Be Body Wise with Napo – Part One(7 − 9 years)

Teacher GuidanceIt is never too early to introduce children to the basic safety concepts that for adults come under the umbrella of Occupational Safety and Health (OSH). Napo is a charming character who can help children think, understand and act on safety issues. To find out more about Napo, click here: www.napofilm.net/en/who-is-napo. There is a wide range of Napo films, so please feel free to explore them and use in your own classes.

Some of the basic safety concepts in this lesson plan can link to curriculum already being taught. This resource presents a range of great ideas which you can use to help integrate these safety concepts into your lessons. It can work as a lesson or be part of a wider project. It links to other subjects, as shown, but its main purpose is to use the engaging Napo films to teach children about how to take care of their bodies and avoid long-term damage, although not every risk the body faces is included here. In fact, this project focuses on risks to the skin and to the back, but please check the Napo website for films covering other risks to the body, such as to the eyes, if you would like to incor-porate those into your lessons.

The grid overleaf gives an overview of potential activities, objectives and resources required for the session. This is followed by a more detailed example three-part lesson plan with an idea for extending the lesson. In this lesson children will use the Napo video clips to discover the risks to their own physical health and safety and how to protect them-selves against such risks.

This lesson can lead into a story writing work where the pupils can put some of the dangers they have been consid-ering into a real context.

Before beginning a lesson, consider introducing the Napo character to your class. A perfect introduction is to screen the film “Napo in... Safe Maintenance.” (www.napofilm.net/en/napos-films/safemaintenance)

If you need more information on basic safety and health topics raised in this project, you can find it in the corre-sponding helpsheet for this lesson plan in the third section.

Learning Objectives• Torecogniseriskstophysicalhealth

and safety• Topredictsimilarrisksinnewsitua-

tions• Toexplainhowtoavoidsuchrisks

Activity OverviewSee Detailed Lesson Plan *1−2 hours

Activity 1Watch the first Napo clip provided with this lesson: www.napofilm.net/en/napo-for-teachers/skin-protection-and-back-pain/video

•Protect Your Skin – introduction and an edited selection of scenes.

•Danger, Chemicals – Corrosive and Irritant scenes

Discussion about our skin and how it is vulnerable to damage. Extend the discussion to heat, cold, sun damage and chemicals, including detergents. Consider other dangers such as insects, plants that can cause skin-irritation (e.g. nettles) etc. Consider ways we can protect our skin.

Personal, social and health education•Rules for and ways of keeping safe•To recognise how their behaviour

affects other people•To evaluate risks to personal health

and limit them where possible

PE•To assess the risk within any physical

activity and respond with preventive behaviours

Science•To recognise warning signs and

labels and take notice ot them

Citizenship/Education for civil life•To recognise hazards, assess conse-

quent risks and risk control

Foreign/Native Language•Writing simple sentences to com-

plete a story with a beginning, mid-dle and end structure

• Napofilmclips(provided)• Plainwhitepaperandpencils• Largebodyshapetemplate• Warningsignse.g.don’tslouchatthe

computer• Goodadvicetostickonbodytem-

plate e.g. sit up straight

Resources Required

Links to Subjects/ Curriculum

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Organise a game where the children should discover what could be danger-ous to the skin in their outdoor and indoor environment (e.g. the children have to investigate if there are some plants that cause skin-irritation, spine-bushes or insects that sting).

Activity 2Draw round their hands on a piece of plain paper; in each finger write a way to protect your skin from risk, such as weargloves,don’ttouch(incaseofchemicals), apply sun cream and wear a hat (to protect from the sun)

Activity 3Watch the second group of Napo clips provided with this session from the film “LightentheLoad”onthecorrect handling of heavy loads and on the risks of fixed postures:•Divide and rule•Think to move•Hold me tight

Discussion about our bodies and how vulnerable they can be to damage through sitting, lifting, standing incor-rectly. Think about ways we can protect our backs from getting damaged by avoiding these risks. On the body shape template place the warnings about risks to the back and advice on how to keep healthy.

ExTENSioN workNapo’s Hazard HolidayWrite or act out a story about when Napo goes on a holiday and learns about the risks to his body with specific reference to the back and the skin.

This could include:• Picking up a heavy suitcase• Sunbathing without cream• Gettingbittenbyajellyfish• Playing too long on a computer

game• Changing the oil in his car

5 minutes

50 minutes

Learning outcome

Lesson objectives

Starter

Main Activity

I will be able to explain how to protect my skin and back from simple risks.

• Torecogniseriskstophysicalhealthandsafetyfromavoidablebehaviour• Topredictsimilarrisksinnewsituations• Toexplainhowtoavoidsuchrisks

Possible activities are: • Showapictureorphotographofaskeleton.

Pupils have to estimate an answer to this question – how many bones in our bod-ies and how much skin do we have to cover it? (Answer: 280 bones, 1.8-2.0m2 )• Discuss with the children if they (or their parents) have ever experienced

problems to the back or to the skin

Show the first group of Napo scenes provided with this lesson:Protect your skin, Danger chemicals –Corrosive and Irritant scenes.

Activity 1:Discussion about our skin. Does your skin ever get sore? What causes that? How can you protect your skin? Why is it important to protect your skin? What chemicals are there in the home that you need to watch out for?Organise a game where the children should discover what could be dangerous to the skin in their outdoor and indoor environment (e.g. 1. Outdoor - the children have to investigate if there are some plants that cause skin-irritation, spine-bushes or insects that sting).

Activity 2:Pupils should then draw round their hands on a piece of plain paper. In each finger, writeawaytoprotectskinfromrisk.E.g.weargloves,don’ttouch,wearamask(incase of chemicals), apply sun cream and wear a hat (to protect from the sun)

Activity 3:Show the second group of Napo clips provided with this lesson :(Divide and rule, Think to move, Hold me tight).Discussion about our bodies and how vulnerable they can be to damage. Does your back ever ache when you carry heavy bags? When do you get pains if you are sitting down for a long time? How should you pick things up safely? What is the best way to make sure your body stays strong and healthy?

In groups, look at a body shape template and think about which parts of your body might be at risk. On the body shape template pupils place some warnings about risks to the back and advice on how to keep healthy. This can be done using sticky post-its. Each group can talk about their back and what they have identified as risks and protection.

* Detailed Lesson Plan

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Plenary and Assessment

Extension work

Each pupil tells the class what it means to be Body-wise with specific reference to the back and the skin and gives examples.

Test how far pupils have met the learning objectives using the continuum below.

Teacher and students assess their learning using this tool:

Gold: I can explain at least three types of risk to my back and skin and how to prevent it

Silver: I can explain two types of risk to my back and skin and how to prevent it

Bronze: I can explain one type of risk for my back and skin and how to prevent it

A.Napo’sHazardHoliday Write a story in which Napo goes on a holiday but he does lots of things that put his body at risk with specific reference to his back and skin. This can be turned into a drama performance if preferred.

5 minutes

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InthislessonplanONLYsomehealtheffectsoncertainpartsofthebodyarementioned. Many other impacts on the body can happen and will be raised in future lesson plans.

Napo in... Protect your skin!The film raises awareness of the dangers of exposing the skin to harmful (and sometimes not so harmful) substances, the situations where exposures occur, and what can be done to avoid risks, protect the skin and prevent damage. Napo discovers many different situations where exposure to chemicals and other substances can cause skin problems. He learns about the amazing qualities of the skin, and strips naked to show the audience: ‘Everything you always wanted toknowabout...yourskin’.Heidentifiesmeasurestopreventproblemsandhasthree important messages: Avoid – Protect – Check.

Avoiding or minimising contact with chemicals is achieved through elimination - using a mechanical method instead of a chemical one; by substitution - using a safer alternative; and by employing a safe working distance - using tools rather than handling directly. Personal protective equipment (PPE) is designed to protect the skin but Napo reminds us of the importance of taking care of the skin by showing prompt removal of contamination, washing skin properly, drying skin thoroughly and applying skin creams regularly.

Finally Napo recommends regular checks for early signs of skin problems.

How your skin worksThe skin is the most extensive organ in the human body, with a surface area of about two metres square and weighing about three kilos in adults.

Yourskinisamazing!Tough,yetsensitive;permeable,yetwaterproof.It’sflexible,yetstrong,consideringthatit’sverythin,andhousesmillionsoftinyunitsthatregulateitsfluidlevelsandtemperature.Itcanchangecolour,repairitselfandisyourbody’sbiggestorgan.

Skin regulates body temperature; to keep it at the optimal 38 degrees Celsius (98.6 degrees Fahrenheit); it secretes sweat and then evaporates from bare skin, cooling it. Additional cooling is provided by dilation of the blood vessels in the dermis,whichallowsfortheheattodissipatefromthebloodasit’spumpedthrough them.

Toconservebodyheat,thebloodvesselscontract,restrictingbloodflow.Hairfollicles stand erect, causing the hair to rise, in an attempt to trap a layer of warm air close to the skin. Where the body hair is too thin to accomplish this, it results ingooseflesh.

Skinalsoformsaphysicalbarrieragainstinjuryandinfection.Theskin’s sebaceous glands secrete an oil, which provides an effective barrier against the growth of bacteria. When skin is dry it cracks open, allowing in bacteria and reducing its ability to ward off infection.

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Help sheet

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The skin has its own immune system, called the skin-associated lymphoid tissue (Salt), a network of immune cells that recognise and destroy foreign matter, such as bacteria and toxins.

Here’s how it works:thestriketroopsinthewaroninfectionarecalledLang-erhans cells, which are derived from bone marrow. They react immediately to any incursion by foreign matter, and then attract white blood cells such as lymphocytes and macrophages to the area. They first prevent the invaders from advancing into the body, and then destroy them.

The skin consists of three layers: the epidermis on the outside, then the dermis and the hypodermis. The skin you see is actually a layer of dead cells called the corneal layer; the final stage in a cycle that lasts around 28 days and starts below the surface in the epidermis, which comprises keratinocytes, living epidermal cells, and the corneal layer. The epidermis has a water-resistant component which prevents the skin absorbing water like a sponge.

The dermis is a busy place, almost like an industrial area. Within it operate an ar-ray of devices such as sweat and oil glands, and hair follicles, as well as a network of blood vessels and nerve fibres, some supporting tissue, collagen and subcuta-neousfat.It’stheelastinandcollagenfibresinthedermiswhichprovidetheskinwith its elasticity. The dermal layer has elastin fibres which are neatly layered and relativelythick–particularlyinchildrenandpeoplewhoseskinshaven’tbeendamaged by the sun.

Skin problemsThe Napo film aims to raise awareness of the dangers of exposing the skin to harmful (and sometimes not so harmful) substances, the situations where such exposures occur, and what can be done to avoid risks, protect the skin and prevent damage.

The objective of the film is to answer the following two questions:•What can cause skin problems?•What measures can be taken to prevent those problems?

The answer to the first question is conveyed is a series of scenes showing different tasks and the use of materials that can typically lead to skin prob-lems, for example:•Construction - wet cement •Construction–floortiling•Metalworkingfluids–usingsolventstocleanparts•Motor vehicle repair – oils and lubricants•Catering-‘wetwork’–dishwashing•Cleaning - use of cleaning products•Hairdressing - shampooing

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To answer the second question there are three key messages: Avoid - Protect - Check

Avoid or minimise contact with chemicals that cause skin problems by showing:•Elimination - use a mechanical method instead of a chemical one (such as

using a scraper rather than a chemical stripper to remove paint) •Substitution - use a safer alternative •Reduce emission - enclosures, splashguards, etc •Employ a safe working distance - handle mechanically or use tools rather than

handling directly; choose tools with long handles rather than short ones

Protectyourskinwhereyoucan’tavoidcontact;usePersonalProtectionEquip-ment (PPE) and good skin care, for example:•PPE - use of overalls, aprons, gloves etc. •Skincare-wherePPEisn’tpracticalotheralternativescanbeused,suchas

prompt removal of contamination, washing skin properly, drying skin thor-oughly, applying skin creams regularly

Check skin regularly for early signs of skin problems. Simple, visual checks to spot problems early, means that:•Conditions are easier to treat •The development of more serious problems can be prevented•Checks preventative measures are working

Napo in... Lighten the load!Musculoskeletal disorders (MSDs) are the most common work-related health problem in Europe, affecting millions of workers. At some point in their life as many as 90% of people will suffer from back pain, upper limb disorders, and repetitive strain injuries.

‘Lightentheload’supportsanintegratedmanagementapproachtotacklingMSDs,andtheneedtoaddressthe‘wholeloadonthebody’,whichcoversallthestresses and strains, environmental factors such as cold working conditions, the pace at which the work is being carried out, and the load being moved.

The film shows Napo confronting different work situations. There are eleven scenes showing typical situations faced in the workplace.

what are MSDs?Work-related musculoskeletal disorders are impairments of bodily structures such as muscles, joints, tendons, ligaments, nerves, bones and the localised blood circulation system, that are caused or aggravated primarily by work and by the effects of the immediate environment in which work is carried out.

Most work-related MSDs are cumulative disorders, resulting from repeated expo-sure to high or low intensity loads over a long period of time. However, MSDs can also be acute traumas, such as fractures, that occur during an accident.

These disorders mainly affect the back, neck, shoulders and upper limbs, but can also affect the lower limbs. Some MSDs, such as carpal tunnel syndrome in the wrist, are specific because of their well-defined signs and symptoms. Others are nonspecific because only pain or discomfort exists without evidence of a clear specific disorder.

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what are we talking about?Back pain can arise in many work situations, but is more common in tasks that involve:•Heavy manual labour, and handling tasks in heavy industry•Manual handling in awkward places, like delivery work•Repetitive tasks, such as manual packing of goods•Sitting at a workstation for a long period of time if the workstation is not cor-

rectly arranged or adjusted to fit the person, eg working with computers•Driving long distances or driving over rough ground, particularly if the seat is

not properly adjusted; operating heavy equipment can lead to excessive jolt-ing and jarring

Manual handling can create back problems; the risk of damage is higher if the load is:•Heavy•Carried too far from the body•Not easy to handle (too big, awkward shape or difficult to grasp)•Too high or too low (eg. when the load is overhead)

Additionally, damage can occur if:•The back is bent during lifting or manual handling, eg to lift the load•The body twists during lifting or manual handling•The right equipment (manual or mechanical) is not used

Associated risks connected include:•Slipping - the load is large and visibility is obscured•Slipping/tripping-thefloorisslipperyordamaged,andfootwearisnotap-

propriate•The trolley is over-loaded and causes an accident (packages can fall and injure

people)•The trolley is on a slope, sliding or slipping out of control

The risk is higher if:•The movement is always the same•The speed of the movements increases•The movement also implies an effort•The movement is done with an incorrect arm position•The pauses are inadequate•The length of the repetitive work increases

Physical activities that can aggravate back pain include:•Stooping, bending over or crouching, including work at PCs (poor posture)•Liftingobjectswhicharetooheavyorbulky;carryingobjectsawkwardly•Pushing, pulling or dragging excessive loads•Working beyond normal abilities and limits, and when physically overtired•Using poor lifting techniques•Stretching, twisting and reaching•Prolonged periods in one position, leading to postural strain•Situations where the whole body is subjected to vibration, jolting and jarring

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How to tackle MSDs?if you can’t avoid MSDs, prevent them by evaluating the risks which cannot be avoided:•Tackle the risks at source•Adapt the work to the individual•Adapt to changing technology•Replace what is dangerous with what is safe or less dangerous•Develop a coherent overall prevention policy, addressing the whole load

on the body•Givecollectiveprotectivemeasurespriorityoverindividualprotectivemeasures•Giveappropriateinstructiontoworkers

European legislationThe main components of MSD prevention are recognised in EU directives, MemberStates’regulationsandgoodpracticeguidance.Directivesaresupple-mented by European standards (EN standards), which enable the directives to be implemented.

Good practice•Ifaloadmustbeliftedfromthefloor,bendtheknees,bringtheloadcloseto

the body and lift it while standing up•If a load is lifted from a front position to a back position, do not twist the back

but turn all the body using the legs•If the load has to be put on a high scaffold, do not bend backwards but use a

proper and safe lifting device•If the load is too heavy to lift, ask for help!

This teaching resource has been pro duced by EU-OSHA in consultation with the Napo Consortium – HSE (UK); DGUV(Germany);INAIL (Italy); INRS (France); SUVA (Switzerland); and AUVA (Austria).