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The Ultimate Curriculum
Guide
SCIENCE
HEALTH&
THEMATI C
U NI T
2
HEALTH AND SCIENCEULTIMATE CURRICULUM GUIDE
he newspaper is a valuable source of informationfor students. Reading a newspaper each day keepspeople informed about major issues and events
that affect their lives. Helping students use a newspaperalso teaches them an important skill for lifelong learning. A paper does not have to contain a youth feature to be funfor students. In fact, many students relish the opportunityto relate to “adult” material and “real-world” issues. Thetopics in any day’s newspaper can excite students andmotivate them to read and learn. The activities in Unit 1make it easy and fun for teachers to introduce thenewspaper to students. Units 2, 3, and 4 build on thatknowledge with “Everyday Science,” a group of activitieson science in our lives; “Challenge Science,” a series of moreexacting activities; and “Protecting Earth,” a collectionfocusing on environmental science.
TT
CONTENTsUnit 1 - Introducing the
Newspaper
Checking ComprehensionCountingInterviewingFamily Night OutThere’s a PlaceHeroes
Unit 2 - Everyday Science
Food PyramidThe Five SensesHoroscopesBody PartsSports ScienceOccupations
Unit 3 - Challenge Science
EnergyScience FilesWeatherMedical AlertScience FictionHeadlines
Unit 4 - Protecting Earth
Pollution SolutionWater Is EverywhereProduct PackagingRecycle It!Animal OpinionsSearching the Environment
OutdoorSCIENCE
Copyright Hot Topics Hot Serials 2007
4. Family Night OutTell the students that they have been chosenby their family to plan a family night out at the movies. First, have them check theEntertainment section to see what’s playingand find a movie that is appropriate for thewhole family. They will need to write downthe title of the movie, the name of the theater,the times of the shows and, if possible, theprice of a ticket. Why did they make theselections they did?
5. There’s a PlaceDiscuss with the class how news events cantake place in businesses, stores, hospitals,schools and other spots in their city andneighborhood. In the local news section ofthe newspaper have students look for placeswhere the news is happening. Direct them tomake a list of these places. Have them writea checkmark next to any place they havebeen to, circle any spot they can walk to andunderline any place they would like to visit.
6. HeroesPeople are always looking for heroes androle models. Ask students to search throughthe newspaper for a person whom theyadmire. Get them to list the special traitsthat caused them to select this person.Then have them explain why they admirethose characteristics. In what ways are theyable to model after their hero?
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1. Checking Comprehension*Ask students to look through the news-paper and read an article that intereststhem. Instruct them to re-read any partsthey do not immediately understand. Usingthe “Picture This” worksheet, have themmake four drawings to illustrate the charac-ters, the setting, the main issue or topicand the result of the story they have read. Make sure they write a brief caption under each picture.
2. CountingHave the students look through the news-paper and take a count of different items.How many paragraphs are in the lead storyon the front page? How many pictures arethere of men, and of women? How manygraphs are used to chart information in thenewspaper? See if each student can make a list of five things a friend could find tocount.
3. InterviewingHere’s an opportunity for students to playreporter. Ask students to select an interest-ing person from the newspaper and writefive questions they would like to ask thisperson in order to learn as much as possibleabout him or her. When they have finishedthat, have them imagine they are the personthey selected and write responses to thequestions.
Unit 1 : Introducing the Newspaper
Newspapers are full of information about things students like: movies, sports, science, art and more.
Newspapers are also the first rough draft of history. News events today will shape the lives of students
for years to come. These activities will help your students get to know the newspaper in a fun way.
*Includes activity sheet for students.
Activities
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Newspapers contain all kinds of stories to interest all kinds of people. Some are about sports. Others are aboutbig events. Others are about movies or TV. Look through the different sections of today’s paper and read a storythat interests you. Re-read any parts you do not understand immediately. When you have finished reading,make a drawing in each of the spaces below. Draw the characters of the story you read, the place it happened, the main issue or topic, and the result. Write a caption under each picture to tell what it shows.
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Characters Setting
Issue/Topic result
Caption: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Caption:
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Caption: Caption:
picture thisAn activity sheet for students
4. Body PartsDivide the class into small groups and provideeach group with an outline of the humanbody traced on chart or butcher paper. Havethe children create a list of external bodyparts and label them. Then have them searchthe paper for health and beauty product adsto cut out. Ask them to glue each product adon the body part for which it is intended.
5. Sports ScienceMost students know that sports have rules.They may not know that the rules ofphysics are at work in sports, too. Brieflydescribe a law of physics—how gravityworks, how friction causes objects to slowdown and rest, how for every action there is an equal and opposite reaction. Thenhave students look through the Sports pages for evidence that physics is at work.(Why does a punt come down? Why areshort hockey shots fastest? What happenswhen a tennis racket hits a ball?) Make a class list of examples for one or morephysics laws.
6. Occupations*Direct the students to the Help Wanted adsin the Classified section of the paper. Havethem find an occupation in the sciencefield. See if they can find an ad thatdescribes the duties of the job. Using the“Get a Job” worksheet, have them write adescription of a typical day on that job.
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Unit 2 : Everyday Science
1. Food PyramidDiscuss with students the various classifica-tions of food in the food pyramid— wholegrains and pastas; fruits and vegetables;meat and dairy; and fats, oils and sweets.Then ask students to look through the storiesand ads in the newspaper to find examples ofeach group.
2. The Five SensesAsk students to find a product in the paperand write an advertisement that will appealto all five senses—sight, hearing, taste, smell,touch. It may be fun for them to work inteams and select one person to present thead to the class. Ask them to decide wherethey want to run their ad—in the newspaper,on TV, radio, or billboard. How would theirad differ depending on where it ran?
3. Horoscopes*Discuss the horoscope with your class.Explain how each month the Earth’s orbitputs stars and planets in different positionsin relation to our planet. Do studentsbelieve that the stars really affect theirlives? Instruct the students to read theirhoroscopes each day for a week and deter-mine if the predictions come true. Using the “Star Power” worksheet, have themkeep a daily log and write the findings.
*Includes activity sheet for students.
Science is the process of observing and experimenting to learn about the world. In the following
activities students will get an opportunity to use the newspaper to make connections to science
throughout their daily lives.
Activities
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Do the stars really affect peoples’ lives? Read your horoscope each day for a week and determine if the predictions come true. Keep a daily log
to record what was predicted and what happened.
star powerAn activity sheet for students
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Monday
Tuesday
Wednesday
Thursday
Friday
What Happened
Name: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
My birthday is: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
The dates for my sign are:
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Prediction
My sign is:
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With your teacher, find the Help Wanted ads in the Classified section of your newspaper. Look through the dif-ferent occupations and pick one in a science field. Then fill in the form below. Based on what you learned inthe ad, write a description of a typical day working at this job.
Get a jobAn activity sheet for students
Name of Occupation /Position Title: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Experience Required:_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Salary and Benefits: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
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Using your imagination, write a description (above) of a typical day on the job. Be sure to include what it wouldfeel like to perform this job, as well as the actual duties.
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1. Energy*Have the students select items from ads andstories in the newspaper that require an energysource in order to operate. Then, using the“Energy” worksheet, ask them to list theiritems by category (i.e. electricity, gas, gaso-line, battery, solar). Finally, have them createa graph classifying the items according to thesource.
2. Science FilesChallenge students to search the newspaper fora week for stories about a branch of science—space, biology, chemistry, etc. Have each stu-dent create a science file by cutting out arti-cles, pictures and advertisements tied to sci-ence. After they have completed their files,have students write a short essay detailingwhy they would or would not like to work in the field they have been following.
3. WeatherDirect students to the weather page in thenewspaper. Then ask them to answer the fol-lowing questions based on the newspaper’sweather report for the previous day:
• What city had the warmest temperature?• What city had the coldest temperature?• In what cities did it rain?• What were the high and low temperatures
for your city?Have them create a bar or line graph to showthe temperatures of various cities.
4. Medical AlertAsk students to scan the newspaper for severaldays and clip out an article related to medicine.Have them read the article and find the specificproblem or challenge involved, the populationor group that is affected, and possible solutions.
5. Science Fiction Have the children scan the Entertainment section for television or movie listings of science fiction shows or films. Have them listtheir shows and write down why they believetheir selections are science fiction. Discuss howscience fiction uses fantasy “inventions” or“scientific” theories to create a story line andhow real science aids the creation of sciencefiction. Then have students write a review of a science fiction show or movie that they haveseen recently. Do they have suggestions forusing other science ideas to improve the story?
6. HeadlinesGet students to cut out all the headlines fromtoday’s newspaper that have a science connec-tion. Challenge them to rank the headlines inorder of importance to them, their familiesand their lives. Have them write a paragraphexplaining why their first choice is mostimportant.
Unit 3 : Challenge Science
Life science, physical science, health science and earth science articles are found throughout the newspaper.
In these activities students will get a chance to explore current issues and ideas by discussing problems,
experimenting with data and drawing conclusions. By using a scientific eye, your students will learn
ways to see more in the fascinating world around them.
*Includes activity sheet for students.
Activities
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Gasoline Electricity Solar Natural Gas Batteries Other
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Many of the things we use every day need power to operate like games, cars, and cell phones. Look throughthe ads and stories in the newspaper for items that require an energy source. Write the name and page numberof each item in the correct box below [Example: computer (p. 31)]. If an item uses more than one source—electricity and batteries, for example—list it in both places. When your list is complete, add up the items ineach group and write them in the small gray boxes of each category, then make a graph using the totals.
energyAn activity sheet for students
Electricity
Batteries
SolarGasoline
Other SourcesNatural Gas
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1. Pollution Solution*Have students skim the paper for articlesabout the environment. Divide the class intosmall groups and have the children read anarticle (or read it to them). Using the work-sheet titled “Pollution Solution,” get them to brainstorm ways to solve some of the environmental issues raised in the article.Then ask them to write an anti-pollution sloganand design a banner for classroom display.
2. Water Is EverywhereChallenge the class to search the newspaper to find as many articles that involve water as possible. Have each child keep a list, thenmake a master list for all students on theboard. Examples could include sports played in or on water (or ice), water pollution or con-servation stories, water and weather reports,stories that mention bodies of water. Whatconclusions can they draw from the articlesabout the role of water in the world?
3. Product PackagingHave students look in the newspaper for itemsthat have different types of packaging. Thenask them the following questions about thepackaging: Is it recyclable? What material(s) is it made of? What are the pluses and minusesof those materials? How could the packagingbe improved?
4. Recycle ItInstruct students to make a chart by dividing a piece of construction paper into five sections.They should title the sections “glass,” “metal,”“paper,” “plastic” and “non-recyclable.” Thenhave them cut out newspaper pictures of itemsthat can be found in the home. The goal is tocategorize the items to be recycled by pastingthem on the chart. Have them write a para-graph to explain the chart. When they havefinished their individual charts, let them designa class or school program for recycling. Askthem what they would need to put their plansinto action.
5. Animal OpinionsDirect students to the editorial page to find exam-ples of letters to the editor. Ask each student towrite a letter discussing wildlife and the environ-ment. The topic: Is it more important to protectthe environment to save wildlife or to use theenvironment to aid progress that will benefithuman society?
6. Searching the Environment* Send your students on a scavenger hunt. Usingthe worksheet titled “Let’s Go Hunting,” havethem find the environmental items in the newspaper.
Unit 4 : Protecting Earth
*Includes activity sheet for students.
Protecting the environment is an important concern for everyone. By teaching children about pollution,
recycling and conserving resources we can develop their environmental awareness today so they can help
make a difference tomorrow.
Activities
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Pollution solutionAn activity sheet for students
News about nature and the environment is important to newspapers, because many readersare concerned about what happens to wildlife and the Earth. Divide into teams and skimthe paper for articles about the environment. Read one together and then use the chartbelow to help brainstorm a solution to the problem discussed in your article.
Issue
Who is affected
Importance
Information that is needed
Solution
When you have finished your chart, write an anti-pollution slogan and do a rough sketchof an idea for a banner that you could create and hang in your classroom.
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Environmental news and information is found all through the newspaper. Some can be found in the stories. Some can be found in ads. Some caneven be found in photographs. Using the list on this page, go on a scavengerhunt in the newspaper. You may want to divide into teams and make it a game.
Before you start, decide if you want to find one example for each item, or seehow many different examples you can find for each item. Write your answers in the spaces below. Include the page number(s) where you found each item.
Let’s go huntingAn activity sheet for students
_____ Toxic substance: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_____ Energy-efficient product: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_____ Water-related term: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_____ Way to use water: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_____ Reported abuse of the environment: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_____ Example of recycling: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_____ Something that harms the environment: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_____ Something that helps the environment: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_____ Environmental organization: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_____ Energy source: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_____ Renewable resource: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_____ Non-renewable resource: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
PAGE ITEM(S) FOUND IN THE NEWSPAPER
Cooking ChemistryHave the students select a recipe from the newspaper Food section to make a healthy dish. Make surethey write down all the necessary steps to complete the task. Divide the class into groups so everyonecan take part in the cooking lesson or call individuals one or two at a time to perform one of thesteps. Ask students to take notes and make observations throughout the cooking process.
Water Cycle MuralDiscuss with your class the steps of the water cycle—how water moves from the Earth’s oceans to our faucet and back again. Get a large piece of butcher paper to make a mural. Divide the class intosmall groups so everyone can draw or paint one aspect of the cycle. Make sure the students label theprocesses and the parts.
Create a Solar SystemHave your students make a 3-D model of the solar system. You will need to get resource books withpictures of the planets. Using chart paper, have students cut out the proper shape and size for eachplanet. Two cutouts for each planet will be necessary. Have students color their planets according tothe pictures and staple the two sides together, leaving an opening large enough to stuff their planetwith newspaper. That will give a three-dimensional appearance. Hang each planet from the ceiling foran attractive, educational display.
Recycling EffortTalk with your students about the importance of preserving and protecting our renewable resources.Plan a classroom or school recycling initiative. Contact a local agency to see if it would be willing to remove your recyclables. Find out how they must be sorted and stored. Many schools have contractswith companies that provide these services. Have students collect cans and plastics from their lunches,plus recyclable paper. Place them in separate bins or cans. If you can get a scale, weigh them eachweek and have the class compute the average amount of waste generated per child. Ask them to thinkup other math questions that could be used with the project. Invite other classes or the entire schoolto share in the effort. Contact your local newspaper for some publicity.
Papier-Maché DinosaursStudents love dinosaurs. Have students make models of some of their favorites. They will need somewire (hangers or chicken wire are good) to mold into the shape of their dinosaur. Direct students tofill a bucket of water and mix in two cups of flour. Then they should rip up strips of newspaper aboutone inch wide and soak them in the bucket. Next place the wet strips of paper on the wire frame sothat the dinosaur takes shape. Finally, let it dry and paint it. Allow several days for the activity andprovide lots of time for clean-up.
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EXTENSIONSThese activities explore science issues that take place around school everyday. But that should not be the end of their curiosity about science intheir world. More can be done to encourage it. Here are some suggestionsfor extending the lessons of this teacher’s guide through the year.
EXTENSIONS
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The newspaper is a valuable source of information for students.Reading a newspaper each day keeps people informed about
major issues in their lives. Helping students to use a newspaperteaches them an important skill for lifelong learning. The topicsin any day’s newspaper will excite young people and motivate
them to read and to learn more about the world.
These activities are designed to help you use the newspaper to help students learn more about issues of health, fitness,
and nutrition.
F A N T A S T I C
F I T N E S S
C O N T E N T S
Unit 1
Get FitPhysically FitSports MedicineObesity EpidemicFitness Month Scavenger HuntHeath Club ExplosionCouch Potatoes
Unit 2
The Human BodyBody TypesHeal MeMoney MattersMedical E-mail Health CareMedical Press Release
Unit 3
NutritionNutrition MonthLess is MoreFine Foods Fast FoodShopping ListFunctional Food
Unit 4
Healthy LivingHealthy Rules to Live By OccupationsPatients Bill of RightsHealth CostsHealthy ResourcesConfused about Health?
T E A C H E R ’ S G U I D E
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1Phys ica l ly F i t
Learning Standard: designing an exercise plan
The students can look through the newspaper to find someone who is performing an activity that is beneficial to his/her health. Have them describe the activity and explain why it is a healthy one.What types of exercises do your students perform regularly? Have them design a daily exercise program to use in class.
Spor ts Medic ine
Learning Standard: understanding the interrelationships of body systems
Injuries are an unfortunate part of sports and can have serious complications for athletes. Havestudents check the Sports section for reportsabout injuries.They should list five important facts found in the article.
Obes i ty Epidemic
Learning Standard: understanding the importance of physical exercise
Americans are gaining more and more weight,according to recent studies.The class should usethe newspaper to find activities that provide goodexercise.Which activities in the newspaper wouldnot be good exercise? The students should explaineach of their choices.
G e t F i tStudents should understand that being fit requires healthy eating and exercise. Begin this unit by explaining that being physically active can include normal everyday activities such as walking and doing chores as well as planned exercise.
Fitness Month Scavenger Hunt
Learning Standard: locating information
May is National Fitness Month. Send students on this Fitness Scavenger Hunt to find:
u a physically-fit athleteu a product that promotes healthy living u a healthy snack u a health organization u a medical doctor u a television show about doctors u exercise equipment
Heath Club Explos ion
Learning Standard: explaining how systems and processes work together
The number of health clubs has dramaticallyincreased, as people are concerned with maintaining a healthy life style. Have students find five health-related items in the newspaper andwrite a brief statement about each,explaining why these items promote healthyminds and bodies.
Couch Potatoes *
Learning Standard: organizing data
A new invention,TV-cycles, can get kids to exercise while they are watching television.Researchers think that the TV-cycle may solve the obesity problem as kids have to pedal to keep the TV working.The students can check the television listings and plan an evening of television watching for kids that would motivatethem to pedal.Then they should make a chartwith the program, channel time and a briefdescription of the show.
Unit One
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* Activity sheet
F i t n e s s M o n t h S c a v e n g e r H u n t
May is National Fitness Month. Go on this Fitness Scavenger Hunt and skim the newspaper to find each item.Write a description
of each one you find.
a physically-fit athlete
a product that promotes healthy living
a healthy snack
a health organization
a medical doctor
a television show about doctors
exercise equipment
Name:
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Program/Description
Channel/Time
Program/Description
Channel/Time
Program/Description
Channel/Time
Program/Description
Channel/Time
Program/Description
Channel/Time
C o u c h P o t a t o e s
A new invention,TV-cycles, can get kids to exercise while they are watching television. Researchers think
that the TV-cycle may solve the obesity problem as kids have to pedal to keep the TV working. Check the
television listings and plan an evening of television watching for kids that would motivate them to pedal.
Then you can make a chart with the program, channel time and a brief description of the show.
Name:
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2Body Types
Learning Standard: describing characteristics of living things
There are three body types.Those are:endomorphs, which are solid, round and powerful, mesomorphs, which are muscular yet agile, and ectomorphs which are lean and long. Most people are a mixture of all three. Have the students find some of the people pictured in the newspaper and identify the different body types.Which one is most like them?
Heal Me
Learning Standard: reflecting on scientific knowledge
An online medical textbook is a terrific resource for learning about health. Millionsof people are already using one such site—Emedicine.com. Have the students find a medical problem in the news that needs to be solved.They can identify the 5 W’s— who,what, where, when, and why— in an outline of the story.
Money Matters
Learning Standard: writing persuasive essays
Bill and Melinda Gates have donated millions of dollars to sponsor a vaccination program for children.The money helps poor nations find creative ways to finance programs.The class should use the newspaper to find a health issue that needs a great deal of money to further the effort.Then each student can write a letter to a potential benefactor tellingabout the cause they chose.
Medica l E-mai l *
Learning Standard: generating questions
Lots of patients now e-mail their doctors instead of calling.That’s a fairly new phenomenon.What other medical news can students find intoday’s newspaper? Based on what they find, havethem make a list of 5 questions they would like toask a doctor.
T h e H u m a n B o d yThis unit focuses on issues pertaining to how the body works to stay healthy. Health is an issue of great interest and the newspaper usually has a significant number of articles that relate to healthy living.
Health Care
Learning Standard: identifying health issues
Back pain and headaches are just a few of thecommon problems people have with their health.The newspaper is a resource for available healthcare information. Students can skim through thenewspaper advertisements and make a list of allthe health care services they find. Have themplace a star next to any services they think theycould use.
Medica l Press Release
Learning Standard: writing press releases
Have the class do a newspaper search for anyarticle about a medical breakthrough.Then theyshould write a press release about the event.
Unit Two
* Activity sheet
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Name:
M e d i c a l E - m a i l
Lots of patients now e-mail their doctors instead of calling.That’s a fairly new phenomenon.What other medical news
can you find in today’s newspaper? Based on what you find make a list of 5 questions you would like to ask a doctor.
Write your questions on these lines.
Question 1
Question 2
Question 3
Question 4
Question 5
20
3Nutr i t ion Month *
Learning Standard: identifying specific food needs
March is National Nutrition Month. Direct theclass to look through the newspaper in search of foods for a healthy diet. The class should thinkabout the various classifications of food in thefood pyramid: whole-grains, plant oils, fruits, veg-etables, nuts and legumes, fish, poultry and eggs,meat and butter, dairy, white rice, white breadpotatoes, pasta and sweets.They can look throughthe newspaper to find examples of each group.
Less i s More
Learning Standard: understanding the impact of food selections
In the past 20 years, the number of overweightchildren has doubled.The Department ofAgriculture wants to find ways to help childrenlive healthier lives.The students can use the newspaper to find healthy foods, products, and activities in the paper.They should make a chartto categorize their findings.
F ine Foods
Learning Standard: explaining how selected systems work
As we all know, we are what we eat.The studentscan skim the newspaper to find the five bestfoods for good nutrition.Then they can rank themin order of their healthiness. Each student candesign a newspaper ad to sell the food that is most beneficial to good health.
Fast Food
Learning Standard: recognizing the influence of media and culture on eating habits
Have the students look through the newspaperfor restaurant advertisements.Are there ads forfast food that should be avoided? Which restau-rants would be the best for good nutrition? Thestudents can select the healthiest restaurant andexplain how they arrived at that choice.
N u t r i t i o nBeing healthy requires more than just being physically active.Students should understand that what they put into their bodies determines much of their health level. This unit focuses on the importance of nutrition so that students can learn how to take responsibility for what they eat.
Shopping L ist *
Learning Standard: planning nutritional meals
The students can plan a healthy meal by goingthrough the Food section to create a shoppinglist. Have them select the foods they need to buyand the price of each item. Have them total thecost of their food purchase.
Funct iona l Food
Learning Standard: understanding the role of advertising on food selection
The food of the future will be designed to increase life spans, promote health and fight disease.They will be high in fiber, nutrients and vitamins.The students can look through the Food section of the newspaper for foods and products that promote healthy living. Havethem make a list of the words and phrases that are used to persuade the consumer that these are healthy products.
Unit Three
* Activity sheet
N u t r i t i o n M o n t h
March is National Nutrition Month. Look through the newspaper in search of foods for a healthydiet. Think about the various classifications of food in the food pyramid: whole-grains, plant oils,fruits, vegetables, nuts and legumes, fish, poultry and eggs, meat and butter, dairy, white rice, white
bread, potatoes, pasta and sweets.Then look through the newspaper to find examples of each group.Circle each type of food you find.
Name:
Whole Grains:
Legumes:
Vegetables:
Fruits:
Potatoes
Pasta:
Nuts:
Plant Oils:
Fish:
Poultry:
Eggs:
Meat:
Dairy:
White Bread:
White Rice:
Butter:
Sweets:
321
22
S h o p p i n g L i s t
Plan a healthy meal by going through the Food section to create a shopping list. Select the
foods you need to buy and the price of each item.Then total the cost of your food purchase.
Name:
Item 1
Item 2
Item 3
Item 4
Item 5
Item 6
Item 7
Item 8
Item 9
Item 10
Item 11
Item 12
Total Cost of Groceries
$
$
$
$
$
$
$
$
$
$
$
$
$
23
4Healthy Rules to L ive By
Learning Standard: understanding basic requirements of living things
Have students find articles, ads or pictures thatencourage people to follow these rules for goodhealth: exercise regularly, get plenty of sleep, eatbalanced meals, eat moderately, avoid too muchjunk food, do not smoke and don’t do drugs.Thenthey can give individual or group reports abouttheir research.
H e a l t h y L i v i n gOnce students have learned about nutrition and exercise choices, it’stime for them to put it all together and create a plan for a healthylife. These activities will help them design their personal plan.
Healthy Resources
Learning Standard: identifying health resources
Is the newspaper a good place to find resourcesfor healthy living? Have the students compile a list of the services that are available.Then theycan indicate which services they would use.
Confused about Health?
Learning Standard: evaluating advertising
There are many different health remedies on the market and Americans are confused aboutwhat really works to improve health.The class can check out the ads for a health product thatclearly makes its point.Then they can answer the5 W’s— who, what, when, where and why aboutthe product.
Health Costs
Learning Standard: discussing a topic of social concern
Heath care is big business and the costs are predicted to rise by more than 50% over the next ten years. Have the students determinewhich health care companies are advertising in the newspaper and what their products are.They can write an essay telling why they thinkhealth is such big business.
Occupat ions *
Learning Standard: evaluating career opportunities
There is a growing demand for workers in thefield of health care. Have the class look throughthe Help Wanted ads in the Classified section ofthe newspaper and select occupations that are inthe health field.They can describe the duties thatare involved in each position by writing an hourlyschedule for a typical day on the job.Which jobsare of particular interest to the students?
Pat ients Bi l l o f Rights
Learning Standard: synthesizing information
The Patients Bill of Rights gives protections for all patients who have health care plans.Therights include: granting patients the ability toappeal decisions, sue, allowing appeals outside of the health plan, and improving access to specialists, emergency care and prescription drugs.The students can find a situation in thenewspaper that could be affected by these rights.Then they can explain how the rights impact onthe situation.
Unit Four
* Activity sheet
24
O c c u p a t i o n s
There is a demand for workers in the field of health care. Look through the Help Wanted ads in theClassified section of the newspaper and select occupations that are in the health field. Describe theduties that are involved in that position by writing an hourly schedule for a typical day on the job.
Which jobs are of particular interest to you?
Name:
Occupation 1:
Duties of the Position:
What Time Does Shift Begin? End?
Hourly Schedule:
Occupation 2:
Duties of the Position:
What Time Does Shift Begin? End?
Hourly Schedule:
25
E x t e n s i o n s
Here are some suggestions for extending the lessons for Fitness.
Have the students bring in a variety of nutritionlabels from food packages.They should make comparisons between the contents of the products.They can consider the grams of fat, fiber, protein,and sugar in each product to determine whichfoods are healthiest.
Have the students search the Web to have some of their medical questions answered.They can do aGoogle search or find other medical Web sites likewww.webmd.com.
The students can plan an anti-drug or anti-smokingcampaign to encourage healthy living.The class canwrite letters inviting speakers to talk about theseimportant issues.
Have the students keep a weekly journal recording the food they eat and their physical activity.They can write an evaluation of their dietand exercise program at the end of the week.
Have the class take a survey of the food in the school cafeteria.The students can create questionnaires about food quality and compile the results for the school.
Plan a school-wide Physical Fitness Day.The students can plan activities to involve the entireschool and create posters to advertise the event.
Have the students conduct interviews with theirparents about health care.Are their families covered by a health care plan? How does the plan work and what are some of the benefits? What medical services are not covered?
26
D rug policy, drug abuse and the drug trade make newsalmost daily in the local, national and international sections of the paper, as well as in sports and entertain-
ment. The Unit 1 activities in this guide make it easy forteachers to introduce the newspaper and the issue of “Drugs in our Culture” to students. Units 2, 3, and 4 build on thatknowledge with “Why Do Drugs?” a group of activities explor-ing the roots of drug use; “Where Do You Stand?” a series ofactivities on personal and government decision-making; and“Drug Prevention,” a collection focusing on various tactics toaddress drug usage.
CONTENTsUnit 1 – Drugs in
Our CultureTeenage Drinking Marketing StrategySmoke Free or Not Smoke FreeMiracle CureLegalize Marijuana? Scavenger Hunt
Unit 2 – Why Do Drugs?Peer PressureBreaking the RulesGateway ProfileMaking the Right ChoiceSchedule the DaySelf-Esteem Poster
Unit 3 – Where Do You Stand?
Acting OutCrime and PunishmentDrug PoliciesDrinking on TelevisionAdvice ColumnDrugs and Crime
Unit 4 – Drug PreventionDrug TestingPolicies for AthletesWho Can Help?This Is Your Brain on DrugsDrug Use TodaySpokesperson
HEALTH AND SCIENCEULTIMATE CURRICULUM GUIDE
DRUG AWARENESS
27
1. Teenage DrinkingIt is illegal to drink alcohol before the age of21, but 18-year-olds are allowed to vote andserve in the armed forces. What should beour guidelines for determining whenteenagers are responsible? Ask students tolook through the newspaper for examples ofteens who acted responsibly and some whodid not. Have them use the articles as aresource to argue whether the drinking ageshould be changed.
2. Marketing StrategyThere are many benefits derived from legaldrugs. They can prevent heart attacks, fightcancer or relieve a headache. Have the classlook through the newspaper for advertise-ments for drug products. Have them pick oneand decide how they might better marketthis product. Challenge them to redesign the ad and make changes to the text andgraphics to improve the marketing. Makesure they include necessary warnings, asappropriate to inform the public.
3. Smoke Free or Not Smoke FreeResearch indicates that second-hand smokehas an adverse effect on those who come incontact with it. Many public buildings, placesof business and even airplanes ban smoking.Cigarette smokers think that is an infringe-ment on their right to smoke. Discuss withyour class whether these policies are fair.Using the newspaper as a resource, have stu-dents list what locations and establishmentsshould be smoke free and which should not.Do all students agree?
4. Miracle CureEach year Americans spend more than $10 bil-lion on drugs to treat their afflictions. Still,there is no cure for some of the major dis-eases of our time. Have students write a headline for the front page for a break-through in the discovery of a miracle drug.What disease would they want the drug tocure? Ask students to develop an outline foran article to run with their headline.
5. Legalize Marijuana?Marijuana is the name given to the driedleaves of the hemp plant. It is one of themost popular recreational drugs aroundtoday. Some people believe that marijuanause should be legal when prescribed by a doc-tor. It can be effective in the treatment ofthe eye disease, glaucoma, in relieving nau-sea associated with anti-cancer drugs or eas-ing pain associated with AIDS. Opponents oflegalizing marijuana believe that legalizing itwill make it accessible to people who willmisuse the drug. Have your students write aletter to the editor to express their opinionon the issue.
6. Drug Awareness Scavenger Hunt*Drugs touch many aspects of our lives, fromdrug abuse to drug dealing to prescription or over-the-counter drugs. A good way to seethis is to send students on a search throughthe newspaper. This also helps familiarizethem with the paper. Use the “ScavengerHunt” activity sheet that accompanies thisguide.
Drugs have been used for thousands of years to cure sickness or relieve pain. Some drugs occur naturally
in nature and some are man-made from chemicals. Some are legal and some are illegal. When used properly,
drugs can be life savers but when they are abused they can be dangerous. These activities allow students
to examine how legal and illegal drug use affects our culture.
*Includes activity sheet for students.
Unit 1 : Drugs In Our Culture
activities
28
Drugs touch many aspects of our lives, from drug abuse to drug dealing to prescription or over-the-counterdrugs. A good way to see this is to search through the news in the newspaper. See if you can find the followingitems in the paper today. Finish by numbering them in order of how easy they were to find in the newspaper.
Scavenger HuntAn activity sheet for students
AN ORGANIZATION THAT PREVENTS DRUG ABUSE
AN ADVERTISEMENT FOR ANOVER-THE-COUNTER DRUG
THE NAME OF A POLICE OFFICER
A PERSON WHO IS DRUG-FREE
THE NAME OF AN ILLEGAL DRUG
A PERSON WHO IS ACCUSED OF COMMITTING A DRUG-RELATED CRIME
THE LOCATION FOR ASTORY ABOUT DRUGS
can you find?(_)
(_)(_)
(_)(_)
(_)
(_)
29
1. Peer Pressure*Some people do drugs because their friendsdo and they want to be accepted. Have stu-dents look through the newspaper for exam-ples of people doing things together. Who isparticipating? What is the activity? What wasthe result? Ask them to complete the charton the “Peer Pressure” activity by filling inthe information.
2. Breaking the RulesImagine a country without laws or a schoolwithout rules. It is necessary to follow rulesto maintain an orderly society. There are times,of course, when rules and laws are broken. Askstudents to locate an article that focuses on a person who violated the rules in some way.What are the rules that were broken? Whatare the results of not following the rules?Finish by having students make a list of rulesin their lives to be followed at home, at school,or in the neighborhood.
3. Gateway ProfileSome people are more likely to experimentwith drugs than others. Have the class brain-storm a list of personality traits for someonewho would be most susceptible to tryingtobacco, alcohol, or marijuana. These arecalled “gateway” drugs, because users ofthem are more likely to go on to other drugs.Next, have students create a personality listfor people who would be least likely to ex-periment with gateway drugs. Send studentson a search of the newspaper to find examplesof both types of people. Have them write aparagraph to justify each of their choices.
4. Make the Right ChoiceWe are always confronted with problems andhave to make choices to solve them. Ask students to find a story in the paper about a problem situation. Direct them to write downthe problem and then provide a list of alterna-tive actions and solutions. Finally, have themrank the solutions from best to worst.
5. Schedule the Day*Often teens or pre-teens get involved withdrugs because they do not have outsideinterests or extracurricular activities. Thenewspaper is an excellent resource for findingworthwhile things to do. Instruct the studentsto skim though the newspaper for activitiesthat are interesting, fun and entertaining.From what they find, have them create aschedule for a quality day of activity on the“Schedule the Day” activity sheet.
6. Self-Esteem PosterPeople who feel good about themselves areless likely to be candidates for using drugs.What are the things that make your studentsfeel good about themselves? Have studentspage through the newspaper for pictures andwords that have something to do with them.If they like sports, they can look through the sports section. If they like movies, theycan try the entertainment section. Challengethem to cut out pictures and words of thingsthat are important to them to make a collageposter about themselves. Encourage them tobe creative. Get them to add song lyrics, rapor poetry to their poster.
*Includes activity sheet for students.
Unit 2 : Why Do Drugs?
People do drugs for many reasons. Some want to be cool and part of the crowd. Some are pressured by
friends into participating. Some are curious to see how drugs make them feel or want to experience some-
thing new. Some think that drugs will help them escape or forget their problems. Whatever the reason, it’s
clear that drugs are dangerous—and illegal drugs can bring serious penalties that can change kids’ lives.
activities
30
People do drugs for many reasons. Some are curious to see how drugs make them feel or want to experiencesomething new. Some think drugs will help them escape or forget their problems. Some people do drugs becausetheir friends do and they want do be accepted. Look through the newspaper today for examples of people doingthings together. Who is participating? What is the activity? Is the result positive or negative?
Peer PressureAn activity sheet for students
who +/-activity
31
Often teens or pre-teens get involved with drugs because they do not have outside interests or extracurricularactivities. The newspaper is an excellent resource for finding things to do. Skim though the newspaper foractivities that you find interesting, fun and entertaining. In the space below create a schedule for a quality day of activity for you and your friends.
Schedule the dayAn activity sheet for students
10:00 am11:00 am
1:00 pm
4:00 pm
5:00 pm6:00 pm7:00 pm8:00 pm
noon
2:00 pm
3:00 pm
32
Unit 3 : Where Do You Stand?
1. Acting OutHave students skim through the newspaperfor a drug-related article. Ask them to list thecharacters and determine the setting for thestory. Then challenge them to write a skit tofit the scene and situation. Let them work inpairs or as teams, if they prefer. Get them toperform their plays for their classmates.
2. Crime and Punishment*In this activity, students can decide what the penalties should be for drug use and/ordrug crimes. Direct them to find stories inthe newspaper that involve drugs and thecommission of a crime. Ask them to pretendthey are judges responsible for setting thepenalties for drug convictions. What wouldtheir guidelines be for penalties? Using thestories they find, have them write down what laws have been violated and the appro-priate punishment. Using the “Crime andPunishment” activity sheet, have them makea chart for drug-related crimes and establisha punishment for each crime.
3. Drug Policies Government reports continue to indicate thatdrug use is still a problem among teens. Whatdo your students know about the president’spolicies regarding drugs? Have students lookfor an article in the newspaper that is aboutdrug use. Ask them to consider what thepresident might say after reading the samearticle. Have them write down their response.Then have them write out what changes theywould make to reduce the use of drugs byteens.
4. Drinking on TelevisionCharacters on TV are often pictured engagingin drug and alcohol use. Get students to con-sider how alcohol is a part of television bylooking through the television schedule andevaluating the programs. Ask them to put acheckmark next to shows that they think arelikely to have people drinking alcohol. Havethem put an X next to shows on which itwould be highly unlikely to see alcohol beingdrunk. Ask them to write a paragraph analyz-ing the role alcohol plays on TV.
5. Advice Column*Have students check out an advice column in the paper. Then ask them to suppose their good friend is becoming involved withdrugs. What advice would they give if theirfriend wrote in to a column they were writ-ing? Using the “Advice Column” activity sheet,have students write their advice in the formof a column. Or ask them to think of a drug-related situation they know about and writetheir advice column about that.
6. Drugs and CrimeDirect the class to skim today’s paper forarticles about crime. How many can they find in five minutes? Of those found, howmany mentioned drugs as part of the situa-tion? What conclusions can they draw fromthe small sample of information? Have thestudents write a paragraph summarizing theirconclusions. Ask them to make a graph to gowith the paragraph.
Deciding to use—or not use—drugs is a choice people make. Setting policies for drug abuse or rehabilita-
tion is a decision government makes. These activities will give students an opportunity to explore decision-
making as it relates to drug use, drug policy and drug enforcement.
*Includes activity sheet for students.
activities
33
What should the penalties be for drug use and drug-related crime? Find stories in the newspaper that involvedrugs and the commission of a crime. If you were a judge responsible for setting the penalties for drug convic-tions, what guidelines would you use for sentencing? Using the stories you found in the paper, write down whatlaws were violated and what would be, in your opinion, an appropriate punishment for each crime.
Crime and punishmentAn activity sheet for students
crime punishment
34
Flip through the newspaper and find a column that offers advice to readers who write in. Now suppose yourgood friend is becoming involved with drugs. What advice would you give if your friend wrote in to a columnyou were writing? In the space below, write some advice you would give to a friend getting involved in drugs.Or think of a drug-related situation you know about and write the advice column about that.
Advice columnAn activity sheet for students
Situation:
Advice:
__________________________
Your name
"signed" name
"signed" name from aboveDEAR ___________________________:
DEAR _________________:
35
Unit 4 : Drug Prevention: A Drug Free Society
1. Drug TestingAre there jobs for which it is imperative that people who use drugs, even on theirown time, not be allowed to work? Shouldemployers be allowed to demand a drug testas a condition of hiring or continued employ-ment? How do we balance an employer’sneeds with individual rights to privacy?Have students explore these issues by lookingthrough the classified ads for various jobs.Ask them to make a list of jobs for whichthey think mandatory drug testing would be justified as a hiring requirement.
2. Policies for AthletesSports figures are role models for kids. Becausethey are in the public eye, they are expectedto set an example for proper behavior. However,wealth and fame do not make them immunefrom the temptations of substance abuse. Havestudents look through the Sports section forarticles that discuss drugs and sports. Askthem to assume the role of commissioner for professional sports. Have them outline a drug policy for pro sports, or a set of rulesthat should be followed by all athletes.
3. Who Can Help?* When we have difficulty solving problems, itmakes sense to ask for help. Direct studentsto the Help Wanted ads and ask them to readthe job opportunities. Then using the “WhoCan Help?” activity sheet, have them selectoccupations of people who could be helpfulin a drug-related situation. Ask them to makea list of the jobs and how each person couldbe helpful.
4. This Is Your Brain on Drugs A few years ago there was a TV commercialcomparing the effect of drugs on your brain tothe effect of a hot frying pan on an egg. Thiswas a very effective anti-drug message. Whatother images would be effective to kids today?Ask students to scan ads in the newspaper forideas and inspiration. Then have them breakinto groups and write a script for a TV com-mercial. Make sure that they include an outlinefor graphics, as well as the copy for the ad.
5. Drug Use TodayCan we determine from the news whetherdrug use is on the decline or increase? Havestudents look through the newspaper for several days for articles and stories that arerelated to drug use. What evidence can befound about the latest trends? Based on thenumber of stories and their content, whatconclusions can they draw from their search?
6. SpokespersonAny cause benefits from a spokesperson who is widely admired by members of society.Have students list criteria for the perfectcandidate to be a spokesperson for the waragainst drugs. Then ask students to lookthrough the paper and find a person who is well qualified for the position. Have themwrite a paragraph explaining why they believethey made a good choice. Then have themwrite out how they think they would measure up for the job personally.
How can we create a society that is drug free? Emphasis needs to be placed on drug-awareness education
for young people. People also need access to the many organizations that provide drug counseling, therapy
and rehabilitation. Law enforcement officials, politicians, and social agencies must all work hand in hand
with communities to prevent drug trafficking and to enforce drug laws. But ultimately, the key to success
will be individuals making the right choices based on sound information.
*Includes activity sheet for students.
activities
36
When we have difficulty solving problems, it makes sense to ask for help. Turn to the Help Wanted ads and readthe job opportunities. Then select the occupations of people who could be helpful in a drug-related situation. Inthe space below, make a list of the jobs and how each person could be helpful.
who can help?An activity sheet for students
job how they help
local agenciesContact local drug-prevention and rehabilitation centers to schedule speakers to come to your class orschool. Have your students write letters to these agencies requesting information about the effects ofdrugs. Ask them to prepare a list of questions for the guest speakers. As a follow-up, see if studentscould visit a drug-rehabilitation center or talk with people going through a program.
anti-drug dayHave the students create a slogan and posters for an anti-drug campaign. They can use pictures andheadlines from newspapers and magazines or create their own original art work. Have the class make a bulletin board and locate articles under the following headings: People and Drugs, Facts About Drugs,Drugs and Crime, Drug Prevention.
over-the-counter drugsWhat should be the drug rules in a school? Recently, some school administrators have punished students because they were found in school with over-the-counter drugs like aspirin, Midol, and AlkaSeltzer. Have students write what they believe is an appropriate policy for students using over-the-counter drugs in school. Present the policies to the school principal for review and feedback.
creative writingDrug awareness can be expanded with challenges and assignments in areas beyond science and health.Challenge students to make drugs into characters in fantasy or science fiction writing. The nicknamesfor some street drugs can be used to suggest what kind of characters the drugs might be. Make sure thewriting includes some of the real effects of chosen drugs. Enter the results in creative writing contests.
video libraryCreate a Video Library listing of movies that effectively show drug situations, results, or themes. “The Basketball Diaries,” starring Leonardo DiCaprio would be one example. “Trainspotting,” “Clockers”and “Leaving Las Vegas” would be others. Challenge students to divide the list into categories: drugabuse, drug dealing, etc. Arrange as a class to rent and view age-appropriate movies and discuss theeffects. Make the movie-viewing a regular event.
drug rehabilitationTo fight drug abuse and addiction, it is necessary to provide resources. Have students use the newspaperand other resources to build a database of agencies or organizations that could assist with drug relatedproblems. Have them be sure to include addresses, phone numbers and fees where they exist. Print anddistribute the database to students, or make it available at a central location at school for reference.
1.
2.
3.
4.
5.
6.
These activites have explored drug useand abuse and outlined the effects ofboth legal and illegal drugs. But morecan be done. Here are some suggestionsfor extending the lessons throughout theschool year.
1.
2.
3.
4.
5.
6.
EXTENSIONSEXTENSIONS
37
38
CONTENTsUnit 1 - Introducing
the Newspaper
Look Carefully!Know Your InfoNumber PatternsTravel SafelyDesign a CarBuy Into Safety
Unit 2 - Be Prepared
Danger, DangerHeed the WarningSurvival of the Most PreparedDangerous JobsSports SafetyComic Danger
Unit 3 - Think Safety
Schools Keep Us SafeHelmetsElectronics and AppliancesAthletes Play It SafeName Your DrinkWrite a Pet
Unit 4 - Safe & Healthy Lifestyle
Drug Store SafetyPromote Good HealthMedical HelpExercise for HealthSnack TimeWord SearchStranger Danger
HEALTH AND SCIENCEULTIMATE CURRICULUM GUIDE
SafetySafetyThe Unit 1 activities make it easy and enjoyable for teachers tointroduce the newspaper to students. Units 2, 3, and 4 build on that knowledge with "Be Prepared,“ a group of activities basedon heeding warnings, preparedness, and workplace safety;“Thinking Safety,” a series on safety at school, play and home;and "Safe & Healthy Lifestyle,” a collection focusing on lifestylechoices for safety and health.
1. Look Carefully!Part of being safe is simply being aware of your surroundings. If students learn to observe carefully, they'll be more safe. This activity helps students learn to observe. They should work in pairs. Have each studentchoose a photo from the newspaper and clipit out. Each will study his/her photo andthen exchange it with a partner. The partnerwill then ask questions about the picture tosee how much the first student can recall.
2. Know Your InfoIf your newspaper includes any kind of formor coupon to fill out, encourage students tofill in the information. This is good practicein remembering personal information likename, address and phone number.
3. Number PatternsAdditional practice in memorizing phonenumbers can be found in the car ads.Have students look for prices that aresimilar to the patterns found in theirphone numbers. Another way to remem-ber phone numbers is to convert thenumbers to letters from the phone key-board. Have them search for phone numbers in ads that are spelled out this way. Then challenge them to spell out words with the letters that correspond to the digits in their phone numbers.
4. Travel SafelySafety in the streets includes having to get around safely. Ask students to find fiveexamples of transportation and rank themfrom most to least safe. Talk about their conclusions. Have them draw pictures of their “most safe” choices.
5. Design a Car*As a class, look through the auto ads and talk with students about the safety features cars have. With the “Design a Car”activity sheet, have students design a carwith even more safety features. Ask them to draw an outline of the car with arrowspointing to each of the safety features they have introduced.
6. Buy Into SafetyAsk students to read the car ads in the newspaper to see how they are written. Then challenge them to rewrite one of the ads, emphasizing the safety features of the car being advertised.
Newspapers are full of things students like—movies, sports, science, art and more. News events today
will shape students' lives for years to come. These activities will help your students get to know the
newspaper and begin to explore the idea of safety.
*Includes activity sheet for students.
Activities
Unit 1 : Introducing the Newspaper
39
40
Look through the auto ads as a class and talk about thedifferent safety features cars have. In the space below,design a car with even more safety features. Draw an outline of your car. Then draw arrows pointing to the safety features you would include and those that youwould invent. Label your safety features.
An activity sheet for students
design a car
1. Danger, DangerThere are lots of warnings found in the newspaper. Send students on a scavengerhunt through the paper looking for warnings.
2. Heed the WarningCan your class find a headline and storyabout someone in the newspaper who gotinto trouble because he/she did not pick upon a danger sign? Read the story as a class,and discuss how that person could have orshould have heeded a warning. Students canalso scan the newspaper for photos or storiesof people who are exhibiting unsafe behavior.Discuss alternatives to that behavior.
3. Survival of the Most Prepared*What materials do you need to survive if youare stranded? Tell students they are going tobe stranded somewhere with just five itemsfrom the newspaper. Using the activity sheet“Survival of the Most Prepared,” ask them tosearch through the ads, photos and stories inthe paper to pick their items. For each, havethem write a sentence explaining why theychose it.
4. Dangerous JobsAsk students to skim the Help Wanted section of the newspaper to identify five jobs they think are dangerous and five thatare extremely safe. Why do they think peopledo dangerous jobs? Make a class list on theboard.
5. Sports Safety*Safety rules are important in many profes-sions. Businesses have work rules to keeppeople from getting hurt on the job. Manysports rules are written to keep players safe.Using the “Sports Safety” activity sheet, have students skim the Sports section for a story that reports a player getting hurt.Ask students to write a safety rule that they think would prevent this kind of injury. Then have them decide whether the rule would be good for the sport.
6. Comic DangerThe comic strips often show examples ofcharacters who were not careful and got intotrouble. Have students read the strips andfind one that deals with safety or danger.Ask them to write a headline for the strip.Have students read their headlines aloud sothat others in the class can try to guesswhich strip they chose.
Educating readers about safe practices is an important job for a newspaper. These activities examine
the need to heed warnings; safety in the workplace; and preparedness, a vital aspect of safety.
*Includes activity sheet for students.
Activities
Unit 2 : Be Prepared
41
42
Item #1: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Item #2: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
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Survival of the most preparedAn activity sheet for students
What materials do you need to survive if you are stranded? You are goingto be stranded somewhere with just five items from the newspaper. Searchthrough the ads, photos and stories to pick your items. For each, write a sentence explaining why you chose it.
Good for the sport?: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Safety rules are important in many places. Playgrounds, for example, have rules to keep kids from getting hurtwhile playing. Many sports have rules to keep players safe. Skim the Sports section for a story that reports a player getting hurt. In the space below, draw a picture of the injury happening. Write a safety rule that you think would prevent this kind of injury. Then write whether the rule would be good for the sport.
Sports SafetyAn activity sheet for students
Rule: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
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1. Schools Keep Us SafeStudents need to understand that schoolrules often are created to maintain safe environments. Talk about your classroom,hallway or playground rules and how thisapplies. Some schools also are taking stepslike putting video cameras on school buses.Read an editorial with students as a class.Explain how an editorial states an opinion.Break students into groups and have eachgroup outline an editorial. Then they canwrite an editorial about video cameras onbuses. Remind them to list their reasons fortheir opinions.
2. HelmetsSome kids don't wear helmets when bikingbecause they think helmets are not cool.Review some display ads from the newspaperto see how they are designed. Then ask students to create an ad for a bike helmetwith a really cool name and design.
3. Electronics and Appliances*Every home today has many of these products, so it may be a good idea to have students talk about their safe use. Using the “Safety Stuff” activity sheet, ask each student to choose one electric item pictured in today's paper, paste it on the sheet and write a list of safety rules for it. Display in the classroom.
4. Athletes Play It SafeHave students cut out a picture of an athletefrom the newspaper and label all of the waysthat that athlete plays it safe. Is she/hewearing protective clothing? Has he/shetrained carefully? What other precautionshave been taken?
5. Name Your DrinkSome drinks are better than others forreplenishing fluids and keeping the bodyhydrated and happy. Water is by far the bestbet. And athletes should avoid drinks withcaffeine—they actually push fluids out ofyour body, the opposite of what you want.Sugar in small doses can give you a littleburst of energy for a short time, but thenyou are likely to come down and feel moretired than before. As a class look through the grocery store ads and see what beveragesare featured. Ask students to choose threethat they think would be best to have whileexercising. Why did they select them?
6. Write a Pet*Kids want to keep their pets safe. It's a good idea for them to talk about how theycan do this. Using the “Write a Pet” activitysheet, have them look through the “Pets forSale” Classified ads in the newspaper. Askthem to write a letter to a pet they wouldlike to get, explaining how they will keep it safe and healthy. Encourage them to illustrate their letters with drawings.
The activities for Unit 3 are designed to help students think about safety while they are in school, while
they are playing and even while they are just hanging around the house.
*Includes activity sheet for students.
Activities
Unit 3 : Think Safety
Rule #1: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Rule #2: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Safety StuffAn activity sheet for students
Every home today has many electronic appliances. Cut out one pictured in today's news-paper and paste it on this sheet. In the spaces provided, write a list of safety rules forusing it. Display these on a bulletin board in your classroom.
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All kids want to keep their pets safe. Look through the Pets for Sale Classified ads in the newspaper and pick a pet you would like to get. Then in the space below write a letter to that pet, telling it how you will keep itsafe and healthy. On the back of this page, draw a picture of yourself and your new pet!
write a petAn activity sheet for students
Dear _____________________: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Sincerely,____________
47
1. Drug Store SafetyThe newspaper often includes ads forhealth and beauty products normallyfound in a drug store. Use this type ofad to have students talk about safe useof some of these products commonlyfound in their homes.
2. Promote Good HealthCan your students find a product in the newspaper that promotes health?Have them design a poster to sell this product.
3. Medical HelpSometimes the newspaper has storiesabout how medical science is working to make the world a safer place, eitherby stopping disease from spreading or by inventing something like a safer carseat. As a class, search out these storiesand summarize them.
4. Exercise for HealthOne way to keep healthy is to exercise. Havestudents find all the ways people are gettingexercise in the newspaper. Ask them whatthey do for exercise. Then make a class graph showing the results.
5. Snack Time*What kids eat as snacks contributes signifi-cantly to the nutrition level of their diet.Using the “Snack Time” activity sheet, havestudents list snack foods they like to eat that are advertised in the paper, or on TV.Then have them classify the snacks on theirlists—as Most Healthy, Least Healthy, and Inthe Middle.
6. Word SearchHave students search the newspaper to findfive words related to the following five sub-jects. Ask them to scramble the letters of thewords and trade scrambles with a classmate.Caution the class to keep the words fairlysimple. The subjects are: food; physical fitness; health care; weight control; and athletic footwear.
7. Stranger DangerSafety experts tell us that one way to staysafe is to rely on our gut instincts. Talk with your students about what this meansand then have them skim the newspaper tofind pictures of people that they would trustor not trust. Have them discuss their choices.Can they ever really judge people just by appearance?
One aspect of being safe is being healthy and maintaining a healthy lifestyle. These activities focus on
lifestyle choices that have impact on health and safety.
*Includes activity sheet for students.
Activities
Unit 4 : Safe & Healthy Lifestyle
48
What you eat as snacks makes a big difference in how healthy your diet is. On this activity sheet, list snackfoods you like that are advertised in the paper, or on TV. Rate the snacks by putting them in the columnsmarked Least Healthy, In the Middle and Most Healthy. Then draw a picture of your favorite snack.
Snack TimeAn activity sheet for students
Most HealthyLeast Healthy In the Middle
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Safety ExpertsInvite police, firefighters, lifeguards or rescue personnel to visit your classto discuss safety. Or arrange a field trip to a firehouse, police station or rescue headquarters. Ask kids to make a list of things they would like to ask before meeting the experts.
Posters and VideosRun a poster contest for the school, offering prizes for the best posters promoting safety. Borrow avideo camera and have kids write and film TV ads promoting safety. Start with 15-second ads, then try30-second ones. Show them to the school. Alert local newspapers and TV stations about the video orposter project to spread the message of “Safety First.”
Play ReporterHave the class find teachers, parents or older students who have had important safety experiences, close calls or accidents. Arrange for these people to visit so that the class can “play reporter” withthem. Have students interview the people about the experience. Make sure they get answers to the 5 Ws and H—who, what, where, when, why and how. Be sure they ask how the situation could havebeen prevented.
Kids Can’t Buy ThatIn general, kids cannot walk into a store and buy prescription drugs. But should they be able to buy a bottle of aspirin? Toilet bowl cleaner? Detergent? Cough medicine? As a class, discuss laws on what kids can and cannot buy. Then write a class letter to your state’s governor, or to your U.S. congressman or woman, stating whether the students are for or against tougher restrictions on what kids can buy.
Whistles BlowingDangerous vehicles each have warning devices that use sound to signal danger. Make a class bulletinboard for different transportation vehicles, showing the sounds kids should listen for. See if it can bedisplayed on a hall bulletin board.
Role PlayAsk a parent or other adult to help the class practice recognizing unwanted telephone calls or visitors to the front door. Have the adult pretend he or she is a caller or visitor and role-play several situations.Guide students to think on their feet and come back with quick responses.
EXTENSIONSEXTENSIONSLearning to be safe in cars, on bikes, on playgrounds andstreets is an important life skill for small children. These activities have explored ways students can use the newspaper to become more aware of the importance of safety in their lives. But more can be done. Here are some suggestions for extending the lessons of safety.
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The environment,endangered animalsand nature are of spe-
cial interest to young readers.Because environmental news isin the paper so often, it pro-vides an excellent way to getstudents in the newspaper habit. The Unit 1 activities in thisguide make it easy and fun for teachers to introduce the news-paper to students. Units 2, 3, and 4 build on that knowledgewith “Other Living Things,” a group of activities exploring thebalance of nature; “Building Awareness,” a series of activitieson environmental planning and resource management; and“Save the Earth,” a collection focusing on remedies to environ-mental problems.
CONTENTsUnit 1 - Introducing
the NewspaperEnvironmental Hunt
Clothing and Shelter
Environmental Word Bank
Educated Guesses
Organizations
Energy Saver
Unit 2 - Other LivingThings
Animal Info
Advertising and Endangered Species
Sports Animals
Ecosystems
Environments in the Comics
Preservation or Progress?
Unit 3 - BuildingAwareness
Sources of Energy
Power Outage
Natural Resources
Technology and the Environment
Natural Disasters
Headlines
Unit 4 - Save the EarthCelebrate the Earth
Pollution Watch
Ecology Walk
Recyclables
Clean Water
In 100 Years
HEALTH AND SCIENCEULTIMATE CURRICULUM GUIDE
The
Environment
1. Environmental Hunt *
A news scavenger hunt is a great way to attune
students to environmental issues—and help them
get to know the newspaper. The students can use
the “Environmental Hunt” activity sheet to find
the following environmental items in the newspa-
per: a substance dangerous to wildlife; an energy-
efficient product; a body of water; a way to use
water; an article that reports abuse of the envi-
ronment; an example of recycling; an environ-
mental organization; a product and its energy
source; a renewable resource; a non-renewable
resource. For a real challenge, have them use as
many of these items as they can in a science fic-
tion story involving kids their age.
2. Clothing and Shelter
How do the seasons and weather affect the envi-
ronment in which we live? Have students look
through the newspaper for stories that explain
some possible effects. Then have them explain to
a visitor who has come to your area for the first
time what types of clothing and shelter are needed
as a result of the climate.
3. Environmental Word Bank
Ask students to find an article in the newspaper
that is related to the environment.Then have
them write down key words from the article to
create a word bank related to the topic. Finally,
have them write the topic in large printing in the
center of an oversized sheet of paper with the
related words around it. Ask them to illustrate the
word bank with imaginative, colorful drawings.
4. Educated Guesses
Have students cut out an article about the
environment from the newspaper that discusses
something scientists think may be true. Then
have them write a list of what scientists know
for sure about the problem and a list of what
scientists guess may be true about the problem.
Ask students to write out what scientists are
doing now to test their guesses—and challenge
them to think up some things scientists might
do to test their guesses.
5. Organizations
Have students look through the newspaper for
the names of organizations that are working to
preserve the environment. Which organizations
do the students believe are not friends of the
environment? Ask students to make a list of each
type of group and write a sentence explaining how
each organization has impact on the environment.
6. Energy Saver
Have the students design a machine that could
be helpful in saving energy. Then ask them to
write a news story that would appear in the
newspaper announcing their amazing invention
and the importance of the breakthrough. Finish
by having them draw a picture that would also
appear in the paper.
Around Earth Day each April, we hear much about the need to protect the Earth. But oil spills, contaminated water, acid rain, and holes in the ozone layer do not indicate we are making the planet a healthier place to
live. Preserving our environment for ourselves and future generations requires finding solutions that will work forthe whole planet.This section uses these issues to introduce students to the newspaper.
*Includes activity sheet for students.
Activities
Unit 1 : Introducing the Newspaper
51
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A scavenger hunt is a great way to explore environmental issues—and to get to know the newspaper. Find as many ofthe items on this page as possible in today’s newspaper, and write down the page number where you found each.
Then for a real challenge, see how many of the items you can use in an original science fiction story involving kids yourage. Make up an eye-catching title for your story!
Environmental HuntAn activity sheet for students
science fiction story title:____________________________________
a substancedangerousto wildlifepage # ______
a bodyof waterpage # ______
an energy-efficientproductpage # ______
a way touse waterpage # ______
an exampleof recyclingpage # ______
an article thatreports abuse ofthe environmentpage # ______
an environmentalorganizationpage # ______
a renewableresourcepage # ______
a product andits energy sourcepage # ______
a non-renewableresource.page # ______
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1. Animal Info *
Instruct the students to cut out every picture of
an animal that appears in the paper today or for
several days, and paste them on a sheet of con-
struction paper. Then with the “Animal Info”
activity sheet, challenge them to write out the
following information about each one of the
animals. Where is its natural habitat? What does
it eat? Does it have any natural enemies? Ask them
to include one other important or interesting fact
about each animal on their sheet or paper.
2. Advertising andEndangered Species
Ask students to skim the paper for advertisements
that they think are attention-getters. Then have
them write an explanation of what makes a good
advertisement. Finally, have them design an ad to
save the humpback whale, the spotted owl, the
red kangaroo or a species of their choice.
3. Sports Animals
Have students turn to the sports section in the
paper and find the team standings. Animals are
often chosen as the name or mascot of sports
teams. As a class, make a master list of animal
sports teams from the newspaper. In groups or as
individuals, ask students to look up each sports
animal and report (1) whether it is endangered
or (2) whether its natural habitat is threatened.
Finally, discuss whether it helps or hurts an
endangered animal to be considered a sports
mascot.
4. Ecosystems *
Explain to the students how an ecosystem is a
community of organisms and the interconnected
environment in which they live. Then have the
students search through the newspaper for an
example of an ecosystem. Challenge them to
identify and record all the parts of the system.
Then using the “Ecosystems” activity sheet, have
them show the elements of the ecosystem by
completing the web.
5. Environments in the Comics
Have the students turn to the comics to look for
examples of different environments—forests,
deserts, farms, mountains or urban areas. What
generalizations are made about each type of
environment? Ask students to change the dialog
so that the characters discuss factors that relate
to the environmental setting.
6. Preservation or Progress?
Are we standing in the way of progress when
we protect our wildlife or the rain forest? What
impact does preserving the environment have on
business, jobs, or development? Ask students to
search the newspaper for an article that deals
with an environmental problem. Using the article
as a resource, challenge them to see if they can
list three reasons why progress is necessary and
three reasons why protecting the environment is
important.
There are many different species of plants and animals that inhabit the Earth. Each one has is own way ofeating and living. It is important to maintain the balance between humans and other living organisms.These
activities will help teach students that if people decide to care for the environment in a responsible way there willbe room for everyone.
*Includes activity sheet for students.
Activities
Unit 2 : Other Living Things
C ut out every picture of an animal that appears in the newspaper today or for several days, and paste the pictures on a sheet of construction paper. Using the chart on this page, write out the following information about each one of the
animals. Where is it’s natural habitat? What does it eat? Does it have any natural enemies? Include one other important orinteresting fact about each animal.
Animal InfoAn activity sheet for students
Animal Natural Habitat Food Enemies Interesting Facts
____________ ____________________ __________ ____________ _______________________
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____________ ____________________ __________ ____________ _______________________
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____________ ____________________ __________ ____________ _______________________
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An ecosystem is a community of organisms and the interconnected environment in which they live. Search through thenewspaper for an example of an ecosystem. On the web on this page, identify and record all the parts of the ecosystem
you picked. Show the parts of the ecosystem by completing the web.
EcosystemsAn activity sheet for students
55
1. Sources of Energy *
Discuss the different types of energy that are com-
monly used today. Have students make a list of
items found in the newspaper that need an energy
source to operate. What source of energy powers
the item? What is the purpose of each item? What
alternative can they find to this energy powered
item? On the “Sources of Energy” activity sheet,
have students answer the questions about energy
in their lives.
2. Power Outage
How important is electricity in our lives? What do
we do when the power goes out in our homes?
Try this activity to measure just how important
electricity is to your students. Have students skim
today’s newspaper to find pictures of five things
that are electrically powered. Which of the five
could they live without? Ask students to choose
one they could do without and write a paragraph
telling why they could give this up—and how
they would do the job it does without it.
3. Natural Resources
Send the students on a search through the news-
paper to find pictures of some of the Earth’s natural
resources. Have them read the sentences that are
below the pictures that are called cutlines, or cap-
tions. Then ask them to label the pictures and
write how each resource is used. What other facts
did the students learn in their reading?
4. Technologyand the Environment *
Direct students to look through the newspaper for
an article that discusses an advance in technology.
How will the environment be affected by this
change? Using the “Technology and the Environ-
ment” activity sheet, have students pretend they
are executives of a technology company that has
made such an advance. Challenge them to write a
public statement expressing how this change will
be beneficial to the Earth. Would this point of view
be the same or different from a conservationist’s
point of view? Have them explain why or why not.
5. Natural Disasters
As a class, look through the newspaper for a story
about a natural disaster—earthquakes, volcanoes,
hurricanes, tornadoes or fires that occur in nature.
Ask students to read the article and pretend they
are an on-the-scene reporter. Then have them
write a summary of the story for a television
broadcast. Make sure they tell viewers how the
environment was changed as a result of the catas-
trophe. Make sure they also include the who,
what, where, when and why in their stories.
6. Headlines
Ask students to cut out or record, all the headlines
from the newspaper that have an environmental
connection. Then have them prioritize the head-
lines. Ask them to write a paragraph explaining
why their first choice is most important. Compare
the number 1 priorities as a class. Are they all the
same?
I f we develop an awareness of environmental issues and attempt to understand the problems that are facing theworld, we can make a plan of action for the common good. Issues like energy conservation, resource management
and corporate environmentalism can strengthen students’ understanding of the natural world.
*Includes activity sheet for students.
Activities
Unit 3 : Building Awareness
56
S can today’s newspaper and make a list of 10 items that need an energy source to operate.What type of energy powerseach item? What is the purpose of each item? What alternative can you find to using each item? Use the chart on this
page to answer the questions.
Sources of EnergyAn activity sheet for students
43770.33
Energy Powered Item Energy Source Purpose Alternative
1. ________________________ ___________________ __________________ _______________
2. ________________________ ___________________ __________________ _______________
3. ________________________ ___________________ __________________ _______________
4. ________________________ ___________________ __________________ _______________
5. ________________________ ___________________ __________________ _______________
6. ________________________ ___________________ __________________ _______________
7. ________________________ ___________________ __________________ _______________
8. ________________________ ___________________ __________________ _______________
9. ________________________ ___________________ __________________ _______________
10. _______________________ ___________________ __________________ _______________
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Look through the newspaper for an article that discusses an advance in technology. How will the environment be affectedby this change? Pretend that you are an executive of a technology company responsible for the advance. In the left hand
space below, write a public statement expressing how this change will be beneficial to the Earth.Would this point of viewbe the same or different from a conservationist’s point of view? In the space at the right write a conservationist’s statementon the same advance.
Technology and the EnvironmentAn activity sheet for students
Technology Executive:
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
_________________
_________________
_________________
_________________
Conservationalists:
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
__________________
______________
______________
______________
______________
______________
_________________
_____________________
_____________________
_____________________
___________________
Statements
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1. Celebrate the Earth
Have the class skim the newspaper for articles
about the environment and read them. Using the
articles as a springboard, ask students to write a
proclamation listing the reasons why it would be
beneficial to participate in a day to celebrate the
Earth. Write the ideas on chart paper for class-
room display. For an artistic challenge, have them
make Earth Day posters with slogans to hang in
the classroom.
2. Pollution Watch*
Ask students to search the stories and photos in
the paper for examples of pollution. Using the
“Pollution Watch” worksheet, see if they can find
a type of pollution in each of the following cate-
gories: air pollution, soil pollution, water pollution
and noise pollution. Finish by having students
write about the causes of each type of pollution.
3. Ecology Walk
Take your students on an imaginary walk through
the newspaper. Their goal is to create the perfect
environment. Using items they find in the paper
—animals, water, land formations, etc.—have them
design a habitat where all the living things could
thrive. Then have them write a description of
their environment and draw a picture of the scene.
4. Recyclables
Send students on a search through the newspaper
for items that can be recycled. Ask them to make
a list of the items and write what material each is
made of. Have the students make graphs showing
which recyclable material is most commonly found.
Then ask them to write three observations about
their graphs.
5. Clean Water
Discuss with students the importance of having
a clean water supply. Let them take turns listing
reasons on the chalkboard. Then direct them to
examine the news for reports about water pollu-
tion or efforts to prevent polluting our water. Ask
them to write a letter to a community, state or
national leader expressing how they feel about
clean water as it relates to the article.
6. In 100 Years
Ask students to find articles in the newspaper
that discuss various kinds of pollution and pos-
sible remedies. Then challenge them to write a
news story describing how life might be 100
years from now if the pollution problem is not
solved.
T he need to protect the environment is a concern that everyone must share.We see that human actions affect the environment and now we must look for ways to repair and reduce the damage that is being done. By teaching
our children about pollution, recycling and conserving our resources now we can make a difference tomorrow.
*Includes activity sheet for students.
Activities
Unit 4 : Save the Earth
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S earch the newspaper for examples of pollution. Find a type of pollution in each of the categories—air pollution, land pol-lution, water polution and noise pollution.Write about the causes of each type of pollution.
Pollution WatchAn activity sheet for students
Air Pollution:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Land Pollution:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Water Pollution:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
NoisePollution:_________________________________________________________________________________________________________________________________________________________________________________________________
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Students’ natural interest in preserving the environment, protecting
endangered animals or working for conservation can be a powerful
teaching tool. In these activities, students have explored conservation
and environmental issues that make news and spark debate. But
more can be done. Here are some suggestions for extending lessons
about the environment through the year.
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Water RecordHave the students keep a record of the amount of water they use at home or at school. In what ways dothey think that they waste water? Have them record the information over the course of a week and see ifthey can reduce their water use.
Reduce, Reuse, RecyclePlan a classroom or school recycling initiative. Contact a local agency to see if it would be willing toremove your recyclables and find out how they must be sorted and stored. Many schools have contractswith companies that provide these services. Have the students collect cans, plastics, and recyclable paperand place them in separate containers. Invite other classes or the entire school to share in the effort.Contact local newspapers for some positive publicity.
GardeningIt’s easy to start your own classroom garden. Buy some potting soil and seeds (lima beans grow quicklyand are hardy). Use milk cartons or cups and fill with about two inches of soil. Earth Day is an excellenttime to begin planting. Find an area on your school’s property to plant the seedlings.
Make Recycled PaperStudents can learn how paper can be re-used by making recycled paper of their own. Here is a recipe fora class project:
(1.) Tear the newspaper into small pieces. (2.) Soak the pieces of paper in water using about one cuppaper to one quart water. (3.) Add 1/2 cup of bleach to whiten the paper. (4.) Beat the mixture with anegg beater or mix in a blender. (5.) Pour the mixture into a tub. (6.) Cover a picture frame with a screenand dip it into the mixture. (7.) Place a thin layer of the mixture on the screen. (8.) Pat the layer gently andcover with a pad of newspaper. (9.) Iron the layer so that the newspaper dries (be careful!). (10.) Removethe newspaper to reveal a textured, recycled paper that is great and attractive for artwork.
Special InterestsGovernment leaders make decisions on environmental issues from nature conservation to endangered animals.Pick an issue to follow as a class, or let students divide into groups and follow issues. Keep scrapbooksfrom the news. See if you can get on mailing lists for environmental groups. Invite state or local leaders tospeak about the environment to the class or school. Write letters to leaders or newspapers on importantnature topics.
Environmental ForumUsing the issues studied in Extension 5, have students organize an Environmental Forum for their class,grade or school. Challenge them to present conclusions on different subjects and debate them in paneldiscussions. Design imaginative, colorful posters to publicize the forum. Alert local newspapers and TVnews for coverage.
EXTENSIONSEXTENSIONS
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HEALTH AND SCIENCEULTIMATE CURRICULUM GUIDE
he food activities in Unit 1make it easy and fun for
teachers to introduce thenewspaper to students. Units
2, 3, and 4 build on that knowl-edge with “Nutrition Watch,” agroup of activities on the scienceof nutrition; “Meal Planning,” a series of activities onfeeding a family; and “Food on the Move,” a collectionfocusing on the modern distribution systems that allowsupermarkets to overcome obstacles of geography.
CONTENTsUnit 1 - Introducing Fabulous
Food
Pick and ChooseNewsmakersSmart ShoppersBe OpinionatedFood MathAd Impact
Unit 2 - Nutrition Watch
Healthy or Junk FoodKitchen WatchNutrition LabelingNutrition IQSnack TimePuzzler
Unit 3 - Meal Planning
Balanced MealsJust the BasicsBreakfast TimeMobile KnowledgeFood BeeHoliday Feasts
Unit 4 - Food on the Move
Travel TimeMake a MuralJob SearchWeather WatchGraph ItLook Into It
FabulousFood
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1. Pick and ChooseA newspaper is like the salad bar at arestaurant. You can pick and choose whatyou like. Have students flip through thepaper from front to back, keeping a list of how different topics are grouped together.Discuss how the front page highlights thetop news and the index directs readersthrough the paper. Have them number the different kinds of news in the orderthey would want to read it. Compareanswers through the class.
2. NewsmakersNot all people make news the same way.Every section of the paper features news-makers of different kinds. Ask students topick three newsmakers who interest themfrom stories or photographs in the paper.Have them write a sentence or paragraphdescribing what interested them about theperson. Compare answers. Were there somenewsmakers on many lists?
3. Smart ShoppersNewspapers present the news, but they alsooffer information to help consumers. Directstudents to the Food section of the paper.Ask them to find the cheapest items forwhich coupons are offered. Then have themfind the most expensive. What are they?Wind up by having them write a sentenceor two about the nutritional value of thefoods in the coupons.
4. Be Opinionated*Newspapers contain news reports, but theyalso contain opinions. Editorials, columns,letters to the editor and reviews by music,food, film or TV critics all give the writers’points of view. Discuss what makes an opinion piece different from a news reportand have students skim the paper for anexample of an opinion. Using the “Be aCritic” worksheet, have them write a shortreview of the meals at a favorite restaurant.
5. Food MathMath is at work throughout the newspaper,and this offers a chance to sharpen mathskills. Using the newspaper ads, have the classcalculate the cost of feeding a family of four(a) one balanced meal; (b) for a day; (c) fora week. Challenge students to take couponsfrom the paper to the supermarket next timetheir family shops. Have them compare foodoffered in each coupon with similar foods onthe shelf. Does the coupon always give thebest deal for the money?
6. Ad ImpactAsk students to pick five food items fromthe newspaper Food section and tell whythey would buy a particular product orbrand. Is their decision influenced by advertising? Have them analyze a food ad from the paper or a food commercial from TV. Challenge the class to role play a discussion of how the ad works.
Unit 1 : Introducing Fabuous Food
Newspapers are full of information about things students like: movies, sports, science, art, food and
more. Newspapers are also the first rough draft of history. News events today will shape the lives of students
for years to come. These activities will help your students get to know the newspaper in a fun way.
*Includes activity sheet for students.
Activities
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Newspapers contain news reports, but they also contain opinions. Editorials,columns, letters to the editor and reviews by food, music, film or TV critics allgive the writers’ points of view. An opinion piece is different from a news report.Opinion writing gives the beliefs and feelings of the writer, and facts that backthem up. Skim the newspaper for an example of an opinion. Then using the spacebelow, write a convincing food review stating why your favorite restaurant is the bestplace to go to eat. List at least three arguments to support your opinion before starting.
be a criticAn activity sheet for students
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My Favorite restaurant
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Unit 2 : Nutrition Watch
4. Nutrition IQ*Because health and nutrition interest manypeople, newspapers frequently run storieson these topics. Have the class follow thenewspaper for several days or weeks andkeep a list of health and nutrition stories.Have them note next to each what the issueis, and what development has taken place.Then have them test their own nutritionknowledge on the activity sheet titled“Nutrition IQ.”
5. Snack TimeWhat kids eat as snacks contributes signifi-cantly to the nutrition level of their diet.Using food advertisements as a starting point,have the class compile a list of the favoritesnack foods that students eat. Then havethem classify the snacks on the list accordingto the ones that are most nutritious, leastnutritious and in the middle.
6. Puzzler*Newspapers provide a lot of serious informa-tion, but they also provide entertainmentand fun. Have students find the puzzles and comics page in the paper and surveythe different features. How many differentkinds of entertainment can be found amongthe puzzles and comics? Then for fun havethem try the game on the activity sheettitled “Give Me Five.”
1. Healthy or Junk FoodAsk students to scan the stories and ads intoday’s newspaper, and clip 10 healthy foods.Then have them do the same for 10 junk foods. They may clip either a printed wordor a picture for each food.
2. Kitchen WatchAsk students to list foods found in theirkitchen at home that would qualify for afood Hall of Fame and Shame. Have themadd other foods their families eat often aswell. Then ask them to prepare a report oneach family’s nutrition. Get them to includeany suggestions they can think of forimproving it.
3. Nutrition LabelingThe U.S. Congress makes laws on a varietyof issues, including health and nutrition.Ask students to scan the paper for news of Congressional action or debate. Is healthor nutrition one of the issues being debated?The placement of detailed nutrition labelson food packages was the result of a federallaw. There now is discussion of askingrestaurants to label the food they serve aswell. Ask the class to debate the issue as if they were members of Congress. Shouldfast-food restaurants like McDonald’s betreated the same as a fancy restaurantwhere the food changes day to day? Whichtype of restaurant is advertised in thenewspaper?
*Includes activity sheet for students.
Educating readers about health and nutrition is one of the most important jobs a newspaper can do.Keeping children and families healthy improves the quality of life in a community’s schools and neighbor-hoods, and can create a more successful working environment. These activities will help students use the newspaper to become better informed about nutrition.
Activities
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Because health and nutrition interest many people, newspapers fre-
quently run stories on these subjects. New studies often change what
we know about diseases, different foods, or different lifestyles. How
much do you know about nutrition? Test your knowledge with the
questions below. Circle your choices. Then find a health-related news
story and summarize it on the back of this sheet.
An activity sheet for students
l1 When the foods we eat provide more energy than we need, we:
la Tend to sweat a lot
lb Gain weight
lc Become overactive
ld Become aggressive
l2 “Calories” is a word often heard in relation to food. What are calories?
la The quantity of food we eat
lb The amount of body fat we have
lc The units of energy in food
ld The amount of nutrients in food
l3 Meats, poultry,fish, eggs, cheeseare all primarysources of protein. But there are other good sources, too. Which of the following is a good protein dish?
la A dish of oatmeal with milk
lb An apple, orange and prune salad
lc A cupcake
ld A serving of buttered cabbage
l4 We all need several helpings a day of fruits andvegetables to get our needed vitamins and minerals. Which of these is not part of the fruit-vegetable group of foods?
la Celery
lb Navy beans
lc A banana
ld Green peppers
l5 The single most important nutrient in our diet is:
la Protein
lb Vitamins
lc Water
ld Fat
Answ
ers:1. b
2. c3. a
4. b5. c
Nutrition IQ
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Newspapers provide a lot of serious information, but they also provide entertainment and fun. How many different kinds of entertainment can be found, for example, amongthe puzzles and comics of today’s paper? The “Give Me Five Game” is a fun way to seewhether you are eating enough fruits and vegetables. By playing, you’ll also see howeasy it is to make five daily servings of fruits and vegetables a regular part of your diet.
Give Me FiveAn activity sheet for students
DirectionsPlace a penny or other small object at the start. Think of what you ate yesterday. Answer the questions and move your object along the course.
BreakfastIf you ate a good breakfast, advance two spaces. If yourbreakfast included fruit or juice, move ahead two morespaces. If you skipped breakfast, stay where you are.
Morning Snack Move three spaces if you ate a fruit. Move aheadone space if you ate a fig or fruit bar. Go back onespace if you ate cookies or candy.
Lunch Move ahead one space if you had lettuce and/or tomato on your sandwich.Move ahead one space if you had vegetable soup. Advance three morespaces for each fruit or vegetable serving eaten. Advance one space fordrinking 100% fruit juice.
Afternoon SnackMove ahead two spaces if your snack was a fruit or vegetable. Move aheadone space if you ate a different healthy snack. Go back one space if youate cookies or candy.
Dinner Advance two spaces if you ate all your vegetables.
Advance one more space if you had an extra helping of any vegetable. Advance two more spaces if your dessert was a fruit.
Did you get to the finish line by the end of the day? If not, try again tomorrow! Howmany of the foods mentioned are advertised in the Food section of the newspaper
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l16l17lFINISH
STARTHERE
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START
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1. Balanced MealsDirect students to the Food section or page ofthe newspaper. Using their knowledge of thefood pyramid, have them cut food items out ofcoupons, ads or articles in the newspaper tocreate at least one balanced meal for them-selves. Then using the same system, challengestudents to plan three balanced meals for afamily of four. See if they can estimate quanti-ty and cost.
2. Just the Basics*The basic food groups on the food pyramid are the bread-cereal-pasta group, the fruit-vegetable group, the meat-fish group and the milk-dairy group. Challenge the class withthe 10-minute “Score With the Basic Four” gameon the activity sheet of that name. Using thenewspaper, or their own knowledge, see howmany food items they can list in each categoryin the allotted time. If you like, award healthysnacks for the top performers!
3. Breakfast TimeFoods come from all over the world. Have students scan the paper for different ethnicfoods, or have them name foods from foreigncountries identified in datelines that appear inthe newspaper. Since breakfast is perhaps themost important meal, challenge them to namebreakfast foods that you can eat in the morn-ing besides traditional American breakfasts.What do children their age in other countrieseat?
4. Mobile KnowledgeThe biggest challenge to food shoppers andcooks is breaking away from the “Same Old,Same Old.” Using words, pictures and ads from the paper, have each student make an art mobile with foods that would make up an imaginative, healthy meal. Clear a space in the classroom to display the mobiles.
5. Food Bee A “Food Bee” works like a “Spelling Bee.”Divide the class into two teams and using thenewspaper as a resource, challenge the teamswith nutrition-related questions. If a studentmisses, he or she sits down. The team withthe last student left standing is the winner.Sample questions: “Name one source ofVitamin A.” “Why is protein important?”“What vitamins are found in citrus fruits?”
6. Holiday Feasts*Food is a major part of most holidays andmany families have developed traditions forthem. Have students pick a favorite holidayand create a menu for it. Examples: Fourth ofJuly picnic, Thanksgiving dinner, their birth-days. On the “Holiday Feast” activity sheet,have them write out the menu. When theyhave finished, ask them to illustrate the menuso that it will be attractive to look at. Display the menus on a bulletin board.
Unit 3 : Meal Planning
The key to good nutrition is eating a healthy diet. That requires an understanding of the food pyramid
and a commitment to eating more of the foods at the base of the pyramid. Those are whole grains, pastas,
fruits and vegetables. Sweets and fats, which occupy the point of the pyramid should play the smallest role in
diet. The following exercises will show students how to use the newspaper to increase understanding of food
planning.
*Includes activity sheet for students.
Activities
The basic food groups on the food pyramid are the bread-cereal-pasta group, the fruit-vegetable group, the meat-
fish group and the milk-dairy group. With your teacher as timer, see how many foods you can list in each category
below in 10 minutes. You may use foods you have seen in the newspaper or list them from your own knowledge.
Score with the basic fourAn activity sheet for students
Fruit-Vegetable
Bread-Cereal-Pasta Meat-Fish
Milk-Dairy
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Holiday feastAn activity sheet for students
Food is a major part of most holidays and many families have developed special food traditions for them.Pick a favorite holiday and create a menu for it that reflects your family’s traditions. Examples: Fourth of Julypicnic, Thanksgiving dinner, your birthday. In the space below, write out the menu, course by course, stressingadjectives that would make the meal sound interesting and delicious. When you have finished, illustrate themenu so that it will be attractive to look at. Display the menus on a bulletin board.
MENUName of holiday
Print your name here
Don’t forget the Appetizers, Soups/Salads, Main Course/Entrees, Side Dishes, Desserts, or Beverages.
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1. Travel TimeWith a map of the United States have studentstake an imaginary trip through the country,stopping in places identified by datelines inthe newspaper. In each area, identify regionalmeals and why they are typical in their region.In the newspaper’s Food section, have themidentify any regional foods found in recipes orstories.
2. Make a MuralAsk students to scan the newspaper today orfor several days and clip pictures from storiesor advertisements that show different types oftransportation. Using the images as a resource,create a mural or collage showing how foodgets transported from its source to the super-market.
3. Job Search*Direct students to the Help Wanted section of the Classified Ads in the paper. From thepositions noted in the ads, have them create a list of jobs that must be performed to takefood from the field or farm and make it “table ready.” Then on the activity sheettitled “Cartoon Fun” have them draw a four-panel cartoon showing a phase of food production. Give extra credit for anyonewhose cartoon gets a laugh from the classwith a drawing or dialogue.
4. Weather WatchWeather news is important to newspapersbecause it affects and interests so many people. Ask students to search the newspaper for stories about weather. How many ofthe stories mention the effect on foodproducers? Discuss the possible consequences of a hail storm, freeze, flood or drought on food production. What other things can have an effect?
5. Graph ItGraphs and charts are used frequently in news-papers to help explain the news. Have studentssearch the newspaper for graphs and charts andmake a class list of different types. Survey theclass about the most common ways to transportfood. Tabulate results for airplanes, railroads,ships, trucks, and any other type of transporta-tion your class suggests. Have students graph or chart the results.
6. Look Into It Transportation is an issue that affects muchmore than food production. Have students lookthrough the newspaper for local, state, nationalor international transportation issues. Ask them to pick one and write several paragraphs summarizing what the problem or issue is, and outlining a possible solution.
Unit 4 : Food on the Move
*Includes activity sheet for students.
Supermarkets today are very different from markets of earlier generations. One reason is the advance made
in transportation of fresh foods. Studying the supermarket can provide students a real-life way to learn more
about transportation and geography.
Activities
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Getting food to your family takes many steps. Look through theHelp Wanted section of the Classified Ads, and from the positions inthe paper create a list of some jobs needed to take food from the farm andmake it “table ready.” Then draw a four-panel cartoon showing a phase of foodproduction. See who can get the biggest laugh from the class with a drawing or dialogue!
cartoon funAn activity sheet for students
1
3 4
2
Title Your name hereby
List of JOBS
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Learning to shop sensibly and prepare food wisely areimportant life skills. The supermarket, and newspaper features built around food marketing, can be a valuableresource for everyone. These activities have explored waysstudents can benefit by becoming informed food shoppersand cooks. But more can be done. Here are some suggestionsfor extending the lessons of food, nutrition and marketing.
Field TripTake the class on a field trip to a food market and ask the manager to explain where food is obtained,how often it is delivered, the influence of weather on food supply and cost and how the selection of food varies with the season.
Cafeteria CheckSee if students can visit the food storage room of the school cafeteria. Have them read the labels and rate the foods for nutrition and variety.
Serving SizesDo a class experiment exploring “serving sizes” on packaged foods. Ask students to look at the packages of cereal in their homes and compare serving sizes. Are they the same? Pour a “serving size” into a bowl. Is this the amount they usually eat? Then have them look at a carton of ice cream. Do they like to eat more or less than the serving size?
Law WatchGet the class to research laws and regulations that pertain to food, health or nutrition. Examine areas where students think laws should be changed or made stronger.
Poster TimeHave students make posters showing good habits for food or nutrition: washing hands before eating; choosing a good lunch; eating with the family. Display the posters in a school hallway or community center.
Volunteer WorkVisit or volunteer at a “food bank” that helps homeless people or less fortunate families. Have students write a letter to a leader asking that more be done to help the hungry.
Get Adventuresome!Try to get students to try one new food each week and report on it to the class. Or have a raw vegetable party that includes turnips, carrots, radishes, cauliflower, green peppers and green leafy vegetables.
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EXTENSIONS
