T E A C H I N G G U I D E

2nd Grade Reading Level

TEACHING

Health

ISBN-10: 0-8225-5531-X GreenISBN-13: 978-0-8225-5531-5

T E A C H I N G H E A L T H2

Copyright © 2006 by Lerner Publications Company

All rights reserved. International copyright secured. Student pages may bereproduced by the classroom teacher for classroom use only, not for commercialresale. No other part of this teaching guide may be reproduced, stored in aretrieval system, or transmitted in any form or by any means—electronic,mechanical, photocopying, recording, or otherwise—without the prior writtenpermission of Lerner Publications Company, except for the inclusion of briefquotations in an acknowledged review.

LernerClassroom A division of Lerner Publishing Group241 First Avenue NorthMinneapolis, MN 55401 U.S.A.800-328-4929Website address: www.lernerclassroom.com

Manufactured in the United States of America2 3 4 5 6 7 — IG — 11 10 09 08 07 06

StandardsHealth • Knows how to maintain and promote personal health.

• Knows essential concepts and practices concerning injury prevention and safety.

Language Arts – • Uses reading skills and strategies to understand and interpret a variety of Reading informational texts.

Language Arts – • Uses the general skills and strategies of the writing process.Writing • Uses grammatical and mechanical conventions in written compositions.

Language Arts – • Uses listening and speaking skills for different purposes.Listening and Speaking

Science • Understands the nature of scientific inquiry.• Understands the nature of scientific knowledge.• Understands the relationships among organisms and their physical environment.• Understands the structure and properties of matter.

Math • Understands and applies basic and advanced concepts of statistics and data analysis.

Multiple Intelligences Utilized• Interpersonal, intrapersonal, naturalistic, bodily-kinesthetic, linguistic, logical-

mathematical

Books in the Health seriesinclude:

Avoiding DrugsEating WellExercisingGetting RestKilling GermsPlaying SafelySeeing and Hearing WellStaying CleanStaying HappyStaying Safe in EmergenciesWorking with Others

T E A C H I N G H E A L T H 3

Discuss(class)• What is the difference between physical health and

mental health? How are the two connected?• What kinds of things can we do to keep our bodies

healthy?• What can we do to keep our minds healthy?

Model(teacher)• Show students the health cards p. 11. Tell students

that they will play a game in pairs. Students will cutout the cards. They will take turns drawing a card.When a student draws a card, he or she must saywhether it refers to mental health or physical health.He or she must then explain why the behaviordescribed on the card is a healthy behavior.

Practice(student pairs)• Students will play the game with a partner until all

the cards have been discussed.

Evaluate(teacher, students)• The teacher will evaluate understanding by observing

students as they play the game.• Students can make additional cards to add to the

game.

Lesson 1Healthy ActionsPurpose: Students will explain why certain behaviorsare healthy.

Objectives• Identify the differences between physical health and

mental health.• Compare healthy and unhealthy behaviors.• Classify types of behavior.• Explain the reasons that behaviors are healthy or

unhealthy.• Formulate additional examples of healthy behaviors.• Support statements with information from books.

Activity Procedures

Prepare(teacher)• Copy one set of health cards p. 11 for every two

students.

Pretest(students)• What does it mean to have a healthy body?• What does it mean to have a healthy mind?

Read(students, class)• Read various titles from the Health series.

Materials• Health books

• health cards p. 11• scissors

Read(class)• Read several titles from the Health series.

Discuss(class)• Which healthy behaviors from our list did you find in

the books? What other healthy behaviors did youread about?

• Explain why some of the behaviors described in thebooks are good for physical health or mental health.

Model(teacher)• Read the Healthy Living Checklist p. 12 with the

class, making sure that students understand all of theconcepts.

Practice(students, small groups)• Have students read the Healthy Living Checklist

p. 12. At the bottom of each section, they shouldadd two more healthy habits they read about.

• Students will check the boxes next to the healthythings they do.

• In small groups, students can discuss the boxes theychecked.

Evaluate(students)• Each student will take home What I’ve Done for My

Health Today p. 13 for homework. They will recordfive healthy things they did for their mind and fivehealthy things they did for their body that day. Eachstudent will set a goal to incorporate two additionalhealthy mind and body activities into the followingday’s activities.

T E A C H I N G H E A L T H4

Lesson 2Healthy LivingChecklistPurpose: Students will take inventory of their healthyhabits and describe ways to improve their physical andmental health.

Objectives• Recall information from a text.• Compare a list of healthy behaviors to one’s personal

behaviors.• Modify personal behavior to include more healthy

behaviors.• Identify healthy habits.• Create a list of healthy behaviors.• Assess personal health habits.

Activity Procedures

Prepare(teacher)• Copy Healthy Living Checklist p. 12 and What I’ve

Done for My Health Today p. 13 for each student.

Pretest(class)• Brainstorm a list of healthy habits. Write these on the

board.

Materials• Health books• Healthy LivingChecklist p. 12

• What I’ve Done forMy Health Todayp. 13

• pencils• chalk board or whiteboard

• chalk or dry erasemarker

T E A C H I N G H E A L T H 5

Discuss(class)• Why is it important for people to stay clean?• What can we do to keep ourselves clean?• How can we keep our teeth clean?• What happens if we don’t keep our teeth and bodies

clean?

Model(teacher)• Explain that the class is going to do an experiment to

find out what would happen if we didn’t brush ourteeth.

• Read Lab Worksheet p. 14 with students. Directstudents to fill the blanks in the questions with eithertooth or bone, depending on which you will be usingfor the experiment. (If you are using bones for theexperiment, remind students that teeth are bones, sothey will understand that what happens to the boneis the same thing that would happen to a tooth.)

Practice(class, students)• Place the tooth or bone in a jar, and fill the jar with

a soft drink so that the tooth or bone is completelycovered.

• Set the jar aside.• Complete Section A of Lab Worksheet p. 14.• Examine the tooth or bone daily or weekly for any

changes.• At the end of a month, remove the tooth or bone

from the jar, and pass it around.• What do you notice about the bone/tooth? • Complete Sections B and C of Lab Worksheet p. 14.

Evaluate(class)• What did you think was going to happen to the

bone/tooth? What actually happened?• What can we learn from this experiment?

Extension(class)• Complete the experiment with a second jar

containing a bone or tooth and vinegar.• Compare the results of both experiments.

5

Lesson 3Tooth DecayExperimentPurpose: Students will do an experiment to find outhow sugary foods affect teeth.

Objectives• Predict the outcome of an experiment.• Complete a lab worksheet.• Explain the results of an experiment.• Diagram the results of an experiment.• Describe what happens to teeth if they are not

brushed regularly.• Evaluate the conclusions drawn by conducting an

experiment.

Activity Procedures

Prepare(teacher)• Copy Lab Worksheet p. 14 for each student.

Pretest(students)• When do people brush their teeth?• Why do people brush their teeth?• What do you think would happen if we didn’t brush

our teeth?

Read(class, pairs)• Read Staying Clean as a class or in pairs.

Materials• Staying Clean book • chicken bones(cooked) or ananimal or humantooth

• glass or plastic jar• non-diet soft drink• Lab Worksheet p. 14• pencils• vinegar (optional)

Discuss(class) • Why is it important for us to kill germs?• What are some ways we can kill germs or slow their

rate of growth?

Model(teacher)• Tell students that they are going to do an experiment

to see what happens to food that is not refrigerated.• Demonstrate how to moisten (but not soak) a paper

towel and place it in a plastic bag with a piece ofbread. Close the bag.

• Show students how to fill in the first section of Growa Fungus! p. 15.

Practice(student pairs)• Moisten a paper towel and place it in a plastic bag

with a piece of bread. Make sure to close the bag.Keep these in a warm area of the room.

• At the top of Grow a Fungus! p. 15, students writewhat they did and draw what the bread looks like.

• Check the bread daily.• At the end of the week, write a couple of sentences

describing what the bread looks like. Draw the bread.• Complete the worksheet.

Evaluate(class)• How did your bread look at the end of the week?

What happened?• Why is it important to refrigerate food?

Extension(teacher, class)• Place a piece of bread in a plastic bag and refrigerate

it. (Do not put a moist paper towel in the bag.)• Compare the refrigerated bread to the bread that

was not refrigerated to show the differencerefrigeration makes in preventing fungus growth.

T E A C H I N G H E A L T H6

Lesson 4Grow a FungusPurpose: Students will do an experiment to find outwhat happens to food that is not refrigerated.

Objectives• Describe an experiment using words and pictures.• Make inferences about the results of an experiment.• Relate the results of an experiment to the

circumstances under which it took place.• Analyze what happened during an experiment.• Formulate a theory about experiment results.• Explain how the experiment results could translate to

other situations.

Activity Procedures

Prepare(teacher)• Copy Grow a Fungus! p. 15 for each student.

Pretest(students)• What are germs?• What are some things we can do to kill germs?• Why do we keep food in the refrigerator?

Read(class)• Read Killing Germs.

Materials• Killing Germs book• bread (1 slice foreach student pair)

• plastic bags (1 foreach student pair)

• paper towels• water• Grow a Fungus! p. 15• pencils• colored pencils

T E A C H I N G H E A L T H 7

Discuss(class)• What are some things you can do to keep your body

healthy?• What can you do to keep your mind healthy?• What connections can you make between physical

health and mental health?

Model(teacher)• Explain how to play charades. • Act out one of the healthy behaviors depicted on

health cards p. 11.• Allow students to guess what healthy behavior you

are acting out.

Practice(teacher, class)• Draw two students’ names. Allow one of the students

to pick a health card.• Give the students a few seconds to think about how

they will act out the action on the card withoutspeaking.

• The two students will act out the healthy behavioron the card they chose, while other students will tryto guess the behavior.

• Once the behavior is guessed, students will explainwhy it is a healthy behavior.

• Rotate, giving each student a chance to act.

Evaluate(teacher)• Through discussion and participation in the game,

assess students’ understanding of healthy behaviors.

Extension(class)• Allow students to make up their own health cards to

use during the game.

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Lesson 5Healthy LivingCharadesPurpose: Students will act out healthy habits andguess which healthy habits their classmates are actingout.

Objectives • Simulate a realistic situation through acting.• Interpret others’ actions.• Demonstrate healthy behaviors without talking.• Identify healthy behaviors. • Model healthy behaviors.• Compare elements of physical health and mental

health.

Activity Procedures

Prepare(teacher)• Copy and cut out one set of health cards p. 11 for

the class.• Prepare a card with each student’s name on it.

Pretest(students)• What does it mean to be healthy?• What is physical health? What is mental health? • What can we do to stay healthy?

Read(class)• Read the Health books over a period of several days.

Materials• Health books• health cards p. 11

• cards containingeach student’s name

Read(class)• Read Playing Safely.

Discuss(class)• What are some other ways you read about to protect

yourselves when you’re playing?• What kinds of protective gear can you wear to stay

safe?

Model(teacher)• Explain to students that they are going to do an

experiment to show how protective gear protects aperson’s body. They are going to drop two cookiesonto a hard surface. One cookie will be wrapped inprotective gear (newspaper) and placed in a plasticbag before being dropped. The other will be in aplastic bag, but will not be enclosed in protectivegear. (The plastic bags serve to prevent making amess.) Students will graph the results.

• Show students Gear Graph p. 16. Explain that they willonly need to circle yes or no for questions 1 and 2.

Practice(small groups, class)• Each small group will prepare their cookies for the

experiment. They will wrap one cookie in newspaperand tape it securely. The other will not be wrapped.They will place each cookie in a plastic bag and zip itclosed.

• Each group will drop both of their cookies onto ahard surface.

• Groups will inspect their cookies and record theresults at the top of Gear Graph p. 16.

• As a class, inventory how many of the wrappedcookies broke. For each yes, color one triangle onthe pie graph marked wrapped cookie. Repeat forthe unwrapped cookies.

Evaluate(class)• How was the newspaper similar to a helmet or pads? • What did this experiment teach us about using

protective gear?

T E A C H I N G H E A L T H8

Lesson 6Body ArmorPurpose: Students will do an experiment to simulatewhat happens to a body during an accident.

Objectives• Predict what will happen during an experiment. • Investigate what happens to cookies when they are

dropped.• Compare what happens to a protected cookie and

what happens to an unprotected cookie whendropped on a hard surface.

• Construct a graph to measure experiment results.• Describe the results of an experiment.• Defend the use of protective gear based on the

results of an experiment.

Activity Procedures

Prepare(teacher)• Divide the class into five groups for the experiment.• Copy Gear Graph p. 16 for each student.• Secure a location with a hard surface (preferably

outdoors) for the experiment.

Pretest (pairs, class)• What does it mean to play safely?• What are some ways to stay safe when you are

playing?

Materials• Playing Safely book• large, crisp cookies(sugar cookies workwell)

• newspaper

• plastic zipper bags • masking tape• Gear Graph p. 16• pencils or crayons

T E A C H I N G H E A L T H 9

Discuss(class)• What are some of the unhealthy behaviors you read

about in the Health books? • Why are they unhealthy?• If someone asked you to take part in an unhealthy

behavior, like smoking or drinking alcohol, whatcould you say?

Model(teacher, class)• On the board or chart paper, write a sample

response to someone asking you to take drugs.• Describe the parts of your response, including firm

language and sound reasons supported by the text.

Practice(pairs, students)• In pairs, imagine that a friend is trying to get you to

take drugs or drink alcohol. What would you say tothat person? Practice what you would say with yourpartner.

• Individually, write a response explaining what youwould say to someone who is pressuring you to usedrugs or alcohol. Use firm language so the personknows that you are serious. Use information from thebook to support your reasons for not using drugs oralcohol.

Evaluate(teacher)• Assess essays for understanding and for statements

supported by information from the text.

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Lesson 7Healthy DialogPurpose: Students will determine how to respond ifthey are ever pressured to use drugs.

Objectives• Recall information from a text.• Articulate a response to a given situation.• Apply knowledge of learned concepts to formulate a

response.• Explain why it is healthy to take specific actions in

response to a scenario.• Develop an essay on a given topic.• Recommend a response to a given situation.

Activity Procedures

Pretest(students)• Make a list of some unhealthy behaviors.• Why are these behaviors unhealthy?• What are some healthy alternatives to those

unhealthy behaviors?

Read(class)• Read Avoiding Drugs.

Materials• Avoiding Drugs book• lined paper• pencils

• chart paper orchalkboard

• marker or chalk

T E A C H I N G H E A L T H10

Additional ResourcesBOOKSBuyler, Marger. Stop, Drop, and Roll: A Jessica Worries

Book: Fire Safety. New York: Simon & SchusterChildren’s, 2001.This story surrounds Jessica, a habitual worrier, asshe prepares for a fire safety presentation. It isboth informative and entertaining.

Kyle, Kathryn, and Robert B. Noyed. Cooperation.Plymouth, MN: The Child’s World, 2002.This book explains the importance ofcooperation.

Mattern, Joanne. Safety in Public Places. Minneapolis:ABDO Publishing Company, 1999.This photo-filled book describes ways for kids tostay safe in public buildings, streets, and parks.

McGinty, Alice B. Staying Healthy: Dental Care. NewYork: PowerKids Press, 2003.Photos and illustrations accompany explanationsabout kinds of teeth, tooth decay, and more.

———. Staying Healthy: Good Hygiene. New York:PowerKids Press, 2003.This book describes how germs are spread, as wellas ways to stay clean and healthy.

Moser, Adolph J. Don’t Pop Your Cork on Mondays:The Children’s Anti-Stress Book. Kansas City, KS:Landmark Editions, 1998.This book describes some sources of stress in kids’lives, and offers ways to deal with stress.

Royston, Angela. Get Some Exercise! Crystal Lake, IL:Heinemann, 2003.

———. Get Some Rest! Crystal Lake, IL:Heinemann,2003.These books explain the benefits of exercise andrest.

Schaefer, Valorie Lee. The Body Book for Girls(AmericanGirl Library). Middleton, WI: PleasantCompany Publications, 1998.This preteen’s guide to hygiene explores healthyeating, hair care, menstruation, braces, and more.Other titles cover emotional health topics.

Silverstein, Alvin, and Virginia B. Silverstein. Eat YourVegetables! Drink Your Milk! New York:Scholastic Library Publishing, 2000.This illustrated book explains why eating well isimportant for good health.

Stewart, Gail B. Drugs. Farmington Hills, MI: ThomsonGale, 2001.This book explains why some people take drugs,the effects of drugs, and treatments for drugabuse.

Thomas, Pat. My Amazing Body: A First Look at Healthand Fitness. Woodbury, NY: Barron’s EducationalSeries, 2002.This picture book addresses physical health andencourages kids to make healthy choices.

———. I Can Be Safe: A First Look at Safety. Woodbury,NY: Barron’s Educational Series, 2003.This illustrated book gives an overview of how toplay safely, and it explains important informationa child should know in case of an emergency.

WEBSITESAmerican Dental Association

http://www.ada.org/This website contains lots of dental healthinformation for kids. It also features games andcartoons.

Dole 5 A Day: We Make 5 A Day Fun! http://www.dole5aday.com/Kids/K_Index.jsp A nutrition site for kids full of games, facts,reference materials, and recipes.

FirstGov for Kids—Healthhttp://www.kids.gov/k_health.htmThis website has links to many health sitescreated just for kids.

KidsHealth For Kidshttp://kidshealth.org/kid/This site is filled with kid-friendly informationabout body and mind health. Topics range frombullying to what to do if you get the flu. Play fungames to test your health knowledge.

National Clearinghouse for Alcohol and DrugInformation (NCADI) for Kidshttp://www.health.org/features/kidsarea/kidsarea.aspxThis site teaches kids how to say no to drugs, howto help friends who are using drugs, and more.

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Teaching Health

12

Teaching Health

Name

Healthy Living Checklist

Directions: Read each of the sentences below. Add two more healthy behaviors to each list.Make a check in the box next to each of the things you do.

I take care of my body.

I do not share hats, combs, or brushes.

I wash my hands after using the bathroom.

I take a bath or shower often.

I exercise every day.

I wear protective equipment (like a helmet) when I play.

I stretch before exercising.

I wear a seat belt.

I only swim when a lifeguard is on duty.

I look both ways before crossing the street.

I do not take medicine unless it is given to me by my parents.

I take care of my mind.

I ask for help when I need it.

I do things I enjoy.

I talk with someone I trust when I have a problem.

I do not try to do more than I can handle.

13

Teaching Health

Name

What I’ve Done for My Health Today

Directions: On the lines below, list five good things you have done for your body today.

1.

2.

3.

4.

5.

Tomorrow I will do two more good things for my body. I will:

1.

2.

Directions: On the lines below, list five good things you have done for your mind today.

1.

2.

3.

4.

5.

Tomorrow, I will do two more good things for my mind. I will:

1.

2.

14

Teaching Health

Name

Lab Worksheet

Directions: Answer the following questions in complete sentences.

Section A – before the experiment1. What would happen if you didn’t brush your teeth?

Hypothesis

2. What do you think will happen to the _______________?

Section B – during the experimentObservation

3. What happened to the _______________?

Section C – after the experimentTheory

4. Why did this happen to the _______________?

Application

5. What could happen if you didn’t brush your teeth?

15

Teaching Health

Name

Grow a Fungus!

Directions: On the lines below, write what you did to your bread. Draw your bread in thetop box. Next, write what happened to the bread during the week. In the bottom box, drawwhat the bread looked like at the end of the week. Write what you learned on the lines atthe bottom.

What I did:

During the week, this is what happened:

This is what I learned:

16

Teaching Health

Name

Gear Graph

Directions: After completing the experiment, answer the questions below by circling yes orno.

1. Did the cookie wrapped in newspaper break? yes no2. Did the cookie that was not wrapped break? yes no

Directions: Color a space in the graphs below to show how many cookies in each groupbroke.

wrapped cookie unwrapped cookie

Directions: Look at the graphs. Write a fraction to answer each of the questions below.

How many wrapped cookies broke?

How many unwrapped cookies broke?