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INFORMATICS GRADUATE SCHOOL
SCHOOL of INFORMATICSThe University of Edinburgh
Informatics Forum10 Crichton Street
Edinburgh EH8 9AB
Telephone +44 (0)131 650 3091Fax +44 (0)131 651 5630
E-mail [email protected] http://gradschool.inf.ed.ac.uk
TheResilienceProject:
EducatingandSupportingChildrenaroundDeath,DyingandBereavement
StFrancisXavier’sPrimarySchool,Falkirk
Introduction
The Resilience Project was developed as a result of collaboration between StrathcarronHospice, theUniversities of Strathclyde and Edinburgh and St Francis Xavier’s RC PrimarySchool,Falkirk.It is inresponsetoresearchthathighlightedthehealth-promotingbenefitstochildrenandthewidercommunitywhenthesubjectofdeath,dyingandbereavementistaughtinschools.ItaddressessomeofthequestionsaskedbychildrenduringthisresearchaswellaslearningoutcomesidentifiedintheScottishCurriculumforExcellence.
Theprojectconsistsoffivelessonscoveringthesubjectsofdeath,lossandgrief.ThelessonsareaimedatpupilsinPrimarySixorSeven(agednineto12years)andaddressexperiencesand outcomes from three curriculum areas: Health andWellbeing, Science and ReligiousEducation.
Thispackincludes:
• Detailedlessonplansthatprovidestepbystepinstructionsforteachers.Theseareeasilyadaptabletosuitthevaryingneedsofschoolsandaddresstheaims,objectivesandlearningintentionsoutlinedbelow.
• Resourcesheetstoaccompanythelessonsasrequired.• Ahomeworktasksheettodeveloplinkswithparentsandtoencouragechildrento
discusstheirlearningathome.• ExampleofaPupilQuestionnairetobeusedbeforeandafterteachingthelessons,
inordertohelpassesslearning.• AParentalFeedbackSheetforafterteachinghasoccurred.• FurtherResourceslistthatincludelinkstoadditionalresourcesandlessonextension
ideas.
StFrancisXavier’sPrimarySchoolhasalsodevelopedaResilienceProgramme.Thisisaimedat fostering children’s resilience by helping them to identify feelings and develop copingstrategies for use in a wide range of circumstances concerning loss and transition. Thisprogramme, which sets out learning opportunities from Nursery to Primary Seven,addresses experiences andoutcomes across the curriculumbutparticularly inHealth andWellbeing.TheResilienceProjectsitswithinthisbroaderprogrammeofwork.
For further information about either of these resources, or to give any feedback, pleasecontact:
HelenQuinn DrSallyPaulStFrancisXavier’sPrimarySchool SchoolofSocialWorkandSocialPolicyMerchistonAvenue UniversityofStrathclydeFalkirk 141StJamesRoad,GlasgowFK27JS G40LTT:01324508570 T:01414448756E:[email protected] E:[email protected]
AimsandLearningIntentions
The Resilience Project recognises that children will have experiences of death andbereavement throughout their life and that the school has a role in both preparing andeducatingchildren inhowtomanage thesesituations.Manyof the teachingareasof thistopic fall under the curriculum area of Health andWellbeing but some aspects are alsocovered through Religious Education and Science. It overlaps considerably with otheraspectsofteaching,providingidealopportunitiesforinter-disciplinarylearning.
Intandemwiththisprojecttheschoolrecognisesitsresponsibilitytosupportchildren,staffandtheirfamiliesthroughpersonalexperiencesoflossandbereavement.Inordertoensurethis takesplace,bereavementpolicyandproceduresneedtobe inplace. All staff shouldalsoparticipateinbereavementtrainingtoensurethattheyhavetheskillsandconfidenceto acknowledge bereavement with children and to seek support when needed, for theperson(s)concernedand/orforthemselves.
Aims:• Tointroducedeathasanormalpartofthelifecycle.
• Todeveloptheskillsandcapacityofchildrentocopewhensomeonedies.
• To develop an awareness of other people’s needs concerning death and how to
respondappropriately.
• Todevelopanunderstandingofwhathappenstothebodyatdeath.
LearningObjectives:
• Toconsiderthevariouschangesthatcanoccurthroughoutthelifecycle.
• Toexplorecausesofdeath
• Todevelopawarenessofculturalandreligiousresponsestodeath.
• Todevelopindividualandcommunitycapacitytorespondtodeath.
Keylearningareas:DeathasanormalpartofthelifecycleCulturalandreligiousbeliefsrelatingtolifeanddeath
LearningIntentions
Tounderstandwhatlivingmeans
Tounderstandthatdeathispartofthelifecycle
Tounderstandthatdeathistheendofthelifeofthephysicalbodynotthesoul
Toexploresomeofthemoralissuesrelatingtocausesofdeath
Tounderstandtheprocessandpurposeoforgandonation
Tounderstandthatthereareseveralpurposestofuneralrites
Tounderstandburialandcremation
Toexplorethecommonfeaturesofmajorworldreligionsregardingdeathandfuneralrites
Tounderstandthatchangeandlossareanaturalpartoflife
Todeveloplearners’vocabularyaboutchangeandloss
Tounderstandwecanlearnwaysofmanagingfeelings
Tounderstandthatwecanhelpothers
Tounderstandthatmemoriesareimportantinrelationtolossandchange
Tounderstandthatgriefwillaffectdifferentpeopleindifferentways
Theselearningintentionsarespecificallyaddressedthroughtheseriesoffivelessons,that
areoutlinedbelowandwhicharetaughttochildreninPrimarySixandPrimarySeven.One
ofthelessonsinvolveschildrencarryingoutresearchathomeanditisusefultoencourage
children to discuss this homework task with parents/carers. In the pilot we found that
childrenhavemanyquestions that theywish toaskaboutdeath,dyingandbereavement
andencouragingtheseconversationsathomewasbeneficialforchildrenandtheirfamilies.
This is an important part of the work carried out and parents have commented very
positivelyaboutthis.
ExperiencesandOutcomestobeaddressed
CurriculumArea:ScienceSCN2-12a
Byinvestigatingsomebodysystemsandpotentialproblemswhichtheymaydevelop,Icanmakeinformeddecisionstohelpmetomaintainmyhealthandwellbeing.
SCN2-14a
Byinvestigatingthelifecyclesofplantsandanimals,Icanrecognisethedifferentstagesoftheirdevelopment.
CurriculumArea:HealthandWellbeingHWB2-03a
IunderstandthattherearepeopleIcantalktoandthatthereareanumberofwaysinwhichIcangainaccesstopracticalandemotionalsupporttohelpmeandothersinarangeofcircumstances.
HWB2-07a
Iamlearningskillsandstrategieswhichwillsupportmeinchallengingtimes,particularlyinrelationtochangeandloss.
CurriculumArea:ReligiousEducationinRomanCatholicSchoolsRERC2-07a
IhaveexploredtheeventsofthePassion,DeathandResurrectionofJesusandIhavereflectedontheCatholicmeaningofeternallife.
RERC2-25a
IhaveexploredsomebeliefsoftheJewishand/orMuslimcommunities
RERC2-27b
IcanidentifysomeofthecustomsandartefactsrelatedtotheJewishand/orMuslimcommunitiesandtheirfestivals.
Lesson1:LifecyclesandLifespans
Skills:Discuss,Debate,Research,Investigate,Apply,Justify,ExplainExperiencesandOutcomes:SCN2-14a:Byinvestigatingthelifecyclesofplantsandanimals,Icanrecognisethedifferentstagesoftheirdevelopment.HWB2-41a:Icanidentifythedifferentkindsofrisksassociatedwiththeuseandmisuseofarangeofsubstances.SOC2-15a:Icanuseevidenceselectivelytoresearchcurrentsocial,politicaloreconomicissues.LearningIntention:
• Tounderstandthatdeathispartofthelifecycle• Toidentifyriskstomyownhealthandtohavesomestrategiestoreduceriskwhere
possible• Toexploresomeofthemoralissuesrelatingtocausesofdeath
KnowledgeandUnderstanding:Iwilllearnabout:
• Themeaningofthewordlifespan• Thelifespansofvariousplantsandanimals• Factorswhichaffectlifespan• Howmychoicescanaffectmylifespan• Theimplicationsofvariationsinthelifespanofpeople• Thewaysinwhichcertainorganisations(government,charities)worktomitigate
factorsaffectinglifespan
SuccessCriteria:• Icancomparethelifespansof2animals• Icanname2factorswhichaffectlifespan• Icannameariskybehaviourandcanexplainhowtoreduceriskinagivensituation• Icanaskquestionsaboutcausesofdeathandsuggestsomepossibleanswers,
justifyingmyanswers
LearningActivitiesBeforestartingthislesson:ChildrenshouldcarryoutPupilQuestionnaire1(seeResourceSheet1)and3,2,1,BridgeRoutine(seeFurtherResources).3,2,1,BridgeRoutineinvolveschildrenwritingdown3wordstheyassociatewithdeath,2questionstheyhaveandonemetaphor,simileorimagethatsumsupdeath.Thechildrenshouldgiveaquickinitialresponseratherthanlotsofdeepthinking.Thesetoolswillinformtheteacherofpriorknowledgeandareasoflearningthatthechildareinterestedinandisausefultoolinassessinglearningattheendofthetopic.Lifespansofplant/animalsLifespansofHumansFactorsaffectingLifeExpectancye.g.healthyeating,notsmokinge.g.healthcampaigns,providinghealthcare,reducingpoverty.
Lookatlifespansofvariousplantsandanimals(seeResourceSheet2a)Discussreasonsfordifferences.Introducelifeexpectancyforhumans.Discusshowthisisanaverage.Lookatlifeexpectancyforhumansindifferentpartsoftheworld(seeResourceSheet2b).Insmallgroups:Discussandlistthefactorsthattheythinkaffectlifeexpectancy.Feedbacktowholeclass.Inclassgroup:Discusswhatmeasurescanbetakenbyindividualstoprolongtheirownlives.Askchildrentoapplyknowledgeofpublichealthmessagestoexplaintheimpactofvariousrisk-takingbehaviours.
Invitechildrentoidentifymeasuresthatcanbetakenbyorganisations(e.g.government,charities)toprolongthelivesofpeopleintheircommunities.
Aftercompletingthislesson:Distributehomeworktasktobecompletedbeforelesson4.SeeResourceSheet5:childreninvestigatethebeliefsandcustomsarounddeathofonegroupofpeoplefromaparticularfaith,cultureorhistoricaltime.
Lesson2:LivingandDying
Skills:Discuss,Observe,Research,Investigate,Apply,Justify,Explain,Match,JudgeExperiencesandOutcomes:SCN2-12a:Byinvestigatingsomebodysystemsandpotentialproblemswhichtheymaydevelop,IcanmakeinformeddecisionstohelpmetomaintainmyhealthandwellbeingLearningIntention:
• Tounderstandwhathappenstothebodyatdeath
KnowledgeandUnderstanding:Iwilllearnabout:
• Vitalorgansandthefunctionstheyhave• Whathappenswhenyourvitalorgansstopworking• Whatdeathmeans
Successcriteria
• Icannamevitalorgansandexplainwhattheydo• Icandescribewhatcanhappenwhenanorganfails• Icandescribe3differencesbetweenalivingthingandadeadthing• Icandiscusssomelife-savingactionsortechnologiesandreflectontheir
limitations
LearningActivitiesBeforestartingthislesson:Askthechildrentogatheritemsthattheycanfindintheplayground.FunctionoforgansAswellastheresourcesheet,therearenumerousgoodonlineresourcesincludingmatchinggamesforinteractivewhiteboardsetc.,seeFurtherResourcesSection.DefinitionofdeathChildrenarelikelytohavelotsofstoriesandquestionsaboutdeathandresuscitation.Itisveryimportanttohavetimetotalkaboutthese,andtoexplorethechildren’sunderstandingofwhatdeathis.Physicaldeathispermanent.Thisisanimportantideatoportraytothepupils.FormoreonthisThinkingRoutineseelinkinResourcesSection.ClosingActivity
Matchorgantodescriptionofitsfunction(seeResourceSheet3).Describewhathappenswhenanorganfails,e.g.whenyourheartstopsbeating,whenyourlungsdon’twork.Observeitemsondisplaygatheredbychildrenatplaytime(deadleaf,flowerandsoon)andsortthemintosetsoflivinganddead.Askthechildrenhowdotheyknowtheyaredead?
notbreathing,notmoving,doesn’teat,won’trevive
Explain:Whenaperson’sheartstopsitcansometimesbestartedagain,wecanliveforashorttimewithoutbreathingoreating,buteventuallyanyofthesethingscanresultindeath.Whensomeonediestheycannolongerbreath,moveorfeel.Theyarenotinpain.Deadmeansthebodywillnotcontinue;itnolongerworks.Askthechildrentowriteaheadlinethatcapturesthelearningfromtoday’slesson.Thisisaquickandeasywaytoseeataglancewhattheyfeelarethemainideas.
Lesson3:OrganDonation
Skills:Research,Collate,Discuss,Investigate,Identify,Justify,ExplainExperiencesandOutcomes:SCN2-12a:Byinvestigatingsomebodysystemsandpotentialproblemswhichtheymaydevelop,IcanmakeinformeddecisionstohelpmetomaintainmyhealthandwellbeingHWB2-07a:Iamlearningskillsandstrategieswhichwillsupportmeinchallengingtimes,particularlyinrelationtochangeandloss.LearningIntention:
• Icanexplainthepurposeandprocessoforgandonation• Icandiscusstheprosandconsoforgandonation
KnowledgeandUnderstanding:Iwilllearnabout:
• Whyorgandonationissometimesnecessary• Thehistoryoforgantransplants• Whatorganscancurrentlybedonated• Howtooptin/optoutoforgandonation• Reasonswhypeoplechoosefororagainstdonatingorgans
Successcriteria
• Icandescribeonewaythatorgandonationshavechangedovertimeandsuggestwhythatmightbe
• Icanidentifysomereasonswhyanorgantransplantmightbenecessary• Icannamesomeorgansthatcanbedonated• Icangivereasonsforandagainstorgandonation
LearningActivitiesPurposeandprocessoforgandonationTherearemanyusefulonlineresourcesforthis,seeFurtherResourcesSection.ProsandconsoforgandonationClosingActivityExtensionactivity
Recapontheimportanceofvitalorgans(seelesson2)–askchildrensuggestreasonswhytheymightsometimesfail.Discusshistoryoforgandonation.Usinglistofkeydatesinorgandonation(seeResourceSheet4)distributekeydatestochildren.Givethemashorttimetoreadandensuretheyunderstandtheirevent.Makeahumantimeline,withchildrenorderingthedates,andidentifywhathaschangedovertime(thevarietyoforgansabletobetransplantedandthesuccessratehaveincreased)Childrenworkinsmallgroupstoidentifyhowpeoplemayfeelaboutorgandonation,consideringthequestionfromvariouspointsofview:
• personwaitingforatransplant• familyofapersonwhohasrecentlydied• doctor• ahealthypersonwithnopreviousknowledgeof
transplantsFeedbackasawholeclass.Encouragepupilstodiscussthistopicfurtherathomeandtosharetheirviewswithfamilymembers.Lookathttps://www.organdonationscotland.org/am-i-eligiblewithfamilies.Exitpass:Iwould/wouldnotdonatemyorgansbecause......Discussoptinoroptoutsystemofregistration.
Aftercompletingthislesson:Remindstudentsaboutthehomeworktasktobecompletedbeforelesson4.
Lesson4:FuneralCustoms
Skills:Research,Collate,Discuss,Compare,Investigate,Identify,Justify,ExplainExperiencesandOutcomes:RERC2-25a:IhaveexploredsomebeliefsoftheJewishand/orMuslimcommunitiesRERC 2-27b: I can identify some of the customs and artefacts related to the Jewish and/orMuslimcommunitiesandtheirfestivals.HWB2-03a:IunderstandthattherearepeopleIcantalktoandthatthereareanumberofwaysinwhichIcangainaccesstopracticalandemotionalsupporttohelpmeandothersinarangeofcircumstances.HWB 2-07a: I am learning skills and strategies which will support me in challenging times,particularlyinrelationtochangeandloss.LearningIntention:
• Icanresearchanddescribethefuneralcustomsofaparticulargrouporreligionofmychoosing
• Icanidentifysimilaritiesbetweenarangeofreligionsandculturesandcanexplainwhythesemightexist
KnowledgeandUnderstanding:Iwilllearnabout:
• Whatpeoplebelieveaboutdeath• Whatcustomsareobservedatthetimeofdeath• Whatisdonewiththedeadperson’sbody• Howpeoplesupporteachotherwhensomeonedies• Thesimilaritiesanddifferencesbetweenvariousculturesandreligions• Thepurposeoffuneralrites/customs
SuccessCriteria
• Icanresearchsomekeyfactsabouthowagroupofpeoplemarkdeath• Icansharemyresearchwithothers• Icanidentifysimilaritiesordifferencesbetweengroups
LearningActivitiesBeforestartingthislesson:Childrencompleteandbringintheirhomeworkonfuneralcustoms(Resourcesheet5)FeedbacksessiononhomeworkEncouragegroupstosummarisetheirfindingsatthispointratherthangoingoverallthedetailsagain,e.g.allcultures/religionsmarkdeathinsomewayalthoughtheyhavedifferenttraditionsorcustoms.Ashumans,weattachimportancetolifeandthereforemarkitsending.Thiscouldleadtodiscussionaboutthedifferencebetweenaleaf,aspider,apetorafamilymemberdying.ExtensionActivity
Splitchildrenintogroupsensuringthateachgrouphasamixtureofdifferentcustomsandtraditions.Givepupilstimetosharewhattheylearnedintheirresearch.Onceallpupilshavehadachancetofeedbacktotheirgroupaskeachgrouptomakealistofsimilaritiesanddifferencestheyhavediscovered.Gatherasaclasstodiscussthekeyfindings.Askchildrenwhytheythinkpeople,throughouthistoryandthroughouttheworld,markdeath.Encouragechildrentodiscussthecustomsandbeliefsoftheirownfamilyregardingdeath,pointingouttheimportanceofrespectingthebeliefsandcustomsofothers.
Lesson5:Grief
Skills:Recall,Discuss,Compare,Identify,Justify,ExplainExperiencesandOutcomes:HWB2-03a:IunderstandthattherearepeopleIcantalktoandthatthereareanumberofwaysinwhichIcangainaccesstopracticalandemotionalsupporttohelpmeandothersinarangeofcircumstances.HWB2-07a:Iamlearningskillsandstrategieswhichwillsupportmeinchallengingtimes,particularlyinrelationtochangeandloss.LearningIntention:
• Icandescribewhatgriefis• Iknowthatgriefaffectsdifferentpeopleindifferentways
KnowledgeandUnderstanding:Iwilllearnabout:
• Whatgriefis• Howgriefcanaffectpeople• Theimportanceofmemories• Theimportanceofasupportnetwork• WhereIcanfindhelpwhenIneedit
SuccessCriteria
• Icanusethewordsgrief,grievingandbereavedindiscussion• Icanidentifyandlabelsomefeelingspeoplemayhavewhentheyhavebeen
bereaved• Icansuggestsomestrategieswhichmayhelppeoplewhohavebeenbereaved
LearningActivitiesIntroducevocabulary:bereavement,bereaved,griefWhatisgrief?SupportforpeoplewhohavebeenbereavedCopingstrategiesUsingMemoryasacopingstrategySometimesmemoriesaredifficultespeciallyonesthatmakeyoufeelemotionsthatarehardtodealwith(likesadandangry)andothersareeasy(likehappymemories)buttheyareallimportanttohelpusunderstandwhoweare,whatisimportanttousandhowtotakecareofourfeelings.
Refertoearlierlessonsonfuneralcustoms.Askchildrenwhathappenstofamilies(bereavedpeople)afterthefuneralofsomeonetheyloveisover.Whatdotheythinklifewillbelikeforthem?Injournalschildrenrecordthefeelingstheythinkabereavedpersonmighthave.Tellthechildrenthatthefeelingsthattheyhaveidentifiedareallpartofgrief.Therewillbemanydifferentfeelingsinvolved.Thefeelingsarenotrightorwrong–weallhavetherighttofeelthewaywedo.Introducetheideaofpuddlejumping:thatgriefissomethingthattheyjumpinandoutofandisnotalwaysthesame.Insmallgroups,childrendiscusswhatmighthelpbereavedpeopletofeelsupported.Howmightapersonhelphimselforherself?Howmightyouhelpafriendinthatsituation?Whereelsemightyoufindhelpifitwasrequired?Groupsdrawupalistforeachofthesethreecategoriesthatcanbesharedwiththeclass.Asaclass,bringtheseideastogether–introducetheFeelingsFirstAidbox(seeResourceSheet6)Childrenwillwriteordrawwhat,orwho,theywanttoputintheirFeelingsFirstAidBox.Encouragechildrentotakethishomeandshareitwithpeoplethatareimportanttothem.Askthechildrentorememberatimewhentheyfeltveryhappyandsafe.Howdoesitmakethemfeeltorememberthattime?Encouragepupilstoadd‘memory’totheirFeelingsFirstAidbox.Asktheminwhatwayswerememberpeoplewhohavedied(Reminiscing,markinganniversaries,havingkeepsakes,visitinggraves....)Itisimportanttoleavepupilswiththeideathattheyarenotalonewhensomeoneimportantdies(whentheyexperiencebereavement),andthatweallexperiencelossandchangethroughoutourlives.
Closingactivity:ExtensionActivity
Wedevelopourresiliencebypractisingthesecopingstrategiesandbyofferingsupporttooneanother.ThewebofsupportPlayagamewithaballofstring/wool.Childrenstandinacircle.Theteacherholdstheendofthestringandgivesanexampleofhowtheywouldhelpafriendwhoishavingadifficulttime.Theteacherthenthrowstheballtoachildinthecircle,whothengivesanexampleofhowtheywouldhelpafriendwhoishavingadifficulttime.Thechildkeepsholdofthestringandthrowstheballontoanotherchild.Continueinthiswayuntileverychildhasaholdofthestringandsaidhowtheywouldoffersupporttoafriend.Pointoutthatawebofsupporthasbeenmadebyallthesesuggestions:thisishowwecanhelpeachothertonotfeelaloneandhavegoodmentalhealth.Finddetailsofcharitiesand/orwebsitesand/orbooks,whichsupportpeoplewhoaredealingwithbereavement.Discusscharacters,fromnovels,whohaveexperiencedbereavement(HarryPotter,GoodnightMrTom).Thinkabout:howtheyfelt?Whatdidtheydid?Whathelpedthem?Roleplayhowtosupportthesecharacters;encouragepupilstodiscussandpractisesuitablevocabularyorresponsesforthesesituations.
Aftercompletingthislesson:ChildrenshouldcarryoutPupilQuestionnaire2(seeResourceSheet7)and(seeFurtherResources).3,2,1,BridgeRoutineinvolveschildrenwritingdown3wordstheyassociatewithdeath,2questionstheyhaveandonemetaphor,simileorimagethatsumsupdeath.Thechildrenshouldgiveaquickinitialresponseratherthanlotsofdeepthinking.Thesetoolswillinformtheteacherofknowledgegainedandgapsinlearning.AParentalFeedbackSheet(seeResourceSheet8)canalsobesenthometogathertheviewsofparentsabouttheirchild’sparticipationintheproject.
ResourceSheet1:PupilQuestionnaire1
Putacircleroundyouranswerforeachquestion.
Iunderstandthatdeathispartofthelifecycleyes no maybeIknowsomeriskstomyownhealthandIhavesomestrategiestoreducetheserisksyes no maybeIknowsomeofthemoralissuesrelatedtocausesofdeathyes no maybeIknowwhathappenstoabodywhensomeonediesyes no maybeIcanexplainthepurposeoforgandonationyes no maybeIcanexplainhoworgandonationsarecarriedoutyes no maybeIcanexplainsomereasonsforandagainstorgandonationyes no maybeIknowsomefuneralcustomsyes no maybeIknowsomesimilaritiesanddifferencesbetweenthefuneralcustomsofdifferentreligionsandculturesyes no maybeIcandescribewhatgriefisyes no maybeIknowsomestrategiestohelppeoplewhoareaffectedbygriefyes no maybeWhatwouldyoumostliketolearnaboutinrelationtodeathandlossandresilience?
ResourceSheet2a:Lifespans
Chickens–Believeitornot,chickenscanliveupto25years.However,itisrareforthemtolivethatlongbecausetheyaresovulnerabletopredatorsanddisease.Mostchickensliveonlyabout3or4years.
Mosquitos–Thestandardlifespanofamosquitovaries.Femalescansurvivefor3-100daysbutmalesliveonlyfor10-20daysdependingontemperatureandpredators.
YorkshireTerriers–Thesedogs,ifchosenfromagoodbreeder,canlivefor12to15years.
Mice–Althoughtheycan liveforupto2years ina laboratory, theaveragemouse inthewildlivesonlyabout3monthsduetoheavypredation.
Turtles -A typical pet turtle can live from10-80 yearswhile larger species caneasily liveover100years.According to the“GuinnessBookofWorldRecords”, sea turtleshave thelongestlifespanofupto152years.
Flowers–Freshlycutflowerscanlast7-10dayswithpropercare.
Cactus–Thisvariesbetweenspecies,butthepricklypearcactuslivesforjust20years,whilethegiantsaguarocactusmayliveformorethan150years.
OakTrees–Theaverage lifespanofanoaktree is200-300years,althoughthemaximumlifespanismuchlonger.
ResourceSheet2b:HumanLifeExpectancies
Theaveragelifeexpectancyofhumansvariesaroundtheworld.
Japan 84.7years
Iceland 82.9years
Afghanistan 50.9years
Zimbabwe 57.1years
Haiti 63.5years
Russia 70.5years
UK 80.5years
France 81.7years
Chad 49.8years
Source:
https://www.cia.gov/library/publications/the-world-factbook/rankorder/2102rank.html
ResourceSheet3:MajorOrgansoftheHumanBody.
Matchthenameoftheorgantothejobitdoes.
Ears
Muscles
Liver
Brain
Bladder
Heart
Lungs
Eyes
Kidneys
Skeleton
Stomach
forsupportandmovement.
forseeing.
forhearingandbalance.
forpumpingbloodaroundthebody.
formovement.
controlsthewholebody.
storesurineuntilyougotothetoilet.
holdsfoodandstartstobreakitdown.
storingandcontrollingchemicals.
takeoxygenfromtheairintotheblood.
clearstheblood,removeswasteandmakesurine.
ResourceSheet4:KeyDatesintheHistoryofOrganTransplants1902TransplantsmadefeasibleAlexisCarreldemonstratesthejoiningofbloodvesselstomakeorgantransplantpossibleforthefirsttime.1905FirstcorneatransplantFirstreportedcorneatransplanttakesplaceinMoravia,inDecember1905.OnDecember71905DrEduardZirmcarriesouttheworld'sfirstsuccessfulcorneatransplant,returningthesightofalabourerblindedinanaccidentayearearlier.Afterafewhoursthepatientcanseeagainandheretainshiseyesightfortherestofhislife.1918BloodtransfusionestablishedDuringWorldWarIbloodtransfusionbecomesfirmlyestablishedmakingmanylife-savingoperationspossibleforthefirsttime.1948NHSestablishedTheNationalHealthServiceisestablishedandwillgoontobeattheforefrontoftransplanttechnology.1954FirstsuccessfulkidneytransplantTheworld'sfirsttrulysuccessfulkidneytransplantoperationisperformedbyDrJosephMurrayinBoston,USAPavingthewayforthetechniquethathasgoneontosaveover400,000livesaroundtheworld,DrJosephMurraybreaksnewgroundwhenheandhisteamtransplantakidneyfromRonaldHerricktohisdyingtwinbrother,Richard.Itsaveshislife.1963World'sfirstlivertransplantDrThomasStarzlperformstheworld'sfirstlivertransplantinDenver,USA.Althoughthesurgeryitselfisasuccess,anti-rejectiondrugsarenotfullydevelopedand,unfortunately,thepatientdoesnotsurvive.1967World'sfirsthearttransplantTheworld'sfirsthearttransplantoperationperformedinSouthAfricabyDrChristiaanBarnard.HeartpatientLouisWashkanskyagreestoundergotheexperimentalsurgeryafterheisdiagnosedwithaheartdefectthatwouldotherwiseprovefatal.TheoperationisperformedbyDrChristiaanBarnardonDecember3.HereplacesLouis'heartwiththeheartfromayoungwoman.Washkanskydies18daysaftertheoperationfrompneumonia.
1968FirsthearttransplantinUKBritain'sfirsthearttransplantiscarriedoutbyateamof18doctorsandnursesinLondon.WhensurgeonsatTheNationalHeartHospitalinLondonperformthetransplant.FrederickWestistherecipientofaheartfromlabourerPatrickRyan.Ryanhadsufferedseriousheadinjuriesand,withhisfamily’sconsent,wasrushedtohospitalforthesurgery.AlthoughWestdiesfromaninfectionnineweeksaftertheoperation,theprocedurewasasuccess.1971DonorcardforkidneysintroducedAcardforkidneydonationisintroduced,establishingtheideaofacardtoshowapersonwishestodonatetheirorgans.1983CombinedheartandlungtransplantThefirstcombinedheartandlungtransplantintheUKisperformedbySirMagdiYacoubatHarefieldHospital.ProfessorSirMagdiYacoubcarriesouttheoperationonaSwedishjournalist,LarsLjungberg.Acombinedtransplantofthiskindissaidtobesimplerthanahearttransplantastherearefewersmallbloodvesselstojoinandjustthreemainplaceswheretheorgansaresewnintoplace.Ljunbergdiesafter13daysbecauseofapreviousmedicalcondition.1994NationalregisterfordonationTheNHSOrganDonorRegisterissetuptoco-ordinatesupplyanddemandfollowingafive-yearcampaign.1994FirstlivingliverdonorThetransplantfromalivingdonorisfirstintheUK,allowingbothdonorandrecipientstohavefullliverfunction.2005FirstpartialfacetransplantCarriedoutinFrance,thefirstpartialfacetransplantmakesnewformsofreconstructivesurgerypossible.2010FirstfacetransplanttakesplaceTheworld'sfirstfacetransplantiscarriedoutinSpaininMarch2010.
ResourceSheet5:HomeworkTask(ResilienceProject)
Investigatethebeliefsandcustomsarounddeathofonegroupofpeoplefromaparticularfaith,cultureorhistoricaltime.
Someexamplesmightbe:
JewsMuslimsChristiansVikingsAncientEgyptiansNativeAmericanIndiansHerearesomequestionsyoumightconsider:Whathappenstothebody?Howdopeoplemarkthedeath?Whatdothesepeoplebelievehappensafterdeath?Howdothecommunitysupporteachotherwhendeathoccurs?Theinternet,books,documentariesorspeakingtopeoplewillbeusefultohelpyourresearch.BepreparedtodiscussyourfindingswithothersinclassonThursday(insertdate).Donotcopylargechunksofinformation.Youdonotnecessarilyhavetowriteanythingdown,itisimportanttobeabletotalkaboutwhatyouknow
ResourceSheet6:FeelingsFirstAidKit
ResourceSheet7:PupilQuestionnaire2
Putacircleroundyouranswerforeachquestion.
Iunderstandthatdeathispartofthelifecycleyes no maybeIknowsomeriskstomyownhealthandIhavesomestrategiestoreducetheserisksyes no maybeIknowsomeofthemoralissuesrelatedtocausesofdeathyes no maybeIknowwhathappenstoabodywhensomeonediesyes no maybeIcanexplainthepurposeoforgandonationyes no maybeIcanexplainhoworgandonationsarecarriedoutyes no maybeIcanexplainsomereasonsforandagainstorgandonationyes no maybeIknowsomefuneralcustomsyes no maybeIknowsomesimilaritiesanddifferencesbetweenthefuneralcustomsofdifferentreligionsandculturesyes no maybeIcandescribewhatgriefisyes no maybeIknowsomestrategiestohelppeoplewhoareaffectedbygriefyes no maybeWhatdidyoumostenjoylearningabout?Doyouhaveanythingelseyouwouldliketolearnabout?
ResourceSheet8:ParentalFeedbackSheet
Wewouldliketoevaluatetheeffectivenessoftheworkwehavebeendoinginschool.
Pleasecompletethisevaluationandreturnittoschoolwithyourchild.
MyChildisin_________________________(class)
Ihavebeenawarethatmychildhasbeenlearninginschoolaboutdeathandbereavement.
Yes No Notsure
Mychildhasdiscussedthecontentoflessonswithme.
Yes No Notsure
Mychilddiscussedthehomeworktaskaboutfuneralcustomswithme.
Yes No Notsure
Ithinkitisimportantforchildrentolearnaboutdeathandbereavementinschool.
Yes No Notsure
Pleaseaddanyadditionalcommentsorquestionsyouhave.
Thankyou
FurtherResources
PreandPostTeachingForthe3,2,1,BridgeThinkingRoutinewhichweusedtomeasurehowunderstandinghadchangedbycompletingthesetoflessons:http://www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingRoutines/03a_ThinkingRoutines.htmlLesson2:LivingandDyingForinteractivewebsiteswhereyoucanmovetheorgansintothebody:http://www.bbc.co.uk/science/humanbody/body/interactives/3djigsaw_02/index.shtml?organshttp://sciencenetlinks.com/tools/all-systems-are-go/http://www.softschools.com/science/human_body/diagram/Lesson3:OrganDonationhttp://www.organtransplants.org/resources/https://www.organdonationscotland.org/Lesson5:GriefTherearemanybooksforchildrenandfilmswheredeathisnotthemainfocusofthestorybutfeaturesbereavementorthemaincharacterhasbeenbereaved,suchas:UP;HarryPotterbyJKRowling;ALittlePrincess,byFrancesHodgsonBurnett;Bambi,ByFelixSalten;Charlotte’sWeb,byE.B.White;DannytheChampionoftheWorld,byRoaldDahl;JamesandtheGiantPeach,byRoaldDahl;LittleWomen,byLouisaMayAlcott;OliverTwist,byCharlesDickens;andTheSecretGarden,byFrancesHodgsonBurnett.Helpfulinformation:http://www.bbc.co.uk/programmes/b01pp5v8-MichaelRosenexploresgriefandbereavement-28minradioclipforstaffhttp://www.sad.scot.nhs.uk–NHSEducationScotlandwebsiteaimingtosupporthealthcarestaff,whoareworkingwithindividuals,carersandfamiliesbefore,at,andafterdeath.https://childbereavementuk.org-supportsfamiliesandeducatesprofessionalswhenababyorchildofanyagediesorisdying,orwhenachildisfacingbereavement.http://www.childhoodbereavementnetwork.org.uk/home.aspx-hubforthosesupportingbereavedchildrenhttp://www.winstonswish.org.uk-supportsbereavedchildren,theirfamilies,andtheprofessionalswhosupportthehttps://www.goodlifedeathgrief.org.uk/-workingtomakeScotlandaplacewherethereismoreopennessaboutdeath,dyingandbereavement.
