The Immune System – (Article Number 1) · Web view03.09.2014 · In your blood you have red blood cells and white blood cells, and in lymph there are white blood cells. There

Unit Plan Template

Grade 3/4 Health – Immune System, Healthy Eating, and Exercise Unit (Teacher Copy)

Unit Focus and Overview: Essential Questions:

Overview: This unit explores overall healthy lifestyles: the immune system, healthy eating, and regular exercise. It directly relates to the outcomes in the Saskatchewan Curriculum (Health 3): USC3.1 (determining the role of a variety of healthy foods and physical activity on the health and development, of the mind, body, and immune system), AP3.1 (using understandings, skills, and confidences related to healthy foods and physical activity), and DM3.1 (demonstrating the importance of investigating information for making informed decisions related to healthy foods and physical activity).

The exploration of healthy lifestyles relates to the exploration of self and is a lifelong process. Students will get a chance to examine their own choices and why they have these believes and perceptions. They will explore their own likes, dislikes, weaknesses, and strengths. They will consider external and internal influences on the choices they make. The unit will be made relevant since students get to focus on their own health, growth, and interests.

“He who knows others is wise; he who knows himself is enlightened.”- Lao Tzu (Chinese

philosopher)

The resources included in this unit will allow

Understandings:

Through viewing and reading a variety of texts/mediums, students will understand that...

- Healthy lifestyles (food and physical activity) impact the health and development of the mind, body, and immune system.

- There is lots of information about healthy lifestyles, and external, as well as, internal forces determine what we choose to believe.

- Inquiring about healthy lifestyles is a lifelong process.

- We all can make improvements but we are all doing right things.

- Balance is essential, as all parts of a healthy lifestyle are needed to create the whole.

- No one body type is ideal or healthier than another.

Essential Questions:

o What is the immune system?o How does an immune system work to

keep us healthy?o What happens if our immune system is

not working?

student to connect the literature to their own lives. Many sources, mediums, and modes are used to present the information. Most of the resources are Canadian-based as the background knowledge students bring are based on Canadian norms and values. Each country has different ideas of what healthy lifestyles include; teaching the Canadian perspective reflects the Saskatchewan Curriculum. The document contains 3 weeks of detailed lesson plans, resources, assignments, and grading rubrics. Formative/summative assessment/evaluation ideas, adaptations, outcomes/indicators, and literacies used are included within each lesson. This unit can and should be adapted to meet the needs of each individual class, such as student-centered and choice-based assignments.

Rational:

The rational for this unit is derived from the curriculum outcomes and also the overall goal for the K-12 Saskatchewan Health Curriculum:

o developing the understanding, skills, and confidences necessary to take action to improve health,

o making informed decisions based on health-related knowledge,

o and applying decisions that will improve personal health and/or the health of others.

Furthermore, students will be introduced to health-related terms (vocabulary) that will allow them to make well-informed decisions.

I believe that healthy lifestyles should be promoted in schools, as this relates to the

o What are germs?o What connection does the immune

system have to healthy eating, regular exercise, etc.?

o What are healthy foods?o Are there foods that I need to eat to be

healthy?o How can eating healthy make me feel

good?o Can I eat junk food and still be healthy?o How does eating right help to keep me

healthy?o What is a portion size?o How much food (specific kind) do I

need for my age?o How much physical activity do I need in

a day based on my age?o What role do healthy foods and

physical activity have on the development and health of the mind, body, and immune system?

o How can I use the information presented to make healthy choices for myself? For my family? For my friends?

o What are different ideas of healthy lifestyles and where can I find more information to determine my beliefs?

o What are my choices? Are they healthy? What am I doing right? What could I improve upon?

FNMI, multicultural, cross-curricular…

o What are the internal and external factors on my own beliefs?

o How do we nurture inner self?o How do we know if what we see, read,

and hear is the truth?o Why is it important to investigate

information before making a decision?

Related Misconceptions/Possible

education of the whole child (physical, mental, emotional, and spiritual). Inquiry-based assignments are included because in our 21st century society, learning is more than “monkey-see, monkey-do” and is more about analyzing sources and applying the knowledge to one’s own life. Students must be given the tools to analyze various perspectives, purposes, audiences, and sources, thus taking responsibility for their own learning. Inquiry learning may include tasks such as reflecting, questioning, gathering information, comparing and contrasting, acting upon knowledge, and constructing new ideas. As Campbell and Laskey (1991) and Graumlich and Baron (1991) note, children need to be given opportunities to utilize “concrete situations and decision problems that reflect [their] interests and have relevance to their daily lives.” They also encourage getting students to analyze their own biases.

Issues…

- Students may not be eating healthy at home and offense could be taken. The assignments must be carefully constructed not to offend parents but to still inform students about healthy lifestyles.

- Students come from various backgrounds and socio-economic backgrounds (not as much of an issue in this community) and may not have healthy options and resources available to them.

- Many parents and caregivers are misinformed or have misguided perceptions about healthy eating.

- Whenever we talk about healthy lifestyles, body image cannot be separated. Body image is directly tied to students’ beliefs about their own self-worth. A careful exploration of healthy eating must be implemented so that students’ self-esteem remains or can become high. Under no circumstances should one body type be promoted over another, as we often have a perception that certain body types are healthier than others when this is far from the truth.

BALs: CCCs:

Information from the Saskatchewan Curriculum: http://curriculum.gov.sk.ca/index.jsp?lang=en&subj=health_education&level=3

Sense of Self, Community, and Place –Students will be focusing on their own health. Students will look at balance in their lives. Intellectual, emotional, physical, and spiritual dimensions will all be explored. The goal is that students learn to make positive and healthy choices for themselves, increasing their self-esteem. Students can look at how place, such as family members, friends and school, impact their choices.

Engaged Citizens – Students should be able to demonstrate confidence, courage, and commitment towards shaping positive change in their own lives, and those of their immediate family members. Furthermore, they may help their friends make better lifestyle choices. The information learned will allow them to make informed life decisions and smart consumer decisions that not only directly help their own health, but our society at large. This unit allows students to take responsibility for their own health.

Lifelong Learners – Students will be curious, observant, and reflective as they imagine, explore, and construct knowledge about immune systems and healthy lifestyles. Students will engage with inquiry and collaborative learning that addresses the needs and interests of self and others. This unit should spark their interest about healthy lifestyles so that they continue to make healthy choices and search for further information, as healthy lifestyles are a lifelong priority.

Developing Thinking (Contextually, Creatively, and Critically) – Students will apply prior knowledge, experiences, and the ideas of self and others. Students will get a chance to look at the connections or relationships between the immune system, healthy eating, and exercise. They will begin to realize that a healthy lifestyle encompasses various things that cannot be separated from one another. In other words, the parts influence and create the whole. Students will have to make hypotheses, educated guess, self-reflect, and inquire. They will create and re-design their own meal plan by adding, changing, removing, and combining elements based on the information presented to them. Students will analyze and critique their own beliefs by distinguishing among facts, opinions, beliefs, and preferences. They will analyze their own assumptions and what influenced these beliefs.

Developing Identity and Interdependence (Self, Others, Environment) – Students will recognize their own beliefs. They will develop skills, understandings, and confidence to make conscious choices that contribute to the development of a healthy, positive self-identity. They will analyze family, community, and societal influences on the development of identity. They will demonstrate self-regulation and personal commitment to advocate for self. They will show respect to all, including various ideas and opinions presented. They will learn that everyone’s beliefs and values may not align. Students may explore how the choices they make affect living and non-living things, now and in the future, and how their

http://curriculum.gov.sk.ca/index.jsp?lang=en&subj=health_education&level=3


choices can contribute to the overall wellbeing of a sustainable environment and a local economy.

Developing Literacies (Construct, Explore, Express) – Students will learn about the immune system and healthy lifestyles through various mediums. They will evaluate the ideas and information found in a variety of sources. They will analyze how new information alters their beliefs. They will respond to big ideas using various literacies: writing, presenting, viewing, listening, speaking, and reading. They will be able to communicate their ideas in a way that is understandable to others; thus, they will select the correct mode to get their ideas across.

Developing Social Responsibility (Moral Reasoning, Communitarian Thinking, Social Action) – Students will analyze possible consequences of a course of action on self, others, and the environment. They will show a respect for all, while creating their own values. Students will get a chance to speak, listen, and reflect. They will demonstrate courage to express their own perspectives and give others a chance to offer their beliefs, free of ridicule. They will respect diversity and work together and be able to work through any conflict constructively. They will support each other in achieving their personal goals.

Outcomes and Indicators I Can Statements

USC3.1 - Determine the role of a variety of healthy foods and physical activity on the health and development of the mind, body, and immune system.

a. Investigate the basic role of the immune system (i.e., to fight illness and/or infection).

b. Develop common and respectful language to talk about immunity (e.g., germ, virus, vaccinations, antibodies).

c. Predict and then investigate what happens if the immune system is not healthy/not working properly.

d. Describe what makes and keeps the body, mind, and immune system healthy.

e. Begin to distinguish between fact, opinions, misconceptions, and preferences regarding healthy foods and physical activity

f. Examine the roles of diet and physical activity on a healthy mind, body, and immune system.

g. Determine that foods provide essential nutrients for health (see introduction to Canada’s Food Guide).

h. Predict and recognize how food choices have a direct impact on the types and amounts of nutrients absorbed by the body.

i. Analyze personal food choices for possible consequences on the mind and body (e.g., sugary foods lead to tooth decay, water makes it easier

USC3.1 - I can determine the role of a variety of healthy foods and physical activity on the health and development of the mind, body, and immune system.

I can investigate the basic role of the immune system (to fight illness and/or infection)

I can use common and respectful language to talk about immunity (germs, virus, vaccinations, and antibodies).

I can predict and investigate what happens if the immune system is not healthy/not working properly.

I can describe what makes and keeps the body, mind, and immune system healthy.

I can begin to distinguish between fact, opinions, misconceptions, and preferences regarding healthy foods and physical activity.

I can examine the roles of diet and physical activity on a healthy mind, body, and immune system.

I can determine that foods provide essential nutrients for health.

I can predict and recognize how food choices have a direct impact on the types and amounts of nutrients absorbed by the body.

I can analyze personal food choices for possible consequences on the mind and body (eg sugary foods lead to tooth decay, water makes it easier to concentrate).

to concentrate).

DM3.1 - Demonstrate the importance of investigating information for making informed decisions related to healthy foods and physical activity, one’s “inner self”, helpful and harmful substances, healthy family and home, safety at home, and impact of violence.

a. Critique decisions made by someone (e.g., community situation, character in a story) who did not investigate the information/facts before making a decision, and compare it to those made by people who did.

b. Determine the kinds of information to gather and investigate for making healthy decisions.

c. Examine sources of information/misinformation in the community.

d. Investigate situations that require emergency safety services (e.g., calling 911 if someone is unconscious) and those that are not emergencies but do require some safety supports (e.g., going to a trusted neighbour if you arrive home after school and no one is home).

e. Connect what is understood about asking for/receiving help (see DM2.1) to the importance of investigating information for informed decision-making.

f. Identify opportunities to be healthier based on the investigation of information.

AP3.1 - Use the understandings, skills, and confidences related to healthy foods and

DM3.1 - I can demonstrate the importance of investigating information for making informed decisions related to healthy foods and physical activity.

I can tell what is right and wrong about decisions made by someone who did not investigate the information/facts before making a decision and compare it to those made by people who did.

I can determine the kinds of information to gather and investigate for making healthy decisions in regards to food and physical activity.

I can examine sources of information/misinformation in the community regarding healthy foods and physical activity.

I can identify opportunities to be healthier based on the investigation of information.

AP3.1 - I can use the understandings, skills, and confidences related to healthy foods, and physical activity.

I can review the kinds of healthy actions that I have taken in regards to healthy foods and physical activity.

I can plan to act based on the knowledge and information that has been investigated on healthy foods and physical activity.

I can document and report on the action that was taken in order to guide further action.

I can represent and communicate what I learned from the action regarding healthy food and physical activity.

physical activity, one’s “inner self”, helpful and harmful substances, healthy family and home, safety at home, and impact of violence.

a. Review the kinds of healthy action that students have demonstrated.

b. Plan to act based on the knowledge and information that has been investigated.

c. Document and report on the action that was taken in order to guide further action.

d. Represent and communicate what was learned from the action (e.g., What did I do well? What can I do differently to guide further actions?).

Connections to Other Areas of Study

Grade 4 Health

ASC4.1- Assess what healthy eating and physical activity mean for pre/adolescence.

DM4.1 - Investigate the importance of personal responsibility and communication in making informed decisions related to healthy eating and physical activity.

AP4.1 - Design and apply, with guidance, two four-day action plans that require communication related to healthy eating and physical activity.

Physical Education Grades 3 and 4

3.1 Apply a repertoire of strategies for developing components of health related fitness.

3.2 Active Living

4.1 Make decisions about and apply, with guidance, strategies and principles related to fitness improvement to determine own level of health related fitness.

Marking Plan

Knowledge:

Students will know... (Pre-requisite knowledge)

- Students may know about healthy lifestyles. However, they may or may not be leading one.

- They have all experienced sicknesses. However, the technical workings of the immune system will be new learnings.

- They may know about the Canadian Food Guide but they may have preconceived ideas about healthy lifestyles from the media (ex. Magazines). Also, they may have healthy eating and exercise information given to them at home.

Pre-requisite knowledge check:

- KWL Chart-

Skills:

Students will be able to… (Post knowledge)

- USC3.1 - determine the role of a variety of healthy foods and physical activity on the health and development, of the mind, body, and immune system.

- AP3.1 – use understandings, skills, and confidences related to healthy foods and physical activity.

- DM3.1 - demonstrating the importance of investigating information for making informed decisions related to healthy foods and physical activity.

Post knowledge check:

- Lectures, videos, exit and entrance slips, questions, etc.

- Draw their plates of foods and decide where they were over or under portion sizes for their age. Track their healthy choices and highlight where improvements can be made.

- Search for information about what foods they life from each food group. Journal entrees asking for the benefits of healthy lifestyles and web searches (Canadian Food Guide).

GRASPS Elements of the Performance Task – Overall Evaluation

Outcome: AP3.1 - Use the understandings, skills, and confidences related to healthy foods and physical activity.

Indicator: a. Review the kinds of healthy action that students have demonstrated.

b. Document and report on the action that was taken in order to guide further action.

c. Represent and communicate what was learned from the action (e.g., What did I do well? What can I do differently to guide further actions?).

Task: Students will draw their plates of food from supper the night before as an exit slip. The next day they will search the Canadian Food Guide. They will pay attention to how much of

each food group they need for their age (portion sizes). Then they will reflect on their plates of food: what did they do right and what could they improve upon? Next students will highlight their favorite rainbow foods (one for each color) and take note of what food groups they are targeting, and what they are missing. Lectures and videos will occur throughout. Then, as the

final assignment, students will track their food intake (document and report on the worksheet). They will try to follow the Canadian Food Guide as closely as possible and make the self-

improvements they noted before. They will reflect upon the healthy actions that they have demonstrated. They will also answer the questions: Did I accomplish my target areas? What did I do well? What can I do differently to guide further actions? What is my next step? Why is this

important to me?

NOTE: FOR ADVANCED STUDENTS, THIS ALSO COULD TIE INTO OUTCOME DM3.1 AND MORE RESEARCH COULD BE REQUIRED OF THEM TO WORK ON MASTERY OF BOTH OUTCOMES AT

THE SAME TIME!!

G – Goal

What should students accomplish by completing this task?

Students will be able to self-reflect on their lifestyles and daily choices. Students should start to realize that the choices they make impact their lives and health. Students should be able to document and report their strengths and weaknesses. Through this task they will work with the Canadian Food Guide and be further exposed to the ideal diet/exercise plans.

Students will take a self-perspective, as their health is what they should worry about.

The teacher will be the audience. Parents may be involved in some instances. Personal health choices are not going to be

R – Role

What role (perspective) will your students be taking?

A – Audience

Who is the relevant audience?

shared with classmates, as healthy lifestyles are a benefit to the student themselves and do not concern those around them (aside from parents, teachers, caregivers, etc.).

The challenge will be looking at their own eating habits and trying to make improvements that they can document on the worksheet.

S – Situation

The context or challenge provided to the student.

P – Product, Performance

What product/performance will the student create?

S – Standards & Criteria for Success

*Attached are rubrics.

Other Evidence Student Self-Assessment

Before (Diagnostic): KWL/general questions

During (Formative Assessment of Learning): journal entries, plate of food drawing, questions, exit/entrance slips, inquiry assignments working with the food guide

- Reflections- Plate of food drawing- Overall assignment allows for self-

reflection

Introduction to Health 3: Immune System, Healthy Eating, and Exercise


I can investigate the basic role of the immune system (to fight illness and/or infection) I can use common and respectful language to talk about immunity (germs, virus,

vaccinations, and antibodies). I can predict and investigate what happens if the immune system is not healthy/not

working properly. I can describe what makes and keeps the body, mind, and immune system healthy. I can begin to distinguish between fact, opinions, misconceptions, and preferences

regarding healthy foods and physical activity. I can examine the roles of diet and physical activity on a healthy mind, body, and immune

system. I can determine that foods provide essential nutrients for health. I can predict and recognize how food choices have a direct impact on the types and

amounts of nutrients absorbed by the body. I can analyze personal food choices for possible consequences on the mind and body (eg.

sugary foods lead to tooth decay, water makes it easier to concentrate).

DM3.1 - I can demonstrate the importance of investigating information for making informed decisions related to healthy foods and physical activity.





AP3.1 - I can use the understandings, skills, and confidences related to healthy foods, and physical activity.





Immune System

The immune system is made up of special cells, proteins, tissues, and organs. It defends people against

germs and microorganisms every day.

Hint: Immunity means to be protected from something. Thus, immune system

means our system of protection.

Germs

Germs are a group of tiny invaders that can make our bodies sick.

White Blood Cells

White blood cells are the warriors in your bodies. White blood cells are

part of the immune system.

Hint: think soldiers or body guards!

Leukocytes

Leukocytes is just another term for white blood cells.

Phagocytes

Phagocytes are cells that protect the body by ingesting, or eating, foreign

bacteria. They are part of the immune system.

Hint: think hungry hippos!

Lymphocytes

Lymphocytes are a type of white blood cells. They are part of the

immune system. They determine the steps that the immune system

should take to defend the body.

Prevention

Prevention means to stop something from happening.

Virus

A virus is one of the four types of germs. They need to be in a living cell to

survive.

Example: common cold virus!

Bacteria

A bacterium is one of the four types of germs. Some bacteria are good

and can be found in vaccines and in our food. However, some bacterium

is bad and can cause infections.

Example: strep throat bacterial infection or probiotics (found in

yogurt).

Fungi

A fungus is one of the four types of germs. They get their nutrition from

plants, animals, and people.

Example: athlete’s foot!

Protozoa

A protozoon is one of the four types of germs. They spread infection through

water.

Example: diarrhea is caused by protozoa.

Vaccination/Vaccine

Vaccinations produce antibodies to provide immunity to one or more

diseases. Bacteria are used in vaccines.

Antibodies

Antibodies are b-cells in the immune system that combine with one of the four types of germs to let the body

know the immune system must defend itself.

T-cells and B-cells

T-cells search for invaders/germs and kill them. B-cells produce antibodies and attach themselves to germs to let the

body know it must defend itself. These cells are part of the immune system.

Skin/Mucous Membranes

Skin is the first line of defense in the immune system. Mucus (saliva,

boogers, etc.) are the next line of defense.

The Immune System – (Article Number 1)

What is immunity?Immunity (say im-yoon-it-i) means that you are protected against something. There are different kinds of immunity. This topic is about how different parts of our bodies work together to keep us from getting sick. Immunity to some diseases is passed on from our mothers before we are born. Immunisation (having your 'shots') helps our body's immune defence system protect us from diseases .

The body's immune systemEverybody has an inbuilt immune system which protects it from diseases and germs. This system has a lot of different parts which work together to keep out any harmful germs, and attack and destroy any which manage to get inside your body

Every day your body is exposed to millions of germs, and you do not get sick from them because of your immune system.

Every time you do get sick because of a germ, your immune system works to get rid of it and then it remembers how to fight the infection if the same germ comes again.

Usually the older you get, the more germs you become immune to.

So, let's have a look at the immune system, starting from the outside of the body.

The skinThe skin is the first line of defense in your immune system.

You know how you put plastic wrap over leftovers to keep them fresh enough for later? Well, your skin is like a plastic wrap to keep germs from getting into your body.

The epidermis (outside layer of skin) has special cells which warn the body about incoming germs.

Glands in the skin also make substances that can kill some bacteria (anti-bacterial chemicals). This means you don't get infections on your skin unless your skin is damaged, such as by a cut or a graze.

Other defensesYour nose, mouth and eyes are the next point of attack.

The mucous membranes which line the mouth, throat, lungs and bowel, act like a barrier to germs, just as the skin does.

Saliva in the mouth and the tears which wash your eyes have special enzymes (chemicals) in them which break down the cell walls of many bacteria and viruses.

The mucous that is made in your nose, throat and lungs traps bacteria, viruses and dust.

Acid in your stomach kills most germs, and starts to digest your food.

Lymphatic system

Lymph (limf) is a clear fluid that is very similar to blood plasma, the clear liquid in blood, but it carries only white blood cells, not red blood cells.

The lymph flows through all the parts of the body picking up fluid around cells and carrying it back to large veins near the heart. It also carries white blood cells to the places that they are needed.

Some bacteria or viruses that have entered the body are collected by the lymph and passed on to the lymph nodes where they are filtered out and destroyed. Lymph nodes are sometimes called glands.

Your doctor can often tell if you have an infection by checking out the lymph nodes (glands) in your neck and under your arms to see if they're swollen. If they are, it shows that they are working to get rid of bacteria or viruses.

White blood cellsIn your blood you have red blood cells and white blood cells, and in lymph there are white blood cells.

There are several different types of white cells which work together to seek out and destroy bacteria and viruses.

All of them start off in the bone marrow, growing from 'stem cells'.

The disease-fighting white blood cells are specialists. Some of the white blood cells are:

1. Neutrophils (say new-tro-fills), which move around the body in the blood and seek out foreign material (things that don't belong in your body).

2. Macrophages (say mak-row-far-jes) are the biggest blood cells. Some live in different parts of the body and help to keep it clean, eg. in the lungs. Others swim around cleaning up other white blood cells that have been damaged while doing their jobs, eg. cleaning up pus that has been caused by neutrophils when they work to clear out bacteria from a wound.

3. Lymphocytes (say lim-fo-sites) work on bacterial and viral infectionsThere are two different types:

o B cells produce antibodies. Each cell watches out for a particular germ, and when that germ arrives, the cell starts to produce more antibodies which begin the process of killing that germ. Antibodies attach themselves to the germs so that other cells can

recognise that these germs need to be destroyed.

o T cells look for cells in your body that are hiding invaders (germs) or body cells that are different to normal healthy cells (such as cells that could develop into a cancer) and kill them.

How does your immune system know which cells to attack?Your body has lots of friendly bacteria around it which help your body work properly - eg. some bacteria inside your bowel help you to digest your food and break it up into the different things that are needed in various parts of the body.

These friendly bacteria live on the surfaces of the body, such as on our skin or inside the bowel.

They do not try to invade the body, so the immune system does not try to get rid of them.

Other germs which cause illness, try to enter the body. Antibodies, which are made by the lymphocytes, attach to the invaders so that the

other white blood cells can destroy them. They 'tag' them so they can be easily noticed.

As well as attacking germs, your immune system recognises and destroys other cells which do not belong in your body.

The cells in your own body are marked with a special system called Human Leukocyte Antigen or HLA (say Hew-man lew-ko-site anti-jen).

Your immune system can recognise these markings as 'you'. Any cells which do not have the right markings are 'not you' and are therefore attacked.This happens if, for example, you have a blood transfusion with the wrong types of blood cells. Your body's immune system recognises that these cells do not belong in your body, so it destroys them.

How you know your immune system is workingYou know your immune system is working:

if you get better after you are sick if cuts heal without getting infected if you don't catch the same diseases over and over again when you get swollen glands when you get swelling and soreness around a cut.

Your immune system is in there working to get rid of any infection.

When things go wrong with the immune systemSometimes the immune system will make a mistake.

1. It may attack your own body as if it were the enemy, eg. insulin dependent diabetes (the type that most often starts in children and young people) is caused by the immune system attacking the cells in the pancreas that make insulin.

2. Allergies are caused by the immune system over-reacting to something that is not really a threat, like when pollen triggers hay fever or asthma.

3. If tissue is transplanted from one person to another - eg. a skin or organ transplant - then the immune system will attack the new part. The immune system has to be suppressed by drugs to allow the transplant to work.

4. When the immune system is damaged, such as when people have a serious illness called AIDS, they get lots of infections and are much more likely to get cancers. Their body cannot recognise the infection or abnormal cells very well and the immune system does not destroy them as well as usual.

Article from: http://www.cyh.com/HealthTopics/HealthTopicDetailsKids.aspx?p=335&np=152&id=2402

http://www.cyh.com/HealthTopics/HealthTopicDetailsKids.aspx?p=335&np=152&id=2402


“What’s Blood?”

You know what blood is — it's that red stuff that oozes out if you get a paper cut. The average person has about 1 to 1½ gallons (4-6 liters) of it. But what is blood, really, and where does it come from?

How Does the Body Make Blood?

It's not made in a kitchen, but blood has ingredients, just like a recipe. To make blood, your body needs to mix:

red blood cells, which carry oxygen throughout the body white blood cells, which fight infections platelets, which are cells that help you stop bleeding if you get a cut plasma, a yellowish liquid that carries nutrients, hormones, and proteins

throughout the body

Your body doesn't go to the store to buy those ingredients. It makes them. Bone marrow — that goopy stuff inside your bones — makes the red blood cells, the white blood cells, and the platelets. Plasma is mostly water, which is absorbed from the intestines from what you drink and eat, with the liver supplying important proteins.

Put all these ingredients together and you have blood — an essential part of the circulatory system. Thanks to your heart (which pumps blood) and your blood vessels (which carry it), blood travels throughout your body from your head to your toes.

Let's find out more about each ingredient.

Red Blood Cells

Red blood cells (also called erythrocytes, say: ih-rith-ruh-sytes) look like flattened basketballs. Most of the cells in the blood are red blood cells. They carry around an important chemical called hemoglobin (say: hee-muh-glow-bin) that gives blood its red color.

Blood and breathing go hand in hand. How? The hemoglobin in blood delivers oxygen, which you get from the air you breathe, to all parts of your body. Without oxygen, your body couldn't keep working and stay alive.

White Blood Cells

White blood cells (also called leukocytes, say: loo-kuh-sytes) are bigger than red blood cells. There are usually not a whole lot of white blood cells floating around in your blood when you're healthy. Once you get sick, though, your body makes some more to protect you.

There are a couple types of white blood cells that do different things to keep you well:

Granulocytes

You know how your skin gets a little red and swollen around a cut or scrape? That means the granulocytes are doing their jobs. They have a lot to do with how your body cleans things up and helps wounds heal after an injury. Granulocytes also help prevent infection by surrounding and destroying things that aren't supposed to be in your body and by killing germs.

Lymphocytes

There are two types of lymphocytes: B cells and T cells. B cells help make special proteins called antibodies that recognize stuff that shouldn't be in your body, like bacteria or a virus you get from a sick friend. Antibodies are very specific, and can recognize only a certain type of germ. Once the antibody finds it, it gets rid of the germ so it can't hurt you.

The really cool part is that even after you are better, B cells can become memory cells that remember how to make the special antibody so that if the same germ infects you again, it can kill the germ even faster! T cells also battle germs that invade the body, but instead of making antibodies, they work by making special chemicals that help fight the infection.

Monocytes

Monocytes are white blood cells that fight infection by surrounding and destroying bacteria and viruses.

Platelets

Platelets, also called thrombocytes (say: throm-buh-sytes), are tiny round cells that help to make sure you don't bleed too much once you get a cut or scrape. Cuts and scrapes break blood vessels. If a platelet reaches a blood vessel that's been broken open, it sends out a chemical signal that makes other nearby platelets start to stick together inside the vessel.

After the platelets form this plug, they send out more chemical signals that attract clotting factors. These clotting factors work together to make a web of tiny protein threads. The platelets and this web of protein come together to make a blood clot. The clot keeps your blood inside the vessel while the break in the blood vessel heals up. Without platelets, you'd need more than a bandage to catch the blood when you scrape your knee!

Plasma

Plasma is a yellowish liquid that is mostly water. But it also carries important nutrients, hormones, and proteins throughout the body. Nutrients are chemicals from the food you eat that give your body energy and other things your body's cells need to do their work and keep you healthy.

Hormones carry messages throughout your body, telling it what to do and when. An example of a hormone is growth hormone. It gets your bones and muscles to grow. Many proteins in plasma are really important to your body, like the clotting factors that help you stop bleeding if you get a cut or a scrape.

Plasma also carries away cell waste — chemicals that the cell doesn't want anymore. Nutrients, hormones, proteins, and waste are dissolved in the plasma — kind of like the cocoa mix that dissolves in a cup of hot water. What are the marshmallows? The blood cells — they float in the plasma.

Hey, What's Your Type?

Everybody's blood is red, but it's not all the same. There are eight blood types, described using the letters A, B, and O. Those letters stand for certain proteins found on the red blood cells. Not everyone has the same proteins.

In addition to getting a letter or two, a person's blood is either "positive" or "negative." That doesn't mean one person's blood is good and another person's blood is bad. It's a way of keeping track of whether someone's blood has a certain protein called Rh protein. This protein is called "Rh" because scientists found it while studying Rhesus monkeys. If your blood is positive, you have this protein. If it's negative, you don't. Either way is totally fine.

People have one of these eight different blood types:

1. A negative2. A positive3. B negative4. B positive5. O negative6. O positive7. AB negative8. AB positive

Blood types are important if a person ever wants to donate blood or needs a blood transfusion. Getting blood of the wrong type can make a person sick. That's why hospitals and blood banks are very careful with donated blood and make sure the person gets the right type.

People might need blood transfusions when they're sick or if they lose blood. Without enough healthy blood, the body won't get the oxygen and energy it needs. Healthy blood also protects you from germs and other invaders.

Now that you know how important blood is, what can you do? Kids generally aren't allowed to donate blood, but when you're older consider giving the gift of life!

Article from: KidsHealthArticle link: http://kidshealth.org/kid/talk/qa/blood.html#

Reviewed by: Steven Dowshen, MDDate reviewed: July 2012

What Are Germs?

Health 3/4

Our bodies are pretty amazing. Day after day, they work hard - digesting food, pumping blood and oxygen, sending signals from our brains and our nerves, and much more.

But there is a group of tiny invaders that can make our bodies sick - they're called germs.

Some kids may think that germs are bugs or cooties or other gross stuff. Actually, germs are tiny organisms, or living things, that can cause disease. Germs are so small and sneaky that they creep into our bodies without being noticed. In fact, germs are so tiny that you need to use a microscope to see them. When they get in our bodies, we don't know what hit us until we have symptoms that say we've been attacked!

What Types of Germs Are There?

Germs are found all over the world, in all kinds of places. The four major types of germs are: bacteria, viruses, fungi, and protozoa. They can invade plants, animals, and people, and sometimes they make us sick.

Bacteria (say: BACK-teer-ee-uh) are tiny, one-celled creatures that get nutrients from their environments in order to live. In some cases that environment is a human body. Bacteria can reproduce outside of the body or within the body as they cause infections. Some infections bacteria cause include sore throats (tonsillitis or strep throat), ear infections, cavities, and pneumonia (say: new-MO-nyuh).

But not all bacteria are bad. Some bacteria are good for our bodies - they help keep things in balance. Good bacteria live in our intestines and help us use the nutrients in the food we eat and make waste from what's left over. We couldn't make the most of a healthy meal without these important helper germs! Some bacteria are also used by scientists in labs to produce medicines and vaccines (say: VAK-seens).

Viruses (say: VY-rus-iz) need to be inside living cells to grow and reproduce. Most viruses can't survive very long if they're not inside a living thing like a plant, animal, or person. Whatever a virus lives in is called its host. When viruses get inside people's bodies, they can spread and make people sick. Viruses cause chickenpox, measles, flu, and many other diseases. Because

some viruses can live for a while on something like a doorknob or countertop, be sure to wash your hands regularly!

Fungi (say: FUN-guy) are multi-celled (made of many cells), plant-like organisms. Unlike other plants, fungi cannot make their own food from soil, water, and air. Instead, fungi get their nutrition from plants, people, and animals. They love to live in damp, warm places, and many fungi are not dangerous in healthy people. An example of something caused by fungi is athlete's foot, that itchy rash that teens and adults sometimes get between their toes.

Protozoa (say: pro-toh-ZOH-uh) are one-cell organisms that love moisture and often spread diseases through water. Some protozoa cause intestinal infections that lead to diarrhea, nausea, and belly pain.

What Do Germs Do?

Once germs invade our bodies, they snuggle in for a long stay. They gobble up nutrients and energy, and can produce toxins (say: TOK-sinz), which are proteins that are actually like poisons. Those toxins can cause symptoms of common infections, like fevers, sniffles, rashes, coughing, vomiting, and diarrhea.

How do doctors figure out what germs are doing? They take a closer look. By looking at samples of blood, urine, and other fluids under a microscope or sending these samples to a laboratory for more tests, doctors can tell which germs are living in your body and how they are making you sick.

How Can You Protect Yourself From Germs?

Most germs are spread through the air in sneezes, coughs, or even breaths. Germs can also spread in sweat, saliva, and blood. Some pass from person to person by touching something that is contaminated, like shaking hands with someone who has a cold and then touching your own nose.

Steering clear of the things that can spread germs is the best way to protect yourself. And that means . . .

Hand washing! Remember the two words germs fear — soap and water. Washing your hands well and often is the best way to beat these tiny warriors. Wash your hands every time you

cough or sneeze, before you eat or prepare foods, after you use the bathroom, after you touch animals and pets, after you play outside, and after you visit a sick relative or friend.

There is a right way to wash your hands. Use warm water and soap and rub your hands together for at least 15 seconds, which is about how long it takes to sing "Happy Birthday."

Cover your nose and mouth when you sneeze and cover your mouth when you cough to keep from spreading germs. So if you have to cough, it is best to do it in your elbow so you are not

contaminating your hands.

Using tissues for your sneezes and sniffles is another great weapon against germs. But don't just throw tissues on the floor to pick up later. Toss them in the trash and, again, wash your hands!

Another way to fight and prevent infections is to make sure you get all the routine immunizations from your doctor. No one likes to get shots but these help keep your immune system strong and prepared to battle germs. You can also keep your immune system strong and healthy by eating well, exercising regularly, and getting good sleep. All this will help you to be prepared to fight germs that cause illness.

Now that you know the facts about germs, you may still pick up a cough or a cold once in a while, but you'll be ready to keep most of those invading germs from moving in.

Article from: KidsHealth Article link: http://kidshealth.org/kid/talk/qa/germs.html?tracking=K_RelatedArticle

Reviewed by: Steven Dowshen, MDDate reviewed: January 2014

http://kidshealth.org/kid/talk/qa/germs.html?tracking=K_RelatedArticle

Health 3 Name: _______________

What does the immune system do? Why is this job so important?

What parts of the body make up the immune system? How do these parts help to keep us healthy? Why are all of these parts called a system?

What are germs? How do they make people feel? Are all germs the same?

Not all bacteria are bad for your body. When can some kinds of bacteria help keep you healthy?

When germs attack, your immune system comes to your body’s defense! How does your body fight germs and infections?

What can you do to protect yourself from infections?

Health 3 Name: _______________

What might happen if our white soldiers in our immune system are not strong?________________________________________________________________________________

Name the four different germs? ________________,

__________________ _________________

"Did You Wash Your Hands?"

How many times did you hear that today? Probably a lot. But why are adults so hung up on hand washing? Why are they so in love with lather?

Washing your hands is the best way to stop germs from spreading. Think about all of the things that you touched today — from the telephone to the toilet. Maybe you blew your nose in a tissue and then went outside to dig around the dirt.

Whatever you did today, you came into contact with germs. It's easy for a germ on your hand to end up in your mouth. Think about how many foods you eat with your hands.

You can't wear rubber gloves all day long, but you can wash your hands so those germs don't get a chance to make you or someone else sick.

So when are the best times to wash your hands?

when your hands are dirty before eating or touching food (like if you're helping cook or bake, for example) after using the bathroom after blowing your nose or coughing after touching pets or other animals after playing outside before and after visiting a sick relative or friend

Now you have the when and the why of hand washing. But did you know that a lot of people don't know how to get their paws perfectly clean?

The next time you're told to step up to the sink and scrub up, remember these handy hints:

1. Use warm water (not cold or hot) when you wash your hands.

2. Use whatever soap you like. Some soaps come in cool shapes and colors or smell nice, but whatever kind gets you scrubbing is the kind you should use. Antibacterial soaps are OK to use, but regular soap works fine.

3. Work up some lather on both sides of your hands, your wrists, and between your fingers. Don't forget to wash around your nails. This is one place germs like to hide. Wash for about 10 to 15 seconds — about how long it takes to sing "Happy Birthday." (Sing it quickly two times or just once if you go nice and slow.)

4. Rinse and dry well with a clean towel.

Article from: KidsHealthArticle Link: http://kidshealth.org/kid/talk/qa/wash_hands.html?tracking=K_RelatedArticle

Reviewed by: Rupal Christine Gupta, MDDate reviewed: August 2014

“Should You Go to School?”

Have you ever gone to school when you didn't feel so well? Everyone has probably done it, but if you think you have the flu, it's very important to stay home from school.

Here's why: influenza flu is an illness that could make some people very sick. So we want to do our best to keep it from spreading around.

Symptoms of the flu are a fever plus one or more of these:

cough sore throat runny nose body aches headaches tiredness

Some people with the flu also might have diarrhea or vomiting. If you have flu-like symptoms, home is where you should be.

By staying home from school (and away from crowds in general), you make it less likely that you will make other people sick. And if it turns out you do have the flu, rest at home is what you need to get better.

What to Do

Take these steps if you feel sick:

1. Tell your mom or dad, so they can check you out. They might want to call your doctor to talk about whether you have the flu or some other sickness.

2. Stay home from school and other crowded places. Also, try not to make other people in your family sick. Do that by washing your hands often, coughing and sneezing into a tissue or your elbow — not into your hands! — and keeping your distance.

3. Get rest, drink plenty of fluids, and feel better fast. Be sure to tell your mom or dad how you're feeling so they can take good care of you.

4. Return to school only when you're feeling better, no longer coughing/sneezing, and you haven't had a fever for at least 24 hours.

Article by: KidsHealthArticle Link: http://kidshealth.org/kid/h1n1_center/h1n1_school.html?

tracking=K_RelatedArticleReviewed by: Steven Dowshen, MD

Date reviewed: February 2013

Health 3 Immune System Name: ____________What are germs? What do germs do? Where are germs found? Discuss how germs are spread, and what you can do to stop them.

Keeping you healthy is a big job, so don’t make your immune system work overtime! What can you do to help your immune system keep you healthy? How do these things keep away illnesses?

How many days of school might you miss if you have a cold or the flu?

Health 3 Immune System Name: ____________

What are some things we can do to keep our soldiers strong?Physical things: ______________________________________________________________________________________________________________________________________________________________________________________Mental things: (emotional) ______________________________________________________________________________________________________________________________________________________________________________

“A Kid’s Guide to Fever”

You've had the feeling before — you come home from school feeling awful with a sore throat. Your mom feels your head with her hand, frowns, and takes your temperature with a thermometer. Within a few minutes, you hear the word fever.

But what are fevers, exactly? Why do kids get them? Why do parents and doctors care so much about them? And once you have one, how do you get rid of it? Don't go back under the covers just yet — read on to learn more about the facts on fever.

It All Begins in Your Brain

To really understand what a fever is, you need to say hello to the hypothalamus (say: high-po-THAL-uh-mus). The hypothalamus is in the center of your brain. Think of it as your body's thermostat — like that thing on the wall in your house that you use to set the heat or the air conditioning. Your hypothalamus knows what temperature your body should be and will send messages to your body to keep it that way.

Most human beings have a body temperature of around 98.6°F (37°C). Some people will have a normal temperature that's a little higher; others will have a normal temperature that's a little lower.

Most people's body temperatures even change a little bit during the course of the day: It is usually a little lower in the morning and a little higher in the evening. For most kids, their body temperature stays pretty much the same from day to day — until germs enter the picture.

The Germs March In

Remember that strep throat that made you feel so rotten? Or another time when the flu made you feel tired and achy? These kinds of infections are caused by germs that make their way into your body, usually in the form of bacteria (say: bak-TEER-ee-uh) or viruses.

Once these germs march in and make you sick, they can sometimes cause certain chemicals to flow into your blood. When your hypothalamus gets word that these chemicals are on the scene, it automatically sets your body's thermostat higher. Instead of saying your body should be 98.6°F (37°C), your body's thermostat might say that it should be 102°F (38.9°C).

Why does the hypothalamus tell your body to change to a new temperature? Researchers believe turning up the heat is the body's way of fighting the germs and making your body a less comfortable place for them. A fever is also a good signal to you, your parents, and your doctor that you are sick. Without fever, it's much more difficult to tell if a person has an infection. That's why grown-ups are concerned when you have a fever.

Shiver, Then Sweat

Once your hypothalamus sets a new temperature for your body, your body takes action and starts to heat up. When a fever starts, your body gets hotter and you may shiver without thinking about it to create more heat. You may feel very cold even though the room isn't cold and even though you have your pajamas or nightgown on and lots of blankets around you.

If your body reaches the new temperature that's been set by the hypothalamus — say 102°F (38.9°C) — you won't feel cold anymore. According to your hypothalamus, your temperature is where it should be!

After the cause of the fever disappears, your hypothalamus will set everything back to a normal temperature. When your strep throat medicine starts to work, for instance, your body will begin to cool down. You'll begin to feel warm and will need to get rid of the extra heat that's been in your body. You may sweat and decide to change into some lighter-weight pajamas.

Fighting a Fever

For almost all kids, fevers aren't a big problem. Once the cause of the fever is treated or goes away on its own, your body temperature comes back down to normal and you feel like your old self again. Most doctors agree that many kids with a fever don't need to take any special medication unless their fevers are making them uncomfortable.

It's a different story for newborns and very young infants, though. They should be evaluated by a doctor for any fever that reaches 100.4°F (38°C) or higher.

If a kid has a higher fever and feels uncomfortable, the doctor might tell a parent to give the child medicine. The two medicines most often recommended are acetaminophen (say: uh-SEE-tuh-min-uh-fen) or ibuprofen (say: eye-byoo-PRO-fen). The medicine blocks the chemicals that tell the hypothalamus to turn up the heat. Kids should never take aspirin to treat a fever because it can cause a rare but serious illness.

If you have a fever, your mom or dad will probably ask you to drink more fluids than usual. That's important because as your body heats up, it's easy for it to get dehydrated (say: dee-HI-dray-ted), which means there isn't enough water in your body. You have a lot of choices when it comes to fluids — juice, water, sports drinks, soup, flavored gelatin, and even ice pops.

Before you know it, your mom or dad will pull the thermometer out of your mouth and say, "Your temperature is normal. No more fever!"

Article from: KidsHealthArticle Link: http://kidshealth.org/kid/ill_injure/sick/fever.html?tracking=K_RelatedArticle#

Reviewed by: Steven Dowshen, MDDate reviewed: January 2014

“Chilling out with Colds”

You wake up in a cranky mood. Your head hurts. You don't have the energy to even get out of bed. And you can't breathe out of your nose. What's wrong? You may have a cold!

Having a cold is the #1 reason kids visit the doctor and stay home from school. Kids can get six to ten colds per year with each cold lasting an average of 7 to 14 days. Let's find out more about them.

What Is a Cold?

A cold is an infection of the upper respiratory system. This just means it can affect the nose, throat, and sinuses. A cold virus gets inside your body and makes you sick. The rhinovirus (say: rye-no-VYE-rus) is the most common cold virus, but more than 200 viruses can cause colds. Because there are so many, there isn't a vaccination, or shot, to prevent you from getting colds.

Fortunately, your body already has the best cold cure — your immune system. The immune system defends your body against illness. White blood cells are the immune system's main warriors. They're your own private army working to help you feel better. Take that, cold viruses!

How Kids Catch Colds

Mucus (say: MYOO-kus) is wet, slimy stuff inside the nose, mouth, and throat. When someone sneezes or coughs, mucus drops float in the air. Breathing in these droplets can spread a cold from one person to another.

You also can catch a cold if you touch your eyes, nose, or mouth after handling something with cold viruses on it. Video games, the doors at the mall, and your school desk are all hot spots for viruses. So be sure to wash your hands regularly.

Getting a cold works like space travel: The virus actually has docking points that stick to the inside of your nose — just like a small spaceship attaching to a mother ship! The virus takes over the cells lining the nose and begins creating more viruses.

White blood cells charge to the nose's rescue and cause cold symptoms, while also killing the virus that caused the cold. Runny noses and sneezing actually help to prevent viruses from invading other parts of your body.

You sneeze because your nerves detect the irritation in your nose and get the lungs to push a blast of air out through your nose and mouth. A sneeze can travel at more than 100 miles (161 kilometers) an hour — faster than a car travels on the road, unless you're at a racetrack!

Cold Clues

Symptoms (say: SIMP-tumz) are signs or clues that tell doctors you're sick. Once you've been in contact with a cold virus, it takes 2 to 3 days for cold symptoms to begin. You may have some of the following symptoms with a cold:

low fever (100-101°F / 37.2-37.8°C) body chills itchy or sore throat sneezing, runny nose, and watery eyes coughing feeling tired and not hungry congestion (when your nose is stuffy and it's hard to breathe)

Helping Kids Feel Better

Here are some feel-better tips:

Bring on the heat. Hot drinks soothe coughs and sore throats while also clearing mucus. So eat (or drink) your chicken soup!

Get steamed up. A steamy shower helps stuffy or irritated noses. Or run a humidifier (a small, quiet machine that sprays fine cool mist in the air) to relieve

your scratchy throat and stuffy nose. Humidifiers make room air moist, which loosens mucus.

Practice healthy habits. Your immune system will be ready to fight colds if you eat a balanced diet, get plenty of sleep, and keep your body fit through regular exercise.

Blow your horn. Blowing your nose is the best way to get rid of mucus. Rest. Take a nap or go to bed a little earlier for a few nights. De-stress. Kids who are stressed out feel worse when they have colds. Relax and

use the time to read, listen to music, or watch a movie. In other words, chill out and you might prevent a cold!

Article from: KidsHealthArticle Link: http://kidshealth.org/kid/ill_injure/sick/colds.html?tracking=K_RelatedArticle#

Reviewed by: Larissa Hirsch, MDDate reviewed: January 2014

Originally reviewed by: Kevin P. Sheahan, MD

Immune System Rubric

This rubric will be used to assess the student’s understanding and application of their immune system.

5 Superior understanding of learning outcome

4 Complete understanding of learning outcome

3 Basic understanding of learning outcome

2 Incomplete understanding of learning outcome

1Does not understand the learning outcome

Understands what the immune system is and what happens when it is not functioning properly

Makes direct and concrete connections to information. Determines opportunities to be healthier based on the investigated information

Reasonable understanding of new information. Offers suggestions as to how to be healthier.

Understands the basic ideas in the information. Partial consideration of investigated information when taking action.

Understands a limited amount of information. Needs assistance to recognize when or how to take action.

Does not understand the information even with assistance. Cannot make suggestions on how to be healthier.

Uses the information on the immune system to make informed decisions

Actions are purposefully planned based on the knowledge and information that has been investigated.

Investigates particular situations that have demonstrated healthy actions. When asked, can plan action based on new understandings.

Demonstrates, with support, the ability to determine the kinds of information to investigate. One or two possible actions are identified.

Requires repeated modelling of asking questions and exploring answers regarding the information to be investigated. Continuous coaching on identifying possible actions to be taken is necessary.

Is unable to use the information even with assistance. Is unable to identify possible actions with support, prompting, and assistance.

Reflects on what makes and keeps the immune system healthy

Can reflect and describe 4 or more ways to keep our immune system healthy.

Can reflect and describe at least 3 ways to keep our immune system healthy.

Can reflect and describe at least 2 ways to keep our immune system healthy.

Can reflect and describe at least 1 way to keep our immune system healthy.

Not able to communicate and reflect on what they have learned.

Making and Applying Decisions Rubric - Healthy Foods and Physical Activity Unit

This rubric will be used to assess the student’s understanding and application related to making and applying decisions.

5 Superior understanding of learning outcome

4 Complete understanding of learning outcome

3 Basic understanding of learning outcome

2 Incomplete understanding of learning outcome

1Does not understand the learning outcome

Understands Makes direct and concrete connections to information. Determines opportunities to be healthier based on the investigated information

Reasonable understanding of new information. Offers suggestions as to how to be healthier.

Understands the basic ideas in the information. Partial consideration of investigated information when taking action.

Understands a limited amount of information. Needs assistance to recognize when or how to take action.

Does not understand the information even with assistance. Cannot make suggestions on how to be healthier.

Uses Actions are purposefully planned based on the knowledge and information that has been investigated.

Investigates particular situations that have demonstrated healthy actions. When asked, can plan action based on new understandings.

Demonstrates, with support, the ability to determine the kinds of information to investigate. One or two possible actions are identified.

Requires repeated modelling of asking questions and exploring answers regarding the information to be investigated. Continuous coaching on identifying possible actions to be taken is necessary.

Is unable to use the information even with assistance. Is unable to identify possible actions with support, prompting, and assistance.

Reflects Reflects on action(s) that was taken and considers how things could be different. Determines what additional knowledge needs to be investigated.

Reflects logically on what was done well, what was learned, and what should be done differently next time.

Documents and reflects, with prompting and support, on what was learned. Requires prompts to ask questions and explore answers about the action taken.

Beginning to communicate, with a little reflection, what was learned. Reflection questions are minimally asked.

Not able to communicate what they have learned. Reflection questions are not asked.

Resources

Teacher:

Saskatchewan Grade 3 Curriculum: http://curriculum.gov.sk.ca/index.jsp?lang=en&subj=health_education&level=3

Jamie Oliver - Teach every child about food - Documentary, Lecture, Talk (Health Food) - TED awards: https://www.youtube.com/watch?v=VHAsqmOc2Bg

KidsHealth worksheets: Grades 3 to 5 • Health Problems Series Colds and Flu and Gr ades 3 to 5 • Human Body Series Immune System

Student:

Types of Germs : http://kidshealth.org/kid/talk/qa/germs.html?tracking=K_RelatedArticle

Types of Germs : https://www.youtube.com/watch?v=3phZfvOFcHE Germ in Jail: https://www.youtube.com/watch?v=jDwrTJ9qqPM Sid the Kid- "The Journey of a Germ:" http://www.youtube.com/watch?v=UF3XvCrl75I *

*Only as an extra video or an adaptation for those at a lower level of comprehension who would not understand the previous video.

Handwashing- the Why's and When's : http://kidshealth.org/kid/talk/qa/wash_hands.html?tracking=K_RelatedArticle

What’s Blood: http://kidshealth.org/kid/talk/qa/blood.html# What is a fever ?? : http://kidshealth.org/kid/ill_injure/sick/fever.html?

tracking=K_RelatedArticle (Extra document from KidsHealth) Chillin’ with a Cold (Extra document from KidsHealth) Should I Go to School? (Extra document from KidsHealth) The Magic School Bus': "Inside Ralphie:" https://www.youtube.com/watch?

v=iQmHIotYifE

Canada’s Food Guide: http://www.hc-sc.gc.ca/fn-an/food-guide-aliment/index-eng.php FNMI Food Guide: http://www.hc-sc.gc.ca/fn-an/foodguide-aliment/index-eng.php Portion Sizes on Food Guide:

http://www.hc-sc.gc.ca/fn-an/food-guide-aliment/basics-base/quantit-eng.php Calorie Chart on Food Guide: http://www.hc-sc.gc.ca/fn-an/food-guide-aliment/basics-

base/1_1_1-eng.php Make Your own Food Guide with Interactive Tracker:

http://www.healthycanadians.gc.ca/eating-nutrition/food-guide-aliment/index-eng.php http://www.healthycanadians.gc.ca/eating-nutrition/food-guide-aliment/index-eng.php Kids Eating Healthy (Benefits of Eating each Food Group):

https://www.youtube.com/watch?v=YdL-gjTEpMs


http://www.healthycanadians.gc.ca/eating-nutrition/food-guide-aliment/index-eng.php

http://www.hc-sc.gc.ca/fn-an/food-guide-aliment/basics-base/1_1_1-eng.php

http://www.hc-sc.gc.ca/fn-an/food-guide-aliment/basics-base/1_1_1-eng.php

http://www.hc-sc.gc.ca/fn-an/food-guide-aliment/basics-base/quantit-eng.php

http://www.hc-sc.gc.ca/fn-an/food-guide-aliment/index-eng.php

http://kidshealth.org/kid/ill_injure/sick/fever.html?tracking=K_RelatedArticle

http://kidshealth.org/kid/ill_injure/sick/fever.html?tracking=K_RelatedArticle

http://kidshealth.org/kid/talk/qa/wash_hands.html?tracking=K_RelatedArticle

http://www.youtube.com/watch?v=UF3XvCrl75I

https://www.youtube.com/watch?v=3phZfvOFcHE

https://www.youtube.com/watch?v=VHAsqmOc2Bg



Health Action Plans - Physical Activity Smart Goals: http://www.eatrightontario.ca/en/Articles/Weight-Management/10--SMART%E2%80%9D-physical-activity-goals.aspx

Healthy Eating Smart Goals: http://www.eatrightontario.ca/en/Articles/Weight-Management/10--SMART%E2%80%9D-healthy-eating-goals.aspx

Health Canada: Canada’s Food Guide – Setting SMART Goals: http://www.hc-sc.gc.ca/fn-an/food-guide-aliment/educ-comm/toolkit-trousse/plan-3a-eng.php and http://www.hc-sc.gc.ca/fn-an/alt_formats/pdf/food-guide-aliment/educ-comm/toolkit-trousse/plan-3a-eng.pdf

Alberta Health: Activity/Nutrition Log Book: http://www.healthyalberta.com/Logbook.pdf Immune System Article:


Brain Breaks:

Brain gym activities: http://sspw.dpi.wi.gov/files/sspw/pdf/sascevanshandouts.pdf See PDF document

Concentration Music:

Concentration and studying Baroque music: https://www.youtube.com/watch?v=QeyQ9Rk9Zvk

Classroom Management/Learning Environment

Classroom Rules:

I will respect myself, others, and the materials/environment. I will use positive language. I will sit in my seat during instructional time. I will come to class ready to learn. I will listen to my teachers and peers. I will raise my hand to speak. I will use my inside voice. I will keep my hands to myself. I will clean up my area. I will try my best.

Behavioral Plan:

https://www.youtube.com/watch?v=QeyQ9Rk9Zvk


http://sspw.dpi.wi.gov/files/sspw/pdf/sascevanshandouts.pdf



http://www.healthyalberta.com/Logbook.pdf

http://www.hc-sc.gc.ca/fn-an/alt_formats/pdf/food-guide-aliment/educ-comm/toolkit-trousse/plan-3a-eng.pdf

http://www.hc-sc.gc.ca/fn-an/alt_formats/pdf/food-guide-aliment/educ-comm/toolkit-trousse/plan-3a-eng.pdf

http://www.hc-sc.gc.ca/fn-an/food-guide-aliment/educ-comm/toolkit-trousse/plan-3a-eng.php

http://www.eatrightontario.ca/en/Articles/Weight-Management/10--SMART%E2%80%9D-healthy-eating-goals.aspx


http://www.eatrightontario.ca/en/Articles/Weight-Management/10--SMART%E2%80%9D-physical-activity-goals.aspx


If I do not act appropriately, I will…

- talk with my teacher.- work in a different area.- leave the classroom.- go to the office.- talk to Mrs. Rutko.- get a phone call home.- meet with my teacher, Mrs. Rutko, and my parents.

Learning Environment:

Students are in 3 rows of shared tables. The room is very spacious and full of art. Students keep their pencils by the door, and their work in the 3/4 bin. A list of things to do when you complete your work and a bathroom pass are on the wall. The agenda is on the board each day.

Adaptive Dimension

- Sid the Kid- "The Journey of a Germ:" http://www.youtube.com/watch?v=UF3XvCrl75I * *Only as an extra video or an adaptation for those at a lower level of comprehension who would not understand the previous video

- Large assignment: add more research (outcome DM3.1) for advanced students who need more of a challenge.

- EXPLICITLY TEACH READING AND WRITING STRATEGIES! THINK-IT-OUT!

http://www.youtube.com/watch?v=UF3XvCrl75I

Overview

Day 1 Day 2 Day 3 Day 4 Day 5




Lesson OutlinesI Can Statement Outcomes and Indicators

Language Strands Addressed

Vocabulary

SWBAT

Content/Break Down of Lesson (Before, During, After)

Note any adaptations needed and reading strategies used!

Assessment and/or

Evaluation

Lesson #1: The Immune System Introduction


I can predict and investigate what happens if the immune system is

Writing – a list

Listening – to music and loud noise and the teacher

Speaking – their answers

SWBAT: list stresses on the body and discuss how different noises impact their bodies and stress levels.

Write agenda on the board. Get music ready.

Before:

Say: In this unit, we will learn how best to keep our minds and bodies healthy! Today we will be discussing the immune system!

Drop books or slam door unexpectedly to try to scare students.

Ask: How did that noise make you feel? (Example: I jumped or my body went tense).

During:

Sorry for doing that Grades 3 to 4 but it was to show you what happens when our bodies experience stress.

Diagnostic assessment/observations of answers given for stresses on body.

Exit slip

not healthy/not working properly.


Have you ever heard the phrase: stress on the body? What does it mean?

There are many different types of stress on our bodies, both noticeable and not noticeable. With a partner, please make a list of different stresses in your notebook.

(Examples: not eating right, not getting enough sleep, not eating breakfast, being sad, etc.). This allows the teacher to determine what they know beforehand.

Share these examples with the class. Collect these sheets to make observations about the ‘Know.’

There are many ways to deal with these stresses, or inner conflicts. Such as listening to music, taking a deep breath. What do you do to relax?

We will now try one of these strategies because dealing with stresses, both physical and emotional, are important to maintaining a healthy Immune system. Close

your eyes and listen to the music. As you listen, think of how you feel compared to when the door was slammed.

Play: Concentration and studying Baroque music: https://www.youtube.com/watch?v=QeyQ9Rk9Zvk or introduction to germs song: http://www.youtube.com/watch?v=UF3XvCrl75I* .

After:

Students will share their answers. (Adaptation: use exit slip).

http://www.youtube.com/watch?v=UF3XvCrl75I*






I Can Statement Outcomes and Indicators

Language Strands Addressed

Vocabulary

SWBAT

Content/Break Down of Lesson (Before, During, After)

Note any adaptations needed and reading strategies used!

Assessment and/or

Evaluation

Lesson #2: Immune System, Blood, Germs, etc.


I can investigate the basic role of the immune system (to fight illness and/or infection).

I can use common

Vocabulary Words:

- immune system- germs- white blood cells- leukocytes- phagocytes- lymphocytes- prevention- virus- vaccination- antibodies- t-cells- b-cells- fungi- bacteria- protozoa

Writing – during discussion and on exit slips

Reading – the article about germs with the teacher

Listening – to the teacher read and listen to two videos

Viewing – two videos and vocabulary terms

Speaking – class discussion

Write on board and get videos ready. Print handout for vocabulary game and pre-cut cards.

Before:

Students will work on vocabulary pre-assignment so that they are familiar with the words. They will get cards with the words and the definitions and have to sort them into groups. As students work, circulate and ask them for their reasoning to sort the words in that way. Note: any way works, as long as they can rationalize it.

Show my way of organizing them on the board.

During:

Today we will continue to discuss the immune system. The vocabulary game you just played has words that will be

Vocabulary pre-assessment.Exit slips.Class discussion.White blood cell job description add

and respectful language to talk about immunity (germs, virus, vaccinations, and antibodies).

Representing – exit slips

SWBAT: use immune system vocabulary and understand what the immune system is and how it works. Students will be able to identify what germs are.

mentioned in today’s readings and videos. We will answer the following questions:

1)What is an immune system?2) How does an immune system work to keep us healthy?3) What happens if our immune system is not working properly?

4) What makes the immune system work properly?

Read: Article #1 on Immune System

Optional read: “What’s Blood?”

Complete assignment: See attached ad for White Blood Cells.

Watch: Types of Germs: https://www.youtube.com/watch?v=3phZfvOFcHE

Read: Types of Germs: http://kidshealth.org/kid/talk/qa/germs.html?tracking=K_RelatedArticle

Watch: Germ in Jail: https://www.youtube.com/watch?v=jDwrTJ9qqPM

https://www.youtube.com/watch?v=jDwrTJ9qqPM






Discussion:

What does the immune system do? Why is this job so important?

What parts of the body make up the immune system? How do these parts help to keep us healthy? Why are all of these parts called a system?

What are germs? How do they make people feel? Are all germs the same?

Not all bacteria are bad for your body. When can some kinds of bacteria help keep you healthy?

When germs attack, your immune system comes to your body’s defense! Howdoes your body fight germs and infections?

What can you do to protect yourself from infections?

*Adaptation: get students to write answers down as we talk.

After: hand out exit slips to check for understanding.

Lesson #3 – What We Can Do to Stop Germs


I can predict and investigate what happens if the immune system is not healthy/not working properly.


Writing – exit slips

Reading – two articles

Listening – to the teacher read one article

Viewing – The Magic School Bus (as a review/reward)

Speaking – during the brainstorm

Representing – during discussions and on the exit slips

SWBAT: Students will be able to predict what happens if the immune system is weak and suggest ideas for how to keep themselves healthy.

Before: Class Brainstorm – what can we do to stop germs?

During:

Read: Handwashing- the Why's and When's: http://kidshealth.org/kid/talk/qa/wash_hands.html?tracking=K_RelatedArticle

Read: “Should You Go to School.”

Review Discussion:

What is the job of the immune system? Keep you healthy.

What are leukocytes? White blood cells.

What do phagocytes do? Chew up germs.

Name two ways you can help your immune system protect you: washing your hands regularly, eating nutritious foods, getting plenty of exercise, and getting regular medical checkups.

After:

Watch: The Magic School Bus': "Inside Ralphie:" https://www.youtube.com/watch?v=iQmHIotYifE

See exit slips (attached).

Exit slipsDiscussion questions and brainstorm




Lesson #4: Introduce Healthy Eating and Exercise



I can examine

Vocabulary:

- exercise- healthy eating

Writing – on the boards and in notebooks

Reading –

Listening – to their partners and the teacher

Viewing – video

Speaking – during class discussion

Representing – through a drawing of their food

SWBAT: state that exercise and healthy eating help keep our immune systems healthy. Students can determine that both elements are essential for their everyday lives.

Prep. Chart paper and questions on board.

Before:

Today we will be looking at two ways to maintain a healthy immune system: Eating Healthy Foods and Exercising.

Answer these questions in think-pair-share format. (Journal, partner, on the boards):

1. What are healthy foods?

2. What kinds of foods should I eat?

(Example: Anything from the grocery store).

3. What are the benefits of eating healthy?

4. Was the example given in question one a good or bad example? Why or why not?

5. Why do you think exercise is important?

*Some of the benefits include better health, weight control, feeling more energetic, stronger muscles and bones, less

Drawing of the food

Discussion Exit slips

the roles of diet and physical activity on a healthy mind, body, and immune system.


stress, better self-esteem, and lower chance of many health problems.

During:

*Brain break!

See attached handout:

Brainstorm your favorite foods, 1 for each color listed:

Green –

Red –

Yellow –

Orange –

Black –

White –

Blue –

Purple –

Draw a picture of the foods you described. Name the food in each circle.

After:Benefits to healthy eating video: https://www.youtube.com/watch?v=YdL-gjTEpMs




Lesson #5: Canada’s Food Guide




I can predict and recognize how food choices have a direct impact on the types and amounts of nutrients absorbed by the body.

I can analyze personal food choices for

Vocabulary:

- Canada's Food Guide

- fruit- vegetables- grains- meat and

alternatives- dairy products- action plan

Reading: questions

Writing: practice worksheets and questions

Representing: practice worksheets, reflecting on exit slips, and 2 different drawings

Viewing: food guide

Listening: discussions and to teacher

Speaking: discussions

SWBAT: understand the four food groups and how much they need from each group based on their age. They will be able to evaluate their own

Book computer labs. Get materials copied.

Before:

Get students to discuss: Do we all have the same idea about healthy eating? Why might we have different ideas? How do we know where to look for correct information about healthy eating?

See attached worksheet:

With a partner, open Canada’s food guide link and explore. http://www.hc-sc.gc.ca/fn-an/food-guide-aliment/index-eng.php

What foods do you need for your age and how much?

During:

*Brain Break before and after!

Discuss the four food groups and how much they need for each group. Discuss what a portion size is (so that they understand what a serving means).

Practice examples (see worksheets).

- Discussions- 2 drawing

assignments- Answers

during review (look at students)

- Exit slips




possible consequences on the mind and body (eg sugary foods lead to tooth decay, water makes it easier to concentrate).

DM3.1 I can demonstrate the importance of investigating information for making informed decisions related to healthy foods and physical activity.



choices and start to see how their choices impact their overall health.

After:

Using your exit slip of rainbow foods please put a box around the foods you believe to be healthy.

Advanced: students will write the name of the food group that the food belongs to.

Before:

Review previous day using discussion questions we have yet to answer or questions from previous worksheets.

During:

*Brain Break.

See attached drawing sheet.

Draw your plate of food that you had for supper last night. Divide your plate into the four main sections. Place the foods you ate in the appropriate section. Please color it in and make sure your name is on it.

After:

Get students to create the ideal lunch by putting foods

AP3.1 I can use the understandings, skills, and confidences related to healthy foods, and physical activity.


in the bag from each food group. (See worksheet).

Lesson #6: Action Planning Final Evaluation




I can review the kinds of healthy actions that I have taken in regards to

Reading – the action plan, assignment, etc.

Writing – action plan

Listening – to teacher

Speaking –

Viewing – website for making own food guide based on age

Representing – their knowledge through a final evaluation; create own food guide and then track food; create 3 SMART goals

SWBAT: Make their own good guide based on their age. Then students will be able to create 3 SMART goals and track their progress. They will evaluate how they met their goal or not.

Prep. Materials and make sure note was sent home.

Before:

Partner discussion:

Evaluate your plate of food from yesterday. What categories were you over and which categories were you under? Did you miss any categories?

During:

*Brain Break

Action Plan! Can you make a healthy plan and stick to it? Make your own food guide here: http://www.healthycanadians.gc.ca/eating-nutrition/food-guide-aliment/index-eng.php (intended as review)

*Brain Break

Introduce smart goals and model this on board:S- specificM- measurableA-AttainableR- realisticT – timely

Final evaluation: action planner with smart goals for healthy eating and exercise improvements.

Self-evaluations.




healthy foods and physical activity.



Example SMART goals: Health Action Plans

- Physical Activity Smart Goals: http://www.eatrightontario.ca/en/Articles/Weight-Management/10--SMART%E2%80%9D-physical-activity-goals.aspx

Healthy Eating Smart Goals: http://www.eatrightontario.ca/en/Articles/Weight-Management/10--SMART%E2%80%9D-healthy-eating-goals.aspx

Final evaluation:

Set three goals for healthy eating/exercise, and plan how you will follow through (3 tricks).

See worksheets and tracker guides.

Assignments will be due in a week. Afterwards, students will reflect about what they learned and if they met their goal.







Additional Lessons or Adaptations:

To meet outcome:




You could show student various sources, with both right and wrong information, and get them to decide what is right.

To meet outcome:



You could get students to write a reflection or fill out a KWL chart.