day. ☺ Brush them after eating sweet foods or drinking sweets drinks. ☺ Eat foods that contain calcium, such as cheese, yogurt, and milk. ☺ Eat crunchy foods, such as raw carrots and celery.
☺ Curriculum Connections: Literature Connection: The following books can be used to open up discussions on
visits to a dentist: ☺ The Crocodile And The Dentist by Taro Gomi ☺ My Dentist, My Friend by P.K. Hallinan ☺ When I See My Dentist by Susan Kuklin
Fcat Connection: Retell the portion of the story from _______ to ________. Science Connection: 1. Pass around several small mirrors so the students can observe the color of their teeth in the mirror.
2. Show children several white, hard-boiled eggs in shell and have them compare the color of the eggs to the color of their teeth.
3. Soak the eggs overnight in a bowl of a dark-colored soft drinks such as Coke or Pepsi.
4. The next day remove the eggs and discuss what happened.
5. Afterwards, use a toothbrush and toothpaste to gently brush the eggs until they are clean. Have the children observe and discuss what they saw.
Math Connection: 1. Give each student a blank index card.
2. Ask the student to draw the outline of a toothbrush on the card and color and label it either red, yellow, blue, green, or orange.
3. Use the cards to create a graph according to toothbrush color.
4. Discuss what the graph reveals using standard numerals.
5. Read the following word problem to the students. Write a numeric equation and solve it. 3 – 1 = 2 Michelle brushes her teeth three times a day. Her little brother, Jerome only brushes his teeth once a day. How many more times a day does Michelle brush her teeth as compared to her brother, Jerome?
Music Connection: Brush Your Teeth (Sung to the tune of “Row, Row, Row Your Boat) Brush, brush, brush your teeth. Brush them twice a day. When you do this every day, You keep decay away!
Language Arts Connection: Teacher makes experience chart.
*When I went to the dentist I... (Marie) Write child’s name. Expository prompt – It is important to do to the dentist because
Grade: K Lesson #5
Healthy Foods Are For Me!
Objectives: Identify nutritionally desirable foods. CBC: HE.K.II.A.1, LA.K.I.B.8, LA.K.II.B.6, MA.K.II.A.4,
SC.K.I.A.2 SUNSHINE STATE STANDARDS: HE.A.1.1.9, LA.A.1.1.1, LA.E.2.1.1, LA.B.1.1.1, LA.B.1.1.2,
LA.B.1.1.3, MA.A.3.1.3, SC.A.1.1.1 Materials: pre-cut pictures of healthy and unhealthy foods from teacher
reproducible, paper plates, glue Vocabulary: healthy, unhealthy Procedure: ☺ Introduce vocabulary to the students.
☺ Tell students Trustee the Manatee says “Healthy Foods Are For Me”
☺ Tell students today they will be learning about foods which are good for their growing bodies.
☺ Have students think of foods that are healthy for them. Write their
responses on the board.
☺ Distribute pictures of foods that are healthy and unhealthy to the students. Give the students an opportunity to sort the pictures into two stacks, healthy and unhealthy foods.
☺ Ask the students to choose several pictures of healthy foods they could
use to create a collage of healthy foods on their paper plates.
☺ Allow students to share their finished projects with their classmates. Curriculum Connections: Literature Connection: The following books can be used to open up discussions on
healthy and unhealthy foods.
☺ The Edible Pyramid: Good Eating Every Day, written
by Loreen Leedy ☺ What Food Is This?, written and photographed by
Rosemarie Hausherr ☺ This Is The Way We Eat Our Lunch: A Book About
Children Around The World, written by Edith Baer and illustrated by Steve Bjorkman
☺ The Vegetable Show, written and illustrated by Laurie Krasny Brown
☺ Oliver’s Vegetables, written by Vivian French & illustrated by Alison Bartlett
☺ The Seven Silly Eaters, written by Mary Ann Hoberman & illustrated by Marla Frazee
Language Arts Connection: Have the students complete an experience chart on:
My favorite healthy foods are …. Have them complete the activity by illustrating it with cut out pictures from magazines.
Math Connection: Read the following word problem to the students. Create a
numeric equation and solve it. 3 + 2 = 5 Chad had 3 strawberries and Vicky had 2 bananas. How many fruits are there all together?
Science Connection: Teacher supplies a variety of healthy fruits and vegetables.
Students identify and sort according to attributes, such as: color, shape, size, and texture.
Additional Activities: Let your students create a healthy fruit kabob. You will
need wooden skewer sticks, sliced apples, strawberries, bananas, oranges, pineapples, and grapes. Let students arrange fruits in any way they choose.
Grade: K Lesson #6
Get Germ Smart!
Objective: Understand the importance of washing hands to avoid the spread of
germs. CBC: HE.K.II.B.3, HE.K.I.A.2, LA.K.II.B.9 SUNSHINE STATE STANDARDS: HE.A.1.1.2, LA.B.1.1.1 Materials: “No Germs” activity page, crayons, yarn, scissors, a hole puncher,
Ollie the Octopus card Vocabulary: germs, harmless Procedure: ☺ Introduce vocabulary to the students.
☺ Tell the students today they will be learning about the importance of washing their hands in order to prevent the spread of germs.
☺ Ollie the Octopus takes time out to wash his hands. ☺ Discuss with the students the following points:
☺ Even though we can’t see them, germs live just about everywhere. ☺ Germs live in the air, water, and soil. ☺ Some germs are harmless, but others can make us sick. ☺ Opening a door, picking up a pencil, and making a telephone call
are all ways that a person is exposed to germs. ☺ Soap and water can remove germs on your skin.
☺ Next, tell the students to sing the following song:
Clap, Clap, Clap Your Hands (sing to the tune of “Row, Row, Row Your Boat”)
Wash, wash, wash your hands. Clean those germs away. Rub, scrub, scrub and rub. No more germs today.
☺ Lastly, have the students color and cut out the No Germs logo. The
teacher can punch a hole in the top of the cut-out and string a piece of yarn through the hole. The students can wear their No Germs cut-out as a necklace.
Curriculum Connections: Language Arts Connection: Suggestion: Teacher can make a step book for each child or a
class book on germs or ways to keep clean. Expository writing prompt: If I were a germ, I would like to crawl on………
It is important to wash your hands because _______ Literature Connection: The following book can be used to discuss germs:
The Magic School Bus Inside Ralphie: A Book About Germs, written by Beth Nadler and illustrated by John Speirs.
Grade: K Lesson #7
Fire Safety
Objective: Explain the dangers of playing with matches, lighters, and fire. CBC: HE.K.IV.A.3, HE.K.IV.A.5, LA.K.II.B.9, SC.K.IV.A.1 SUNSHINE STATE STANDARDS: HE.B.1.1.4, LA.B.1.1.1, SC.A.1.1.3 Materials: small candle, small glass jar, matches Vocabulary: prevention, flame, gear, graph Procedure: ☺ Introduce vocabulary to the students.
☺ Tell students Trustee says “It’s dangerous to play with matches”.
☺ Tell students today they will learn Fire Prevention Tips in order to be safe and know what to do in case of a fire.
☺ Discuss the following Fire Prevention Tips with the students:
☺ Never play with matches. ☺ Never use the stove or oven unless an adult is near. ☺ Always make sure to turn off electrical appliances when not in use. ☺ Be sure to have an escape plan in case of a fire. ☺ Remind your parents to turn the handles of pots and pans away
from you and the edge of the stove. ☺ Next, tell students they will be doing an activity that will teach them
what to do if their clothing were to catch on fire.
Experiment #1 1. To show students the concept of how fire needs air to burn. Light a
small candle and then cover its flame with an inverted glass jar. Have students observe as the flame goes out.
2. Explain to students if their clothing catches on fire, they must keep
air away from the flame. Point out running only provides a fire with more air.
3. Tell students instead of running, they should stop, drop to the
ground, and then roll back and forth to put the fire out. Remind students rolling keeps air away from the flame.
☺ Next, students can demonstrate the Stop, Drop, and Roll technique by
walking around in a circle. The teacher should put music on and tell the students each time the music stops, the students must stop, drop to the ground, and roll back and forth. Then when the music begins again, they get up and continue walking around the circle.
Curriculum Connections: Math Connection: Give the students an index card and tell them to write one
of the following words on it: Stop, Drop, or Roll. Once all of the students have finished writing their words, the teacher should call up the students that wrote stop, drop and roll, one at a time. Next, have the students form a human graph representing the number of people that wrote each word. Lastly, help the students interpret the graph.
Language Arts Connection: Create an experience chart or step book by using the
following expository prompt: If I were a firefighter, I would …….
If my clothes caught on fire, I would. . . I could prevent fires by. . . . Science Connection: (See Experiment #1)
Demonstrate physical and chemical changes by using fire to heat water until it boiling and melting sugar. (Additional Science Connection on attached sheet)
Additional Activities: Visit the fire station. Invite a firefighter to your class.
Grade: K Lesson #8
Cleaning Out the Cupboard
Objective: Classify substances that may be safe or unsafe. CBC: HE.K.IV.A.6, LA.K.II.B.9, MA.K.II.A.4, MA.K.II.A.3, SC.K.V.B.1,
SC.K.V.B.2 SUNSHINE STATE STANDARDS: HE.A.1.1.2, LA.K.II.B.9, MA.K.II.A.4, MA.K.II.3, SC.K.V.B.1,
SC.K.V.B.2 Materials: pictures of safe and unsafe items, Mr. Yuk illustration Vocabulary: poisonous, safe, and unsafe Procedure: ☺ Introduce vocabulary words.
☺ Introduce Mr. Yuk
☺ Discuss the vocabulary words with students. ☺ Ask students for examples of things that may be safe or unsafe to use
other than its intended purpose.
☺ The teacher will tell the following short story.
Our family was cleaning out the kitchen cupboard. We wanted to put the safe things on the bottom shelf and the things that are unsafe on the top shelf, so the baby couldn’t reach them.
☺ Which items are safe; which items are unsafe? (can use the list below
or items on accompanying handout)
☺ Tell students they are going to play a listening game. Listen to each item and decide if it is safe or unsafe. If the item is safe, sit on your chair; if the item is unsafe, stand in front of your chair.
crackers furniture polish cereal floor wax detergent aspirin apples juice cheese soap roach sprays rubbing alcohol
Curriculum Connections: Language Arts Connection: Create an experience chart or a step book by using the
following expository prompt: If I see something that is not safe, I will ………
Math Connection: Read to the students the following word problem. Write
the numeric equation on the board and solve it.
Jeremy found 3 safe items. Lily found 2 unsafe items. How many things did they find in all?
3 + 2 = 5 Construct a group equal in number to a given group by
drawing pictures. (See example). Example:
There are 4 boxes of crackers in the cupboard. Draw an equal set of cereal boxes.
Compare two objects from an imaginary cupboard to
determine which is larger, shorter, heavier and lighter. Determine which object is nearest or farthest from a point of reference.
Science Connection: Identify as a class which items are harmful to the
environment. Brainstorm and communicate ideas collaboratively for keeping the environment clean.
Additional Activities: The teacher can show the class a variety of safe and unsafe
items. Ask students to classify the items as safe or unsafe.
Grade: K Lesson #9
No Caffeine For Me!
Objective: Identify the health effects of caffeine. CBC: HE.K.IV.A.6, LA.K.I.A.11, LA.K.I.A.13, MA.K.II.A.1,
MA.K.IV.A.7, SS.K.II.A.4, SC.K.II.A.5 SUNSHINE STATE STANDARDS: HE.A.1.1.2, LA.D.2.1.3, LA.A.1.1.4, LA.A.1.1.3, MA.D.1.1.2,
MA.A.2.1.1, SS.B.1.1.3, SC.G.2.1.1 Materials: “Eating Right” activity page, crayons, samples of food products –
some containing caffeine. Vocabulary: caffeine, drug Procedure: ☺ Introduce vocabulary to students.
☺ Tell students Trustee the Manatee and all the Lifesavers agree “Too much caffeine is not healthy”.
☺ Tell students it is important to eat a healthy well balanced diet. Discuss what foods are included in a healthy diet.
☺ Present to the students the following information about
caffeine.
☺ Caffeine is taken from plants (kola nut, coffee bean, cocoa bean, tea leaves.)
☺ Caffeine is in or put into food (soft drinks, chocolate candy, cocoa, tea, coffee.)
☺ Caffeine changes our body and mind (heart beats faster, lungs pump harder, we think we are more awake, we think we can get used to it.)
☺ Caffeine can be dangerous if we have too much in our body.
☺ Show and discuss the food products containing caffeine, (i.e., soft
drinks, chocolate candy, coffee, tea, cocoa, etc.)
☺ Distribute the activity page.
Ask students to cross out all items that contain caffeine and color those that do not.
Discuss the activity page answers and review with students the harmful effects of caffeine.
Curriculum Connections: Math/Art Connection: Read the following word problem to the students. Create a
numeric equation on the board and solve. Brian bought 2 granola bars, instead of chocolate bars. He gave one of them to his sister, Sandra. How many granola bars does he have now?
2 – 1 = 1 Teacher supplies 3 cups of different beans, such as lima,
kidney, black bean, white bean per table. [FCAT CONNECTION- using material to gather information Compare different sizes, colors, and shapes. Each student creates a bean design.
Language Arts Connection: Teacher writes information about caffeine on the board. Instruct the students about fact and opinion. Students are to select one fact and draw a picture. The teacher makes a class book or bulletin board display entitled, “Facts About Caffeine.” [FCAT CONNECTION]
Teacher and students brainstorm foods that contain caffeine. Some foods that have caffeine are ……. List the foods on the board or on a chart.
Science Connection: Identify and observe plants from which caffeine is taken. Social Studies Connection: Identify where cocoa bean, kola nut, coffee beans, and tea
leaves are grown. Discuss how the geographical conditions such as climate, soil, temperatures affect peoples’ lives and the growing of these products.
Additional Activities: Have students each represent a food product with or
without caffeine. Designate two points in the room, one for caffeine products and one for non-caffeine products. Ask students to go to the part of the room they represent. Play several times, allowing the students to switch products after each round.
Grade: K
Lesson #10
INTRODUCING..Ciggie Smokenkoff
Objective: Identify the health effects of tobacco. CBC: HE.K.IV.A.6, LA.K.II.A.6, LA.K.I.A.5, SC.K.V.A.5,
SC.K.V.B.1, SC.K.V.B.2 SUNSHINE STATE STANDARDS: HE.A.1.1.2, LA.B.1.1.2, LA.D.2.1.3, SC.G.1.1.2, SC.G.2.1.2 Materials: “Introducing..Ciggie Smokenkoff” activity page, crayons Vocabulary: healthy, unhealthy, nicotine, tobacco, lungs, windpipe, cilia, air
sacs
I. Nicotine is found in a plant. A. Tobacco plant
II. The tobacco plant is made into many forms.
A. Cigarettes B. Cigars C. Snuff – pulverized tobacco that is inhaled. D. Chewing tobacco
III. Nicotine has an effect on your body and mind.
A. Health Effects 1. Hot air and smoke burn the nose, mouth, throat,
lungs, cilia, etc. 2. These parts collect tar and poisonous gas. 3. The tar and gases enter the bloodstream.
B. Acts as a Stimulant 1. Increases heart rate 2. Increases breathing 3. Increases blood pressure 4. Stimulates central nervous system
Procedure: ☺ Introduce vocabulary to the students.
☺ Tell students Sonia the Starfish and Jean the Jellyfish say “Tobacco is unhealthy.”
Ask students to name inside/outside body parts of their bodies (legs, arms, head, heart, brain, lungs, etc.)
Tell students they will be learning about something which is unhealthy for the body.
☺ Read the “Introducing..Ciggie Smokenkoff” story aloud to students.
I would like to introduce Ciggie Smokenkoff. He is a real mess.
Ciggie likes to do the most unhealthy things! He likes to eat anything he
wants. He likes to smoke cigarettes and cigars. Poor Ciggie!
Ciggie is not very healthy. He has been doing these unhealthy
things for a long time. He even began to try cigarettes when he was little.
Ciggie’s lungs are not very healthy. If we could see into his lungs,
we would find them to be very black, gray, and brown. All that hot smoke
has stored up in his lungs. No wonder he is called Ciggie Smokenkoff.
Let’s look at how Ciggie’s lungs became so ugly and unhealthy.
When Ciggie smokes cigars and cigarettes, the smoke goes into his mouth.
It burns his tongue, nose, and throat and makes his teeth yellow and
brown.
The smoke, nicotine, and tar that is in smoke goes down his
windpipe to his lungs. The little hairs called cilia are in the lungs. The
cilia hates when that happens because they can’t do their job. The smoke,
nicotine, and tar stop the cilia from sweeping out all the germs and dirt.
The smoke and tar gets in the air sac and pushes out all the good air. No
wonder Ciggie coughs so much. His body is trying to get out all that junk
out. His lungs are trying to breathe. His heart has to work harder to
carry healthy blood to all the body parts.
If Ciggie would stop smoking, his lungs would clean themselves up.
They would be a nice and healthy pink color. He could breathe again.
His heart would pump like a healthy person. His body would be so happy!
☺ Discuss the story, using the following questions: ☺ Is Ciggie healthy?
☺ What are all the things that happen to someone’s body when he/she smokes?
FACT CONNECTION- Why did the author write this story? What is the effect of smoking?
☺ Have students color Ciggie Smokenkoff activity sheet.
Curriculum Connection: Language Arts Connection: Create an experience chart or step book by using the
following persuasive prompt: I will never smoke because ……… Math Connection: Read the following word problem to the students. Create a
numeric equation and place it on the board. Solve it. Alice and Joel each have two lungs. How many lungs do they both have together?
2 + 2 = 4
Grade: K Lesson #11
The Coral Reef (Alcohol)
Objective: Identify the health effects of alcohol. CBC: HE.K.IV.A.6, LA.K.II.A.6, LA.K.I.A.5, SS.K.III.A.6,
SS.K.IV.A.2 SUNSHINE STATE STANDARDS: HE.A.1.1.6. LA.B.1.1.2, LA.D.2.1.3, SS.B.2.1.3, SS.C.2.1.2 Materials: None. Vocabulary: alcohol, unhealthy, healthy, harmful, helpful Procedure: ☺ Introduce the vocabulary to the students.
☺ Review with students the concept of healthy/unhealthy and harmful/ helpful.
☺ It is our job and choice to keep healthy. ☺ Keeping healthy means eating good food, getting rest, and
exercising regularly. Discuss with students how they take responsibility for their health.
☺ Being unhealthy makes us feel tired, grumpy, and bored. ☺ Some things are harmful and/or healthy (medicines,
household products, junk food, etc.)
☺ Introduce and discuss the concept of alcohol. ☺ Alcohol is a drug. ☺ Drugs can be harmful and are not healthy to the body and
mind. ☺ Alcohol can cause you to not feel good and not think or do
things clearly. ☺ Alcohol can cause your moods to change. ☺ Some adults might drink too much, which can cause
problems for the family. ☺ It is not safe to drink and drive.
☺ Read the following story to the students.
Swim With Trustee the Manatee and The Life Savers
One beautiful summer day Trustee the Manatee was
swimming in the shallow water above the coral reef when he saw
his friends huddled together around the reef. Trustee couldn’t
imagine what was going on. Trustee swam as quickly as he
possibly could. He was surprised and disappointed when he saw a
rusty beer can lying on the coral reef. His friends were about to
pick it up!
Because Trustee saw the horrible beer can on his beautiful
reef, he let his friends know that alcohol is a drug and can be bad.
Drugs can be harmful and are not healthy for the body and mind.
Alcohol can cause you to not feel good and not think or do things
clearly. Some adults might drink too much which can cause
problems for the family. For people who live on land, it is not
safe to drink and drive a car. For people who use boats, it is also
not safe to drink and drive.
His friends were sad to see that someone was not
respecting the environment by throwing the beer can in the water.
They thought probably whoever did that was probably not
responsible about drinking the beer too. They were happy to learn
the facts about alcohol.
☺ Discuss the story using the following questions: ☺ Why were the Lifesavers huddled around on the reef? ☺ What did Trustee tell his friends about alcohol? ☺ What can happen if someone drinks too much alcohol? Give
details from the story. ☺ Where would have been a better place to dispose of the beer can?
Fcat Connection: Use illustrations to identify who, what, where, when , why and
how.
Curriculum Connections: Language Arts Connection: Create an experience chart or a step book from the
following expository prompts: If I went to the coral reef, I would
On the coral reef, I Social Studies Connection: Make a 2 column chart. List wants vs. needs. Discuss the
difference between the two. Examine the rights and responsibilities student have as
members of society.
Table Of Contents
Kindergarten
Lesson # Title Lesson Objective Page# Lesson 1 I’m Special Students will recognize that each
individual is unique and valuable. 3
Lesson 2 I Feel Students will describe various ways to express feelings in a healthy manner.
5
Lesson 3 I Can Be Calm Students will develop and use personal anger management plan.
Lesson 4 Healthy Habits Students will describe the importance of having good health habits.
7
Lesson 5 Healthy Foods Are For Me!
Students will identify nutritionally desirable foods.
10
Lesson 6 Get Germ Smart! Students will understand the importance of washing their hands to avoid the spread of germs.
12
Lesson 7 Fire Safety Students will explain the dangers of playing with matches, lighters and fire.
14
Lesson 8 Cleaning Out The Cupboard
Students will classify substances that may be safe or unsafe.
16
Lesson 9 No Caffeine For Me! Students will identify the health effects of caffeine.
17
Lesson 10 Introducing Ciggie Smokenkoff
Students will identify the health effects of tobacco.
20
Lesson 11 The Coral Reef (Alcohol) Students will identify the health effects of alcohol.
22
Table of Contents Grade 1
Lesson # Title Lesson Objective Page # Lesson 1 My Friend Students will identify the components
of a positive relationship with a friend. Introduce concept of choice.
3
Lesson 2 My Family Students will identify family members and recognize that the child is a positive role model in the family.
5
Lesson 3 Safety 1st With Officer Rogers
Students will identify rules of safety for various activities.
8
Lesson 4 Fun Time Zoo Students will identify physical traits and personal characteristics and classify differences/similarities among individuals.
10
Lesson 5 Learning About Feelings Students will identify feelings that result from given situations and identifying coping skills.
13
Lesson 6 Do You Hear Me? Students will identify and demonstrate effective speaking and listening skills.
15
Lesson 7 Identifying Conflicts Students will identify what a conflict is. Students will recognize that one has choices in reacting to a conflict.
Lesson 8 Solving Conflicts Students will describe positive methods for resolving conflicts.
Lesson 9 Snack Time Students will identify health and unhealthy foods and how those foods affect their feelings, emotions, and health. Students will identify the health effects of caffeine.
17
Lesson 10 Ciggie Strikes Again Students will understand age appropriate information on tobacco.
19
Lesson 11 Down on the Reef (Alcohol)
Students will understand age appropriate information on alcohol.
22
Lesson 12 Who Can You Trust? Students will demonstrate an understanding of following directions and other safety rules pertaining to prescribed and over-the-counter medicines.
25
CBC OBJECTIVES COVERED GRADE 1
CBC CBC OBJECTIVE SUNSHINE STATE
STANDARDS
LESSON NAME
HE.1.I.A.1.2 Describe the roles of each member of the family, including students’ contribution to the family unit.
HE.A.1.1.3 Lesson 2 – My Family
HE.1.I.A.4 Identify and demonstrate effective speaking and listening skills.
HE.B.1.1.3 Lesson 6 – Do You Hear Me?
HE.1.I.A.5 Identify feelings that result from given situations.
HE.B.1.1.3 Lesson 5 – Learning About Feelings
HE.1.I.B.6 Discuss how each person is special. (Identify physical traits and personal characteristics. Classify differences and similarities among individuals.)
HE.B.2.1.2 Lesson 4 – Fun Time Zoo
HE.1.I.B.6 Discuss how each person is special. (Summarize the importance of developing and maintaining positive relationships with family and friends.)
HE.B.1.1.3 Lesson 2 – My Family Lesson 5 – Learning About Feelings
HE.1.I.A.4.5 Identify the components of a positive relationship with a friend.
HE.A.1.1.3 Lesson 1 – My Friend
HE.1.II.A.3 Distinguish between healthy and unhealthy foods.
HE.C.2.1.1 Lesson 6 – Snack Time
HE.II.B.4 Describe how foods can affect feelings, emotions, and health.
HE.C.2.1.1 Lesson 6 – Snack Time
HE.1.IV.A.1 Identify rules of safety for various activities.
HE.B.1.1.2 Lesson 3 – Safety 1st With Officer Rogers
HE.1.IV.A.8 Understand age-appropriate information on alcohol, tobacco and caffeine.
HE.A.1.1.2 Lesson 7 – Snack Time Lesson 8 – Ciggie Strikes Again Lesson 9 – Those Animals
HE.1.IV.A.9 Demonstrates an understanding of following instructions and other safety rules pertaining to prescribed and over-the-counter medicines.
HE.B.1.1.2 Lesson 10 – Who Can You Trust?
Grade: 1 Lesson #1
My Friend
Objective: Identify the components of a positive relationship with a friend. Explore the concept of choice. CBC: HE.1.I.A.4.5, LA.1.II.A.1, MA.1.II.A.10, SS.1.VI.A.5 SUNSHINE STATE STANDARDS: HE.A.1.1.3, LA.B.1.1.1, LA.B.1.1.3, LB.B.1.1.2, MA.A.3.1.2,
SS.A.1.1.2, SS.A.3.1.3, SS.A.4.1.4 Materials: “My Friend” activity page, crayons Vocabulary: friend, friendship, choice, appropriate, inappropriate Procedure: ☺ Introduce vocabulary to students.
☺ Introduce character cards showing Trustee the Manatee and his friends. ☺ Tell students they will be talking about what it means to have and be a friend.
☺ Discuss with class the examples given by students using the following questions: ☺ Can people who look different from you be your friends? ☺ Can people who are older or younger than you be your friends? ☺ Who can be your friends? ☺ How do people who are your friends act towards you? ☺ How do you act towards people who are your friends? ☺ How do people who are your friends help you? ☺ How do you help your friends? ☺ Have students close their eyes and think about a “best friend.” Give them
time to think of what this friend looks and acts like. What does your best friend look and act like?
☺ Think of someone who is not a friend. How do we treat that person?
☺Read and discuss the following stories:
TRUSTEE’S FRIEND
Trustee has a friend who always does all kinds of
bad things. His friend likes to do things like stealing
candy, hitting little children, and talking too much in
school. Trustee likes his friend, but he doesn’t like the things
his friend does or asks Trustee to do.
☺ Select a student to paraphrase the story as one of “Trustee’s friends.” [FCAT CONNECTION]
☺ Discuss the concept of choice. What is an appropriate or inappropriate
choice? Sample: Trustee’s friend may be like someone you know. If your friend asks you to steal candy, what would you do? Why?
JEAN THE JELLYFISH AND HER FRIEND
When Jean feels sad or lonely, she has a certain friend she can talk to. Her
friend is caring and listens to Jean. Jean can tell her friend anything. After she
talks and shares with her special friend, Jean always feels better.
☺ Discussion questions: (Use details and examples from the story to explain
your answers. [FCAT CONNECTION]
☺ What is Trustee’s friend like? ☺ What is Jean’s friend like? ☺ Which friend would you like to have? Why?
☺ Distribute the activity page and crayons. Have students color the picture of
themselves and their friend.
☺ Ask student volunteers to share with the class about themselves and how their ideal friend would be.
☺ Discuss students’ pictures. Display them around the room.
Curriculum Connections: Language Arts Connection: Give the students the following prompts and have them complete.
I can be a good friend by ……… My friend is a good friend because __________. It makes me feel “happy” when ………
Math Connection: Read the following word problem to the class. Create a numeric equation
on the board. Trustee, Jean, Ollie, and Manny are best friends. How many friends are in this group?
1 + 1 + 1 + 1 = 4 Social Studies Connection: Have the students share traditions and the customs of the families of
friends in class. Teacher emphasizes differences and similarities.
Grade: 1 Lesson #2
My Family
Objective: Identify family members and recognize that the child is a positive role model in
the family. Explore the concept of conflict. CBC: HE.1.I.A.1.2, LA.1.II.A.1, SS.1.II.A.1 SUNSHINE STATE STANDARDS: HE.A.1.1.3, LA.B.1.1.1, LA.B.1.1.2, LA.B.1.1.3, SS.A.1.1.1 Materials: crayons, pencil Vocabulary: family, role, responsibility, conflict Procedure: ☺ Introduce vocabulary to the students.
☺ Tell students that they will be talking about families.
☺ Ask students for their definition of a familly. (Allow for many responses).
☺ Ask several students to describe their family.
☺ Number of people ☺ Occupations ☺ Interests ☺ “Family” activities ☺ Different relatives – grandparents, aunts, uncles, “step” families
☺ Discuss the concept of family members having roles and responsibilities .
☺ A role is what you are in the family, (i.e., dad, mom, child, grandparent,
etc.) ☺ A responsibility is what you do, (i.e., cleaning your room, washing the
dishes). ☺ Each family member is needed for the group to be a “family”. ☺ One person not doing his job will cause problems for the family. ☺ Discuss what happens when conflicts arise. Role-play possible family
conflicts. Example: fighting with your brother or sister, who gets to pick what TV show to watch, whose turn it is to take out the garbage.
☺ Ask students to identify their own and other family members’ roles and responsibilities within their family.
☺ Discuss what can happen when someone does not do what he/she is supposed
to do.
Curriculum Connection: Language Arts Connection: Give the students the following prompt. Have them complete either
verbally or write them on chart paper. My family is special because.…….
Math Connection: Read the following word problem to the class. Create a numeric equation
and write it on the board. Mr. and Mrs. Davis have six children. The Davis family lives in a big yellow house on Brick Road. How many people live in the Davis’ house?
6 + 0 = 6 Social Studies Connection: Discuss the cultural backgrounds of members of the class and their
families. Locate the different countries of the students on a map of the world. [FCAT CONNECTION]
Art Connection: Draw a picture of your family and friends at your birthday celebration. Label your family and friends. [FCAT CONNECTION] Additional Activities: Draw a picture of you and your family doing something fun together.
Identify each family member and describe what the activity is.
Grade: 1 Lesson #3
Safety 1st With Officer Rogers
Objective: Identify rules of safety. CBC: HE.1.IV.A.1, LA.1.II.B1-5 SUNSHINE STATE STANDARDS: HE.B.1.1.2, LA.B.1.1.1, LA.B.1.1.2, LA.B.1.1.3 Materials: “Officer Rogers” reproducible page, drawing paper to create a Safety Tips book,
crayons, pencils, tongue depressor or popsicle stick Before the actual lesson begins, the teacher should color and cut out the picture of Officer Rogers, and attach it to a tongue depressor or a popsicle stick.
Vocabulary: neighborhood, safety Procedure: ☺ Introduce vocabulary to the students.
☺ Tell students Trustee the Manatee and his Lifesavers think rules of safety are important.
☺ Tell the students that today they will be learning about safety with Officer Rogers, their friendly neighborhood police officer. The teacher will use the Officer Rogers puppet to discuss the safety rules with the students throughout the lesson.
☺ Engage the students in an oral discussion about ways to be safe. List any
suggestions given by the students on the board. Supplement the list with any safety rules that were not given by the students.
☺ Tell the students that they will now be creating a Class Safety Tips book.
Each student will illustrate one page of the book with a different safety tip.
☺ Assemble completed pages into a class book. Curriculum Connections: Language Arts Connection: Select five of the Lifesavers. For each Lifesaver, write a safety rule and why it is important.
(1) Create individual or class books. Participate in prewriting activities. Have students share ideas through clustering, listing, drawing, or
brainstorming. Revise a first draft with coaching by teacher and peers through self-editing, peer editing, or teacher editing. Begin to edit first draft.
(2) Publish and display books. Give the students the following prompt. Have them complete orally or write their responses on chart paper to be displayed in the classroom as an experience chart.
It is important to follow safety rules because…… Math Connection: Read the following word problem to the class. Have the students create a
numeric equation and write it on the board. Kevin’s “Safety Tips” book had 5 safety rules and Ashley’s “Safety Tips” book had 4 safety rules. Whose book had more rules, Kevin’s or Ashley’s?
5 – 4 = 1
Grade: 1 Lesson #4
Fun Time Zoo
Objective: Identify physical traits and personal characteristics. Classify differences and
similarities among individuals. CBC: HE.1.I.B.6, LA.1.I.A.1.4, SC.1.II.A.1 SUNSHINE STATE STANDARDS: HE.B.1.1.3, LA.A.2.1.4, LA.A.1.1.4, SS.A.1.1.1, SC.F.1.2.3 Materials: one blank piece of paper and a black 9”x 12” piece of construction paper for each
student, crayons, pencils, glue, pieces of colored yarn. Vocabulary: imaginary, ferocious, huge, unusual, similarities Procedure: ☺ Introduce vocabulary to the students.
☺ Tell students Trustee the Manatee and Sonia the Starfish say “Animals, like humans, have differences and similarities.”
☺ Tell students they will be taking an imaginary trip to the zoo. ☺ Read the following imaginary story to the students:
FUN TIME ZOO
Let’s all sit comfortably, relax, and close our eyes. Today we’ll be taking a
trip to the zoo. Some of you have already been to a zoo. If you have, you
probably saw a lot of animals there. You might have seen roaring lions, ferocious
tigers, silly monkeys, tall giraffes, huge elephants, and maybe, a lot of beautiful
birds, too. The zoo is a fun place to go.
The zoo we are going to is a very special and unusual zoo. You won’t find any
elephants or tigers or monkeys there. You will find wonderful, different and
fantastic animals – animals that you won’t find anywhere at all, except at the Fun
Time Zoo.
Are you ready, now to go to the wonderful Fun Time Zoo? Keep very quiet
and do not open your eyes. Remember – be very quiet and do not open your eyes
or call out. For you never know what can happen at the Fun Time Zoo!
As we walk up to the gate, we are greeted by a huge pink and green sign. It
says, “Welcome Special Children! Welcome to the Fun Time Zoo.” We all go
through the gate and see a magnificent sight! We see cages of different colors –
big red, green, blue, and purple cages. The cages are big enough to be a very
nice home for a very lucky animal.
Each cage has a small pond filled with purple and white striped water, many
polka dot trees and flowers, and huge, fluffy pillows on which the animals can
sleep. As we look at the cages from just inside the gate, we see the strangest thing
of all. There are no animals!
No animals, can you imagine that! We walk closer and as we do, the animals
suddenly appear – 1,2,3,4 of them. Now don’t open your eyes whatever you do,
because they surely will disappear!
The animals are the most unusual animals anyone has ever seen. First, we see
a tall gray Hopperdo. It certainly is different, with its long, pointed ears and four
orange eyes – two in the back and two in the front of its head. Oh, and look at
that tiny blue and red Wapperitz. It has the smallest body and, oh, my, it must
have a thousand little feet.
The next animal is my favorite yet. It looks exactly like a rock. I can’t see a
head and I can’t see any legs. No wonder it’s called a Rockalump. Next to
Rockalump is a silly Haparoo! It must be hard to always walk upside down.
Welcome to the last cage where here we see the most terrific and special
animal of all. It is an animal that can look different to each of us. As we look into
its cage each of us sees a very different animal. What can you imagine? What do
you see?
Keep your eyes closed and think of that special animal. What does it look like
to you? What color hair does it have? What color eyes does it have? Is it short
or tall? Is it skinny or fat?
Open your eyes now and try to remember your animal. Remember, it is your
own special animal, straight from the Fun Time Zoo.
☺ Discuss with students the following questions: ☺ How did you feel about the Fun Time Zoo? ☺ Why was the zoo a special place? ☺ What was special about each animal? ☺ What would be a good title for the story? [FCAT CONNECTION]
☺ Tell students that they are special, too:
☺ Each of us looks different. Talk about different cultures and races. ☺ Each of us can do different things. List what students can do well.
☺ Ask students to follow these directions:
☺ Draw, color, and name the very special animal you saw at Fun Time
Zoo. (Remember, it was the one that no one else saw). ☺ Glue it onto the colored construction paper. ☺ Glue several yarn strips over the animal (as bars to a cage). ☺ Have students share the animals with the class. Elicit the response that
every animal is special and different, just like every person in this class is special and different.
Curriculum Connections: Language Arts Connection: Compare and contrast “Trustee the Manatee and his friends the
Lifesavers”. Compare and contrast you and your friends. This activity can be oral or written.
Read the following statement to the class. Have them complete it orally. Record their responses on chart paper as an experience chart. My favorite animal is ______________ because ______________.
Math Connection: Read the following word problem to the class. Create a numeric
equation and write it on the board. Ms. Edward’s class and Mr. Lee’s class went on a field trip to the Fun Time Zoo. Ms. Edward’s class had 25 students and Mr. Lee’s class had 23 students attend the field trip. Whose class had more students attend the field trip? 25 – 23 = 2
Science Connection: Have the students identify the needs and unique characteristics of animals and humans.
Art Connection: Have the students create a diorama of their favorite animal. Have the students create a mask of their favorite animal. Additional Activities: Have students pin up their animals on a “Fun Time Zoo” bulletin
board and role-play the story.
Grade: 1 Lesson #5
Learning About Feelings
Objectives: Identify feelings. Generate examples of appropriate methods of coping with feelings. Identify ways to cope with stress. CBC: HE.1.I.A.4, LA.1.I.A.11, MA.1.I.A.10 SUNSHINE STATE STANDARDS: HE.B.1.1.3, LA.C.1.1.4, MA.A.3.1.2 Materials: one sheet of white paper for each student, crayons, pencils Vocabulary: feelings, bored, angry, lonely, excited, surprised, argumentative, positive,
negative, stress Procedure: ☺ Introduce vocabulary to the students.
☺ Ask the students how they are feeling today.
☺ Introduce as many feeling words as possible, (bored, angry, lonely, excited, sad, surprised, scared, etc.)
☺ Discuss the following scenario with students.
Trustee the Manatee went to play at Loretta the Lobster’s house after
school. He swam very fast and couldn’t catch his breath. He saw his friends,
the Lifesavers, and screamed, “I got a new wave runner today!” As his
friends heard Trustee, they stopped what they were doing to hear his great
news.
☺ What happened to Trustee? ☺ How did Trustee feel?
Carrie the Crab and Ollie the Octopus always go to school together.
However, they left for the school bus this morning and didn’t even swim
together today. Last night they had an argument on the phone. Both of them
swam slowly and separately all the way to school.
☺ What happened to Carrie and Ollie?
☺ How were Carrie and Ollie feeling?
Manny the Marlin’s friend, Pete, came over on Saturday morning to play
ball. While Manny’s mother was busy, Pete wanted to steal money from her
wallet. Manny caught Pete and told his friend to go home.
☺ What happened to Manny the Marlin? ☺ How was Manny feeling?
☺ Review the three situations and ask students for ways Trustee, Carrie, Ollie, and Manny could have changed what happened.
☺ Role-play the situations.
☺ Discuss answers as appropriate/inappropriate ways to handle feelings.
☺ Ask students to identify examples of situations, the resulting feelings, and
how they handled the situations, (including both good/not good responses).
☺ Discuss ways to cope with negative feelings.
☺ Distribute the white paper and materials.
☺ Ask students to complete the activity by:
☺ Drawing a picture of something that happened in one of the stories. ☺ Drawing a picture of a positive way to handle the situation. ☺ Drawing a picture of a negative way to handle the situation. ☺ Review student responses. ☺ Have students share their pictures.
Curriculum Connections: Language Arts Connection: Students will retell the above situations including characters,
setting, problem/goal, events, and resolution by developing a story map. [FCAT CONNECTION].
Have students make a book about feelings. Each page could depict a different feeling. The students may also want to write about a time in which something happened to them that made them feel a certain way, (i.e., When I got an A+ on my Spelling test, I felt proud of myself!)
Read the following prompt to the students. Have them answer orally. Record their responses on the board, chart paper, or step book format. One time I was feeling stressed when ______________.
Math Connection: Read the following word problem to the students. Create a
numeric equation and write it on the board. Willy the Whale, Jean the Jellyfish, and Sonia the Starfish decided they would give Trustee the Manatee a surprise party for his birthday. Willy would bring a chocolate cake, Jean would bring chocolate ice cream, and Sonia would bring vanilla ice cream. How many of Trustee’s friends will bring ice cream to the party? 1 + 0 = 1
Additional Activities: Using different feeling words and/or situations, ask students to
role-play the event or word. Correlate body language with feelings.
Grade: 1 Lesson #6
Do You Hear Me?
Objectives: Recognize the components of a positive relationship. Identify and demonstrate effective speaking and listening skills. CBC: HE.1.I.A.4, LA.1.IV.B.2, MA.1.II.10 SUNSHINE STATE STANDARDS: HE.B.1.1.3, LA.C.1.1.3, LA.C.1.1.4, LA.C.2.1.1, LA.C.3.1.2, LA.P.2.1.2, MA.A.3.1.2 Materials: None Vocabulary: listen, talk, speak, friends, family, respectful Procedure: ☺ Introduce vocabulary to the students.
☺ Tell students Trustee the Manatee and the Lifesavers say, “It is important to be a good listener”.
☺ Tell students they will be learning about listening and speaking. Emphasize good listening skills. Students should look at each other when someone else is speaking. Only one person should speak at a time.
☺ Ask students to point to parts of the body they talk with and point to
parts of the body they listen with.
☺ Ask students what special sounds can you make with your mouth? (imitate the sounds with your class, e.g. whistle, hum, animal sounds, etc.)
☺ Ask students what rule helps them hear what other people are saying? (one
person speaks at a time and listens when others talk.)
☺ Take a listening walk around the school or have students practice hearing the noises heard when no one’s talking (air conditioner, a car driving by, foot steps, the class next door, pencil sharpener, cafeteria noises, copy machine).
☺ Explain to the class that when we talk to our friends we should be respectful
and use good listening skills. (Ask them what would happen if somebody said mean words to their friend(s)? (cry, feel hurt)
☺ Ask the students if they would like it if somebody were to say “mean” words
to them? How could we change “mean” words to respectful words?
☺ Tell students to make a circle because they will be singing about a listening
song. As we go around the circle, one or two students at a time will tell the class to do something and the class will follow their action.
☺ Sing to the tune of “London Bridge Is Falling Down,” using appropriate
actions and repeating the second verse of the song as many times as needed. The teacher will model the activity for the students.
Can You Hear Me?
(tune of London Bridge Is Falling Down) Can you hear me when I speak,
When I speak, when I speak? Can you hear me when I speak? You are listening.
(name of student) says to (action or activity word), (action of activity word), (action or activity word). (name of student) says to (action or activity word). You are listening.
Example of second verse: Bobby says to clap your hands, (follow action presented) Clap your hands, clap your hands. Bobby says to clap your hands. You are listening.
☺ Tell the student it is important to listen carefully to what people say.
☺ Ask students if they have ever forgotten to listen and something bad
happened. If so, what could they do differently to prevent something bad from happening again?
Curriculum Connection: Language Arts Connection: Develop active listening skills. Respond in a courteous,
appropriate way when participating in small group and whole class discussions. In small groups one student tells a story. Another student repeats story as he/she heard it.
Read to the students the following prompt. Have them respond orally. Record their responses on the board or chart paper. When I speak to someone, I ….
Math Connection: Read the following word problem to the class. Create a numeric
equation and write it on the board. Ms. Smith’s class loves to read. There are 24 students in her class. 3 students volunteered to read their journal to the class. How many did not read to the class? 24 – 3 = 21
Grade: 1 Lesson #7
Identifying Conflicts
Objective: To identify what a conflict is.
To recognize that one has choices in reacting to a conflict. CBC: HE.1.I.A.1, LA.1.II.A.1, MA.1.II.A.10, SS.1.III.A.5, SUNSHINE STATE STANDARDS: HE.B.1.1.3, LA.B.2.1.1, LA.B.2.1.2, LA.B.2.1.4, SS.C.1.1.3 Materials: None Vocabulary: conflict, behavior, choice, disagreement, perception Procedure: ☺ Introduce vocabulary words.
☺ Ask students to brainstorm situations when they have had disagreements/conflicts with friends.
☺ List responses on chalkboard.
☺ Review lists, note with students the commonality they share regarding
conflicts.
☺ Say “Everyone has conflicts with others because sometimes people see things differently and want different things.” Reinforce concept of perception. Your actions are based on how you see things.
☺ Role play activities –
Teacher and volunteer student act out one conflict: Examples: taking someone’s pencil, pushing in line, not being friends, being excluded during play time, going in front of someone in line, sharing materials during a group activity, etc. .
☺ Explain to the class, one has choices when reacting to another person’s
behavior.
☺ List the various choices that would resolve the conflict. Curriculum Connections: Language Arts Connection: Read the following prompt to the students. Have them respond
orally. Record their responses on the board or on chart paper. A conflict that I have had recently was …..
Math Connection: Read the following word problem to the students. Create a numeric equation and write it on the board. Sue, Mary, and Alice had a conflict about being friends. John and Alan had a conflict about pushing in line. How many children in all had a conflict? 3 + 2 = 5
Grade: 1 Lesson #8
Resolving Conflicts
Objective: To identify positive methods for resolving conflicts. CBC: SS.1.III.A.5 SUNSHINE STATE STANDARDS: SS.C.1.1.3. Materials: None. Vocabulary: choice, negotiate Procedure: ☺ Introduce vocabulary words to the class.
☺ Review concept from previous lesson: What is a conflict?
☺ Brainstorm ideas from students listing the positive ways of resolving conflicts. Situation: being excluded during playtime.
1. Share feelings.
I feel _______ when you _____________. i.e. I feel sad when you exclude me from playing with you at playtime.
2. Share what you want.
I want you to let me play.
3. Negotiate a plan. The negotiation should be where all those involved are satisfied and it’s a win/win situation for both parties.
4. Tell an adult/Ask for help.
☺ Role-play using these new concepts.
Conflict: Students are pushing in line. Student A: I feel mad when you push me in line. (Share feelings) I want you to stop pushing me. (Share what you want) Student B: I’m sorry or I didn’t mean to and I will not do it again. Student A: Let’s take turn being in front. (Negotiate a plan) Other possible conflicts to discuss: Calling someone a name, taking someone’s toy.
Curriculum Connection: Language Arts Connection: Create a cartoon showing positive ways of solving a conflict.
Display them in the room. Have the students share their cartoons.
Grade: 1 Lesson #9
Snack Time
Objectives: Distinguish between healthy and unhealthy foods. Describe how foods can affect feelings, emotions, and health. Identify the health effects of caffeine. CBC: HE.1.II.A.3, HE.1.II.B.4, LA.1.II.A.1, MA.1.II.A.10 SC.1.V.A.3-4 SUNSHINE STATE STANDARDS: HE.C.2.1.1, LA.B.2.1.2, LA.B.2.1.4, MA.AM3.1.2, SC.B.1.1.5, SC.G.A.A.2 Materials: “Snack Time” activity page, crayons Vocabulary: healthy, snacks, meats, vegetables, cereal, fruit, dairy, caffeine, upset, angry Procedure: ☺ Tell students Trustee the Manatee and friends say “Eating healthy foods is very important.”
☺ Discuss vocabulary words.
☺ Read the story, “Shopping Trip”
Shopping Trip
Let’s pretend Sonia the Starfish went to the grocery store with her mother. She
wanted to help her buy groceries the family needed. Sonia’s mother brought
some fruits, meats, vegetables, cereal, bread, milk, juice, butter, peanut butter,
cheese, crackers, and other healthy foods. Sonia wanted her mother to buy some
“good” snacks. She wanted soft drinks, chocolate candy, cookies, mocha fudge
ice cream, and her favorite cocoa crunch snacks. Sonia’s mother told her that the
foods Sonia wanted were not very healthy because they contained sugar and
caffeine.
Sonia thought and thought about what she wanted and what her mother told
her. Sonia wanted to know what caffeine was and why it was not healthy. So, she
decided to ask her mother.
Her mother told her that caffeine is found in soft drinks, chocolate, cocoa, tea,
and coffee. Caffeine changes a person’s body and mind, and can be dangerous if
there is too much in the body. It can make people nervous and easily upset or
angry. It can also make some people have headaches or feel sick.
Sonia’s mother told her that they could make up some very delicious snack
recipes from healthy foods like peanut butter and crackers, peanuts and raisins,
and cheese and crackers. She also reminded Sonia how much she enjoyed
strawberry milkshakes. These kinds of snacks would make her feel good and keep
her healthy.
☺ Ask the students the following questions and discuss their responses:
☺ What were some of the unhealthy foods Sonia the Starfish wanted to buy? ☺ Why should Sonia not eat foods with too much caffeine in them? Give
details from the story. [FCAT CONNECTION] ☺ What are some healthy snacks you like to eat? ☺ Have a student retell a portion of the story (paraphrase). [FCAT
CONNECTION]
☺ Distribute the activity page. Have students circle and color the healthy foods.
☺ Discuss the story and ask students to identify the healthy foods. Curriculum Connections: Language Arts Connections: Read the following prompt to the students. Have them respond
either orally or written. Have students share their responses. My favorite healthy food is ……
Have the students imagine a trip to the grocery store. Have students write a story telling about their experience.
Math Connection: Read the following word problem to the students. Create a
numeric equation on the board and solve it. The Lifesavers wanted to make a healthy salad. They bought 5 tomatoes, 1 head of lettuce, 3 carrots, 2 cucumbers, 5 cubes of ham, and 6 cubes of cheese. How many healthy items did they buy in all? 5 + 1 + 3 + 2 + 5 + 6 = 22
Science Connection: Introduce the concept of the food chain. Draw a simple food chain and describe how plants and animals are dependent upon each other for survival.
Grade: 1 Lesson #10
Ciggie Strikes Again
Objective: Identify the health effects of tobacco. CBC: HE.1.IV.A.8, LA.1.II.A.1, MA.1.II.A.8.9 SUNSHINE STATE STANDARDS: HE.A.1.1.2, LA.B.2.1.1, LA.B.2.1.2, LA.B.2.1.4, MA.A.3.1.3 Materials: “Ciggie Strikes Again” activity page, crayons, scissors, glue, 1 strip of
construction paper for each student Vocabulary: cigarettes, windpipe, oxygen, pollen, mucus, lungs, air sacs, carbon dioxide,
muscle, nicotine, tar Procedure: ☺ Introduce vocabulary words to students.
☺ Trustee the Manatee says “Smoking is bad for your health. Cigarettes contain nicotine.” (see nicotine facts)
I. Nicotine is found in a plant. A. Tobacco plant
II. The tobacco plant is made into many forms. A. Cigarettes B. Cigars C. Snuff D. Chewing tobacco
III. Nicotine has an effect on your body and mind. A. Health Effects
1. Hot air and smoke burn the nose, mouth, throat, lungs, cilia, etc.
2. These parts collect tar and poisonous gas. 3. The tar and gases enter the bloodstream.
B. Acts as a Stimulant 1. Increases heart rate 2. Increases breathing 3. Increases blood pressure 4. Stimulates central nervous system
☺ Read the story “Ciggie Smokenkoff Story” aloud to the students.
Ciggie Smokenkoff Story
When Ciggie Smokenkoff breathes in fresh air, a long journey begins in his
body. After the air goes through his nose and mouth, it slides down his windpipe
(which is also called the trachea). Since there is some dust and pollen in the air,
Ciggie’s body says, “Oh, no…we don’t want that dust and pollen to go down into
the lungs…all we want is the good stuff, like oxygen!!” So, his body calls on the
cleaning crew for help.
The sweeping cilia show up first; they are a bunch of tiny hairs that are always
sweeping the dirt upwards until it tickles the back of your throat and makes you
cough out the dirt. If there’s ever any dirt the cilia can’t handle, it gets stuck to
the sticky mucus in the trachea. The mucus is like a thick, wet stream which is
always flowing upwards.
After the air is cleaned, it moves down toward the lungs. When it finally
arrives in the lungs, the air travels through one tunnel…and then hits
another…and decides each time whether to go left or right. Eventually, the
tunnels get smaller and smaller and tighter and tighter as the air moves along.
Finally, the air squeezes its way into the last, tiny tunnel and forces and pushes
its way through the tiny opening. Then…POP! The air ends up in a little
room…a waiting room. All the oxygen sits in these rooms, called air sacs or
alveoli, and they wait…and wait…for the blood cell train.
Ciggie’s blood moves like a train all over the body, picking up oxygen at the
lungs and driving it all over the body to feed the brain and muscles. When the
train arrives at the alveoli station, it says, “All aboard oxygen; all off carbon
dioxide!” So, as the oxygen goes on the train, the carbon dioxide gets off, moves
up through the lungs and out the nose and mouth.
If Ciggie Smokenkoff only breathed in fresh air everyday, there would be no
problem…but, he is a cigarette smoker. So, when he breathes in the tar, nicotine,
carbon monoxide, and other bad chemicals from cigarette smoke, different things
happen in his body.
First, the smoke goes in his mouth. There, some of the tar gets stuck to his teeth
and makes them look yellow and brown in the spaces. His breath smells like stale
smoke. Then, the smoke goes down his trachea when, suddenly an alarm goes off.
His body says, “Hey, there’s some pretty bad stuff coming down here…okay,
cilia…okay, mucus…do your cleaning!”
But, the second the smoke hits the windpipe, the cilia freeze-up…they get
paralyzed and can’t move for 20 minutes.
So, the mucus has to do all the cleaning work. Some of the black tar gets
stuck in the mucus, and the mucus goes crazy. More and more mucus starts
pouring into the trachea to try to catch the tar, and soon all the tar-brown mucus
starts clogging up the windpipe, making Ciggie cough to get it out of him.
After causing the mucus mess, the smoke moves on down into the
tunnels…through the bronchial tubes and into the lungs. The remaining tar gets
stuck to the lungs, making Ciggie’s lungs black instead of a healthy pink.
Next, the smoke goes down through smaller and smaller tunnels until it finally
pushes its way down into the air sacs. Once in the air sacs, a few carbon
monoxides from the smoke sit waiting with the oxygen. The oxygens are small,
sweet, and anxious to feed the body…but the carbon monoxides are big, mean,
and looking forward to poisoning the body. Soon one oxygen looks up at a
carbon monoxide and asks, “Who are you? I’m oxygen and I’m happy to feed the
body.” When the carbon monoxide explains who it is, the oxygen says, “Oh, but
you can’t get on board the blood cell train because you will hurt the body!”
The blood cell train stops and calls, “All aboard, oxygen!” The oxygens and
carbon monoxides make a mad dash for it. All the carbon monoxides push their
way on, but only a few oxygens are able to get aboad.
Next, an alarm goes off at the heart. Ciggie’s master brain tells the heart,
“HEART…HEART…THERE ISN’T ENOUGH OXYGEN IN THE BLOOD. YOU
MUST PUMP FASTER SO WE CAN GET MORE OF THAT OXYGEN OUT OF
THE AIR SACS AND INTO THE BLOOD!” Following the brain’s orders, the
heart pumps harder to push more blood around. Soon after, though, another
alarm goes off in the heart. Once again, the brain gives orders to beat even faster
and harder, only this time it’s for a different reason. Now, it is the nicotine that is
causing the problems…making the blood vessels get smaller, like tight, little
tunnels, so the blood can’t squeeze through them as well. Soon, the heart must
again beat even harder and faster to push the blood and its oxygen around.
Oh, if only Ciggie Smokenkoff didn’t smoke, what a difference we would see!
Poor Ciggie! By smoking, he is making his body work harder than it needs to and
he is only hurting his body. How sad, how sad.
☺ Discuss the following questions with the class. ☺ What are some things that can happen to someone’s body when he/she smokes? ☺ What do our lungs do for us? ☺ How well can our lungs work when they are not getting fresh air,
(oxygen)? ☺ What will happen to Ciggie after many years of smoking? ☺ Using details from the text, what would Ciggy’s body be like if he did not smoke? [FCAT CONNECTION]
☺ Ask students to complete the activity by following these steps:
☺ Color each picture. ☺ Cut out the pictures. ☺ Put the pictures in the correct order(sequence). ☺ Glue the pictures in the correct order on the paper strip. ☺ Review the correct story sequence. ☺ Have students share their story strips with the class. ☺ Display them in the room; or create a bulletin board.
***Activity adapted from “Ciggie Smokenkoff”, Choosing For Yourself, The
Apalachee Drug Education Program. Curriculum Connections: Language Arts Connection: Tell students to write a letter to Ciggie convincing him to stop
smoking. Math Connection: Read the following word problem to the class. Create a numeric
equation and write it on the board. Ciggie has decided to stop smoking because he wants to be
healthy. He wants to try out for the soccer team at school and the coach told him he would need to run for 20 minutes on Monday, for 10 minute on Friday, and for 15 minutes on Sunday. How many minutes will he run in 3 days?
20 + 10 + 15 = 45
CIGGIE STRIKES AGAIN
Grade:1 Lesson:11
DOWN ON THE REEF
(Alcohol)
Objective: Identify the health effects of alcohol. CBC: HE.1.IV.A.8, MA.1.II.A.10 SUNSHINE STATE STANDARDS: HE.A.1.1.2, MA.A.3.1.2 Materials: Character Cards of the Trustee Manatee, Dottie the Dolphin and Willy the Whale Vocabulary: alcohol, alcoholism, effects Procedure: ☺ Introduce vocabulary to the students. ☺ Tell students Trustee the Manatee and the Lifesavers say, “Too much alcohol is unhealthy.” ☺ Review with students the concepts of healthy/unhealthy and harmful/helpful.
☺ It is our job to keep healthy ☺ Keeping healthy means exercising, eating nutritious food, resting, liking ourselves, learning, having fun, etc. ☺ Some foods and drinks are unhealthy and can harm our bodies (medicines taken improperly, junk foods, alcohol, drugs).
☺ Introduce the concept of alcohol:
☺ Alcohol is a drug. ☺ A drug can be harmful to our body and mind. ☺ Alcohol can be found in beer, wine, and hard liquor. ☺ Some adults drink too much and cause problems for themselves and
others. ☺ Children are never responsible for another person’s alcohol use. ☺ Alcohol can cause you not to think or do things clearly.
☺ Read the following story to the students:
(See attached story) Swimming Around the Coral Reef
Trustee the Manatee and his friends the Lifesavers were swimming and
relaxing on the coral reef. Suddenly Dottie the Dolphin and Willy the Whale
smelled a strong odor. Wondering what the odor might be, they swam towards a
rusted smashed can. “What could this be?” asked Dottie the Dolphin. Someone
who does not respect the environment must have tossed it near the beautiful coral
reef. This can is filled with beer.
☺ Discuss with the students the following question and these responses. ☺ Did you know beer contains alcohol, which is a drug? It can be harmful to your body and mind. Alcohol can be found in not only beer, but in wine and hard liquor. Alcohol can also cause you to not feel good and not think or do things clearly. Some adults might drink too much, which can cause problems for the family. It is also not safe to drink and drive.
Curriculum Connections: Language Arts Connection: Read the following prompt to the students. Record their responses
on the board or chart paper. Alcohol is unhealthy for you because. . . . Math Connection: Read the following word problems to the students. Write a number sentence for a given problem involving addition and
subtraction.
Sample Problems:
(A) 3 fish are swimming around the coral reef. 2 more fish joined them. How many fish in all? 2+3=5
(B)5 whales went swimming around the coral reef, 2 whales left the group. How many whales are there now? 5-2=3
Additional Activities: Have the students role play the story in class. Have a student
narrator retell the story in their own words. [FCAT CONNECTION]
Grade: 1 Lesson#12
SAFETY WITH MEDICINES Objective: Demonstrate an understanding of following instructions and other safety rules
pertaining to prescribed and over-the-counter medicines. CBC: HE.1.IV.A.9, LA.1.II.B.8, MA.1.II.A.4 SUNSHINE STATE STANDARDS: HE.B.1.1.3, LA.B.1.1.3, MA.A.3.1.3 Materials: none Vocabulary: prescription, safe, unsafe, medicine Procedure: ☺ Teacher note: It is enough for children in the early years to know the
difference between medicines and harmful drugs. They must also be aware that there are persons from whom they should take medicine and other drugs and from whom they should not. Children rely on adults to give them medicine when they are ill. Medicines should be given to children by only a few known trusted persons. Children should not receive medication from strangers, peers, or adults other than a parent(caretaker), physician, or nurse, except with written permission of a parent or guardian. Learning this rule for taking medications will help children understand that they must not accept any kind of medicine offered by anyone but authorized adults.
☺ Explain to the student they are going to be learning about who they can or cannot take medicines from.
☺ Discuss with the students what you read on the teacher note stated above.
☺ Have students suggest a list of possible persons who might give them medicine (e.g., mother, father, relative, doctor, caregiver, a neighbor, guardian, and school official or hospital)
☺ Write these names on the board. Discuss name by name, whether the person is one from whom the child should take medicine.
☺ Discuss why some people would be inappropriate, cross out the names of persons from whom students should not take medicines. Draw happy faces next to the people whom students should take medicines.
☺ Reminder: Caution students there are some people, strangers in particular, from whom they should never accept any medicines without their parents or guardians’ permission. This rule will help students understand they must take medicine only from adults who are concerned about their well being.
Curriculum Connections: Language Arts Connections: Read the following prompt to the students. Have them respond
orally and write their responses on the board or on chart paper. I will only take medications from __________ because_________. Read the following scenario to the class. Your mother, the doctor, and a stranger want to give you medicine
for your cough. Which person should you say “no” to? Math Connection: Read the following word problem to the class. Have a student
write a number sentence on the board and solve it. On Monday Alberto takes 3 pills a day. On Tuesday, he takes 2
pills a day. On Wednesday he took 1 pill a day. How many pills did Alberto take in all?
3 + 2 + 1 = 6 Additional Activities: Have the students cut and glue onto construction paper different
drawings of types of safe and unsafe drugs.
Grade 1
Illustrations Needed Lesson 10 Picture of body showing the path smoke takes as it goes through body.
Nose and Moth with teeth Windpipe (trachea) with mucus and Bronchial tubes Cilia Lings Air Sacs (Alveoli) Heart
Lesson 5 Make a venn diagram Lesson 1 Improve activity page”My Friend” more realistic. Lesson 9 - Improve the Donut
Grade: 2 Lesson #7
Tobacco Facts
Objective: Students will identify and understand the health effects of
tobacco on the body and mind. CBC: HE.2.IV.A.2, LA.2.II.B, LA.2.I.A.13, LA.2.I.14, SS.2.I.A.1.2 SUNSHINE STATE STANDARDS: HE.A.1.1.2, L.A.A.2.1.1, L.A.A.1.1.4, L.A.A.2.1.3, L.A.B.2.1.1, L.A.B.2.1.2, L.A.B.2.1.4, L.A.E.1.1.2, SS.A.5.1.4 Materials: Fearful Facts and Nicotine Activity Page, pencils, crayons Vocabulary: nicotine, tobacco, addictive, cigarette, poisonous, bloodstream,
chemical, appetite, emphysema, bronchitis, central nervous system
Procedure: ☺ Introduce vocabulary to the students.
☺ Tell students Loretta the Lobster and Jean the Jellyfish say, “Smoking isn’t good for your health.” ☺ Tell students that they will be learning about the drug “nicotine” and how it affects the body and mind. ☺ Present nicotine information from the following outline to students:
I. Nicotine is found in a plant. A. Tobacco plant
II. The tobacco plant is made into many forms. A. Cigarettes B. Cigars C. Snuff D. Chewing tobacco
III. Nicotine has an effect on your body and mind. A. Health effects
1. Hot air and smoke burn the nose, mouth, throat, lungs, cilia, etc.
2. These parts collect tar and poisonous gas.
3. The tar and gases enter the bloodstream. B. Acts as a stimulant
1. Increases heart rate 2. Increases breathing 3. Increases blood pressure 4. Stimulates central nervous system
C. Risks 1. Cancer 2. Bronchitis 3. Emphysema 4. Dependence 5. Death
☺ Ask the students the following questions: ☺ What happens to the body when a person smokes or chews
tobacco? ☺ How can smoking be harmful?
☺ Have students complete the “Nicotine” activity sheet.
Curriculum Connections: Language Arts Connection: Students will write a persuasive letter.
Examples include: a. Write to another classmate informing them about the
hazards of tobacco b. Write to government officials asking them to prohibit the
sale of cigarettes and why c. Write to the tobacco industry asking why they continue to
sell harmful products and reviewing the reasons why tobacco is harmful
Write a free response to the following statement. Be sure to add details from the lesson and other examples. [FCAT CONNECTION] Tobacco is harmful to your health. Explain why. Include information and details from the “Nicotine Outline.”
Math Connection: Write the following word problem on the board. Have the
students write an number sentence and answer.
An advertising company hired Trustee the Manatee and the Lifesavers to participate in an anti-tobacco campaign. The company will pay them each $100.00 per day. How much money will each of them earn in one week?
$100 X 7 = $700 Social Studies Connection: 1. Identify cities and states where tobacco is grown.
2. Locate these tobacco areas on a map. Emphasize map symbols and compass rose.
Additional Activities: 1. Using the vocabulary words listed above, write one true
statement for each vocabulary word. [FCAT CONNECTION] 2. Fearful facts – How Much Do You Know? Have students complete activity sheet.
Nicotine
(Picture of Human Body outlining the path of Nicotine in the Body)
☺ The smoke, tar and juice go in the mouth. Color the mouth red. ☺ The smoke and tar go down the throat and windpipe into the
lungs. Color the lungs and windpipe gray. ☺ The tobacco juices go down the throat to the stomach. Color
the throat and stomach brown. ☺ The heart beats faster. Color it red. ☺ The poisonous gases and juices get into the bloodstream and
go to all parts of the body. Color the body yellow.
Name: Date:
FEARFUL FACTS – How Much Do You Know?
Nicotine is found in the tobacco plant. The tobacco is made into many forms such as cigarettes, cigars, and chewing tobacco. Nicotine has an effect on your body and mind. For example, hot air and smoke burn the nose, mouth, throat, and lungs. These parts collect tar and poisonous gas, which enter the bloodstream. In addition to nicotine, cigarette smoke contains 4,000 other chemicals, several of which are known to cause cancer. Smokers often experience upset stomach, headaches, appetite loss, increased heart rate, and difficulty breathing. Smoking cigarettes can be addictive, which means once someone starts it is very hard to stop. The best way to stop smoking is never to start!
1. _________________________ is found in the tobacco plant. 2. Tobacco is made into many forms such as _______________________, ___________________________, _________________________. 3. _______________________ has an effect on your body and mind. 4. Hot air and smoke burn the ________________, __________________, ____________________, and ______________________. 5. _________________________ often experience upset stomach, headaches,
appetite loss, increased heart rate, and difficulty breathing.
Grade: 2 Lesson #8
Alcohol and You
Objective: Students will identify the health effects of alcohol. CBC: HE.2.IV.A.2, LA.2.II.B, MA.2.V.A.5 SUNSHINE STATE STANDARDS: HE.A.1.1.2, LA.B.1.1.1, LA.B.1.1.2, LA.B.1.1.3, MA.E.1.1.1 Materials: “Alcohol” activity page, crayons Vocabulary: alcohol, liquor, stomach liver, brain, heart, dependence, legal, illegal,
decreases Procedure: ☺ Tell students Carrie the Crab and Ollie the Octopus want us to know that today we will be learning about the drug “alcohol” and how if affects the body and the mind.
Alcohol Can Harm You
Background information: Alcohol is a colorless liquid found in such drinks as beer, wine, wine coolers, and hard liquor. Alcohol enters the body through the mouth and travels to the stomach. It then goes through the bloodstream to the heart and brain. Alcohol remains in the bloodstream unchanged until it is metabolized by the liver. Alcohol is a depressant which means that is slows down some body functions. It slows down heart rate, lower blood pressure, and slows respiration. Furthermore, it slows the brain’s ability to think and react. Alcohol changes the way the brain can perceive situations. Under the influence of alcohol the brain cannot transmit its signals properly and often the body responds with slower movements. Some negative health effects of abusing alcohol can include alcoholism, cirrhosis of the liver, brain damage, birth defects, heart disease, and death.
☺ Discuss these points with your students: ☺ A drug, like alcohol, can affect and be harmful for your body and mind. ☺ Alcohol can cause your heart and lungs to slow down, but not in a
healthy way. ☺ Alcohol can confuse your thinking and slow down your reaction time.
☺ Present alcohol information from the following outline to students:
I. Alcohol is found in products.
A. Beer B. Wine, wine coolers C. Hard liquor
II. Alcohol enters the body. A. Mouth to esophagus to stomach B. Heart and bloodstream to the brain C. Metabolized in the liver
III. Alcohol affects the body and mind and it is illegal for anyone under the age of 21 to possess alcohol.
A. Health effects: 1. Decreases heart beat
2. Decreases blood pressure 3. Decreases breathing 4. Decreases brain ability (thinking, judgment,
movement, reacting) 5. Dependence 6. Decreases immunity (bodies ability to fight infections) 7. May cause death
☺ Distribute the activity page and materials. ☺ Ask students to color the body parts on the page that are affected by
alcohol (all pictures should be colored). ☺ Discuss student responses by asking the following questions: ☺ What body parts are affected by alcohol? ☺ How does alcohol affect the body and mind? ☺ Why should you keep the body and mind healthy? ☺ What are some facts and details presented in today’s lesson?
[FCAT CONNECTION] Curriculum Connections: Language Arts Connection: Using one of the following sentence starters, have the students
write a paragraph. They should be sure to include details and examples from the lesson. [FCAT CONNECTION]
Alcohol can affect my body and mind by…… It is not good to drink alcohol because…… Math Connection: Write the following word problem on the board. Have the students
write a number sentence and solve the problem.
Megan likes to drink apple juice, instead of alcoholic beverages. On Monday she drank 2 cups of juice. On Wednesday she drank 1 cup of juice. On Friday she drank 4 cups of juice. How many cups of apple juice did she drink by Saturday?
2 + 1 + 4 = 7 Additional Activities: Ask students to list 5-10 fun, healthy activities for their
family to do rather than drink alcohol.
Grade: 2 Lesson #9
Responsibilities and Alcohol
Objective: To understand the concept that using alcohol affects family and friends. CBC: HE.2.IV.A.2, LA.2.II.A, MA.2.II.A.3 SUNSHINE STATE STANDARDS:HE.A.1.1.2, LA.B.1.1.1, LA.B.1.1.2, LA.B.1.1.3,
MA.A.3.1.3 Materials: None Vocabulary: family, responsibility, choices, legal, illegal Procedure: Teacher note: This lesson deals with the sensitive issue of alcoholism. ☺ Introduce vocabulary to the students. ☺ Children of alcoholics need to know The 3 C’s:
1. They didn’t cause it. 2. They didn’t control it. 3. They can’t cure it.
Facts About Alcoholism
☺ Alcoholism is a disease. People who are alcoholics have a problem
with the use of alcohol. Once they start drinking, they find it hard to stop.
☺ Alcoholism is a family disease or problem because it affects everyone
close to the alcoholic. ☺ The children of alcoholics need to learn they are not responsible for
their parents’/guardians’ drinking problems. ☺ Children of alcoholics can feel isolated and are often afraid to talk
about their home life. ☺ If one or more family members has a problem with alcohol, the child is
more likely to develop alcoholism than other children.
☺ Tell students Manny the Marlin and his friends say “Drinking alcohol affects everyone.”
☺ List students’ examples of what are work responsibilities and people responsibilities.
☺ Work responsibility examples: feeding a pet, cleaning your room,
etc. ☺ People responsibility examples: listening to each other, putting a
bandage on a younger brother’s cut, etc.
☺ Introduce and discuss the following situation:
Ned has six people in his family – his parents, 2 brothers, and 2 sisters. Each has chores or work that he/she must do. Ned’s father’s job was to stop at the store on the way home from work to pick up food for dinner that night and breakfast the next day. Today was the first day of his new job. After work, he went out to drink beer to celebrate. He was supposed to get milk for Ned’s baby brother, vitamins for Ned’s mom who’s pregnant and cereal for everyone’s breakfast the next day. He completely forgot to go to the store and arrived home with no food because he drank too many beers and got drunk.
☺ What was Ned’s father supposed to do after work? ☺ What did Ned’s father do after work? ☺ How did Ned’s father’s actions affect everyone in the family? ☺ How can drinking alcohol affect the members of a family?
☺ Ask students to discuss their family members’ responsibilities and
consequences if the work isn’t done.
Curriculum Connections:
Language Arts Connection: Discuss story elements: setting, characters, problem/goal,
resolution. Teacher will complete story map on the board. Give the students the following expository or narrative prompt.
Have the students write a response that includes details from the lesson with examples from their family [FCAT CONNECTION].
Expository prompt: Each family has a responsibility to the rest of the family. Write to
explain what are some of your responsibilities within your family. Narrative Prompt: Write about a time that you did something to help your family.
What was the outcome? How did you help?
Math Connection: Write the following word problem on the board. Have the students
write a number sentence and solve it.
Ned has 6 people in his family – his parents, 2 brothers, and 2 sisters. How many females are in his family? How many males are in his family? 1 + 2 = 3
Additional Activities: Have students draw a picture of their responsibility to the class and
post it on a bulletin board with the word “class” in the middle. Yarn can be strung from the word “class” to each student’s responsibility.
Grade: 2 Lesson #10
Media Madness
Objective: The student will recognize that media, technology, and other sources
provide information about health. CBC: MA.2.II.A.3, LA.2.II.B.1, HE.2.IV.A.1 SUNSHINE STATE STANDARDS:HE.B.2.1.1, MA.A.3.1.3, LA.B.2.1.1, LA.B.2.1.2 Materials: construction paper or poster board, crayons, markers, scissors,
magazines, tobacco ads, glue Vocabulary: sales pitch, image, appeal, glamorous, portray, advertisement, media Procedure: Teacher note: Bring in various tobacco ads that portray people in
glamorous ways.
☺ Introduce vocabulary to the students. ☺ Tell students today they will be learning about how advertisers and the
media influence people to use tobacco products. ☺ Ask students the following questions: ☺ Where are print advertisements found?
(Billboards, magazines, and newspapers, etc.) ☺ What is the purpose of advertising?
(Make sure students mention to get people to buy products and to make money.)
☺ Display the various ads to the students. Give them some time to
observe all aspects of the advertisement. Point out the image of the people in the ads. Tell students tobacco advertisers use a certain image (young, healthy, pretty, handsome, well-groomed, nice clothing, etc.) to get people to buy their products.
☺ Explain advertisers use a number of “pitches” or ways to sell their
products. They want to sell us their products even if it is harmful, like cigarettes or smokeless tobacco. Point out to the students that advertisers try to trick people into believing tobacco users will have certain images if they’ll buy the tobacco product.
☺ Ask the students: What is the advertiser’s purpose? Explain and give
examples from their experiences. [FCAT CONNECTION]
☺ Tell the students that we know that tobacco use has many negative
consequences that affect both our appearances (smell, wrinkles) and our health.
☺ Explain to the students these are examples of various “sales pitches”
advertisers use to get us to buy their products. (see advertising pitches)
Advertising Pitches
Athletic Appeal It shows athletes or others involved in sports activities using tobacco.
Romance Appeal It shows a beautiful, glamorous or sophisticated woman or a handsome, macho or “cool” looking man using tobacco.
Having Fun It shows people enjoying themselves using tobacco. The Hard-Working Person
It shows a person who is hardworking in his/her job or life using tobacco.
The Courageous/Brave Person
It shows a person using tobacco who is doing some deed or activity that takes courage.
Looking Older It shows young people using tobacco who are dressing or acting in a way that makes them look older.
Appeal of Independence
It shows people who look independent using tobacco. They act on their own and don’t seem to need other people.
Band Wagon Appeal It shows friends in a group, doing something. It encourages all to follow their lead and do the same.
☺ Have the students create their own ads by drawing a picture which
shows the opposite of what the tobacco advertisers are trying to depict in magazines, newspapers, and other forms of media. Students can use pictures from magazines or draw their perception of people who do not look athletic or attractive. For example, these pictures can show someone smoking who does not look healthy or glamorous with the title, “The Truth About Smoking.”
☺ Distribute materials: construction paper or poster board, markers,
crayons and samples of advertisements.
☺ Have the students share their projects. Display the projects around the room or on a bulletin board.
Curriculum Connections: Language Arts Connection: Write a letter to a tobacco company stating how you feel about its
advertisements. Math Connection: Write the following word problem on the board. Have the students
write an equation and solve the problem. Tasha chose never to smoke because she knows it is harmful to her health, However, most of her favorite magazines had pictures advertising cigarettes. Each pack of cigarettes cost $2.50. At that price, what would 3 packs of cigarettes cost?
$2.50 X 3 = $7.50 Additional Activities: The students can role-play various types of advertisements that
promote tobacco use. Reminder: Have students mention the negative effects of tobacco use.
Grade: 2 Lesson #11
Here’s Help
Objective: Identify resources that can provide assistance. CBC: LA.2.I.A.8, LA.2.I.A.1.3, LA.2.I.A.1.4, LA.2.IV.B.6, HE.2.II.A.2,
MA.2.II.A.3 SUNSHINE STATE STANDARDS:HE.A.1.1.9, LA.A.1.1.4, LA.A.2.1.1, LA.A.2.1.3, LA.E.1.1.2,
LA.C.1.1.3, LA.C.3.1.2, MA.3.1.3 Materials: None Vocabulary: minister, priest, rabbi, teacher, counselor, family members, relatives,
support, problems, resolution Procedure: ☺ Introduce vocabulary to students.
☺ Tell students that today they will be discussing some of the problems and worries that can occur in children’s lives. ☺ Tell students Jean the Jellyfish says “When you have a problem it helps to talk about it with someone you trust.”
☺ Write the vocabulary on the chalkboard and discuss the role of each
support person. Brainstorm and list ways they can be helpful in resolving problems.
☺ Read and discuss each story.
Jane’s Story
Jane is feeling very sad today. Her mother told her last night that she
and her dad are getting divorced. They don’t want to be together any
more. Her dad will be leaving soon to live somewhere else. Jane is
wondering if she was one of the reasons for the divorce. She has heard
them arguing over her. Maybe her dad is leaving because of her.
Today in school Jane has not been feeling well. She has had her head
down on her desk. Her stomach hurts. She doesn’t even want to go out
to play.
☺ Discuss the following questions with the students: ☺ Why does Jane feel she might be to blame? ☺ What is causing her stomach to hurt? ☺ Who can she talk to so that she might feel better? (Refer to list on
chalkboard.)
☺ Who can you talk to if you have a problem? (Discuss the various people).
☺ Have one of the students retell a portion of the story. [FCAT
CONNECTION]
☺ Why is it important to work towards the resolution of a problem?
Max’s Story
Max is mad today. He is feeling angry with his mom. Last night she had said she
would bring him a burger, fries, and a coke. But he waited and waited – no mom
and no dinner. He didn’t know what happened to her. Maybe she had been in an
accident. Maybe she was drinking again. The more he thought, the more he
worried. The more he worried, the more upset he became.
Then he heard her. She was making a lot of noise and yelling. Drunk again.
And for Max there was no dinner, just a bad night.
☺ Discuss the following questions with the students:
☺ Why does Max feel bad today? ☺ What do you think he is worried about? ☺ Who could Max call if he needs to talk about his feelings and
concerns? (Refer to the list on the chalkboard.)
☺ What would you do if you were Max? ☺ What is the main idea of the story? [FCAT CONNECTION] ☺ What is the effect of Max’s mother’s actions? [FCAT
CONNECTION]
Curriculum Connections: Language Arts Connection: Have the students write a paragraph on the following narrative
prompt. They are to give details as to how the problem was solved [FCAT CONNECTION]. Write about a time when you had a problem and had to ask someone for help.
Math Connection: Write the following word problem on the board. Have the students
write a number sentence and solve it. Jane went to school on Monday and spoke to several people about the problem she was having at home. Her teacher, the counselor, mother, and father all went to a meeting with Jane to discuss her concerns. How many people in all were in the meeting with Jane?
1 + 1 + 1 + 1 = 4 Additional Activities: Have the students role-play: 2 or more students.
Ask students to pretend they are Max and one support person (from the above list). Demonstrate how they would approach that person in order to ask for assistance in working towards a resolution of the problem.
CBC OBJECTIVES COVERED
GRADE 2
CBC
CBC OBJECTIVE
Sunshine State
Standards
LESSON NAME
HE.II.A.2
Discuss the food groups, the food guide pyramid, and indicate the number of daily servings suggested for each.
HE.A.1.1.9
Lesson 1 - The Simple Six
HE.2.IV.A.1
Recognize that media, technology, and other sources provide information about health.
HE.B.2.1.1
Lesson 9 - Media Madness Lesson 10 - Here’s Help
HE.2.IV.A.2
Identify and understand the health effects of caffeine, alcohol, and tobacco on the body and mind.
HE.A.1.1.2
Lesson 8 - It Hurts Lesson 7 - Alcohol And You Lesson 5 - Up In Smoke Lesson 6 - Tobacco Facts Lesson 4 - Caffeine Consequences- Lesson 2 - Watch For The Warning
HE.2.IV.A.3
Discuss the importance of Identifying warning signs and symbols on hazardous substances.
HE.A.2.1.2
Lesson 2 - Watch For The Warning
HE.2.IV.A.8
Recognize potential harmful or dangerous situations.
HE.C.2.1.2
Lesson 3 - Refuse It
Table Of Contents Grade 2
Lesson #
Title
Lesson Objective
Page #
Lesson 1
Solving Conflicts
Identify the component of a conflict. Develop problem solving strategies to be used in personal conflicts.
3
Lesson 2
Making Choices
Recognize that each student has the ability to make choices.
Lesson 3
The Simple Six
Students will identify food groups, the food guide pyramid and indicate the number of daily servings suggested for each.
6
Lesson 4
Watch for the Warning
Students will understand the importance of identifying warning signs and symbols on hazardous substances.
8
Lesson 5
Refuse It
Students will recognize potentially harmful or dangerous situations. Students will recognize and practice assertive refusal skills.
10
Lesson 6
Caffeine Consequence
Students will identify the health effects of caffeine.
14
Lesson 7
Tobacco Facts
Students will identify and understand the health effects of tobacco on the body and mind.
16 Lesson 8
Alcohol and You
Students will identify the health effects of alcohol.
19
Lesson 9
Responsibilities and Alcohol
To understand the concept that using alcohol effects family and friends.
21
Lesson 10
Media Madness
Recognize that media, technology and other sources provide information about health.
24 Lesson 11
Here’s Help
Identify resources that can provide assistance.
Grade: 2 Lesson #1
Solving Conflicts
Objective: Identify the Components of a Conflict.
Develop problem-solving strategies to be used in personal conflicts Vocabulary: Conflict, feelings, relationship, problem CBC: L.A.2.I. A.13 SUNSHINE STATE STANDARDS: LA.A. 2.1.4, LA.A. 2.1.1, LA.A. 2.1.3, LA.E.1.1.2 Materials: Trustee the Manatee, Loretta the Lobster, components of conflict graphic organizer Procedure: _____ Teacher does puppet role-play and demonstrates a conflict. _____ ROLE PLAYING-CONFLICT _____ Argue over piece of food in the following dialogue. Manatee: “This piece of food is mine”! Loretta: “No, it’s mine”, “ I saw it first”. (This is repeated 3 times)
_____ Teacher asks class: How do you know they are angry? _____ Is this a conflict? _____ How do you know? Give support. _____ How are they feeling?
_____ Teacher leads discussion of Components of Conflict and develops a graphic organizer.
_____ Conflict: What is the problem? _____ Feeling: How are they feeling? _____ Resolution: How do they resolve the conflict?
(Components of Conflict Graphic Organizer Diagram: Triangle) Conflict: What’s the problem? Feelings: How are they feeling?
Character’s Names Resolution: How did they resolve the conflict?
(Components of Conflict from Role-Playing: Triangle)
Conflict: Who does the food belong to? Feelings: Angry, Sad
Character’s Names: Trustee
and Loretta
Resolution: Share the food.
Curriculum Connections:
Language Arts Connection: Teacher reads other stories to students, which illustrate
conflicts. For example: Jack and The Beanstalk, Three Little Bears, Three Little Pigs.
Discuss components of conflict. Compare and contrast stories using the Component of Conflict graphic organizer. [FCAT CONNECTION]
Grade: 2 Lesson #2
Making Choices
Objectives: Recognize each student has the ability to make choices CBC: HE.2.I.A.1, LA.2.IV.B.2, MA.2.II.A.3 SUNSHINE STATE STANDARDS: HE.B.3.1.4, LA.C.1.1.1, LA.C.1.1.3, LA.C.1.1.4, LA.C.2.1.1,
LAD.1.1.1, LA.D.2.1.2, MA.A.3.1.3 Materials: 2 blank 8 X 11 ½” sheets of paper for each student, scissors Vocabulary: choices, prioritize Procedure: __ Introduce vocabulary to the class.
__ Tell students they will be learning about what is important to each of them.
__ Brainstorm on the board various things that are important i.e. friends, family, toys, health __ Distribute 2 sheets of blank 8 X 11 ½” paper to each student. __ Instruct the students to fold one paper in half lengthwise.
(NEEDS FOLDING DIAGRAM HERE)
____Then fold up so that the corners meet and fold up again – there will be 8 boxes.
Repeat with second sheet. _____Instruct each student to write what is important to them in each box on the first paper.
Example:
Friends Toys
Family Room
School Reading
Pet Playtime
__Next, have students cut out each box with the written words.
__Have the students number 1 – 8 on the second blank sheet.
1.
2.
3. 4.
5. 6.
7. 8.
__Ask the students to place the word card that is most important to them in box #1. Place the next most important card in box #2 and so on, until all cards are placed on the paper. __Tell students they are prioritizing what is important to them. __Have students share their papers with the class. __Discuss the concept that everyone has choices; and we make choices based on what is important to each of us.
__How are . . . and. . . alike? Give details. [FCAT CONNECTION] __How are . . . and . . . different? Give details [FCAT CONNECTION]
Curriculum Connections: Family Connections: Have students ask their parents to do this lesson and write
down their answers to share with the class on the following day.
Math Connections: Read the following word problem to the students. Have the
students write a number sentence and solve the problem. Friendship was most important for 7 students. Family was important for 6 students. Playtime was important for 4 students. How many students are in this word problem? 7 + 6 + 4 = 17
Grade: 2
Lesson #3
The Simple Six Objectives: Students will identify the food groups, the food guide pyramid, and
indicate the number of daily servings suggested for each. Students will understand the importance of maintaining a healthy body.
CBC: HE.2.II.A.2, LA.2.II.A, MA.2.I.A.1
Sunshine State Standards: HE.A.1.1.9, LA.B.1.1.1, LA.B.1.1.2, LA.B.1.1.3, LA.B.2.1.2,
MA.D.1.1.2 Materials: Food Guide Pyramid, ”The Butterville Story”, Character Cards Vocabulary: balanced diet, food pyramid, protein, grain, dairy, fruit, vegetables Procedure: Introduce Trustee the Manatee and the Lifesavers using the
character cards.
Trustee the Manatee and the Lifesavers Trustee the Manatee Loretta the Lobster Sonia the Starfish Dottie the Dolphin Carrie the Crab
Jean the Jellyfish Willy the Whale
Ollie the Octopus Manny the Marlin
Teacher note: Department of Agriculture developed the Food Guide Pyramid to encourage people to improve their diets. It is based on the USDA’s research on what Americans eat, what nutrients are in these foods and how to make the best food choices. The Pyramid is an outline of what to eat each day. A range of servings are provided for each major food group. It is not always necessary to eat the maximum servings suggested. The number of servings that a person needs depends on how many calories his/her body requires. Almost everyone should have at least the minimum number of servings at each level. Tell Students Trustee the Manatee and the Lifesavers say, “Eating a balanced diet is good for you.” Get to the point of the food pyramid (See triangular food pyramid information chart). On the board write the recommended servings needed for each food group.
THE FOOD GUIDE PYRAMID
Read aloud to your class “The Butterville Story”.
THE BUTTERVILLE STORY There was once a town called Butterville. It was named Butterville so long ago that no one remembered why. Butterville was a very happy place. Children would play and run in the streets, parents would take strolls in the park, ride bikes, go on amusement park rides. But a few years ago out of the ground from under some rocks came shooting shooting up a stream of butter! No one had any idea of what to do. Suddenly Mayor DePaolo reached out his hand and tasted the butter. When he saw that it tasted so good he said, “We will collect the butter and have a great feast!” Everyone far and wide attended this great butter party. When everyone settled down Mayor DePaolo had all the trays of food brought out. Then,, to everyone’s amazement, it was realized that everything on the table was made out of butter. There were, butter burgers, butter chicken, butter bread, buttermilk, butter pasta, butter beans, butter eggs, butter stew, butter hot dogs, butter corn, roasted butter, barbecued butter, butter kabobs, butter shrimps, butter fries, butter cake, butter pie, butter Jell-O, and of course, butter butter. There was a great joy, everyone ate and ate and ate. Mayor DePaolo then said, “We shall have butter all day long, all meals will be served here at the town center.” Everyone then rejoiced. When no one could eat another bite they all went home and slept. Then the next morning they all got up and went to the town center and they had butter pancakes, butter eggs, and butter bacon. When everyone came back for lunch they had butter sandwiches, and butter chips with some butter soda. It went on like this for months. Morning, noon, night, midnight snacks, everyone ate butter. No one ate meat, or vegetables, or bread, only butter. Soon everyone began growing larger. Their clothes didn’t fit them any more. They all went to the tailor to get new clothes but he had become so large that he couldn’t sit down at his sewing machine. So they were all forced to wear large potato sacks. They couldn’t understand why it was that they were getting so big. The kids couldn’t ride bikes and they could hardly run. Parents didn’t fit in the amusement park rides. No one ever left their home except to go eat more butter. Then came the day when people didn’t fit through their doors. Still no one could understand why they were getting so big. So they just brought the food to the houses of those townpeople who couldn’t fit through their doors. Then one day a traveler came into town. He walked through the town and saw that no one was outside playing on a beautiful Saturday. He kept walking and finally found the town center. He walked in and saw all the food that was set for what he could only guess was lunch. He then saw what could have only been the back side of an elephant walk through the door. When he looked closer he saw that it was a person so he called out, “Hello, how are you doing? I’m just a traveler and was looking for something to eat.” Mayor DePaolo then said, “Well, all we have here is butter.” The stranger was confused, he asked, “All you have here is butter? You don’t eat anything else but butter?” Mayor DePaolo replied, “Yes, why do you ask?” The stranger took a second and then said, “Don’t you know that you have to have a well balanced diet? Haven’t you thought about why you have
all gotten so big?” Mayor DePaolo then said, “I didn’t know that. So that’s why we all got so huge. Can you help us?” The stranger then smiled and said, “Of course.” Then the stranger began a constant work out schedule. Everyone in the town had three square meals a day, they had food from all the five food groups, and they exercised regularly. Slowly everyone began losing weight. They all began slimming down, and they were able to do all the things they used to do. The stranger decided to stay in the town and everyone in Butterville lived happily ever after. __After reading “The Butterville Story”, have the student list all the food that were made from butter. What happened to the towns people after eating all the food made from butter. __Recite these fun poems and riddles with your class.
I am sweet. I have seeds.
I am in the fruit group. What am I? (Watermelon)
Cherries are red. Berries are blue.
You should eat fruits. They are good for you.
A suggested “Nutritious Literature” list is provided below:
Marvelous Menu (Nutritious Literature) The Edible Pyramid: (Good Eating Every Day) by Loreen Leedy What Food Is This? By Rosemarie Hausherr This Is The Way We Eat Our Lunch: A Book About Children Around The World by Edith Baer The Vegetable Show by Laurie Krasny Brown The Seven Silly Eaters by Mary Ann Hoberman ”Hungry Mungry”, Where The Side Walk Ends by Shel Silverstein
Curriculum Connections: Language Arts Connection: 1. Put students in groups of 4 and ask them to come up with a
list of foods from each of the basic food groups. Give the students two minutes to complete their list and reward the team with the most number of foods that were placed in the appropriate food groups.
2. Bring in healthy foods cut into small pieces, which represent each of the food groups, along with some shish kabob skewers. A sample of them is listed below. Have the students slide one of each of these foods onto a shish kabob skewer in order of their location on the food pyramid.
Example: French bread slice, apple slice, cucumber slice, ham cube, cheese cube, marshmallow. Ready to eat!
Reiterate with the students that it is important to eat healthy foods. Have the students write a paragraph explaining why it is important to eat healthy foods. Make sure they give details and examples. [FCAT CONNECTION]
Math/Science Connection: Write the following word problem on the board. Have the students
write a number sentence for the problem and solve it. Manny the Marlin ate 3 apple slices. Jean the Jellyfish ate 2 cubes of cheese. Carrie the Crab drank 2 cups of milk. Which food groups are represented in this work problem? (Fruit and dairy) How many servings were eaten in all?
3 + 2 + 2 = 7 servings.
Grade: 2 Lesson #4
Watch For the Warning Objective: Students will understand the importance of identifying warning signs and symbols on hazardous substances. CBC: HE.2.IV.A.3, LA.2.II.B, LA.2.II.A, MA.2.II.A.3 SUNSHINE STATE STANDARDS: HE.A.2.1.2, LA.B.1.1.1, LA.B.1.1.2, LA.B.1.1.3, MA.A.3.1.3 Materials: Tobacco advertisements from magazines, pencils Vocabulary: warning, tobacco, advertisements, glamorize Procedure: Introduce vocabulary to the students. Teacher Note: Prior to beginning the lesson, the teacher should gather various tobacco advertisements, and highlight the warning labels on them. __Trustee the Manatee and his friends the Lifesavers say, “Smoking is bad for your health.”
__Ask students to think of times that they have seen warning signs or symbols.
(Some examples might be: a stop sign, a traffic light, etc.)
__Tell students warning signs and symbols are designed to protect people from danger. __Ask students what they know about smoking and its dangers to the body and mind (Review the dangers of smoking with your students).
__Pass around various advertisements and ask students to look for the Surgeon ___General’s Warning on each ad. __Engage the students in a discussion about how advertising companies use their ads to promote and glamorize the use of tobacco products.
Curriculum Connections: Language Arts Connection: 1. Ask students to state what words in the advertisements are used to describe the product? Ask them if they think the words are a true reflection of the product. Is there a health message? If so, is the message a fact or opinion? Why? [FCAT CONNECTION]
2. Use the following prompt for the students to write a paragraph. Make sure the paragraph includes details and examples.
Smoking is harmful to your health because . . . . . . 3. Have the students write one fact and one opinion about smoking. [FCAT CONNECTION]
Math Connection: Write the following word problem on the board. Have the
students write an equation and solve it.
Trustee the Manatee and the Lifesavers came up with 4 new warning labels for tobacco advertisements. They created 3 sets of labels. How many labels did Trustee write? 4 X 3 = 12
Grade: 2 Lesson #5
Refuse It!
Objectives: Students will recognize potential harmful or dangerous situations. Students will recognize and practice assertive refusal skills.
CBC: HE.2.IV.A.8, LA.2II.A
SUNSHINE STATE: STANDARDS: HE.A.2.1.2, LA.B.1.1.1, LA.B.1.1.2, LA.B.1.1.3 Materials: None Vocabulary: refuse, illegal, alcohol, tobacco, peer pressure, responsibility, habit, request Procedures: __Introduce vocabulary to the students.
___ Tell students Trustee the Manatee and friends say “Think for yourself. Say no if you want to. It is your choice.” “No, thanks. I thought you were my friend and my friends. Don’t take drugs!”
___ Teacher’s Note: The ability to say no is the simplest way to prevent the use of alcohol and other drugs. Although saying “no” is not easy, children need to develop this skill. The desire to belong and the pressures of peers may be so strong at this age level that many children say “yes.”
___ Inform students it is their personal responsibility to speak up for themselves in illegal situations, which might cause them harm. For example, when someone offers a cigarette or an alcoholic beverage, a student can respond in many different ways. (See the following examples).
___ ”No thanks. I thought you were my friend and my friends would not want me to get into any trouble.”
___ ”I don’t smoke; I have too much going for me to start this habit.” ___ Divide students into groups of 4. Tell students they should make up a skit in which three students are refusing drugs and one student is offering. Role-play the situation. ___ Invite students to discuss ways in which they can say no. Ask them to explain why they might say no to requests from someone their own age. ___ Ask volunteers to share situations in which they were proud to say no. ___ Have students create bumpers stickers with various slogans that express
ways to say no to alcohol and tobacco.
Curriculum Connections:
Language Arts
Connection: Have students write a paragraph on one of the following prompts. Make sure the paragraphs have supporting details with examples.
Expository prompt: Smoking is harmful to your health. Explain why smoking is harmful to your health.
Narrative prompt: Tell about a time you felt pressure by others to do something you did not want to do.
Ask students to tell how is Trustee’s feelings about alcohol and drugs similar to your feelings? What does personal responsibility mean? Give examples. [FCAT CONNECTION]
Grade: 2 Lesson #6
Caffeine Consequences Objective: Students will identify the health effects of caffeine. CBC: HE.2.IV.A.2, LA.2.II.A.1, LA.2.II.B.1 SUNSHINE STATE STANDARDS: HE.A.1.1.2, LA.B.2.11, LA.B.2.1.2 Materials: Caf-“fiend” activity page, crayons Vocabulary: caffeine, nervous, irritable, healthy, unhealthy Procedure: � Introduce vocabulary to the students.
� Tell students that they will be learning about the world’s most widely used drug, caffeine.
� Tell students Trustee the Manatee and his friends the
Lifesavers say, “Too much caffeine is no good for you.”
� Read The Caf - “Fiend.” (Make student copies or group copies.)
� Discuss the following information about caffeine with students:
_ Caffeine is taken from plants (kola nut, coffee bean, cocoa bean tea leaves).
_ Caffeine is in or put into food (soft drinks, chocolate candy, cocoa, tea).
_ The effects of caffeine can begin in the body within five minutes and last about four hours.
_ Caffeine changes our body and mind (heart beats faster, lungs pump harder, we feel nervous or irritable).
_ Caffeine can be dangerous if we have too much in our body.
� Brainstorm on the board various food products that contain caffeine. � Tell students to color the Caf - “fiend” character poster and to write a message at the bottom about something they learned about caffeine.
Curriculum Connections: Language Arts Connection: Place the following prompts on the board. Have the students
write a paragraph using the following prompt. The paragraph should include details from this lesson. FCAT CONNECTION] Too much caffeine is not good for you. Explain how caffeine changes your body and mind.
Art Connection: Have students draw pictures of as many food products that
they can think of that contain caffeine.
The Caf - “fiend”
I would like to introduce you to a character by the name of Caf -“fiend”.
Caf - “fiend” is exactly what it sounds like - very smart (sly), not very nice, and
even dangerous. Caf - “fiend” can be found living in some food and drinks. It
likes to live in things that are not healthy. Can you guess what kinds of things
those are? Yes, you are right. It likes to be inside of soft drinks and absolutely
loves chocolate; but its favorite is coffee and tea.
Caf - “fiend” likes to live in these foods and drinks, because people like to
eat and drink them. Everyone thinks they taste so good. Everyone, especially
children, love chocolate and soda pop.
Caf - “fiend” is so smart. It knows people like to eat and drink junk food,
so it stays in them. It gets so excited about people liking to eat and drink it.
When its excited, Caf - “fiend” jumps and races up and down. When people eat
or drink Caf - “fiend”, the insides of their bodies begin to jump and race up and
down. They get excited too.
Caf - “fiend” never gets tired of all that excitement. It could go on forever.
People can’t go jumping and racing forever. Their body gets tired and worn out.
The parts to their body want to rest, but Caf - “fiend” doesn’t want them to rest. It
likes having friends with whom to run, jump, and play.
Well, as I told you before, Caf - “fiend” is smart! It knows that if it stays in
things that taste good and runs and jumps long enough, we will begin to like
having it around. We will like it so much, that when we want to stop eating or
drinking it, or haven’t had Caf - “fiend” in a while, it’ll let us know. It may make us
feel sick when we haven’t had it in a while. We might get a headache or feel
nervous. We would have trouble listening. We will feel like this all because of
Caf – “fiend.”
Grade: 2 Lesson #6
Caf – “fiend”
(Insert Caf-“fiend” illustration here.) --------------------------------------------------------------- ______________________________________________________________ --------------------------------------------------------------- ______________________________________________________________ ---------------------------------------------------------------
Table Of Contents Grade 3
Lesson #
Title
Lesson Objective
Page #
Lesson 1
I’m Special
Students will identify physical traits and personal characteristics that make everyone unique and special.
Lesson 2
Choices
Students will generate examples of decisions and consequences for a given situation.
Lesson 3
Take Care of Yourself
Students will identify positive and negative stressors and healthful ways of handling stress.
Lesson 4
Temperature Rising
Students will be able to identify and understand the relationship between anger and one’s body temperature.
Lesson 5
Truth in Advertising
Students will identify tactics used and the effects of advertising.
Lesson 6
Count the Caffeine
Students will identify the negative health effects of caffeine.
Lesson 7
Tobacco and It’s Effects on Your Body
Students will become identify the harmful effects of tobacco on the body.
Lesson 8
Alcohol Can Harm You
Students will become aware of the effects of alcohol on the body.
Lesson 9
Marijuana & Cocaine
Students will become aware of the effects of marijuana & cocaine on the body.
Lesson 10
Inhalants
Students will become aware of the effects of inhalants on the body.
Lesson 11
Help Yourself
Students will identify agencies that contribute to individual and community safety.
Grade: 3
Lesson #1
I’ m Special Objective: Identify physical traits and personal characteristics that make everyone unique and special. CBC: HE.3.V.A.3, HE.3.I.A.3, LA.B.1.2.2, LA.B.1.2.3, MA.E.1.2.1 SUNSHINE STATE STANDARDS: HE.A.1.2.3, HE.C.1.2.2, LA.B.1.2.2, LA.B.1.2.3, MA.E.1.2.1, MA.E.3.2.1 Materials: “I’m Special” activity page, crayons, character cards Vocabulary: physical trait, personal characteristics, height, weight, hobby, personal interest, talent
Procedure: ☺ Introduce vocabulary to students.
☺ Show the students a picture of “Trustee the Manatee” and ask them to describe his physical characteristics. ☺ Show students a picture of “Sonia the Starfish” and ask them to
describe her physical characteristics.
☺ Have the students use a Venn diagram to compare and contrast the physical features of Trustee and Sonia. [FCAT CONNECTION]
☺ Show both character cards and ask students to brainstorm how the two sea animals are alike and how they are different. Ask
students to describe how each characteristic is important. Point out that the same holds true for humans. Two people can be alike and they also can have differences.
☺ Tell students to find ways to describe themselves. Focus on both
physical traits and personal characteristics.
☺ Point out that humans can be alike and also have differences. These characteristics are special.
☺ Distribute the “I’m Special” activity page and have students complete the activity. Encourage them to add features like hair, eyes, etc.
☺ On the back of the activity page, ask students to write three
positive characteristics that describe the person they are sitting next to.
☺ Have each student share what he/she has written and stress the
uniqueness of each individual and the positive contributions made by each.
Curriculum Connections: Language Arts Connection: Acrostic Poem: Have students write a poem describing themselves using adjectives which begin with the letters found in their name. Example: T - Talented in writing O - Outstanding in sports M - Marvelous personality M - Meticulous A - Artistic R - Responsible I - Important A - Athletic
Have the students write a paragraph on one of the following prompts:
1. Persuasive: You are running for class president. Write a paragraph trying to persuade your fellow classmates to vote for you. Include specific reasons why they should do this. Be sure to include a topic sentence, supporting details, and vivid language.
2. Expository: It is important to have certain characteristics in order to run for class president. Write a paragraph to explain the characteristics you possess which can make you the best candidate for the position. [FCAT CONNECTION]
Math Connection: Look at the classmate in your room. How many are girls and how many are boys. Make a graph to show your results.
Grade: 3
Lesson #1
Name Date
I’m Special
Name Hair color Eye color Age Boy or Girl Favorite color Language spoken at home Favorite book Favorite TV show Hobby or favorite activity Pets Siblings (brother/sister)
I like to imagine that:
I love to:
I like to think about:
Grade: 3
Lesson #2 Choices
Objective: Students will generate examples of decision and consequences for given situations. CBC: HE.3.I.A.3, HE.3.V.A.3, LA.3.IV.B.2, MA.3.II.A.7 SUNSHINE STATE STANDARDS: HE.C.1.2.2, HE.A.1.2.3, LA.A.1.2.3, LA.C.1.2.1, LA.C.3.2.2, LA.C.3.2.3, LA.D.2.2.3, MA.A.3.2.4 Materials: “Choices” Activity page Vocabulary: responsible, decision, consequences, choices Procedure: ☺ Introduce vocabulary to the students.
☺ Ask students to think about what activities they have done since they woke up and arrived at school.
☺ Classify the activities as situations or decisions that were automatic to each of them or easy to do, almost without thinking.
☺ Ask individuals for an example of a decision he/she has made or
will have to make that will not be easy or automatic. In the decision process, discuss reasons for the difficulty in decision making.
☺ Tell students that when they are not sure of the right decision to
make or they have an uncomfortable feeling about making their decision. There are four steps to take:
1. Identify the problem or decision. 2. Collect all the information. 3. Name the choices or possible consequences.
4. Make the decision.
☺ Read the following scenarios to the students and identify the four steps in each scenario.
1. Emilio has a fever and isn’t feeling well today. His mom has told him he can’t go to school. He wants to go to school because the class is being rewarded for good cafeteria behavior by watching a video and eating popcorn. 2. Kim sees a C.D. she wants in the store. She doesn’t have the money, but her purse is big enough to hide the C.D. 3. Jean is feeling sad. Her friend asked her if she wanted some beer to help her feel better.
☺ Pass out the student activity page and have students identify the four parts of the decision making process for each scenario.
Curriculum Connections: Language Arts Connections: Place the students into four groups. Each group will create a step book for the following scenario utilizing the four steps to decision making. Have them illustrate the step book and share it with the class. [FCAT CONNECTION] Think about a difficult decision that you have had to make. Explain what the decision was and what steps you look in making a responsible decision. Math Connection: Place the following word problems on the board. Have the students write how they would solve the problem and for them to solve it. [FCAT CONNECTION]
1. If you wake up at 6:30a.m. and school starts at 8:30a.m., how much time has elapsed? 2. If lunch starts at 11:15a.m. and ends at 11:45a.m., how much
time do you have to eat lunch?
Grade: 3 Lesson #2
Name Date
Choices
Read the following situations and fill in the decision making chart.
1. Maria is walking home from school. She needs to get home to help her grandfather clean the yard. Her friend wants her to stop at her house just for a little while. Problems: Good Choice: Consequence if any:
Bad Choice: Consequence if any:
Final Decision:
2. Dave meets two friends on the way home from the store. They ask him to join them in a game of basketball. After the game, one guy offers him a beer. Problems: Good Choice: Consequence if any:
Bad Choice: Consequence if any:
Final Decision:
3. Darrell’s cousin wants him to steal some of his older bother’s cigarettes to smoke at a party after school. Problems: Good Choice: Consequence if any:
Bad Choice: Consequence if any:
Final Decision:
Grade: 3 Lesson #3
Take Care Of Yourself
Objective: Students will identify positive and negative stressors and healthful ways of handling stress. CBS: HE.3.IV.A.4, HE.3.V.A.3, HE.3.I.A.3, LA.3.II.A.4, LA.3.IV.B.3, MA.3.V.A.1.2 SUNSHINE STATE STANDARDS: HE.A.1.2.3, HE.A.1.2.9, HE.C.1.2.2, LA.B.1.2.2, LA.B.2.2.3, LA.B.2.2.5, LA.B.2.2.6, LA.C.3.2.6 Materials: “Take Care Of Yourself” activity page, list of community agencies, red crayon, blue crayon Vocabulary: stress, community agencies, alcohol, relax
Procedure: ☺ Introduce vocabulary to the students.
☺ Inform students they will be learning about the effects of stress on their body and healthy ways of handling stress. Discuss some agencies in the community and how they can help in stressful situations. ☺ Discuss stress as being physical, mental, or emotional strain or tension caused by an event or situation. Explain that stress can be both positive and negative. Discuss the feeling associated with stress and some healthy ways to deal with stress and ways to change stressful feelings. Give students examples of each.
☺ Ask students to share positive and negative stressors in their life and list the responses on the chalkboard. In a second column, have students brainstorm ways to deal with the stressors.
Examples of stress include getting a bad grade on a test, being punished, or wanting to do well on a test. Some healthy ways to
handle stress include eating well, getting enough rest, cry, talk to someone, read, or play. Discuss the students’ responses and tell how some ways of dealing with stress would be healthy or unhealthy.
☺ Tell students that there are agencies that provide hotlines that students can call for help 24 hours a day. Example: Switchboard of Miami.
☺ Distribute the “Take Care Of Yourself” activity page and instruct students to find and circle all the healthy ways of dealing with stress with a blue crayon and all unhealthy ways of dealing with stress in red crayon. ☺ If time permits, demonstrate stressful situations by means of skits, and small group activities.
Curriculum Connections: Language Arts Connection: Introduce the use of similes and metaphors. Give examples to students such as: “Stressed as a fish out of water”, “Feeling like a cat out on a limb”. Have students construct a book of similes and metaphors.
Have students write about stressful situations they have had in their lives. Students should include the cause of their stress and
what they did to deal with the stress. They should also include the cause of effect of these stressful situations. [FCAT
CONNECTION] Math Connection: Write the following word problem on the board. Have them write an equation and solve the problem. You are very upset to find out that the water in your fish tank has become polluted. You had 22 fish when you went to school and found 8 had died by the time you came home. How many fish were left? How much would it cost to replace the 8 dead fish if each cost $0.30? 22 – 8 = 14 $.30 X 8 = $2.40
Have the students poll each other in the classroom. Have them ask their classmates, “What activities do you do when feeling
stressed.” Teacher will record results on a bar graph and discuss findings with the class.
Grade: 3 Lesson #3
Name Date
TAKE CARE OF YOURSELF
Find and circle all the healthy and unhealthy ways of dealing with stress which are found below. Use a blue crayon to circle the healthy ways. Use a red crayon to circle the unhealthy ways. TALK TO SOMEONE: Counselor, teacher, hotline, religious leader, friend, parent, sibling THINGS TO DO: Kick the dog, steal, smile, cry, play outside, be alone, play music, scream in class, fight, sing, nap, eat junk food, laugh, yoga, relax, do drugs, write in a journal, break a window, ride bike.
Grade: 3 Lesson #4
Temperature Rising
Objective: Students will be able to identify and understand the relationship between anger and one’s body temperature. CBC: HE.3.I.B.7 SUNSHINE STATE STANDARDS: HE.B.1.2.3 Materials: “Temperature Rising” activity sheet, red pen Vocabulary: stress, emotional strain, anxiety, relax, perception Procedures: ☺ Introduce vocabulary to the students.
☺ Inform students they will be reviewing the effects of stress on their body and healthy ways of handling stress. ☺ Discuss stress as being physical, mental, or emotional strain or anxiety caused by an event or situation. Explain that stress can be both positive and negative. Discuss the feelings associated with stress and some healthy ways to deal with stress and ways to change stressful feelings.
☺ Distribute Activity Sheet “Temperature Rising.” Have students
complete.
Grade 3 Lesson #4
Temperature Rising
(need to draw a thermometer for each 75 - frustrated situation) 50 - annoyed 25 - irritated 0 - calm
I. II. III. IV. Everyone reacts to situations differently. Think about how you might feel and react to the following situations. Draw a red line up to the line that describes your feelings towards the follow situations.
1. You didn’t bring home your math text for your homework assignment. 2. Your friend calls you “stupid” 3. Mom and Dad are fighting with each other. 4. Your classmate is constantly calling out which gives you no opportunity to
participate.
Grade: 3 Lesson #5
Truth In Advertising
Objective: Students will identify tactics used and the effects of advertising. CBC: HE.E.II.A.6, HE.3.IV.A.3, HE.3.IV.A.7, HE.3.V.A.3,
HE.3.V.A.3, HE.3.V.A.4, HE.3.V.A.5, HE.3.I.B.6, LA.3.II.A.1, MA.3.II.A.7
SUNSHINE STATE STANDARDS: HE.A.1.2.1, HE.C.2.2.3, HE.A.2.2.1, HE.C.1.2.2, HE.B.1.2.2, HE.C.1.2.4, HE.B.3.2.2, LA.B.2.2.1, LA.B.2.2.3, LA.B.1.2.1, LA.B.1.2.2, LA.B.1.2.3, LA.C.3.2.6, MA.A.3.2.3 Materials: “Truth in Advertising?” activity page, pencil Vocabulary: advertisement, commercial, influence, product, slogan Procedure: ☺ Introduce vocabulary with students. ☺ Inform students that they will be learning about advertisements.
☺ Ask students to think about specific commercials or
advertisements they like and remember.
☺ Ask students to identify the elements of the advertisement that makes it memorable. ☺ Distribute the student activity page and discuss the background information.
☺ Have the students complete the activity page by reading each slogan together and filling in the blank with the correct product advertised.
☺ Discuss the effect the advertisement has on the individual by asking the following questions: [FCAT CONNECTION]
1. What is catchy about the slogan? 2. Why do companies spend money on advertising?
3. How can the products be good or good/bad for us? 4. Do advertisers say anything negative about their products? Why or why not?
5. What choices do we have with regard to advertising? 6. What are some ways we learn more about products?
☺ If time permits, have small groups develop an advertising skit
on the harmful effects of tobacco and present to the class. Curriculum Connections: Language Arts Connection: 1. Create an advertisement that will discourage a young person from smoking.
2. Compose an anti-smoking advertisement. 3. Draw an advertisement for a healthy product.
Math Connection: Write the following word problem on the board. Have the
students write equations and solve the problems. Over $6 billion each year are spent on marketing tobacco. That is $16 million each day. At this rate, how much money would be spent one week? How much would be spent in one month? $16 million X 7 = $112 million in one week $16 million X 30 = $480 million in one month (approximately)
Grade 3 Lesson #5
Name Date
Truth In Advertising? Background Information: Advertisements can be heard on radio, seen on television, on the Internet, or read on posters, billboards, magazines, and newspapers. Commercials are advertisements on radio or television. By appealing to our feelings as well as our intelligence, advertisements try to influence us to want something. The product or service is what is advertised. These products or services are not necessarily good for us. Slogans are sayings that catch our attention and influence us to buy the product or use the service. Most slogans include music, jingles, and attractive and/or famous people.
Read each slogan and choose the product from the word bank that is being advertised. 1. “Leggo my ” 7. “It’s time to make the donuts” 2. “Just Do it” 3. “Pizza, Pizza” 8. “Generation Next” 4. “Have it your way” 9. “Taste the rainbow” 5. “Did someone say ” 10. “ it does a body good” 6. “Yo quiero ”
Word Bank
Skittles McDonalds Nike Milk Pepsi Burger King Eggo Little Caesar Taco Bell Dunkin Donuts
Think of three advertising slogans you have heard. Write them below and be ready to share them with the class. 1. 2. 3. Bonus: 1. Compile a collage of popular advertising slogans.
2. Create a musical jingle encouraging the promotion of a positive product.
Grade 3 Lesson #5
Answer Key
1. Eggo 2. Nike 3. Little Caesar’s 4. Burger King 5. McDonalds 6. Taco Bell 7. Dunkin Donuts 8. Pepsi 9. Skittles
10. Milk
Grade: 3 Lesson #6
Count The Caffeine
Objective: Identify the harmful effects of caffeine CBC: HE.3.III.A.1, HE.3.IV.A.3, HE.3.IV.A.7, HE.3.V.A.3, HE.3.V.A.3, HE.3.V.A.4, HE.3.V.A.5, HE.3.I.B.6, LA.3.11.A.1, MA.3.II.A.7 SUNSHINE STATE STANDARDS: HE.A.1.2.1, HE.C.2.2.3, HE.A.2.2.1, HE.C.1.2.2, HE.B.1.2.2, HE.C.1.2.4, HE.B.3.2.2 Materials: “Count The Caffeine” activity sheet Vocabulary: caffeine, stimulant, abuse, moderation Procedure: ☺ Introduce vocabulary to the students. ☺ Tell students caffeine can be found in many of the foods and beverages that they eat. ☺ Distribute the activity sheet to the class and discuss the background information with the student. Have the students complete in learning groups. Have them present the results to the class. ☺ Using a highlighter, have the students identify the main idea and supporting facts from the background information of “Count the Caffeine” worksheet. Curriculum Connections: Language Arts Connection: Write a warning label for a beverage that contains caffeine. Draw the beverage container with the warning label on it. Math Connection: Place the following questions on the board. The students are to refer to the “Count The Caffeine” content chart to answer the questions:
1. What is the sum of the caffeine content of Coca Cola and Diet
Coke? 2. What is the difference in the caffeine content of Mountain Dew and Dr. Pepper? 3. What is the sum of the caffeine content in all of the chocolate
products? 4. What is the difference between the caffeine content of
instant coffee and decaffeinated instant coffee? (Needs answers to these problems from the table on the next page).
Grade 3 Lesson #6
Name Date Count The Caffeine Background Information: Advertisements can be heard on radio, seen on television, on the Internet, or read on posters, billboards, magazines, and newspapers. Commercials are advertisements on radio or television. By appealing to our feelings as well as our intelligence, advertisements try to influence us to want something. The product or service is what is advertised. These products or services are not necessarily good for us. Slogans are sayings that catch our attention and influence us to buy the product or use the service. Most slogans include music, jingles, and attractive and/or famous people.
CAFFEINE CONTENT-mg (Needs table for various caffeine contents of beverages)
Use the Caffeine Content table and write True or False for each statement below. If false, write the correct answer. 1. Decaffeinated coffee does not have any caffeine. 2. Coca-Cola and Diet Coke have the same amount of caffeine. 3. Excedrin contains more caffeine than Vivarin. 4. All soft drinks contain the same amount of caffeine. 5. Tea contains more caffeine than chocolate milk. 6. Instant coffee has the most caffeine of all coffee. 7. Dexatrim is the over the counter medicine with the most caffeine. 8. Chocolate contains caffeine. 9. Dark chocolate and milk chocolate both have the same amount of caffeine. 10. Diet Coke has more caffeine than Diet Pepsi.
Grade: 3 Lesson #6
Answer Key
(Need to write the correct statement for those that are false) 1. False 2. True 3. False 4. False 5. True 6. False 7. False 8. True 9. False 10. True
Grade: 3 Lesson #7
Tobacco And Its Effect On Your Body
Objective: Students will identify the harmful effects of tobacco CBC: HE.3.III.A.1, HE.3.IV.A.3, HE.3.IV.A.7, HE.3.V.A.3,
HE.3.V.A.4, HE.3.V.A.5, HE.3.V.A., LA.3.II.B.1, MA.3.II.A.7 SUNSHINE STATE STANDARDS: HE.A.1.2.1, HE.B.1.2.2, HE.C.2.2.3, HE.C.1.2.4,
HE.A.2.2.1, HE.C.1.2.2, HE.B.3.2.2, LA.B.2.2.6, LA.C.3.2.6, LA.E.2.2.5, MA.A.3.2.3
Materials: Tobacco worksheet and crayons (transparency of the body, optional) Vocabulary: nicotine, snuff, tobacco, chewing tobacco, windpipe, leukoplakia, central nervous system Procedure: ☺ Introduce vocabulary to the students. ☺ Instruct students on the following background information. Inform students they will be learning about tobacco and the drug nicotine, which is found in tobacco products. They will learn about how tobacco affects the body and mind and its use can easily become an unhealthy habit. Go over background information on student activity page with students. Guide students in completing the activity page by providing students with the following information.
☺ When a person uses tobacco, which contains the drug nicotine, the smoke, tar, and juices from the tobacco go into the mouth. The smoke and tar go down the throat to the windpipe, then to the lungs. Label and color red the mouth, throat, windpipe, and
lungs. Color the path that the tobacco has taken up to this point.
☺ The tobacco juices go down the stomach and intestines. All this foreign materials makes the heart beat faster. Label and color the stomach, intestine, and heart brown.
☺ Parts of the tobacco smoke, tar and, juices get into the bloodstream and travel to the brain. Label the brain and color it blue.
☺ Smoking or chewing tobacco affects all parts of the body. Inform students of the negative health effects of smoking or chewing tobacco.
Suggestion: Invite guest speakers such as a physician, policeman, and lawyer to inform students about the harmful effects of drugs and alcohol. Curriculum Connections: Language Arts Connection: Read and discuss the article “Tobacco and Its Effects on Your Body” with the class. Have the students summarize the effects of tobacco on the body. They should use details and information from the article to support their answers. [FCAT CONNECTION] Read the following sentence from the article to the class, “The use of tobacco is addictive.” Ask a student to volunteer to answer, ”What does the word addictive mean?” Have the students write a persuasive essay on the following prompt. Now you know that tobacco has nicotine, tar, and carbon monoxide. Tobacco use has numerous unhealthy effects on the body. You have found out a close friend of yours has started smoking. Write a persuasive letter to your friend convincing him/her not to continue using tobacco. Include at least three examples of unhealthy effects of tobacco on the body from today’s lesson or the information sheet, “Tobacco and Its Effects on your Body.” [FCAT CONNECTION]
Math Connection: Write the following word problems on the board. Have the students write an equation and solve the first and third problems and gather a list for the second problem. 1. A pack of cigarettes costs $2.50. If there are 10 packs of cigarettes in a carton, how much would a carton of cigarettes costs?
$2.50 X 10 = $25.00 2. List five other things you could buy for the amount of
money a carton of cigarettes costs? (Answers will vary) 3. There are 20 cigarettes in a pack. If there are ten packs to a carton, how many cigarettes are in a carton? 20 X 10 = 200 cigarettes
Grade 3 Lesson #7
Name Date
Tobacco and Its Effects On Your Body
Background Information: Tobacco is a plant that grows in a wide range of soil and
Climate conditions. Nicotine is a drug found only in the tobacco plant. Tobacco
smoke contains over 4,000 different gases. It also contains carbon monoxide and
tar. Nicotine has several effects on your mind and body.
Some effects of smoking cigarettes include that the hot air and smoke burn the
nose and mouth, body parts and organs collect tar and poisonous gas, and the tar and
gases enter the bloodstream. Nicotine also acts as a stimulant, which means that it
increases the heart rate, breathing, and blood pressure.
Some long term effects of tobacco use are cancer, white patches in the mouth
called Leukoplakia, a decreased sense of taste and smell, dental problems such as
receding gums, yellowing teeth, weakened tooth enamel, bad breath, and death. The
use of tobacco is very addictive. Once using tobacco becomes a habit, it is very
difficult to quit.
Grade 3 Lesson #7
Name Date
Nicotine
On the diagram below, label the following body parts and color organs as indicated. 1. Mouth-red 3. Windpipe-red 5. Stomach-brown 7. Heart-brown 2. Throat-red 4. Lungs-red 6. Intestine-brown 8. Brain-blue
(Need a drawing of the body with internal organs)
Grade: 3 Lesson #8
Alcohol Can Harm You
Objectives: The students will identify the harmful effects of alcohol on the body and mind.
The student will recognize that alcoholism is a family disease. CBC: HE.3.III.A.1, HE.3.IV.A.3, HE.3.IV.A.7, HE.3.V.A.3,
HE.3.V.A.3, HE.3.V.A.4, HE.3.V.A.5, HE.3.I.B.6 SUNSHINE STATE STANDARDS: HE.A.1.2.1, HE.A.2.2.1, HE.B.3.2.2, HE.C.2.2.3, HE.C.1.2.2, HE.B.1.2.2, HE.C.1.2.4, LA.B.I.2.2, SS.C.2.2.4 Materials: “Alcohol Can Harm You” activity sheet, crayons (additional information can be found in the appendix) Vocabulary: alcohol, liquor, respiration, alcoholism, cirrhosis, liver, metabolized, disease, illegal, legal Procedure: ☺ Introduce vocabulary to the students. ☺ Tell students they will be learning about the drug “alcohol” and how it affects the body and mind. Hand out the student page and go over the background information.
☺ Inform the students it is illegal for a minor under the age of 21 to buy or possess alcohol.
Facts About Alcoholism
Alcoholism is a disease. It can often be viewed as a family disease because it affects everyone close to the alcoholic. When one person in a family develops alcoholism the others react to it. There is much confusion, fear, despair, and blame. The children of alcoholics need to learn that they are not responsible for their parents’ alcoholism. Children need to understand that their parents or guardians suffer from an illness. This illness may cause the adult to have strange and unpredicted behaviors. Children are affected by the disease:
A. Children of alcoholics can feel isolated and are often afraid to talk about their home life.
B. They are more likely to develop alcoholism than other children are.
C, Children of alcoholics have grown accustomed to unmet Expectations, unfulfilled hopes and unacceptable responsibilities.
D. It is hard for children of alcoholic parents to develop the trust and confidence in themselves and in others.
E. Children need to realize since no one caused the illness of Alcoholism, no one can cure it or control it except the alcoholic.
☺ Discuss with the class they will be tracing the path that alcohol
takes as it travels through the body
☺ Instruct students to color in the body using the following directions:
1. Alcohol is put in the mouth and swallowed. It goes down the esophagus into the stomach. Label the stomach and color it brown.
2. From the stomach the alcohol passes to the small intestine. Label the small intestine and color it green.
3. From the small intestine, the alcohol moves through the bloodstream to the heart. Color the heart red.
4. Next the alcohol goes to the brain. It takes only 30 seconds from the time the alcohol is ingested to reach the
brain. Label the brain and color it blue. 5. Alcohol remains in the bloodstream unchanged until it is
metabolized by the liver. Label the liver and color it black.
Curriculum Connections: Language Arts Connection: After reading the “Alcohol Can Harm You” information sheet with the class, have the students use a highlighter and identify the fact how alcohol slows down some bodily function. [FCAT CONNECTION] Have the students write a paragraph one of the following prompts. Students are to include reasons from today’s lesson. You are invited by a friend to ride in his/her car. You saw this person drinking an alcoholic beverage. Explain why you shouldn’t drive in the car. [FCAT CONNECTION] Alcohol has harmful effects on the body and mind. Write an
essay which explains how alcohol affects the body and mind. Math Connection: Write the following word problem on the board. Have the
students write how they would solve the problem and an answer for both parts of the problem. [FCAT CONNECTION]
Two 5 oz. glasses of wine, two 12 oz. cans of beer, and 3 oz. of hard liquor each contain 1 oz. of alcohol. How much alcohol is there in four glasses of wine? How much is there in 8 cans of beer? 1. Two 5 oz. glasses of wine contain 1 oz. of alcohol.
Therefore, four glasses of wine has 2 oz. of wine. 2. Two cans of beer contain 1 oz. of alcohol. Therefore, 8
cans of beer contain 4 oz. of alcohol.
Grade: 3 Lesson #8
Name Date
Alcohol Can Harm You Background Information: Alcohol is a colorless liquid found in such drinks as beer, wine, wine coolers, and hard liquor. Alcohol enters the body through the mouth and travels to the stomach. It then goes through the bloodstream to the heart and brain. Alcohol remains in the bloodstream unchanged until it is metabolized by the liver. Alcohol is a depressant which means it slows down some bodily functions. It slows down heart rate, lowers blood pressure, slows respiration, and the brain’s ability to think, react, and make correct judgments. Furthermore alcohol inhibits the brain’s ability to control movement. Some negative health effects of abusing alcohol can include alcoholism, cirrhosis of the liver, brain damage, birth defects, heart disease, and death.
Grade: 3 Lesson #8
Name Date
Alcohol (Need a picture of the body with internal organs)
Grade: 3 Lesson #9
The Truth About Marijuana & Cocaine
Objective: Students will identify the harmful effects of marijuana and cocaine. CBC: HE.E.III.A.1, HE.3.IV.A.3, HE.3.IV.A.3, HE.3.V.A.3,
HE.3.V.A.4, HE.3.V.A.5, HE.3.I.B.6, LA.3..II.A.1, MA.3.II.A.7 SUNSHINE STATE STANDARDS: HE.A.1.2.1, HE.A.2.2.1, HE.B.1.2.2, HE.B.3.2.2, HE.C.2.2.3,
HE.C.1.2.2, HE.C.1.2.4, LA.B.1.2.3, MA.A.3.2.3 Materials: “The Truth About Marijuana & Cocaine” activity page Vocabulary: marijuana, cannabis, THC, dependence, damage, memory, perception,
judgment, reaction, legal, illegal, citizenship, responsibilities Procedure: ☺ Introduce the vocabulary to the students. ☺ Background information:
Long-Term Effects Of Marijuana Use
Cancer Long-term use of marijuana may play a role in some kinds of cancer. Marijuana contains some of the same and sometimes even more of the cancer causing chemicals found in tobacco smoke. Studies show that someone who smokes five joints per week may be taking in as many cancer causing chemicals as someone who smokes a full pack of cigarettes every day.
Lungs and airways People who smoke marijuana often develop the same kinds of breathing problems that cigarette smokers have: coughing and wheezing. They tend to have more chest colds than nonusers. They are also at risk of getting lung infections like pneumonia.
Immune system Studies have found that marijuana can damage the cells and tissues in
the body that help protect people from diseases. When the immune cells are weakened, you are more likely to get sick.
☺ Go over background information on student activity page.
☺ Once students have an understanding of the background information, direct them to complete The Truth About Marijuana & Cocaine crossword puzzle.
☺ Discuss with students it is illegal to use or possess marijuana and cocaine.
Curriculum Connections: Language Arts Connection: Have students draw illustrations to go along with the information sheet in this lesson. The illustrations should portray the negative effects of drug abuse. [FCAT CONNECTION] Art Connection: Create a billboard designed to inform children your age about the negative harmful effects of marijuana and cocaine. Math Connection: Write the following word problem on the board. Have the students write equations and the answers for each part of the problem. During a drug raid, an officer found 3 kilograms of cocaine.
A kilogram is 1,000 grams. How many grams are there in 6 kg? How many kilograms are there in 5,000 grams? 1. 1000 grams X 6 = 6000 grams 2. 5,000 grams / 1000 = 5 kilograms
Grade: 3 Lesson #9
Name Date
The Truth About Marijuana & Cocaine Background Information: Marijuana comes from the hemp plant (cannabis sativa). The psychoactive ingredient in marijuana is called THC. Marijuana comes in three forms known as joints (marijuana cigarettes), hashish, and hash oil. There are several negative health effects of marijuana. It acts as both a stimulant and a depressant. As a stimulant it may cause the user to talk loudly and as a depressant, it may cause drowsiness. Marijuana can affect memory, impair speech, judgment, reaction time, and awareness of what is going on. It also can cause lung damage, lung cancer, and heart disease. Cocaine comes from the leaves of the coca bush and comes in three main forms: powder, which is sniffed or injected; crack cocaine, which is mixed with baking soda and smoked; and freebase-which is cocaine and ether-also smoked. Cocaine acts as a stimulant and has several damaging health effects. They include nasal and organ damage. It also causes heart attacks, seizures, strokes, and damage to the circulatory system. Cocaine also causes deterioration to the major vital organs, violence, depression, and death. Both marijuana and cocaine are addictive.
(A crossword puzzle is needed here) ACROSS:
1. When you use drugs, you may become on them. 2. Marijuana comes from a plant called . 4. Smoking marijuana harms your . 5. is a form of cocaine that is
smoked. 8. Smoking marijuana may make you lose your .
DOWN: 1. Continued use of cocaine can lead to . 6. A marijuana cigarette is called a . 7. The drug in marijuana is called 8. is a dangerous
drug. 9. Some people try to get you to marijuana or cocaine. 10. Cocaine comes from the bush.
Grade: 3 Lesson #9
Name Date
The Truth About Marijuana & Cocaine Background Information: Marijuana comes from the hemp plant (cannabis sativa). The psychoactive ingredient in marijuana is called THC. Marijuana comes in three forms known as joints (marijuana cigarettes), hashish, and hash oil. There are several negative health effects of marijuana. It acts as both a stimulant and a depressant. As a stimulant it may cause the user to talk loud and as a depressant, it may cause drowsiness. Marijuana can affect memory, impair speech, judgment, reaction time, and awareness of what is going on. It also can cause lung damage, lung cancer, and heart disease. Cocaine comes from the leaves of the coca bush and comes in three main forms: powder, which is sniffed or injected; crack cocaine, which is mixed with baking soda and smoked; and freebase, which is cocaine and ether-also smoked. Cocaine acts as a stimulant and has several damaging health effects. They include nasal and organ damage. It also causes heart attacks, seizures, strokes, and damage to the circulatory system. Cocaine also causes deterioration to the major vital organs, violence, depression, and death. Both marijuana and cocaine are addictive.
Answer Key ACROSS:
1. When you use drugs, you may become dependent on them. 2. Marijuana comes from a plant called cannabis 6. Smoking marijuana harms your lungs. 7. Crack is a form of cocaine that is smoked. 9. Smoking marijuana may make you lose your memory.
DOWN: 1. Continued use of cocaine can lead to death. 11. A marijuana cigarette is called a joint. 12. The drug in marijuana is called THC. 13. Marijuana is a dangerous drug. 14. Some people try to get you to smoke marijuana or cocaine. 15. Cocaine comes from the coca bush.
Grade: 3 Lesson #10
Inhalants
Objective: Identify the health effects of inhalants CBC: HE.E.III.A.1, HE.3.IV.A.3, HE.3.IV.A.7, HE.3.V.A.3,
HE.3.V.A.3, HE.3.V.A.4, HE.3.V.A.5, HE.3.I.B.6, LA.3.II.B.1, LA.3.IV.B.4, MA.3.II.A.7
SUNSHINE STATE STANDARDS: HE.A.1.2.1, HE.A.2.2.1, HE.C.2.2.3, HE.C.1.2.2, HE.B.1.2.2,
HE.C.1.2.4, HE.B.3.2.2, LA.C.1.2.3., LA.C.1.2.4, LA.C.3.2.1, LA.C.3.2.5, LA.B.1.2.1, LA.B.1.2.2, LA.B.1.2.3, LA.B.2.2.1, LA.B.2.2.3, LA.C.3.2.6, MA.A.3.2.3
Materials: “Inhalants” activity page Vocabulary: inhalants, aerosol, solvent, central nervous system Procedure: ☺ Introduce vocabulary to the students. ☺ Distribute student activity page and go over background information.
☺ Explain to students they are to use the information in the background box to fill-in the blanks on the activity page. Each clue is in the form of a scrambled word.
Curriculum Connections: Language Arts Connection: A television public service announcement provides information
to the viewer about health issues. Have the students write a public service announcement giving information about the dangerous and risks of inhalants. They are to use details and information from the article “Inhalants.” [FCAT CONNECTION]
Math Connection: Write the following word problem on the board. Have the students write an equation and solve the problem.
Fred became dizzy after sniffing inhalants. He fell off his bike and was taken to the doctor. The x-ray of his leg cost $135. The office visit cost $185. The cost to cast the leg was $248. How much did he have to pay as a consequence of his actions.
$135 + $185 + $248 = $568
Grade: 3
Lesson #10
Name Date
Inhalants Background Information: Inhalants produce mood altering and unpredictable effects when the vapors (gas) of the chemical are inhaled (sniffed). The central nervous system is affected within seconds and the effects are intoxicating. The categories of inhalants include: gases, industrial cleaners, solvents, aerosols, and some glues. Smelling or sniffing inhalants is dangerous and can lead to unconsciousness, brain damage, dizziness, decreased oxygen to the brain, and death. Sniffing even a small amount is extremely dangerous and must be avoided.
Fill in the blanks using embolden words from the background information box. The clues have been scrambled at the end of each line. 1. An effect of sniffing is a change in the person’s . (domo) 2. Sniffing inhalants can decrease the amount of oxygen to the . (iranb) 3. Another word for gas is . (proavs)
4. A category of inhalants is . (rasloesos) 5. Using inhalants can depress the .(tlreanc)
(uvesron) (mytses) 6. The effects of inhalants are . (gxtinaicoitn) 7. Solvents and industrial cleaners are examples of . (ansinltha) 8. Sniffing inhalants can cause . (hedta) Word Box Central nervous system brain aerosols vapors inhalants mood intoxicating death
Grade: 3 Lesson #10
Answer Key
1. Mood 2. Brain 3. Vapors 4. Aerosols 5. Central nervous system 6. Intoxicating 7. Inhalants 8. Death
Grade: 3 Lesson #11
Help Yourself
Objective: Identify agencies that contribute to individual and community safety. CBC: HE.3.IV.A.4, HE.3.V.A.3, LA.3.II.B.1, MA.3.II.A.7 SUNSHINE STATE STANDARDS: HE.B.1.2.2, HE.A.1.2.9, LA.B.2.2.6, LA.C.3.2.6, LA.E.2.2.5, MA.A.3.2.3 Materials: “Help Yourself” activity page Vocabulary: community resource, agencies, emergency Procedure: ☺ Introduce vocabulary to the students. ☺ Discuss with students that we all have needs. Some examples
includes the need for food, air, love, friends, water, rest, shelter, etc. Feelings are regulated to needs. (If needs are met, we have positive feelings, if needs are not met, we have negative feelings).
☺ Read the following situations and have students answer the
following questions for each situation. 1. What has happened? 2. What kind of help is needed? 3. Who can they call for help? 4. What is the telephone number?
A. Maria began to do her homework and her parents began to fight. She always feels sad and lonely when that happens and she has trouble doing her homework. She would really like to talk to someone. B. Darrell is home alone and thinks that his brother has
swallowed some pills. C. Jean found some strange yellowish rock in his brother’s
desk drawer. He thinks it’s crack but isn’t sure.
D. Maria and Dave saw some kids selling drugs. They want to do something quickly before someone buys the drugs.
E. Kim’s dad is always drinking. She doesn’t know what to do, but feels that he needs some help.
☺ Distribute the activity page.
☺ Discuss community resources available in Miami-Dade County
and describe the assistance provided by each agency. Have students match the agency to the services it provides.
Curriculum Connections: Language Arts Connection: You notice a group of older kids have started hanging
around your neighborhood. One of them comes up to you and starts talking to you about drugs and how you can make some money selling them to your friends. Write a letter to someone and tell them about the problem. Use the chart of agencies and address the letter to one of the agencies you think will be of the most help. [FCAT CONNECTION]
Math Connection: Write the following word problem on the board. Write an equation for each part of the problem and their solutions. It takes 6 volunteers per day to staff a hotline of help
individuals with a crisis. At the end of the week, how many volunteers are needed to staff the hotline? If each volunteer works 8 hours a day, at the end of the week, how many hours were worked. 1. 6 X 7 = 42 volunteers 2. (6 x 8) X 7 = 336 hours
Grade: 3 Lesson # 12
Help Yourself
AGENCY NAME
WHAT THEY DO?
NUMBER
Dial A Teacher
Offers homework help as well as lessons on television to help you with various subjects.
305-995-1600
Emergency
Dispatches the police or fire department in case of an emergency.
911
Switchboard of Miami Help line
Telephone counseling for crisis, substance abuse help, family and child problems.
305-358-4357
Alcoholics Anonymous
AA is a fellowship of men and women who meet regularly to share their experiences, strengths, and hopes with each other in order to recover from alcoholism.
305-887-6762 (English) 305-642-2805 (Spanish)
Al-Anon/Alateen
Support groups for family and friends of people with a drinking problems. For adults and children of all ages.
305-687-4049 (English) 305-662-0404 (Spanish)
Informed Families
Educates the community and families about stopping drug and alcohol use.
305-670-4886
Up-Front-Drug Hotline
Educates the community about drugs and substance abuse.
305-757-2566
Families Anonymous
Support groups for families with an adult or teenager who is abusing drugs.
305-443-0303
Humane Society
Gives assistance with matters concerning animals.
305-252-3389
Grade: 3 Lesson #11
Read each situation and choose the best agency to offer assistance. Write the name of the agency on the line. 1. You find out that your friend has a drinking problem. Who can your friend call for
help? . 2. You find a stray dog in the street and you think it is injured. Who should you call? . 3. Your dad lost his job and has begun using drugs. You are afraid to tell anyone.
Who can you call? . 4. You are having difficulty with your math homework and there is nobody to help you.
Who can you call? . 5. Your family is in a crisis, and you don’t know where to turn for help. Who can you call? ___________________________________________________.
Grade: 3 Lesson #11
Answer Key
1. Alcoholics Anonymous 1. Humane Society 2. Families Anonymous 3. Dial-A-Teacher 4. Switchboard of Miami Help line
Table of Contents Grade 5 Lesson #
Title
Lesson Objective
Page #
Lesson 1
Introducing The One & Only Me
Students will identify qualities that make them unique and ways to change unwanted behaviors
Lesson 2
Add Up The Ads
The student will identify ways in which the media and advertisers influence the selection of products
Lesson 3
Show Me The Money
Students will identify the societal costs of drug abuse
Lesson 4
Smoking & Your Body
Students will identify facts about smoking in order to make healthy choices
Lesson 5
The Truth About Tobacco
Students will distinguish between myths and facts associated with tobacco
Lesson 6
Alcohol & You
The student will identify the health effects of alcohol and the concept of one’s legal, personal, and social responsibility regarding the use of alcohol and other drugs
Lesson 7
Marijuana & Cocaine Make the Right Choice
Students will examine the negative effects of marijuana and cocaine. Students will also make choices in situations regarding peer pressure
Lesson 8
Inhalants & Hallucinogens
Students will identify the harmful health effects of inhalants and hallucinogens in order to make healthy choices
Lesson 9
Steroids and Narcotics
Students will identify the harmful health effects of steroids and narcotics to make healthy choices
Lesson 10
“Who You Gonna Call?”
The students will identify community agencies that can offer assistance to individuals
CBC OBJECTIVES COVERED
GRADE 5 CBC
CBC OBJECTIVE
Sunshine State Standards
LESSON NAME
HE.5.I.A.1
Recognize ways to develop good self image and become aware of how friends and family affect self-image
HE.B.2.2.2
Lesson 1 - Introducing The One & Only Me
HE.5.III.A.8
Discuss common health problems that affect body systems
HE.A.1.2.6
Lesson 4 -Smoking & Your Body Lesson 5 -Second-Hand Smoke Lesson 6 - Inhalants & Hallucinogens Lesson 7 - Marijuana & Cocaine Aren’t Cool Lesson 8 - Alcohol Lesson 9 - Steroids & Narcotics
HE.5.V.A.1
Recognize that alcohol, tobacco, and other drugs are illegal, either for minors or all persons, and that they are against state law and/or school policy
HE.A.1.2.9
Lesson 4 - Smoking & Your Body Lesson 5 - Second-Hand Smoke Lesson 6 - Inhalants & Hallucinogens Lesson 7 - Marijuana & Cocaine Aren’t Cool Lesson 8 - Alcohol Lesson 9 - Steroids & Narcotics
HE.5.V.A.5
Use stress management skills to continue safe health behaviors.
HE.B.1.2.3
Lesson 4 - Smoking & Your Body Lesson 5 - Second-Hand Smoke Lesson 6 - Inhalants & Hallucinogens Lesson 7 - Marijuana & Cocaine Aren’t Cool Lesson 8 - Alcohol
Lesson 9 - Steroids & Narcotics Lesson 10 - “Who You Gonna Call?”
HE.5.V.A.2
Set goals for a healthy mind and body.
HE.C.2.2.6
Lesson 1 - Introducing The One & Only Me Lesson 3 - Show Me The Money Lesson 4 - Smoking & Your Body Lesson 5 - Second-Hand Smoke Lesson 6 - Inhalants & Hallucinogens Lesson 7 - Marijuana & Cocaine Aren’t Cool Lesson 8 - Alcohol Lesson 9 - Steroids & Narcotics
HE.5.V.A.3
Know where to go for health resources, products, and services
HE.A.2.2.2
Lesson 2 - Add Up The Ads Lesson 3 - Show Me The Money Lesson 10 - “Who You Gonna Call?”
HE.5.V.A.4
Understand indicators of physical, mental, emotional, and social health during childhood
HE.A.1.2.3
Lesson 4 - Smoking & Your Body Lesson 5 - Second-Hand Smoke Lesson 6 - Inhalants & Hallucinogens Lesson 7 - Marijuana & Cocaine Aren’t Cool Lesson 8 - Alcohol Lesson 9 - Steroids & Narcotics
HE.5.V.A.6
Explain how the media influences selection of health products
HE.A.2.2.3
Lesson 2 - Add Up The Ads
Grade: 5 Lesson #1
Introducing The One & Only Me
Objective: Students will identify qualities that make them unique and ways to change
unwanted behaviors CBC: LA.5.II.B.2, MA.5.II.A.1, SS.5.V.A.1.2.3.4 SUNSHINE STATE STANDARDS:HE.B.2.2.2, HE.C.2.2.6, LA.A.2.2.5, LA.B.1.2.1, LA.B.1.2.2, LA.B.1.2.3,
LA.B.2.2.5, LA.B.2.2.6, LA.C.3.2.6, MA.A.3.2.1, Materials: “Introducing The One & Only Me” activity page Vocabulary: self-image, successes, failures Procedure: ☺ Introduce vocabulary to the students. ☺ Explain to students that when we talk about self-image, it is simply how we see ourselves as individuals. The way we see ourselves is based on the experiences we have had in the past, our successes and failures, as well as how others see us.
☺ Self-image is important, because it influences the way you behave. Students who believe they are smart will usually try their best and try to get good grades. Students who think they are not good students may not try as hard and may get poor grades. People who feel good about themselves are usually more confident than those who have a negative self-image. ☺ People with positive self-images are more likely to make healthy choices regardless of peer-pressure. Stress the influence of peer pressure on decision-making skills.
☺ Inform the students that one way to improve their self-image is to look at how they see themselves, how others view them, and what they might want to change. Pass out Activity Page “Introducing the One & Only Me.” Discuss with class.
☺ Pass out Activity Page “Images of Myself.” Discuss with class.
Curriculum Connections: Language Arts Connection: 1. Using the students’ first name, write an acrostic poem that describes themselves. Example: M – Makes friends easily I – Interesting to listen to K – Kind to others E – Energetic and fun
2. Give the students the following narrative prompt. Have them write an essay, which includes details and supporting examples. [FCAT CONNECTION] Narrative Prompt: We all have disappointments in life. Tell about a time you were disappointed and reflect upon the positive lessons you may have learned.
Math Connection: Write the following word problem on the board. Have the students
write an equation and solve the problem. Also have them explain the process they used to solve the problem. The answer will be an approximation due to leap years. [FCAT CONNECTION]
Figure out how many days old you are. Example: 11 X 365 = 4015 days Social Studies Connection: Students will research their family origin. Illustrate a family tree with their background. Students will establish a positive self-image by taking pride in their family heritage and where they come from.
IMAGES OF MYSELF (GRAPHICS PAGE)
Grade: 5 Lesson #1
Name _______________________________ Date _______________ Introducing The One & Only Me How I See Myself How I See Myself Now: With Friends (example: cool) 1. 2. 3.
This is how I would like to be: With Friends (example: popular) 1. 2. 3.
At School (example: talkative) 1. 2. 3.
At School (example: cooperative) 1. 2. 3.
At Home (example: kind) 1. 2. 3.
At Home (example: loving) 1. 2. 3.
In the lines below list your strengths and weaknesses: Here are some of my strengths: Here are some of my weaknesses: 1. 1. 2. 2. 3. 3. 4. 4.
List five things about yourself that you would like to change or improve:
1.
2.
3.
4.
5.
Describe one talent that you possess that makes you feel unique and special.
Example: I’m good in sports because __________________________________.
I excel in writing because _________________________________________.
People enjoy listening to me sing because ______________________________.
Grade: 5 Lesson#2
We Are All Linked Together
Objective #1: Students will identify culture, custom, tradition, ethnic, acculturation
heritage, migration and ethnocentricity Objective #2: Students will recognize that we are all connected although we have
different customs and traditions. CBC: HE.5.I.A.1, SS.5.V.A.2.3 SUNSHINE STATE STANDARDS: HE.B.2.2.2, HE.B.3.2.2 Materials: chalkboard, dictionary Vocabulary: culture, custom, tradition, ethnic, acculturation, migration,
ethnocentric heritage Procedures: ☺ Introduce vocabulary to the students. ☺ Explain to the students they will be playing a game about their name and how important and special their name is. Have the students recognize that names have different ethnic. origins.
☺ The teacher will begin by writing her/his name on the chalkboard and tell something interesting about their name/self. Help students identify cultural traditions and heritage customs that all students have as part of their “self”.” Then have each student, one by one link their name (like a crossword puzzle) and tell something about it.
☺ Closure: Discuss with the students how are we all linked together in this class? In this school? In our community? Everyone is a precious member of the human family. We should respect all people.
Curriculum Connections: Language Arts Connection: 1. Write an opinion paper on whether the Unites States is a “tossed salad” or a “melting pot” of cultures. Provide examples through role- play of how Americans borrow and exchange custom and traditions. [FCAT CONNECTION]
Grade 5 Lesson #3
ADD UP THE ADS
Objective: The student will identify ways in which the media and advertisers influence the selection of products. CBC: HE.5.V.A.3, HE.5.V.A.6, LA.5.II.B.2, MA.5.II.A.1.2
SUNSHINE STATE STANDARDS:HE.A.2.2.2, HE.A.2.2.3, LA.B.1.2.2, LA.B.1.2.3, LA.B.2.2.6, MA.A.3.2.1
Materials: “Add up the Ads” activity sheet Vocabulary: consumer, manipulate, deceptive, target, advertisements from magazines Procedure: ☺ Introduce vocabulary to the students. ☺ Explain to students that the purpose of advertising is to sell products. Facts used in advertising products must be exaggerated in order to persuade people to buy them.
☺ At times, some advertisers may even deliberately be deceptive. Advertising may come in different forms: TV, radio, commercials, magazine, newspaper ads, billboards.
☺ Go over descriptions of each advertising technique on the student activity page. Explain advertisers use special techniques to persuade buyers to purchase their products. These techniques include: celebrity endorsement, voice of authority, scientific evidence, comparison test/opinion poll, demonstration, bandwagon, romance, maturity/sophisticated approval, fun/relaxation appeal, popularity appeal, deal appeal. Display various advertisements and question students as to the techniques used. ☺ Emphasize the following information:
☺ Smoking is not natural; it is a learned habit. A large amount of money is spent by tobacco and alcohol advertisers to persuade people to buy their products. Billions of dollars a year is spent on tobacco and alcohol advertising. ☺ Advertisers are trying to manipulate individuals into buying cigarettes or alcohol by creating the impression that smoking cigarettes or drinking alcohol will make the consumers’ lives better and more enjoyable. ☺ In the following lessons students will be studying unhealthy
habits. The role of advertising should be considered when reviewing these lessons. ☺ Point out to students they have choices and ways to be selective in their decision making. They have the power to make wise decisions and to be critical when buying goods. They need not be influenced by advertisers.
Curriculum Connections: Language Arts Connection: Have students bring in different print advertisements. Place students into cooperative groups. Using a marker, have the students circle words and phrases that are facts. With another color, have them circle words and phrases that are opinion. On a sheet of paper, have the students record conclusions about how advertisers influence consumers. Have one student represent the group and share the groups’ findings. [FCAT CONNECTION] Choose one of the techniques of advertising and write a slogan using that technique. Pair the students up and have each guess which advertising technique was utilized. Math Connection: Write the following word problem on the board. Have the students write an equation and solve the problem. If $11,000 is spent every minute on tobacco advertising, at that rate, how much is spent each day? $11,000 X (60 X 60) = $39,600,000
Grade 5 Lesson #3
Name: ____ Date: _________
Add up the Ads
Match the slogan in column one to the technique used to advertise the product in column two. 1.
Michael Jordan uses “Good Breath Mouthwash.
A.
Voice of Authority: An expert, such as a doctor talks about the effectiveness of a product.
2.
Dr. Jones always recommends “No Pain” aspirin to his patients.
B.
Comparison test/opinion polls: Presents results of consumer tests or opinion polls.
3.
Everyone is using “Fresh Smell deodorant. You should too!
C.
Romance: Uses attractive models in a way that implies that using this product will make the user more attractive.
4.
It has been proven that 75% of all people using “So Soft” hair conditioner reduces split ends.
D.
Bandwagon appeal: Creates an impression that everybody is using the product and you should too!
5.
“Stain Out” detergent works best in removing grass stains.
E.
Celebrity Endorsement: Has well known or famous individuals like stars or athletes to tell how great the product is.
6.
Miss Universe always wears “Stay True” lipstick when she goes on a date.
F.
Scientific Evidence: Presents facts and statistics from surveys supporting the effectiveness of a product.
7.
Taste tests prove that more people like the taste of peppermint gum.
G.
Demonstrations: Intended to show how well a product works. Some demonstrations are later shown to be rigged.
8.
If you are one of the 1st callers to purchase “Jump High” sneakers, you will get a free basketball.
H.
Fun/relaxation appeal: Intended to sell a product by convincing you that it will help you have more fun or feel more relaxed/
9.
If you chew “Super Bubble” you will have more friends.
I.
The Deal Appeal: Tries to create a sense of urgency or excitement. Often it states that a special will end soon.
10.
Wearing “True Blue Jeans” will make your older sister jealous.
J.
Maturity/sophistication appeal: Intended to show that if you buy a certain product you will be more grown up.
11.
Lay Back at Rapids Water Park and chill out for the summer
K.
Popularity appeal: Intended to convince you that using the product will make you more popular.
Grade: 5 Lesson #4
Smoking and Your Health Objective: Students will identify facts about smoking in order to make healthy
choices. CBC: HE.5.III.A.8, HE.5.IV.A.1, HE.5.V.A.5, HE.5.V.A.2, HE.5.V.4.4,
LA.5.II.B.1.2, MA.5.V.A.2 SUNSHINE STATE STANDARDS:HE.A.1.2.3, HE.A.1.2.6, HE.B.1.2.3, HE.C.2.2.6, LA.A.2.2.5, LA.B.1.2.1,
LA.B.1.2.3, LA.B.1.2.2, LA.B.2.2.5, LA.B.2.2.6, LA.C.3.2.6, MA.E.2.2.2 Materials: “Smoking and Your Body” activity sheet, student information sheet “Facts
About Tobacco” Vocabulary: risk factor, long-term, short-term, addiction, socially acceptable, side
stream smoke Procedure: ☺ Introduce vocabulary to the students. ☺ Facts about Tobacco - Present “Facts About Tobacco” information sheet. Make copies for student or group.
☺ Elicit responses from students about the following questions: 1. What percentage of teenagers smoke daily? (14%) 2. What percentage of adults smoke daily? (26%)
☺ Point out there are fewer smokers than most people think, and ask students why they think this is the case. ☺ Record student responses on the board under two columns titled “pros” and “cons” of smoking ☺ Discuss the “pros” and “cons” suggested by the students emphasizing that:
1. Cigarettes are not magical and cannot do all the things advertisers promote.
2. There are many reasons for not smoking and no good reasons for smoking.
☺ Discuss that among the reasons not to smoke are:
1. Cigarette smoking is a major risk factor for the development of several types of cancer, heart disease, and chronic respiratory diseases.
2. There is no cure for lung cancer. 90%-95% of lung cancer victims die within 5 years of diagnosis.
3. Smoking related illnesses make up 58% of the total deaths in the U.S. each year.
4. Smoking also causes bad breath, makes your clothes smell, and stains your teeth.
5. Tobacco is dangerous because it contains or produces poisonous substances like tar, nicotine, and carbon monoxide.
6. Smoking has many negative effects on many parts of the human body. Some occur fairly immediately, others develop over several years.
☺ Discuss the social unacceptability of smoking: 1. Fewer people smoke today than ever before.
2. Adults are giving up smoking - 40 million have quit in the past 25 years.
3. Side stream smoke is potentially hazardous to non-smokers. 4. There are places where people are no longer allowed to
smoke or where smoking has been limited to certain sections.
☺ Distribute the activity sheet. Discuss the effects of tobacco and smoking listed on the sheet. Go over directions and assign completion of activity sheet. [FCAT CONNECTION] Curriculum Connections: Language Arts Connection: Have the students write a letter to a smoker giving reasons why he/she should quit. They should include facts from the lesson and predictions about what could happen to this person if he/she did not quit smoking. [FCAT CONNECTION] Math Connection: Have the students construct a poll and conduct it of various age
groups based on smoking and non-smoking habits. The students are to work in groups. They are then to create a bar graph on poster board with their findings. Also, they are to write a narrative of how the study was created, constructed, and about their findings. This will presented in front of the class. [FCAT CONNECTION]
FACTS ABOUT TOBACCO Tobacco is found in many products. Cigarettes are made from light colored tobacco, which is rolled in paper and smoked. Cigars are made from a darker tobacco and are wrapped in tobacco leaves that are brown in color. Pipe tobacco is usually mixed with other materials and is smoked in a pipe. Smokeless tobacco is made from dark leaves and comes in two main forms called snuff and chewing tobacco. Snuff is finely cut or powdered tobacco. It can be moist or damp. Chewing tobacco is made from large pieces of the tobacco leaf. All forms of tobacco are addictive which means that if you start using tobacco, it is hard to stop. There are dangerous components of tobacco products. They include carbon dioxide gas which is given off when the tobacco is burned. Nicotine is a colorless, addictive drug in tobacco which is poisonous. Cigarettes, cigars, pipe, smokeless tobacco, snuff, and chewing tobacco also contain cancer causing substances or carcinogens like tar and carbon monoxide. There are many negative consequences to using tobacco products, such as mouth sores, bad breath, shortness of breath, coughing, yellow teeth, and smelly clothing. More serious consequences include lung cancer, heart attack, stroke, and death. The best way to avoid addiction to tobacco products is to simply not start using them.
Grade 5 Lesson #4
Name ________________________________ Date _____________________
Smoking and Your Body
Smoking affects the body in many different ways. Read the information below and categorize the effects according to whether they are short-term or long-term effects. Parts of the Body Affected: EARS: affects the nerves NOSE: decreases ability to smell
affects the blood vessels SKIN: skin temperature drops hearing loss wrinkles EYES: becomes red LUNGS: difficulty breathing becomes bloodshot bronchitis loss of eye sight emphysema MOUTH: harms the skin covering lips cancer
becomes bloodshot HEART: closes off blood vessels tongue heart disease throat STOMACH: ulcers causes food to taste funny cough bad breath yellows teeth mouth infections
Short-Term Effects
Long-term Effects
Grade: 5 Lesson #5
The Truth About Tobacco
Objective: Students will distinguish between myths and facts associated with
tobacco. CBC: HE.5.III.A.8, HE.5.IV.A.1, HE.5.V.A.5, HE.5.V.A.2, HE.5.V.A.4,
LA.5.II.B.8, MA.5.II.A.3 SUNSHINE STATE STANDARDS:HE.A.1.2.3, HE.A.1.2.6, HE.A.1.2.9, HE.B.1.2.3, HE.C.2.2.6, LA.B.1.2.2,
MA.A.1.2.2 Materials: “The Truth About Tobacco” game cards, “The Truth About Tobacco”
pretest Vocabulary: fact, myth Procedure: ☺ Introduce vocabulary to students. ☺ Discuss the terms myths and facts with students. Give students the “Myth and Fact” pretest. Instruct them to write “myth” next to each statement that they think is not true. After students take the pretest, let them know every statement on the pretest is a myth. Let them know they will be playing a game to learn the myths and facts about tobacco. [FCAT CONNECTION –FACT/OPINION]
☺ Cut out the game cards. Mix up the game cards and pass out the cards to students throughout the room. Instruct all students with game cards to stand up. ☺ The student with card one begins by reading their card. “I have Myth 1 (read the myth), who has Fact 1?” All students should listen for the description on their card when the reader says “who has” so they will know who should read the next card. After the card is read, the reader should sit down. The game continues until the last person is left standing. That person is the winner. ☺ The same set of cards can be used over and over again with students in order that they become familiar with tobacco related myths and facts.
Curriculum Connections: Language Arts Connection: Have students write a commentary on the following situation. They should include details from the lesson and examples of what
could happen if someone smokes. [FCAT CONNECTION] It is against the law for individuals under the age of 18 to buy
tobacco products. Pretend you were the owner of a convenience store that sells tobacco products. What would you tell someone under the age of 18 who wants to buy tobacco products from you?
Math Connection: Write the following word problem on the board. The students are to
write an equation and solve it. One out of every four people who smoke die. What percent of
people who smoke die from smoking related illnesses? 100% ( the total population) X ¼ = 25%
Grade 5 Lesson #5
Name _______________________________ Date _______________ The Truth About Tobacco Pre-Test Write Myth or Fact after each statement 1. Most adults smoke.
_______
2. Tobacco can be sold legally to anyone of any age.
_______
3. It is safe to smoke a pipe or cigar.
_______
4. Using tobacco in any form can cause cancer.
_______
5. If you smoke low-tar, low-nicotine cigarettes, smoking can’t hurt you.
_______ 6. There is no evidence that chewing tobacco is dangerous.
_______
7. If you don’t smoke much, it won’t affect you.
_______
8. I’m not hurting anyone else if I smoke.
_______
9. Chewing tobacco is safe because athletes use it.
_______
10. It is easy to quit using tobacco.
_______
11. It is very hard to quit smoking. Most people can’t quit the first time they try.
_______
12. Using chewing tobacco never causes illness.
_______
13. Although smoking tobacco is not safe, dipping and chewing tobacco are safe.
_______
14. Few people die from smoking cigarettes.
_______
15. No one ever died from using chewing tobacco.
_______
16. Smokers have already hurt their lungs. So why bother quitting?
_______
I Have Fact 8
Chewing tobacco can cause mouth cancer and
cancer of the cheek & tongue
Who Has Myth 9?
I Have Myth
9
It is easy to quit using tobacco
Who Has Fact 9?
I Have Fact
9
It is very hard to quit smoking. Most people can’t quit the first time they
try.
Who Has Myth 10?
I Have Myth
10
A little bit of chewing
tobacco won’t get me
addicted?
Who Has Fact 10?
I Have Fact
10 It doesn’t take a lot to become
addicted to chewing
tobacco. It contains lots of
nicotine like cigarettes.
Who Has Myth 11?
I Have Myth
11 My friends use
chewing tobacco and it’s not hurting him.
Who Has Fact 11?
I Have Fact
11 If you look in your friend’s mouth, you’ll
see white patches of
sores from the tobacco.
Who Has Myth
12?
I Have Myth
12 Although smoking
tobacco is not safe, dipping and chewing tobacco are
safe.
Who Has Fact 12?
I Have Fact
12 Dipping or snuff
is not safe, it contains 10
times as much cancer causing
agents as cigarettes. Who Has Myth 13?
I Have Myth
13
Not very many people die from
smoking cigarettes.
Who Has Fact 13?
I Have Fact
13
One out of every four
people who smoke dies
because of their smoking habit.
In the U.S. 1,000 people
die yearly. Who Has Myth 14?
I Have Myth
14
No one ever died from using
chewing tobacco.
Who Has Fact 14?
I Have Fact
14
Sean Marsee, a high school
track star, and others have died from
mouth cancer. It was caused by chewing
tobacco.
Who Has Myth 15?
I Have Myth
15
Smokers have already hurt
their lungs. So why bother
quitting.
Who Has Fact 15?
I Have Fact
15
The minute a smoker stops smoking, the body goes to work healing itself. The
healing begins when the
smoker stops.
The Truth About Tobacco Game Cards
I Have Myth 1
Most adults smoke
Who Has Fact 1?
I Have Fact 1
More than 70% of adults in the
U. S. don’t smoke.
Who Has Myth 2?
I Have Myth 2
Tobacco can be sold legally to anyone of any
age.
Who Has Fact 2?
I Have Fact 2
It is against the law for anyone under 18 to buy
cigarettes.
Who Has Myth 3?
I Have Myth 3
It is safe to
smoke a pipe or cigar.
Who Has Fact 3?
I Have Fact 3
Smoking
tobacco in any form can cause
cancer.
Who Has Myth 4?
I Have Myth 4
If you smoke low-tar, low
nicotine cigarettes,
smoking can’t hurt you.
Who Has Fact
4?
I Have Fact 4
Even low tar and nicotine cigarettes
contain toxins.
Who Has Myth 5?
I Have Myth 5
There is no evidence that
chewing tobacco is dangerous.
Who Has Fact
5?
I Have Fact 5
In only a few
months, white sores in the mouth can
form, which can become
cancerous. Who Has Myth
6?
I Have Myth 6
If you don’t smoke much, it
won’t affect you.
Who Has Fact 6?
I Have Fact 6
Smoking damages your
lungs with every puff.
Who has Myth 7?
I Have Myth 7
I’m not hurting anyone else if I
smoke.
Who Has Fact 7?
I Have Fact 7
Second hand smoke is
dangerous to anyone who breathes the
smoke.
Who Has Myth 8?
I Have Myth 8
Chewing tobacco is safe
because athletes use it.
Who Has Fact 8?
Grade: 5 Lesson #6 Alcohol Objective: The student will identify the health effects of alcohol and the concept of
one’s legal, personal, and social responsibility regarding the use of alcohol and other drugs.
CBC: HE.5.III.A.8, HE.5.IV.A.1, HE.5.V.A.5, HE.5.V.A.2, HE.5.V.A.4,
LA.5.I.B.10, MA.5.II.1.2 SUNSHINE STATE STANDARDS:HE.A.1.2.3, HE.A.1.2.6, HE.A.1.2.9, HE.B.1.2.3, HE.C.2.2.6, LA.A.1.2.2,
LA.A.1.2.4, LA.A.2.2.1, LA.A.2.2.6, LA.A.2.2.7, LA.A.2.2.8, LA.E.1.2.1, LA.E.1.2.2, LA.E.1.2.3, LA.E.1.2.4, LA.E.1.2.5, LA.E.2.2.1, LA.E.2.2.3, LA.E.2.2.5, MA.A.3.2.1
Materials: “Alcohol” activity page Vocabulary: respiration, dependency, deficiency, immunity, cirrhosis, fetal alcohol
syndrome, depressant, legal, illegal Procedure: ☺ Introduce the vocabulary to the students. ☺ Present the information below to the students emphasizing the harmful health effects of alcohol.
“Alcohol and the Harmful Health Effects of Alcohol” I. Alcohol content
B. Ethyl alcohol - ethanol C. Alcohol products D. Beer: 3% - 6% by volume E. Wine: 8% - 14% by volume F. Hard liquor: 40% - 50% alcohol by volume II. Path of Alcohol
A. Mouth to esophagus, to stomach, to small intestines B. Absorbed into bloodstream and travels to the brain C. Metabolized through the liver D. Kidneys do not reabsorb water efficiently which leads to
tissue dehydration III. Health Effects
A. Central nervous system depressant B. Depressed heart rate, blood pressure, respiration C. Depresses ability of brain (think, move, react, judge, etc.) D. Dependence – alcoholism
E. Cirrhosis - liver damage F. Heart disease (rhythm problems, heart enlargement, heart
failure) G. Vitamin deficiency, tissue damage H. Decreased immunity (reduction in white cell formation) I. Pancreatitis (irritation of the small intestine and pancreatic
duct) J. Fetal Alcohol Syndrome K. Death
V. Legal issues A. Is it illegal to buy or consume alcohol if you are under the
age of 21? B. What could happen if caught with alcohol?
Grade: 5 Lesson #6 FACTS ABOUT ALCOHOLISM Alcoholism is a disease. It can often be viewed as a family disease because if affects everyone close to the alcoholic. When one person in a family develops alcoholism, the others react to it. There is much confusion, fear, despair and blame. The children of alcoholics need to learn that they are not responsible for their parents’ alcoholism. Children need to understand that their parents or guardians suffer from an illness. This illness may cause the adult to have strange and unusual behaviors. Children are affected by the disease by: A. Children of alcoholics can feel isolated and are often afraid to talk about their home life. B. They are more likely to develop alcoholism than other children. C. Children of alcoholics have grown accustomed to unmet expectations, unfulfilled hopes, and unacceptable responsibilities. D. It is hard for children of alcoholic parents to develop the trust and confidence in themselves and in others. E. Children need to realize since no one caused the illness of alcoholism, no one can cure it or control it except the alcoholic.
☺ Have students identify who is responsible for keeping one’s body and mind healthy.
☺ Ask students to identify ways they can resist alcohol use if pressured or influenced. ☺ Distribute and assign the activity sheet. Review the vocabulary words in the word bank.
Curriculum Connections: Language Arts Connection: Give the students the following situation. Have them write a
narrative essay Including reasons which reflect facts presented in this lesson. [FCAT CONNECTION]
You attend a part where alcohol is being served to people under the age of 21. What are some techniques you would use to resist any pressure placed on you to consume alcohol?
Read “Facts About Alcoholism.” Tell students that children of
alcoholics are affected by this disease. In an essay, have the students explain how this disease affects children by giving details and support from the article.
Math Connection: Write the following word problem on the board. Have the students write equations for each part of the problem and its solutions.
One 12 oz. can of beer; one 5 oz. serving of wine, and one 1-1/2 oz. serving of hard liquor each contain ½ oz. of alcohol. How much alcohol is there in 5 servings of beer? In 4 servings of wine? In 6 servings of hard liquor?
A. 5 X ½ oz. = 2 ½ oz. of alcohol B. 4 X ½ oz. = 2 oz. of alcohol
C. 6 X ½ oz. = 3 oz. of alcohol
Grade: 5 Lesson #6 Name ________________________________ Date _____________________ Alcohol
(Picture of Crossword Puzzle Inserted Here)
Word Bank Ethyl heart brain think alcoholic metabolized cirrhosis healthy immunity wine dependent
ACROSS: 2. An individual who is dependent on alcohol is an . 3. When a person drinks alcohol, his/her beats slowly. 4. Alcohol can reduce the body’s or way to fight disease. 5. After alcohol is absorbed into the bloodstream, it travels to the . DOWN: 6. Not drinking alcohol is an example of a healthy choice. 7. Alcohol can damage the liver causing . 8. Drinking can cause a person to become upon alcohol. 9. The alcohol in beer, wine, and hard liquor is called . 10. A 12 oz. beer, a 5 oz. glass of, and a 1-1/2 oz. of liquor have equal
amounts of ethyl alcohol. 11. Alcohol depresses the ability of the brain to . 12. Alcohol is through the liver.
Grade: 5 Lesson #6
Name ________________________________Date _____________________
Alcohol
(Picture of Crossword Puzzle Answer Key Inserted Here)
Word Bank Ethyl heart brain think alcoholic metabolized cirrhosis healthy immunity wine dependent
ACROSS: 2. An individual who is dependent on alcohol is an . 3. When a person drinks alcohol, his/her beats slowly. 4. Alcohol can reduce the body’s or way to fight disease. 5. After alcohol is absorbed into the bloodstream, it travels to the . DOWN: 6. Not drinking alcohol is an example of a healthy choice. 7. Alcohol can damage the liver causing . 8. Drinking can cause a person to become upon alcohol. 9. The alcohol in beer, wine, and hard liquor is called . 10. A 12 oz. beer, a 5 oz. glass of, and a 1-1/2 oz. of liquor have equal
amounts of ethyl alcohol. 11. Alcohol depresses the ability of the brain to . 12. Alcohol is through the liver.
Grade: 5 Lesson #7
Marijuana and Cocaine: Make the Right Choice Objective: Students will examine the negative effects of marijuana and cocaine.
Students will also make choices in situations regarding peer pressure.
CBC: HE.5.I.A.1, HE.5.I.A.1, HE.I.V.A.1, HE.5.V.A.2, LA.5.I.B.10.11, MA.5.II.A.1.2
SUNSHINE STATE STANDARDS:HE.B.2.2.2, HE.C.2.2.6, LA.A.1.2.2, LA.A.1.2.4, LA.A.2.2.1, LA.A.2.2.6,
LA.A.2.2.7, LA.A.2.2.8, LA.E.1.2.1, LA.E.1.2.2, LA.E.1.2.3, LA.E.1.2.4, LA.E.1.2.5, LA.E.2.2.1, LA.E.2.2.3, LA.E.2.2.5, MA.A.3.2.1
Materials: “Marijuana and Cocaine: Make the Right Choice” worksheet Vocabulary: cannabis, intoxication Procedure: ☺ Introduce vocabulary to students. ☺ Tell students sometimes, it is hard to make the right choice in situations because they might feel pressure from their peers to act or behave in a certain way. Peer pressure can influence an individual to make bad choices. Invite volunteers to role-play the following situation twice. The first time, have students make a bad choice because of peer pressure. The second time the situation is role- played, have students make the right choice regardless of the negative peer pressure.
1. Your friend wants you to steal gum from the store. 2. You are offered alcohol at a party. 3. Your older brother is smoking and says you will be cool if
you try a cigarette
☺ Introduce the following information to students about marijuana: 1. Marijuana is a dried mixture of leaves, vines, seeds, and
stems of a hemp plant called cannabis sativa. It is generally used to make cigarettes called joints, reefers, or blunts.
2. Marijuana can affect the person smoking it within minutes, giving the person a “high” or state of intoxication similar to alcohol.
3. Scientists have discovered that marijuana can cause the heart to beat faster, it can increase blood pressure, cause a sleepy feeling as well as shaky hands, makes it harder to pay attention, cause depression, and make some people feel nervous and confused.
4. Cocaine is a stimulant, which means that it speeds up the brain’s activity. It comes from the leaves of the South American coca plant. Three ways abusers use cocaine are sniffing, smoking, or injecting the cocaine powder. Sniffing cocaine can burn holes through the center ridge of the nose.
5. Cocaine is very costly and users often steal to keep up the habit. Crack is a cheaper, and a more dangerous form of cocaine. Using cocaine can also cause death.
6. Both marijuana and cocaine are illegal, controlled substances.
7. Possession or selling these drugs can result in a very harsh prison sentence.
☺ Long-term effects of marijuana use:
Cancer - Long-term use of marijuana may play a role in some kinds of cancers. Marijuana contains some of the same and sometimes even more of the cancer-causing chemicals found in tobacco smoke. Studies show that someone who smokes five joints per week may be taking in as many cancer-causing chemicals as someone who smokes a full pack of cigarettes every day.
Lungs & Airways - People who smoke marijuana often develop the same kinds of breathing problems that cigarette smokers have: coughing and wheezing. They tend to have more chest colds than non-users. They are also at risk of getting lung infections like pneumonia.
Immune System - Studies have found marijuana can damage the cells and tissues in the body that help protect people from disease. When the immune cells are weakened, you are more likely to get sick. ☺ Using the information from today’s lesson, have the students complete “Marijuana & Cocaine: Make the Right Choice” worksheet. Curriculum Connections: Language Arts Connection: You know that marijuana is illegal. You have found out that your
next door neighbor is growing marijuana in his garage. Write a paragraph explaining what you would do. Be sure to include facts presented in this lesson. [FCAT CONNECTION]
Math Connection: Write the following word problem on the board. Have the students
write an equation and solve it. The Coast Guard arrested a drug dealer who had 240 grams of
cocaine and 218 grams of marijuana. If cocaine cost $100 per gram and marijuana costs $10, what was the total value of the drug seized? (240 X 100) + (218 X 10) = 24000 + 2180 = $26,180
Grade: 5 Lesson #7 Name ________________________________ Date _____________________ Marijuana & Cocaine: Make the Right Choice Sometimes it can be hard to make the right choice because of negative peer pressure. Think about a time you said yes to something that was not a good choice. Write what you said yes to, how you felt after you said yes, and what you could do next time you feel pressured. Once I said yes to:
I felt I couldn’t say no because:
Next time my plan is:
Not using marijuana and/or cocaine is a good, healthy choice. List 10 reasons why you will not use marijuana or cocaine: (1) (2) (3) (4) (5) (6) (7) (8) (9) (10)
Grade: 5 Lesson #8 Inhalants & Hallucinogens Objective: Students will identify the harmful health effects of inhalants and
hallucinogens in order to make healthy choices. CBC: HE.5.I.A.1, HE.5.V.A.1, HE.5.V.A.2, LA.A.1.2.2, LA.5.II.B.9, MA.5.II.A.1.2
SUNSHINE STATE STANDARDS:HE.A.1.2.9, HE.B.2.2.2, HE.C.2.2.6, LA.A.1.2.2, LA.B.1.1.2, LA.B.2.2.1,
LA.B.2.2.2, LA.B.2.2.5, LA.B.2.2.6, MA.A.3.2.1 Materials: “Inhalants & Hallucinogens” activity sheets Vocabulary: inhalant, aerosol, central nervous system, sudden infant death syndrome,
organ Procedure: ☺ Introduce vocabulary to the students. ☺ Go over the background information on the student activity page highlighting the bolded terms.
☺ Instruct students to fill in the puzzle answering questions about inhalants and hallucinogens. ☺ Emphasize that it is not only against school rules to possess inhalants, but it is also against the law to use inhalants for purposes other than what they are intended for. It is against school rules and against the law to possess hallucinogens.
Curriculum Connections: Language Arts Connection: Have students use the word inhalant or hallucinogen in an acrostic poem describing the dangers of using these drugs. Have the,
include details and information from the “Inhalants & Hallucinogens” article. [FCAT CONNECTION]
Math Connection: Write the following word problem on the board. Have the students
write how they would solve it. [FCAT CONNECTION] As a result of using inhalants, Tom lost consciousness at 12:36
p.m. He woke up at 1:23 p.m. How long was he unconscious? 25 minutes + 23 minutes = 48 minutes
Grade: 5 Lesson #8
Name Date____________________
Inhalants and Hallucinogens
Background information: Inhalants are chemicals were created to accomplish a
specific purpose. Most were never meant for human consumption. A form of inhalant
is volatile gases and solvents which include gasoline, paint thinner, and glue. Aerosols are another form and include spray paint, cleaning fluid, lighter fluid, and
hair spray. Vasodilators and anesthetic gases are two other forms. Examples of
vasodilators are room deodorizers, and examples of anesthetic gases are laughing
gas, ether, and chloroform. Using inhalants can depress the central nervous system, cause hallucinations, seizures, unconsciousness, and sudden sniffing death. Hallucinogens are drugs that produce major changes in sensation, thinking,
and self-awareness. Some forms of hallucinogens include PCP, also known as angel dust, LSD, peyote (which comes from a cactus), and mescaline. Hallucinogen users
can experience convulsions, brain damage, hallucinations, panic attacks, flashbacks,
and death. The healthy choice to make is not use hallucinogens or inhalants.
Usage can result in temporary or permanent vital organ damage, psychological
problems, and stress on family and friends. Inhalants are illegal when used for
purposes other than what they are intended for. Hallucinogens are illegal substances.
Use the words in bold to fill in the puzzle.
Grade: 5 Lesson #8
inhalants health chemicals vasodilators volatile central nervous system gases seizures solvents unconsciousness aerosols sudden sniffing death choice angel dust death LSD peyote mescaline brain damage permanent health choice
1. __________ __________ __________results from heart failure immediately following sniffing inhalants.
2. are forms of inhalants. 3. vital organ damage can result from the use of hallucinogens. 4. __________are a result of central nervous system damage. 5. The healthy is not to use inhalants or hallucinogens. 6. is a form of hallucinogen that comes from a cactus. 7. __________is like being asleep. 8. LSD can cause as long as 3 years after its use. 9. Another name for PCP is __________ 10. __________ are sights, smells, and sounds that are not real. 11. __________ is a form of hallucinogen. 12. Habitual use of inhalants and hallucinogens can lead to __________. 13. Using any illegal drug is hazardous to your __________. 14. Inhalants are __________ that were created to accomplish a specific purpose. 15. Not experimenting with inhalants is a good __________ __________. 16. Paint, thinner, gasoline, and lighter fluid are examples of ___________. 17. Inhalants depress the central nervous .
Grade: 5 Lesson #8
(ANSWER KEY)
inhalants health chemicals vasodilators volatile central nervous system gases seizures solvents unconsciousness aerosols sudden sniffing death choice angel dust death LSD peyote mescaline brain damage permanent health choice
1. Sudden sniffing death results from heart failure immediately following sniffing inhalants. 2. Aerosols are forms of inhalants. 3. Permanent vital organ damage can result from the use of hallucinogens 4. Seizures are a result of central nervous system damage. 5.The healthy choice is not to use inhalants or hallucinogens. 6.Peyote is a form of hallucinogen that comes from a cactus. 7.Unconsciousness is like being asleep. 8. LSD can cause brain damage as long as 3 years after its use. 9. Another name for PCP is angel / dust. 10.Hallucinations are sights, smells, and sounds that are not real. 11.LSD is a form of hallucinogen. 12. Habitual use of inhalants & hallucinogens can lead to death. 13. Using any illegal drug is hazardous to your health. 14.Inhalants are chemicals that were created to accomplish a specific purpose. 15. Not experimenting with inhalants is a good healthy choice. 16. Paint, thinner, gasoline, and lighter fluid are examples of solvents . 17. Inhalants depress the central nervous system.
Grade: 5 Lesson #9
Steroids and Narcotics Objective: The student will identify the health effects of steroids and narcotics. CBC: HE.5.I.A.1, HE.I.V.A.1, HE.5.V.A.2, LA.5.I.B.10.11, MA.5.II.A.1.2
SUNSHINE STATE STANDARDS:HE.A.1.2.9, HE.B.2.2.2, HE.C.2.2.6, LA.A.1.2.2, LA.A.1.2.4, LA.A.2.2.1,
LA.A.2.2.6, LA.A.2.2.8, LA.E.1.2.1, LA.E.1.2.3, LA.E.2.2.1, LA.E.2.2.5, MA.A.3.2.1
Materials: “Steroids & Narcotics” Information Sheet Vocabulary: steroids, therapeutic, narcotics Procedure: ☺ Introduce vocabulary to the students. ☺ Present the information below to the students and emphasize the harmful health effects of steroids and narcotics, as well as a the legality of these drugs. Make copies for students or group.
I. Steroids A. History
1. Availability in the 1930's for therapeutic use of aging men and victims of starvation.
2. Used in Germany to improve performance of troops during WWII.
3. 1960's - used to increase muscle size and strength. B. Use in sports
1. Muscle building 2. Strength building 3. Heal injuries
C. Health effects 1. Acne 4. Body chemical change 2. Liver damage 5. Interference with growth
3. Body change 6. Death II. Narcotics
A. Drug forms 1. Heroin 2. Morphine 3. Opium 4. Codeine
B. Health effects
1. Dependence 6. Decreased immunity 2. Withdrawal 7. Heart damage 3. Organ damage 8. Death 4. Brain damage 9. Depression
5. Irritability and mood swings III. Legal Aspects
A. Steroids: Using without a prescription is punishable by probation or paying a fine.
B. Narcotics: Possession without a prescription is a felony. ☺ Pass out a copy of Background Information for students. ☺ Pass out Word Search for students and have students complete. Curriculum Connections: Language Arts Connection: Use the word steroid or narcotic in an acrostic poem describing the
dangers of using these drugs using facts from the background information presented in this lesson. [FCAT CONNECTION]
Math Connection: Write the following word problem on the board. Have the students
write how they would solve the problem and write the answers. [FCAT CONNECTION].
Steroids were first used in 1930. How many years ago was that? In 1940, Germany used these drugs to increase military aggressiveness. How many years ago was that? How many years in a decade? A. 1999 – 1930 = 69 years B. 1999 – 1940 = 59 years C. 10 years
Grade 5 Lesson #9
Name ________________________________ Date _____________________ Steroids & Narcotics - Background Information
Background Information: Steroids are synthetic forms of testosterone and other
male hormones. Steroids first became available in the 1930's for treating aging men
and starvation victims. During World War II these drugs were used by Germany to
increase the military’s aggressiveness. During the 1960's steroids started to be used to
increase muscle size and strength. The negative health effects of steroid use include
acne, liver and kidney damage, body chemical changes, and death. Narcotics are
addictive drugs that dull pain and cause sleepiness. Some narcotics are medically
useful when prescribed by doctors. All narcotics can be dangerous because they are
very addictive. Forms of narcotics include heroin, morphine, opium and codeine.
The harmful health effects of narcotics include dependence, organ damage, brain
damage, decreased immunity, heart damage, and death. Steroids and narcotics require
a prescription and specific procedures by the medical profession. Possession without
a prescription is illegal and punishable as a felony.
Grade 5 Lesson #9
Name___________________________ Date__________________________ Answer the fill-in the blank sentences with the bold words form the “Steroid & Narcotics information sheet or the word bank below. After finding the correct word, find the word in the word search and circle it.
Word Search
A
Z
N
A
R
C
O
T
I
C
S
T
B
G
C
K
L
A
G
E
L
L
I
C
H
E
R
O
I
N
I
Y
T
B
A
O
L
R
P
P
S
R
U
P
T
A
E
D
Q
M
D
I
M
O
R
H
H
I
N
E
B
A
K
U
M
U
S
C
L
E
I
I
C
N
S
M
W
R
M
N
T
P
S
N
F
Y
E
A
D
D
I
C
T
I
V
E
F
S
T
A
R
V
A
T
I
O
N
P
1. Steroids were used in the 1930's to treat victims. 2. used steroids to improve military aggressiveness. 3. are addictive drugs used to dull pain. 4. Possession of steroids and/or narcotics without a prescription is . 5. All narcotics can be dangerous because they are very . 6. Steroids started to be used in the 1960's to increase size and strength. 7. Forms of narcotics include , , , and . 8. Steroids and narcotics are harmful and can lead to .
Word Box narcotics addictive heroin codeine opium morphine illegal starvation Germany muscle death
Grade 5 Lesson #9
STIMULANTS Test Your Knowledge Circle T if the statement is true. Circle F if the statement is false. T
F
1. Nicotine is a dangerous substance found in tobacco.
T
F
2. Nicotine is not found in snuff.
T
F
3. A stimulant increases your heart rate.
T
F
4. Some forms of stimulants are highly addictive.
T
F
5. A person who chews tobacco, rather than smoke it, cannot get cancer.
T
F
6. Coffee, tea, and chocolate all contain caffeine.
T
F
7. Taking diet pills is always safe.
T
F
8. “Crack” is a form of amphetamines.
T
F
9. A person who takes stimulants can become dependent on the drug.
T
F
10. Using cocaine only once a week cannot make you
Addicted.
STEROIDS Using Steroids
Keeping Healthy
1
1
2
2
3
3
4
4
5
5
6
6
Grade: 5 Lesson #10
“Show Me the Money” Objective: Students will identify the societal costs of drug abuse CBC: HE.5.V.A.3, HE.5.V.A.2, LA.5.II.B.9, MA.5.II.A.1.2.5.6
SUNSHINE STATE STANDARDS:HE.A.2.2.2, HE.C.2.2.6, LA.B.1.2.1, LA.B.2.2.6, LA.C.3.2.6, MA.A.3.2.1,
MA.A.4.2.1 Materials: “Show Me The Money” activity sheet Vocabulary: budget, strategies, society Procedure: ☺ Introduce vocabulary to students. ☺ Discuss with the students the following information:
☺ A compelling reason for being concerned about drug abuse in our society is the cost in lives and money due to drug use. ☺ Days are often lost due to drug-related illnesses.
☺ Dollars are spent on crime control, drug rehabilitation programs and treatment, treatment for addiction in newborns, special education programs, etc. ☺ Since a large amount of money is spent on drug abuse programs, other programs which benefit our society are often short changed. ☺ Drug abuse affects everyone. Therefore, the students should not use drugs. ☺ Distribute “Show Me The Money” activity sheet and go over the background information. Curriculum Connections:
Language Arts Connection: Write a letter to a Senator or a Representative from Florida,
explaining additional ways in which you would like money to be spent on fighting drug abuse.
Place students into groups. Have them come up with possible
solutions to the drug problems that are in society. Have one person from each group present their findings. [FCAT CONNECTIONS]
Math Connection: “Show Me The Money” activity sheet
Grade: 5 Lesson #10
Name ________________________________ Date _____________________
“Show Me The Money” Background Information: Drugs cost society an estimated $67 billion: 70% of which covers crime costs, 30% of which covers health-related costs. The United States National Drug Control Strategy’s 1997 budget was $15.2 billion to fight drugs. The budget included $10.2 billion for supply reduction, and $5.0 billion for demand reduction. Specific dollar amounts were targeted for: Safe and Drug-Free Schools$556 million Prevention and Treatment Research$489 million Drug Courts$30 million Treatment in Prisons$40 million
1. What is the estimated cost of drug abuse to our society? __________ 2. What is the total dollar amount spent on “Safe and Drug-Free Schools” and
“Prevention and Treatment?” ___________ 3. How much more is spent on “supply reduction ”than on“ demand
reduction?”__________ 4. Color and label the pie graph to represent the distribution of money spent fighting
drug abuse. How Drug Money Is Spent (Picture of Pie Chart Here) 5. List 5 ways the money spent to fight drugs could be used to benefit more people
in our society:__________, __________, __________, __________, and __________.
On a more personal level, cigarette smoking can cost an individual a substantial amount of money. Compute the cost of smoking cigarettes if a pack of cigarettes cost $2.50. 1. Weekly cost: 1 pack a day: $2.50 X 7 days =
$_________ 2. Monthly cost: 1 pack a day: $2.50 X 30 days =
$_________ 3. Annual cost: cost per week = X 52 weeks = or
cost per month = X 12 months = ________ 4. List 5 ways of spending the amount of money saved in one year by not smoking
cigarettes.__________, ___________, __________ __________, and________.
Grade: 5 Lesson #11
“Who You Gonna Call” Objective: The students will identify community agencies that can offer assistance to
individuals. CBC: HE.5.V.A.3, HE.V.A.5 Materials: “Who Can Help” worksheet Vocabulary: community agency, assistance, stress Procedure: ☺ Introduce vocabulary to the students. ☺ Follow the discussion guideline below with the students:
☺ Ask students if any of them had a problem completing any of their homework assignments.
☺ Inform students that assistance is available from Dial-A-Teacher when they have problems completing a homework assignment. ☺ Ask students if any of them has ever seen an abandoned animal in
need of shelter. ☺ Inform students that the Humane Society is available to care for
stray animals. ☺ Ask students why these agencies and the services they offer are
important to have in our community. ☺ Discuss the importance of having agencies and services in our
community which offer assistance to people with problems. ☺ Distribute the activity sheet and discuss the community agencies
listed. Point out the type of assistance offered by each agency. ☺ Explain the directions on the activity sheet and assign.
Curriculum Connections: Language Arts Connection: Have the students pretend they have used one of the agencies
listed on the activity sheet. Have them write a letter to the director of the agency thanking him/her for their assistance. Have them include specific “things” the agency did for them. [FCAT CONNECTION]
Math Connection: Write for following word problem on the board. Have the students
write an equation and solve it. On Monday, 124 people called the Switchboard of Miami Helpline.
On Tuesday, 237 people called; on Wednesday, 107 people called; on Thursday, 98 people called, and on Friday, 176 people called for help. What is the total of all the people who called during the week? What is the average number of calls made daily?
(124 + 237 + 107 + 98 + 176) / 5 = 148.40
Grade 5 Lesson #11 Name ________________________________ Date _____________________ “Who Can Help” Agency Name What They Do Telephone # Dial-A-Teacher
Offers homework help as well as lessons on television to help you with various subjects
(305) 995-1600
Emergency
Dispatches the police or fire department in case of an emergency
911
Switchboard of Miami Helpline
Telephone counseling for crisis, substance abuse help, family and child problems
(305) 358-4357
Alcoholics Anonymous
Meetings for people who think they have a drinking problem, to share their strength and hope
(305) 887-6762 (English) (305) 642-2805 (Spanish)
Al-Anon/Alateen
Support groups for family and friends of people with a drinking problem. For adults and children of all ages.
(305) 687-4049 (English) (305) 662-0404 (Spanish)
Informed Families
Educates the community and families about stopping drug and alcohol use
(305) 670-4886
Up-Front Drug Hotline
Educates the community about drugs and substance abuse
(305) 757-2566
Families Anonymous
Support groups for families with an adult or teenager who is abusing drugs
(305)443-0303
Humane Society
Gives assistance with matters concerning animals
(305) 252-3389
Youth Crime Watch
An organization that helps neighborhoods stay safe and deter crime
(305) 758-5066
For each of the agencies, write a situation in which the agency would be of assistance: Families Anonymous: Alcoholics Anonymous: Emergency:
Grade 5 Lesson #11 Name__________________________ Date_____________________
WHO CAN HELP Read the following situations. Work with a partner and decide which agency/agencies could be used. RESOURCES/PHONE NUMBERS 1. She say’s she’s not sure if she wants to stop.
She does want to know more about what things can happen to her body if she keeps doing it.
2. Darrell’s uncle has a drinking problem. Darrel’s cousin needs to talk to someone about the problem. It is really making him upset.
3. Jean’s older brother has been feeling really down lately. He’s talked to Jean about it. Jean would like to tell him about some people that could help.
4. Personal Resources
Answer Key Lesson 1 Answers may vary Lesson 2 1.E 2.A 3.D 4.F 5.G 6.C 7.B 8.I 9.K 10.J 11.H Lesson 3 1. $67 billion 2. $1045 million 3. $5.2 billion 4. Label large section 70% & small 30% 5. Answers may vary 1. Weekly $17.50 2. Monthly $75.00 3. Annual: $175.0 x 52 = $910 $75 x 12 = $900 Lesson 4 Long-term effects: affects the nerves, blood vessels, hearing loss, vision loss, harms skin covering lips, tongue, throat, cough, yellow teeth, cancer, wrinkles, difficulty breathing, bronchitis, emphysema, closes off blood vessels, heart disease, ulcers Short-term effects: eyes become red and bloodshot, food tastes funny, cough, bad breath, mouth infections, decreased ability to smell, skin temperature drops, difficulty breathing Lesson 5 pretest: facts - 4, 11/all others, myths. Lesson 6 across down: 1. Alcoholic 6. Healthy 2. Heart 7. Cirrhosis 3. Immunity 8. Dependent 4. Brain 9. Ethyl 10. Wine 11. Think 12. Metabolized
Lesson 7 answers may vary Lesson 8 1. Sudden Sniffing Death 2. Aerosols 3. Permanent 4. Brain damage 5. Seizures 6. Right 7. Pey9ote 8. Unconsciousness 9. Flash backs 10. Angel dust 11. Hallucinations 12. LSD 13. Death 14. Health 15. Chemicals 16. Decision 17. Solvents 18. System mystery message: dangerous and deadly Lesson 9 1. Starvation 2. Germany 3. Narcotics 4. Illegal 5. Addictive 6. Muscle 7. Heroin, codeine, opium, morphine 8. Death Lesson 9 answers may vary