WINONA STATE UNIVERSITY

Elementary Health Education Teaching Module

For

Personal Health & Physical Activity – 5th Grade

By

Sara Scardigli

Submitted to Dr. Gail A. Grimm

in Partial Fulfillment

of the Requirements for the Course HERS 320:

Teaching Health in the Elementary Schools

Department of Health, Exercise &

Rehabilitative Sciences

February 26, 2008

Teaching Experience

I really enjoyed this whole experience. Sam and I got along really well and

worked very well together. We both had good ideas for our lesson plans and were

able to help each other when we taught. The class that we worked with at St. Stan’s

was also really great. I was worried at first because the kids didn’t know us so I was

afraid at how they would respond but I was really happy with the results. They

were very vocal and eager to share their comments and opinions with us. They

were willing to answer any questions we asked and were excited to do the many

activities we did. Mr. Schulz was also a really nice teacher. He really helped Sam

and me with many things. He gave us pointers when teaching along with offering to

take pictures for us if we wanted to ever make a website for ourselves. Like I said, I

really enjoyed this experience overall and I wouldn’t have changed anything.

Description

This lesson plan is about Personal Health and Physical Activity. There is also

a lesson on nutrition included in this module, because after meeting with the

teacher he said he wanted a lesson on nutrition incorporated into what his students

would learn. I taught this to Mr. Tory-Kale Schulz’s fifth grade class at St. Stan’s

Middle School in Winona, MN. Mr. Schulz had 15 students in his classroom. I would

teach my module at the end of the school year, because it has a lot to do with

physical activity and taking care of your body. By the time spring and summer

come, kids will be outside playing and will have to know how to take care of

themselves and different ways to stay active. I would teach my module three times

a week for two weeks.

National Health Education Standards

Health Standard #1: Students will comprehend concepts related to health promotion and disease prevention. Health Standard #2: Students will demonstrate the ability to access valid health information and health-promoting products and service. Health Standard #3: Students will demonstrate the ability to practice health-enhancing behaviors and reduce health risks. Health Standard #6: Students will demonstrate the ability to use goal-setting and decision-making skills that enhance health.

Overall Broad Objective

This unit is all about Personal Health and Physical Activity. There are lessons

about physical activity, safety when playing, medical and dental checkups, and

others that fall into this category. The purpose of teaching this unit is to give my

students the ability to know how to take care of their body. It is crucial for them to

know that you only get one body, so you need to take care of the one you have. They

also need to realize that eating healthy and exercising aren’t the only things to do in

order to be healthy. Taking care of all aspects and parts of your body is key to living

a healthy life. My unit hits all three domains as well: affective, psychomotor, and

cognitive. I have many points in my lessons where I relate things to the student’s

lives. When I talk about physical fitness and staying safe, I used many examples of

activities that would do and sports they would play. This is the same when I talked

about being safe and playing sports. I talked about bike and skating safety, along

with safety in the many sports kids play. I have a lot of hands on activities for the

students to do. There is an activity where they find their heart rate and I have them

doing sit-ups and pushups. I also have the students practice the proper way to floss

their teeth. I also make the students think in my lessons. I don’t spend all my time

telling them everything and giving them all the answers. I really try to discuss

topics with them and get their point of view and opinions. I think this is the best

way for students to learn.

Words to Know

Day One: Food Guide Pyramid Vocabulary -Nutrients: substances in food that nourish the body so it can grow and be healthy -Carbohydrates: substances in food that break down and provide us with energy

Day Two: Staying Physically Active Vocabulary

-Aerobic endurance: pertains to the body's ability to use oxygen -Muscular strength: is the ability to exert a force against some type of resistance

-Muscular endurance: refers to the ability to repeat muscle exertions -Flexibility: is the ability to move through the full range of motion allowed by a joint

-Body composition: refers to the percentage of body fat found in the body -Target Heart Rate (THR) Range: is the range to stay within while exercising aerobically

Day Three: Playing Safe and Having Fun Vocabulary

-Dehydration: the loss of body fluids occurs when the loss of body water (perspiration) exceeds the amount taken in

-Heat Cramps: these cramps are caused by a lot of sweating -Heat Exhaustion: it is caused by excessive fluid loss

-Heat Stroke: is extremely serious and can be fatal. Symptoms include: inability to sweat, hot and dry skin, fast breathing, and seizures -Frost Bite: when body parts, especially the fingers, toes and nose, become frozen, which can eventually lead to the destruction of the tissue -Hypothermia: occurs when the inner body temperature becomes dangerously low as a result of prolonged exposure to the cold

Day Four: Preventing Infectious Illnesses Vocabulary

-Food-borne illness: infectious disease spread by improper food handling or eating -Air-borne illness: infectious disease spread by improper management of coughs and sneezes -Immunity- infectious disease resulting from lack of immunization -Contact- infectious disease resulting from poor hygiene -Immunization- vaccine (often shot) to prevent disease -Salmonella- a illness caused by consuming or eating raw eggs such as cookie dough

Day Five: Sun Safety! Vocabulary

-Ultraviolet (UV) Rays: a part of sunlight that is an invisible form of radiation -Radiation: energy in the form of waves

-UVA Radiation: is the most abundant source of solar radiation at the earth's surface and penetrates beyond the top layer of human skin -UVB Rays: are less abundant at the earth’s surface and penetrate less deeply into the skin -UVC Radiation: is extremely hazardous to skin, but it is completely absorbed by the ozone layer and does not reach the surface of the earth -Ozone Layer: protects life on earth by filtering out harmful ultraviolet radiation from the sun -Melanoma: one of the most serious and deadly forms of skin cancer -Environmental Protection Agency (EPA): develops and enforces regulations that provide for a cleaner and healthier environment -UV Index: predicts the next day's ultraviolet radiation levels on a 1-11+ scale

Day Six: Medical and Dental Checkups Vocabulary

-Vision Screening: having an eye exam to help detect eye disorders -Ophthalmologist: a physician who can examine eyes and prescribe glasses and contacts as well as do surgery -Optometrist: is a health-care professional trained and licensed as a doctor of optometry, examining the eyes, and detecting vision and eye problems

-Optician: the person who fills prescriptions for glasses and contact lenses -Nearsighted: can see objects up close clearly but distant objects are fuzzy

-Farsighted: can see objects that are far away clearly but objects that are close are blurred

-Audiologist: a person who tests hearing -Audiometer: a machine that assesses the range of sounds that a person can hear at various frequencies and intensities -Dentist: a person who is trained to provide care for the teeth, ranging from giving medical examinations to repairing teeth that are destroyed -Dental Hygienist: a person who cleans teeth, takes X-rays, and provides information about ways to care for the teeth

-Calculus: hardened plaque -Plaque: the sticky substance on the teeth that consists of saliva, bacteria, and food debris

-Gingivitis: a condition in which the gums bleed easily -Periodontal disease: a disease of the gums and other tissues that support the teeth

-Braces: devices that are placed on the teeth to straighten them -Orthodontist: a person who specializes in repositioning the teeth with braces

Materials, Equipment, and Supply List

Day One: Food Guide Pyramid Materials Needed:

-Colored paper for each group -Magazines to cut out pictures -My Pyramid Worksheet for each student -Food Guide Pyramid Word Search worksheet for each student -Markers -Smart Board

Teacher Preparation: -Prepare transparencies

Day Two: Staying Physically Active Materials Needed: -Hand weights -Home handouts for each student -Paper -Pencil -Calculator -Computer -White board -White board markers -Smart Board projector -Smart Board screen -Clock Teacher Preparation: -Print handouts for students -Prepare PowerPoint Day Three: Playing Safe and Having Fun Materials Needed: -Transparencies -Overhead projector -Overhead markers -Overhead Screen -Whiteboard -Whiteboard markers -Saltine Crackers -Shoe box -Baseball -Tennis ball -Handout for students to bring home -Mouth guard Teacher Preparation: -Prepare transparencies

-Print and copy handouts -Gather items from home Day Four: Preventing Infectious Illnesses Materials Needed:

-Art Supplies -Colored Paper -Glitter -Transparencies -Smart Board -Health Contract Sheets

Teacher Preparation: -Create transparencies (PowerPoint on smart board) -Create and make copies of the Health contract for evaluation and for students to bring home for family involvement.

Day Five: Sun Safety! Materials Needed: -Bottles of Sunscreen (ones that they should and should not use) -Sunglasses -Hat -Chapstick -Long-sleeved Shirt/Cover up -Tank top -Umbrella -Handouts for students -Transparencies -Overhead projector -Overhead markers -Overhead Screen -Whiteboard -Whiteboard markers -Pencil -Markers -Crayons -Poster paper Teacher Preparation: -Gather clothing and items that protect against the sun -Print and copy handouts for students -Prepare transparencies Day Six: Medical and Dental Checkups Materials Needed: -Books (child will provide their own) -Light switch -Transparencies

-Overhead projector -Overhead markers -Overhead Screen -Toothbrush -Toothpaste -Floss -Handout for students to bring home -Paper -Pencil -Telephone Books -Poem for each student Teacher Preparation: -Prepare transparencies and poem -Print and copy handouts for students -Gather items from home

Personal Health and Physical Activity Samantha Adams 5th Grade HERS 320 St. Stan’s Middle School skadams0173@winona.edu Mr. Schulz February 19, 2008

Taking Care of Your Body- Food Guide Pyramid

Lesson Goal: To provide the fifth grade students with information on the food guide pyramid and the benefits of eating healthy, so they are aware of how to improve their personal health. Behavioral Objective:

After going through the food guide pyramid parts on the smart board, students will make a poster to present that contains pictures from their food group and the main nutrient found in that area.

After the lesson, students will write on a piece of paper one thing they are going to change about their eating styles and one thing they are going to change to improve their physical health through eating or exercising patterns.

Time: 25-30 minutes Integration: This lesson can be used in math dealing with calories and measurements of servings. Materials Needed:

Colored paper for each group Magazines to cut out pictures My Pyramid Worksheet for each student Food Guide Pyramid Word Search worksheet for each student Markers Smart Board

Teacher Preparation:

Prepare transparencies Vocabulary:

Nutrients: substances in food that nourish the body so it can grow and be healthy

Carbohydrates: substances in food that break down and provide us with energy

Procedure:

1. Introduce Ms. Scardigli and myself. Explain that the theme for the week is taking care of our bodies and that we are going to learn three different ways to make this easier; food guide pyramid, physical activity, and preventing illness. (1-2 min)

2. Put up the new food guide pyramid and discuss similarities and differences between the new and old one. The similarities between the new pyramid and the old pyramid are that it still gives advice on amounts of food that should be eaten and still states that exercise is important. The differences are that the new pyramid focuses on limiting portion size, eating whole grains, increasing the amount of exercise from 30 to 60-90 minutes per day, and measuring by cups instead of serving sizes. ( 3-5 min)

3. Talk about the different parts of the food guide pyramid. Grains are the first category and it is recommended to get 3 oz of grains a day and to try and make most of your grains whole grains. The main nutrient found in grains is carbohydrates, which break down and give us energy. The next column is vegetables and it is important to vary your vegetables and focus o dark green and orange veggies. The main nutrients found in veggies are vitamins and minerals. The red is fruits. It is important to ear a variety of fruits. You can eat frozen, canned, or fresh but try to stay low on the fruit juices. Fruit contains both carbohydrates and different vitamins. The blue is milk and dairy products. The main thing with this category is to try and eat low fat milks, and yogurts. However, this area contains calcium which is very important to get at every age but especially while your young. Last major category is your meat and beans. It is important to try and get lean meats and also fish and beans are great contributions. The last column is the yellow column which is oils which we want to try and keep to a very minimum. (10-12 min)

4. Split the class into 5 groups by counting them off to have them work with different people. Pass out a colored sheet of paper to each group. Have the groups look at the color and decide which category on the food pyramid their group has. As a group they need to look through magazines and find 2-3 pictures of things that are in that food group. They need to cut them and paste them onto their colored sheet. Also, have them write on their sheet what the main nutrient that area provides. (10-12 min)

5. Have each group briefly share their food group, what pictures they found and what the main nutrient is with the class. (5-7 min)

Assessment/Evaluation: Pass out a blank piece of paper to every student. Have each student write there name and one thing they learned today and one thing they are going to do to improve their eating to improve their personal health. Home/Family Involvement: Pass out a word search and a pyramid worksheet. Students can take these home to show their parents what they learned about and so that their parents can help influence these healthy habits. Also, provide them with

the website www.mypyramid.gov so they can go online and use the activities for kids to continue learning. Resources:

Health Strategies, Inc. (2007). “The Food Guide Pyramid”. Retrieved on February 14, 2008 from http://www.healthteacher.com/lessons/lessonid/225?printerfriendly=1

Discovery Education. (2007). “Puzzle Maker” Retrieved on February 17, 2008 from www.puzzlemaker.discoveryeducation.com/code/BuildWordSearch.asp

Meeks, L & Heit, P. (2003). Totally Awesome Strategies for Teaching Health. New York, NY: McGraw-Hill Companies, Inc. pages 299-301

USDA (2007). “My Pyramid-Steps to a Healthier You” Retrieved on February 17, 2008 from www.mypyramid.gov

Health Education Standard:

Students will demonstrate the ability to practice health-enhancing behaviors and reduce health risk.

Students will demonstrate the ability to use goal-setting and decision-making skills that enhance health.

Performance Indicators:

Students will demonstrate strategies and goals to improve eating and personal.

Students will formulate posters to show how they can practice healthy behaviors that will reduce health risks.

Personal Health & Physical Activity Sara Scardigli 5th Grade HERS 320 St. Stan’s Middle School sascardi9748@winona.edu Mr. Schulz February 20, 2008

Taking Care of Your Body-Staying Physically Active

Lesson Goal: To provide the fifth grade students with information on physical activity and the benefits of staying physically active throughout their life. Behavioral Objectives:

-After viewing the PowerPoint in class on the 5 components of physical fitness, the students will show what they have learned about physical fitness by writing down 2 things on a sheet of paper and handing it in at the end of class. -After viewing the PowerPoint in class on the 5 components of physical fitness, the students will also state one thing they will improve on involving their physical activity.

Time: 25-30 minutes

Integration: This lesson can also be used in a physical education unit that talks about the 5 components of physical fitness and different activities that go along with each component. Materials Needed: -Hand weights -Home handouts for each student -Paper -Pencil -Calculator -Computer -White board -White board markers -Smart Board projector -Smart Board screen -Clock Teacher Preparation: -Print handouts for students -Prepare PowerPoint Vocabulary: -Aerobic endurance: pertains to the body's ability to use oxygen

-Muscular strength: is the ability to exert a force against some type of resistance

-Muscular endurance: refers to the ability to repeat muscle exertions -Flexibility: is the ability to move through the full range of motion allowed by a joint

-Body composition: refers to the percentage of body fat found in the body -Target Heart Rate (THR) Range: is the range to stay within while exercising aerobically

Procedure: 1. Introduce myself to the class. (1 min)

2. Review what Ms. Adams went over the day before about the Food Guide Pyramid, such as eating the proper amount of servings and eating foods with nutrients that help your body. (1-2 min) 3. Introduce topic of the 5 components of physical fitness and tell the students that along with eating healthy they must also exercise; show PowerPoint. (17-22 min) 4. Go over first slide about aerobic endurance. Explain what aerobic endurance is, what endurance is, and examples of activities to improve aerobic endurance. (2 min) 5. Go over Target Heart Rate slide. Explain what target heart rate range is, along with maximum heart rate and how to find maximum heart rate. (2 min) 6. Ask students if they know where to find their pulse and show them if they don’t. Then have the students find their resting heart rate. Next, the students will do jumping jacks for 30 seconds and once they are done each students will find their heart rate again and see if they are within their target heart rate range. (5 min) 7. Next, go over muscular strength slide. Explain what muscular strength is, how to improve your muscular strength, and give examples. (2 min) 8. Pass around arm weights to students that weigh 2 and 5 pounds. Explain that to improve muscular strength, you must start at a low weight and then gradually increase weight. (2 min) 9. Go over muscular endurance slide. Explain what muscular endurance is and how to improve it along with examples. (2 min) 10. Next, split the class in half and have one group do sit ups and the other do pushups. Ask if they are tired once they are done with the exercise and explain how that is common after the first time performing the task. If they practice sit ups and pushups then it will increase their endurance and become easier. (2 min) 11. Go over flexibility slide. Explain what flexibility is, factors it is dependent on, how if you use a muscle more it will be more flexible, and give examples. (2 min) 12. Have all students stretch, touch their toes, do splits, or whatever else they think of as being flexible as an example. (2 min)

13. Go over body composition slide. Explain what body composition is and tell them they do not need to worry or focus on body composition at their age. (1 min) 14. Wrap up PowerPoint and lesson by reviewing what was talked about for the day and asking the students if they have any questions about anything. Then hand out 2 worksheets for students to do at home with family. Also, hand out letter to parents that explain what the worksheet is about. (2 min)

Assessment/Evaluation: Have the students take out a blank sheet of paper and write 2 things they learned and one thing they are going to do to improve their physical fitness. Home/Family Involvement: Hand out word search and activity log to students. They can take these worksheets home and show their parents what they learned and then record the amount of physical activity they do for a week. The worksheets will then be turned in to Mr. Schulz. The letter informing parents of what we did in class will also be handed out to the students to bring home. Resources:

-Health Strategies, Inc. (2007). “Physically F.I.T.” Retrieved on February 14, 2008 from http://www.healthteacher.com/lessons/lessonid/256 -Discovery Education (2007). “Puzzle Maker”. Retrieved February 18, 2008 from http://puzzlemaker.discoveryeducation.com/WordSearchSetupForm.asp -Meeks, L & Heit, P. (2003). Totally Awesome Strategies for Teaching Health. New York, NY: McGraw-Hill Companies, Inc. page 21.

Health Education Standard:

-Students will demonstrate the ability to practice health-enhancing behaviors and reduce health risk. -Students will demonstrate the ability to use goal-setting and decision-making skills that enhance health.

Performance Indicators:

-Students will demonstrate their knowledge of physical activity through examples provided to them. -Students will fill out an activity log to show what they have done to be physically active.

February 20, 2008 Dear Parent/Guardian, Hello! My name is Ms. Sara Scardigli and I am a teaching assistant in your child’s classroom from Winona State University. Today in class we talked about the 5 components of physical fitness. They include aerobic endurance, muscular strength, muscular endurance, flexibility, and body composition. I have sent an activity log home with your child in order for them to keep track of and hopefully improve their physical fitness. It would be greatly appreciated if you helped and encouraged your child with this task. Your child has a week to complete this and then bring it back to school to turn into Mr. Schulz. Thank you so much for your cooperation. Ms. Sara Scardigli

Staying Physically Active

F L H I R B G W Q E Q S R H E

N L O T R E E E N P M T A V L

E X E F L I E D Y C T R P A G

G B O X G A U L O I K E A Z C

Y P O H I R E N O G J T O N F

X E T D A B P H Y S I C A L G

O S S N Y G I W X P W H Z Y N

K S C I Q M T L I O Y I W Y I

Z E T Y C A U B I T Z N A C M

H T G N E R T S I T I G E T M

B O N E S B E V C F Y Q R Z I

S A L J J T I X N L O A O V W

N S S E N T I F E Y E J B K S

Z Z B E C R N C I H H S I O K

F O J A M C C I Z P R O C T D

ACTIVITY AEROBIC BODY

BONES ENDURANCE EXERCISE

FITNESS FLEXIBILITY HEALTH

HEART MUSCLES OXYGEN

PHYSICAL STRENGTH STRETCHING

SWIMMING WEIGHTS

Playing Safe and Having Fun

Lesson Goal: To provide fifth grade students with the knowledge of how to stay safe when they are being physically active. Behavioral Objectives:

-After learning about ways to protect themselves and stay safe, students will be able to write about a sport/activity along with the safety equipment, its importance, and what can be done to possibly make the sport/activity safer. -After the day’s lesson is complete, the students will be able to go home and complete a worksheet about safety and what should be done to protect themselves and will hand it in the following day.

Time: 40-45 min Integration: This lesson could also be taught in a physical education classroom, because it talks about a variety of physical activities and ways to stay safe. Students could play certain games and focus on what equipment is used to protect them. Materials Needed: -Transparencies -Overhead projector -Overhead markers -Overhead screen -Whiteboard -Whiteboard markers -Saltine Crackers -Shoe box -Baseball -Tennis ball -Handout for students to bring home -Mouth guard Teacher Preparation: -Prepare transparencies -Print and copy handouts -Gather items from home Vocabulary:

-Dehydration: the loss of body fluids occurs when the loss of body water (perspiration) exceeds the amount taken in

-Heat Cramps: these cramps are caused by a lot of sweating -Heat Exhaustion: it is caused by excessive fluid loss

-Heat Stroke: is extremely serious and can be fatal. Symptoms include: inability to sweat, hot and dry skin, fast breathing, and seizures

-Frost Bite: when body parts, especially the fingers, toes and nose, become frozen, which can eventually lead to the destruction of the tissue -Hypothermia: occurs when the inner body temperature becomes dangerously low as a result of prolonged exposure to the cold

Procedure:

1. Review with students the 5 components of physical fitness and explain to them that it’s important to be active and have fun, but it is also important to be safe. (1 min) 2. Start the class out by asking students what sports they enjoy playing and writing their responses on the board. Then ask the students what they do to protect themselves while playing these sports and let them know today’s lesson will be about staying safe while being physically active. (2-4 min) 3. Put up transparency of bike safety. Go over and discuss each point with the class. Also add that while riding a bike they need to ride with traffic, not against it and to always stay alert and watch out for potholes, cracks, or other obstacles that would impair their riding and hurt them. (5-6 min) 4. Put up transparency of safe skating. Go over and discuss each point with the class. Also talk about why it is important to wear pads and how they should fit. (2-4 min) 5. Ask the students to think of ways that a person could injure their face, which includes: mouth, tongue, teeth, lips, and cheeks. Explain the importance of wearing a mouth guard for certain contact sports and ask students to name which sports they would wear a mouth guard in: football, basketball, hockey, and boxing. Show students mouth guard that was brought in and place it in mouth so they see what and how it protects. (5-6 min) 6. Then demonstrate the importance of mouth protection. Place 10 saltine crackers on a table and tell the students the crackers represent teeth. Roll the baseball over the some of the crackers. Discuss with students what happens. Drop a tennis ball over some of the crackers. Discuss with students what happens. (3-5 min) 7. Then place the shoe box over the crackers and roll the baseball toward the box. Next, drop the tennis ball on the box. Discuss with students what the shoe box is representing and how it is making a difference in the safety of the crackers. (3-5 min) 8. Next, explain to students that the environment also plays a role in safety. Put up the transparency of hot/cold weather risks. Go over each risk and explain to students what can be done to prevent these risks from occurring, symptoms and signs of each, and what they are. (5-6 min) 9. Wrap up the lesson by explaining to students again the importance of being safe and using safety equipment when they are being physically active. Ask the students if they have any questions. (1-2 min) 10. As an evaluation for the students, have them take out a blank sheet of paper and write down a sport/activity that they do. Ask them if they have ever been injured during the activity. Ask them to list some of the safety

equipment that is used for that activity and its importance, and if they don’t use any safety equipment students should write about what the hazards of the activity are and suggest what equipment or precautions could make the activity safer. Once they have finished they will turn this in. (5 min) 11. Hand out 2 worksheets that are to be taken home. The “Do you know how to play it safe” worksheet will need to be handed in the next day. (1 min)

Assessment/Evaluation: Students will take out a blank sheet of paper and write a sport/activity they play, if they have ever been injured during the activity, list of safety equipment that is used and its importance, and if none is used what equipment or precautions could make the activity safer. Home/Family Involvement: The students will get 2 worksheets to take home. One will be a sheet on tips and precautions and the other will be questions that the students must answer and then bring it to school to hand in the following day. Resources:

-Health Strategies Inc. (2007). “Geared for Safety.” Retrieved on February 24, 2008 from http://www.healthteacher.com/lessons/lessonid/254/section/1 -Health Strategies Inc. (2007). “Playing It Safe.” Retrieved on February 24, 2008 from http://www.healthteacher.com/lessons/lessonid/257/section/1 -Meeks, L & Heit, P. (2003). Totally Awesome Strategies for Teaching Health. New York, NY: McGraw-Hill Companies, Inc. page 21.

Health Education Standards:

-Students will demonstrate the ability to practice health-enhancing behaviors and reduce health risks. -Students will demonstrate the ability to use goal-setting and decision-making skills that enhance health.

Performance Indicators:

-Students will be able to chose a sport/activity and list the safety equipment and its importance, along with what can be done if there is no safety equipment involved in that activity to make it safer. -Students will be able to go home and fill out a worksheet that asks questions about playing safe and protecting themselves.

Other Precautions and Tips for Staying

Safe

Wearing the proper shoes Sun protection Dressing appropriately for weather Have a physical exam before starting a sport Never engage in sports without proper

instruction Don't stretch to the point of pain Be in shape before the first day of practice Begin training slowly Always warm-up before practice and cool-down

after practice Drink lots of water before, during and after an

activity Get plenty of rest Eat well in order to fuel your body and prevent

injuries Don't participate when you are injured or sick

Hot Weather Risks

1. Dehydration: the loss of body fluids occurs when the loss of body water (perspiration) exceeds the amount taken in 2. Heat Cramps: these cramps are caused by a lot of sweating 3. Heat Exhaustion: exhaustion is caused by excessive fluid loss 4. Heat Stroke: heat stroke is extremely serious and can be fatal

Cold Weather Risks

1. Frost bite: body parts, especially the fingers, toes and nose, become frozen, which can eventually lead to the destruction of the tissue 2. Hypothermia: occurs when the inner body temperature becomes dangerously low as a result of prolonged exposure to the cold

Safe Biking

Wear a helmet. Have a light and reflectors on

your bike. Wear closed shoes. Ride only in safe areas. Wear light-colored clothing

when riding in the evening.

Safe Skating

Wear a helmet Wear knee and elbow

pads.

Do you know how to play it safe? Name:

Directions: Complete the following questions as well as you can.

1. List 3 sports that you enjoy.

2. List one injury for each sport you listed above that can result if precautions are not taken.

3. List 5 sports that require the use of a helmet.

4. List 3 sports that require the use of kneepads, wrist pads or elbow pads.

5. Name 3 environmental hazards that you must prepare for when playing a sport or activity (example: sun burn).

6. Name any other precautions you can think of that will help make certain your safety during sports.

Personal Health and Physical Activity Samantha Adams and Sara Scardigli 5th Grade HERS 320 St. Stan’s Middle School skadams0173@winona.edu Mr. Schulz sascardi9748@winona.edu February 21, 2008

Taking Care of Your Body- Preventing Infectious Illness

Lesson Goal: To provide fifth grades with knowledge of infectious illnesses and take care of their bodies. Behavioral Objective:

After learning the information on the smart board, students will construct a presentation to show to the class on how germs are spread and how they can prevent them.

After all three lessons on taking care of their body, students will create a health contract that must consist of 3 goals, 1 for each lesson.

Time: 25-30 minutes Integration: This lesson can be used for communication skills because the students present in front of the class. This can also be used in a basic science class learning about bacteria and viruses. Materials Needed:

Art Supplies Colored Paper Glitter Transparencies Smart Board Health Contract Sheets

Teacher Preparation:

Create transparencies (PowerPoint on smart board) Create and make copies of the Health contract for evaluation and for

students to bring home for family involvement. Vocabulary:

Food-borne illness: infectious disease spread by improper food handling or eating

Air-borne illness: infectious disease spread by improper management of coughs and sneezes

Immunity- infectious disease resulting from lack of immunization

Contact- infectious disease resulting from poor hygiene Immunization- vaccine (often shot) to prevent disease Salmonella- a illness caused by consuming or eating raw eggs such as

cookie dough Procedure:

1. Review lessons about the food guide pyramid and the physical fitness lessons. (2-3 min)

2. Explain to the class what infectious diseases are and what common ones they would know of such as strep, the flu, and the chicken pox. An infectious disease is a disease caused by viruses, bacteria, and parasites. (2 min)

3. Explain to the students what causes of infectious diseases are. There are causes by various germs, viruses, bacteria, and parasites. (2 min)

4. Talk about different ways you can get infectious diseases. Explain that air borne diseases are spread by coughing and sneezing and a common one is the common cold. Food borne illnesses are spread from improper food handling, which can include salmonella. Immunity can result from not being immunized such as chicken pox or the flu. And lastly, explain that contact illnesses are spread from poor hygiene. (5 min)

5. Glitter Activity- Teachers put glitter on their hands and shake hands with one student. From there each student shakes the person hand next to them. When everyone is complete we discuss how fast the glitter (germs spread) without evening touching the person whose germs they were. (7-10 min)

6. Explain how these germs and illness can be prevented using the smart board transparency. One way is to have proper hygiene, washing your hands properly. Also discuss ways to limit exposure to these illnesses, covering your coughs and your sneezes. Immunizations can also help prevent these illnesses. Explain that most students have received immunizations of some sort. Proper food handling such as washing hands after and cooking it all the way can help prevent the food-borne illnesses we discussed earlier. (5-6 min)

7. Split class into 3 groups by counting them off so that they are grouped with people they may not usually be with. Have each group create some sort of presentation. (Examples: skit, song, poem, poster). Students presentations must contain how germs are spread and how to prevent their spread and they must show them in front of the class.

Assessment/Evaluation:

Have each student make a health contract recapping all three lessons. Have them set 3 goals for themselves; one about eating, physical activity, and preventing personal illnesses.

Home/Family Involvement:

Students will take their contracts home to fill out. They will sign their contract and share it with their parents to receive their parent’s signatures. They will then bring them back to class so they can be hung up or stored in file so they can always refer to them.

Resources:

Health Strategies, Inc. (2008). “Preventing Infectious Illness”. Retrieved on February 14, 2008 from http://www.healthteacher.com/lessons/lessonid/182/section/2

Meeks, L & Heit, P. (2003). Totally Awesome Strategies for Teaching Health. New York, NY: McGraw-Hill Companies, Inc. pages 20-21.

Health Education Standard:

Students will comprehend concepts related to health promotion and disease prevention.

Students will demonstrate the ability to use goal-setting and decision making skills that enhance health.

Performance Indicators:

Students will construct a presentation on prevention of spreading germs. Students will construct a health contract in which they set three goals for

themselves about taking care of their body.

Name:

Health Contract

Directions: Make one goal you want to achieve from each category. 1. Food Guide Pyramid 2. Physical Fitness 3. Preventing Infectious Illnesses Student’s Signature: Parent’s Signature:

Sun Safety!

Lesson Goal: To provide fifth grade students with the knowledge of protecting their skin in the sun while still having fun. Behavioral Objectives:

-After showing the transparency of the EPA’s UV index, students will be able to identify one of the categories and make a poster describing it. -After discussing what they can do to protect themselves from the sun, the students will be able identify what items protect them and which do not. -After the “Sun Safety!” lesson is complete, students will be able to complete, understand, and hand in the worksheets that will be distributed at the end of class.

Time: 35-40 minutes Integration: This lesson could also be taught as a science lesson, because the students will be learning about different types of ultraviolet radiation. Materials Needed: -Bottles of Sunscreen (ones that they should and should not use) -Sunglasses -Hat -Chapstick -Long-sleeved Shirt/Cover up -Tank top -Umbrella -Handouts for students -Transparencies -Overhead projector -Overhead markers -Overhead screen -Whiteboard -Whiteboard markers -Pencil -Markers -Crayons -Poster paper Teacher Preparation: -Gather clothing and items that protect against the sun -Print and copy handouts for students -Prepare transparencies Vocabulary: -Ultraviolet (UV) Rays: a part of sunlight that is an invisible form of radiation

-Radiation: energy in the form of waves -UVA Radiation: is the most abundant source of solar radiation at the earth's surface and penetrates beyond the top layer of human skin -UVB Rays: are less abundant at the earth’s surface and penetrate less deeply into the skin -UVC Radiation: is extremely hazardous to skin, but it is completely absorbed by the ozone layer and does not reach the surface of the earth -Ozone Layer: protects life on earth by filtering out harmful ultraviolet radiation from the sun -Melanoma: one of the most serious and deadly forms of skin cancer -Environmental Protection Agency (EPA): develops and enforces regulations that provide for a cleaner and healthier environment -UV Index: predicts the next day's ultraviolet radiation levels on a 1-11+ scale

Procedure:

1. Review previous lesson of preventing infectious illnesses. Explain to the students that it’s important to keep the inside of their body healthy, but they also need to keep the outside of their body healthy. (1 min) 2. Introduce topic of sun safety. Ask kids if they enjoy playing outside in the summer and if they take the time to protect themselves from the sun. (1-2 min) 3. Write on the whiteboard UV rays, UVA radiation, UVB rays, and UVC radiation. Explain what each is and discuss ways that all of these can harm your skin and eyes. Then ask students if they can think of different ways to protect themselves from too much sun. (5-10 min) 4. Next, explain to students what can happen if they do not protect their skin. Examples include: premature aging, wrinkles, skin cancer (melanoma), and eye conditions. (3-5 min) 5. Put up overhead with Environmental Protection Agency’s (EPA) UV index transparency. Tell them what the EPA and UV index are. Explain and discuss each level of the index with the students. (5 min) 6. Divide the class into 5 groups and assign each group a level of the UV index. The students will then create a poster that explains their level. It should include: the index level, index number, and what should be done to protect themselves. (10 min)

7. Have each group present their poster to the class. (5-7 min) 8. Take out all objects (sunscreen, hat, sunglasses, etc.) that I brought from home. Hold one item up and ask the class if it protects them or not and discuss with them why or why not. (5-7 min) 9. Wrap up topic of sun safety by reviewing the key points the students should know and ask them if they have any questions. Hand out 2 worksheets for students to do at home and then turn in the next day. (2-3 min)

Assessment/Evaluation: In order to know what the students got from this lesson, I will hand out a worksheet that they will do at home and then turn into class the next day. The worksheet that will do is called, “A Day in the Sun.” Home/Family Involvement: The other worksheet that I have the students do and ask for their parents to help is called, “Safe in the Sun.” The parents will sign this sheet so I can see they were involved and the students will hand it in the next day. Also provide the website, http://www.epa.gov/sunwise/uvindex.html if the students want to look up further information about UV index. Resources:

-Health Strategies Inc. (2007). “Sun Safe.” Retrieved on February 23, 2008 from http://www.healthteacher.com/lessons/lessonid/180/section/2 -WordNet (2006). WordNet Search “Radiation.” Retrieved on February 23, 2008 from http://wordnet.princeton.edu/perl/webwn?s=radiation -Forest Discovery Guide Online. “Forest Discovery Guide Online/Glossary: Ozone Layer.” Retrieved on February 23, 2008 from http://www.ifdn.com/teacher/glossary.htm -North Carolina Railroad Company (2006). “Glossary: Environmental Protection Agency .” Retrieved on February 23, 2008 from http://www.ncrr.com/ncrr-glossary.html -Environmental Protection Agency (2008). “UV Index.” Retrieved on February 23, 2008 from http://www.epa.gov/sunwise/uvindex.html -Meeks, L & Heit, P. (2003). Totally Awesome Strategies for Teaching Health. New York, NY: McGraw-Hill Companies, Inc. pages 20-21.

Health Education Standards:

-Students will comprehend concepts related to health promotion and disease prevention. -Students will demonstrate the ability to practice health-enhancing behaviors and reduce health risks. -Students will demonstrate the ability to use goal-setting and decision-making skills that enhance health.

Performance Indicators:

-Students will demonstrate knowledge of ultraviolet risks by making a poster describing how to protect themselves. -Students will show knowledge of what items can and cannot protect them in the sun. -Students will do two worksheets about sun safety to show what they know and hand them in the following day.

EXPOSURE CATEGORY

INDEX NUMBER

SUN PROTECTION MESSAGES

LOW <2

Wear sunglasses on bright days. In winter, reflection off snow can nearly double UV strength.

If you burn easily, cover up and use sunscreen SPF 15+.

MODERATE 3-5

Take precautions, such as covering up and using sunscreen SPF 15+, if you will be outside.

Stay in shade near midday when the sun is strongest.

HIGH 6-7

Protection against sunburn is needed.

Reduce time in the sun between 10 a.m. and 4 p.m.

Cover up, wear a hat and sunglasses, and use sunscreen SPF 15+

VERY HIGH 8-10

Take extra precautions. Unprotected skin will be damaged and can burn quickly.

Try to avoid the sun between 10 a.m. and 4 p.m. Otherwise, seek shade, cover up, wear a hat and sunglasses, and use sunscreen SPF 15+.

EXTREME 11+

Take all precautions. Unprotected skin can burn in minutes. Beachgoers should know that white sand and other bright surfaces reflect UV and will increase UV exposure.

Avoid the sun between 10 a.m. and 4 p.m.

Seek shade, cover up, wear a hat and sunglasses, and use sunscreen SPF 15+.

Regardless of the UV Index, the follow sun safety measures are always encouraged:

Whenever possible, seek shade. Minimize sun exposure at midday (10:00 am to 4:00 pm). Use a broad spectrum sunscreen with Sun Protection Factor (SPF) 15 or

higher on exposed areas. Reapply sunscreen every 2 hours, especially after swimming or perspiring. Wear a wide-brimmed hat and clothing that covers your body. Wear UV-protective sunglasses. Avoid sun lamps and tanning parlors. Watch for the UV Index Daily.

A Day in the Sun Name:

Directions: In the space below, create a situation to show how you are influenced either to practice healthy or unhealthy behaviors for a day in the sun.

Safe in the Sun Name:

Directions: In the space below, make a list of clothing and other items you will include to help protect your eyes and skin against the UV rays of the sun. Write why each item is important in protecting against sun damage.

My Packing List 1._________________________ _________________________ 2._________________________ _________________________ 3._________________________ _________________________ 4._________________________ _________________________ 5._________________________ _________________________

Why this item is important in protecting me against the sun's harmful UV rays. 1.__________________________________________

__________________________________________ 2. _________________________________________ __________________________________________ 3. _________________________________________ __________________________________________ 4. _________________________________________ __________________________________________ 5. _________________________________________ __________________________________________

Medical and Dental Checkups

Lesson Goal: To provide fifth grade students with the knowledge of keeping their eyes, ears, teeth, and body healthy, clean, and protected. Behavioral Objectives:

-After going over each transparency about eyes, ears, and teeth, the students will be able to identify risks and places to go to improve and maintain a healthy body. -After showing the transparency of how to floss, the students will be able to take their own piece of floss and perform the motions on their teeth.

Time: 40-45 minutes Integration: This lesson could also be used in a science class because it is discussing parts of the human body. Materials Needed: -Books (child will provide their own) -Light switch -Transparencies -Overhead projector -Overhead markers -Overhead screen -Toothbrush -Toothpaste -Floss -Handout for students to bring home -Paper -Pencil -Telephone Books -Poem for each student Teacher Preparation: -Prepare transparencies and poem -Print and copy handouts for students -Gather items from home Vocabulary: -Vision Screening: having an eye exam to help detect eye disorders

-Ophthalmologist: a physician who can examine eyes and prescribe glasses and contacts as well as do surgery -Optometrist: is a health-care professional trained and licensed as a doctor of optometry, examining the eyes, and detecting vision and eye problems

-Optician: the person who fills prescriptions for glasses and contact lenses -Nearsighted: can see objects up close clearly but distant objects are fuzzy

-Farsighted: can see objects that are far away clearly but objects that are close are blurred

-Audiologist: a person who tests hearing -Audiometer: a machine that assesses the range of sounds that a person can hear at various frequencies and intensities -Dentist: a person who is trained to provide care for the teeth, ranging from giving medical examinations to repairing teeth that are destroyed -Dental Hygienist: a person who cleans teeth, takes X-rays, and provides information about ways to care for the teeth

-Calculus: hardened plaque -Plaque: the sticky substance on the teeth that consists of saliva, bacteria, and food debris

-Gingivitis: a condition in which the gums bleed easily -Periodontal disease: a disease of the gums and other tissues that support the teeth

-Braces: devices that are placed on the teeth to straighten them -Orthodontist: a person who specializes in repositioning the teeth with braces

Procedure:

1. Review “Sun Safety!” lesson. Explain that your skin is very important to protect and take care of but there are other parts of your body that need to be protected as well. (1-2 min) 2. Have students take out a chapter book and have them read it and after a minute shut off the lights in the room. After the students have realized how difficult it is to read with the light off, explain to them that this is why their sight is very important and they need to protect it. (2-3 min) 3. Put up the transparency that has all the definitions that go along with sight: vision screening, ophthalmologist, optometrist, optician, nearsighted, and farsighted. Go over the words and discuss with the children what each is, why each is important, what each does, what is done at an eye examination, and ask for comments and questions as well. (5-7 min) 4. Hand out and begin to read “Eyes” poem aloud to students. Begin at a normal speaking voice and then lower voice as you progress until it is no longer audible. The last 2 lines of the poem should be mouthed with no sound. Explain to students that if they had hearing loss this is what it would be like and that it’s important to get your ears checked and protect them as well. (3-5 min) 5. Put up the transparency that has the definitions that go along with hearing: audiologist and audiometer. Go over the words and discuss with the children what each is, why it is important, what each does, what is done at an ear examination, and ask for comments and questions as well. (5-7 min) 6. Next, introduce the topic of dental screenings. Have students take out a book again and ask one student to read aloud. Then have that student cover their teeth with their lips to pretend like they don’t have teeth and have then read aloud again. Ask students if they can hear the difference and explain

that if they don’t have teeth it would be difficult to talk and chew food. (3-5 min) 7. Put up the transparency that has all the definitions that go along with teeth: dentist, dental hygienist, calculus, plaque, gingivitis, periodontal disease, braces, orthodontist, and pictures of teeth. Go over the words and pictures and discuss with children what each is, why it is important, what each does, what is done at a dental appointment, and ask for comments and questions as well. (5-7 min) 8. Next, take out toothbrush, toothpaste, and floss and ask the students if they know the importance of each and what each item can do to protect their teeth. (2-3 min) 9. Then put up transparency of how to floss. Give each student a piece of floss and have them practice on their teeth using the transparency as a guide. (2-3 min) 10. Wrap up lesson by again explaining to the students how important it is to take care of their body and protect themselves. Ask students if they have any questions. (1-2 min) 11. Place telephone books around the room and have students take out a sheet of paper and a pencil. Have them look through the telephone book and look for an eye clinic, ear clinic, and dental clinic. Once they have finished they will turn this in to me. (5-7 min) 12. Hand out worksheet to take home to parents and explain that they need to go over the checklist with their parents and have their parents sign it and turn it in the next day. (1-2 min)

Assessment/Evaluation: In order for me to know that the students understood the lesson, I will have them look in a phone book for eye, ear, and dental clinics around their home that they can go to which will help protect and keep them healthy. Home/Family Involvement: The worksheet that I hand out will be a checklist for the students to bring home and go over with their parents. They will check all the items they do and then have their parents sign the sheet. The students will turn this in the following day. Resources:

-Meeks, L & Heit, P. (2003). Totally Awesome Strategies for Teaching Health. New York, NY: McGraw-Hill Companies, Inc. pages 268-272. -Health Strategies Inc. (2007). “Dental Hygiene.” Retrieved on February 24, 2008 from http://www.healthteacher.com/lessons/lessonid/181/section/2 -Enexus Inc. (2001). “Gum Disease, Why Worry?” Retrieved on February 24, 2008 from http://www.enexus.com/gumdisease

Health Education Standards:

-Students will comprehend concepts related to health promotion and disease prevention.

-Students will demonstrate the ability to access valid health information and health-promoting products and services.

Performance Indicators:

-Students will be able identify ways to reduce risks that are related to eye, ear, and dental problems. -Students will be able to demonstrate ways to improve or maintain their personal health.

Eyes

Hello! We are your eyes, If you don’t take care of us we might say good bye.

We come in many colors, Green, brown, blue, and black,

Make sure you get eye exams so we don’t go whack! Sometimes we see far,

Sometimes we see near. But if we stay healthy, You don’t have to fear!

EYES!

1. Vision Screening: having an eye exam to help detect any eye disorders 2. Ophthalmologist: a physician who can examine eyes and prescribe glasses and contacts as well as do surgery 3. Optometrist: a health-care professional trained and licensed as a doctor of optometry, examining the eyes, and detecting vision and eye problems 4. Optician: the person who fills prescriptions for glasses and contact lenses 5. Nearsighted: can see objects up close clearly but distant objects are fuzzy 6. Farsighted: can see objects that are far away clearly but objects that are close are blurred

EARS!

1. Audiologist: a person who tests hearing 2. Audiometer: a machine that assess the range of sounds that a person can hear at various frequencies and intensities

TEETH!

1. Dentist: a person who is trained to provide care for the teeth, ranging from giving medical examinations to repairing teeth that are decayed 2. Dental Hygienist: a person who cleans teeth, takes X-rays, and provides information about ways to care for teeth 3. Calculus: hardened plaque 4. Plaque: the sticky substance on teeth that consists of saliva, bacteria, and food debris 5. Gingivitis: a condition in which the gums bleed easily 6. Periodontal Disease: a disease of the gums and other tissues that support the teeth 7. Braces: are devices that are placed on the teeth to straighten them 8. Orthodontist: a person who specializes in repositioning the teeth with braces

Healthy Gums and Teeth

Gingivitis

Moderate Periodontitis

Advanced Periodontitis

A Healthy Body

Tips for Keeping Eyes Healthy 1. Have regular eye checkups. 2. Avoid rubbing eyes. 3. Do not use another person’s washcloth. 4. Avoid using sharp objects near the eye. 5. Give your eyes a rest when they feel tired. 6. Wear sunglasses when in bright sunlight or when playing sports in which you look into the sun at times. 7. Keep some lights on in a room when you watch television.

Tips for Keeping Ears Healthy 1. Have regular hearing checkups. 2. Do not place objects in the ears. 3. Do not use headphones when listening to loud music. 4. Keep the outer ear clean by using a washcloth. 5. Allow a health professional to remove wax from the ears. 6. Protect the eardrum by wearing a safety helmet when involved in contact activities. 7. Seek medical help if sounds become more difficult to hear.

Tips for Dental Health 1. Have a dental exam every six months. 2. Contact a dentist if teeth are sensitive to hot or cold. 3. Always brush after meals with toothpaste that contains fluoride. 4. Floss regularly. 5. Eat foods such as cheese that contain calcium to harden teeth. 6. Avoid foods that contain sugar and stick to teeth, such as marshmallows.

Assessment

Personal Health and Physical Activity Booklet

Task: Each student is to create a booklet that includes the topics that were covered over the six lessons in the area of Personal Health and Physical Activity. Description of Task:

-Students will make a booklet about the areas that were covered in the lesson plans: Food Guide Pyramid, Staying Physically Active, Playing Safe and Having Fun, Preventing Infectious Illnesses, Sun Safety, and Medical and Dental Checkups. -There will be directions for each area about what the students should include in their booklet, along with the ability to add pictures or drawings to make it look more appealing.

Directions:

1. Each student will take a piece of construction paper and 5 sheets of notebook paper and staple them together in a booklet.

2. The students must think of a title for their booklet. 3. Each page in the booklet is made for one of the six lessons. 4. The first page will be about the Food Guide Pyramid. It should include: -A list of the 5 food groups

>Include information about the group such as serving size and types of food

-List 2 nutrients that are found in the Food Guide Pyramid >Include information about each such as what it is, what it does for the body, what food/food group(s) it’s found in

-Look in magazines for pictures of healthy foods or draw pictures on the page

5. The second page will be about Staying Physically Active. It should include: -The 5 components of physical fitness

-An activity/sport that the students can do which falls into that category

-Pictures from magazines or drawings on the page 6. The third page will be about Playing Safe and Having Fun. It should include:

-The student will pick a sport/activity they like to do -A list of the safety equipment that is used in the activity/sport and its importance

-Include pictures from magazines or drawings 7. The fourth page will be about Preventing Infectious Illnesses. It should include:

-One type of infectious illness and its definition -Examples of food that could contain that illness -Pictures from magazines or drawings

8. The fifth page will be about Sun Safety. It should include: -A list of what to wear or bring to the beach that would protect their skin

-Pictures from magazines or drawings 9. The last page will be about Medical and Dental Checkups. It should include:

-Pick one of the following (eyes, ears, teeth) and list information about it such as professionals, diseases, and characteristics -Pictures from magazines or drawings

Students will be graded on the information that they present in the booklet. They will also be graded on their creativity. Materials Needed: -Construction paper -Notebook paper -Markers -Crayons -Magazines -Scissors -Glue -Tape -Pencil -Handouts from the previous lessons to use for this assessment

References

Adams, S. (Spring 2008). “Food Guide Pyramid.” HERS 320: Teaching Health in the Elementary Schools. Winona, MN: Winona State University. Discovery Education (2007). “Puzzle Maker.” Retrieved on February 17, 2008 from www.puzzlemaker.discoveryeducation.com/code/BuildWordSearch.asp. Discovery Education (2007). “Puzzle Maker”. Retrieved February 18, 2008 from http://puzzlemaker.discoveryeducation.com/WordSearchSetupForm.asp. Enexus Inc. (2001). “Gum Disease, Why Worry?” Retrieved on February 24, 2008 from http://www.enexus.com/gumdisease. Environmental Protection Agency (2008). “UV Index.” Retrieved on February 23, 2008 from http://www.epa.gov/sunwise/uvindex.html. Forest Discovery Guide Online. “Forest Discovery Guide Online/Glossary: Ozone Layer.” Retrieved on February 23, 2008 from http://www.ifdn.com/teacher/glossary.htm. Health Strategies Inc. (2007). “Dental Hygiene.” Retrieved on February 24, 2008 from http://www.healthteacher.com/lessons/lessonid/181/section/2. Health Strategies Inc. (2007). “Geared for Safety.” Retrieved on February 24, 2008 from http://www.healthteacher.com/lessons/lessonid/254/section/1. Health Strategies, Inc. (2007). “Physically F.I.T.” Retrieved on February 14, 2008 from http://www.healthteacher.com/lessons/lessonid/256. Health Strategies Inc. (2007). “Playing It Safe.” Retrieved on February 24, 2008 from http://www.healthteacher.com/lessons/lessonid/257/section/1. Health Strategies Inc. (2007). “Sun Safe.” Retrieved on February 23, 2008 from http://www.healthteacher.com/lessons/lessonid/180/section/2. Health Strategies, Inc. (2007). “The Food Guide Pyramid”. Retrieved on February 14, 2008 from http://www.healthteacher.com/lessons/lessonid/225?printerfriendly=1. Health Strategies, Inc. (2008). “Preventing Infectious Illness”. Retrieved on February 14, 2008 from http://www.healthteacher.com/lessons/lessonid/182/section/2. Meeks, L & Heit, P. (2003). Totally Awesome Strategies for Teaching Health. New York, NY: McGraw-Hill Companies, Inc. pages 20-21.

Meeks, L & Heit, P. (2003). Totally Awesome Strategies for Teaching Health. New York, NY: McGraw-Hill Companies, Inc. page 21. Meeks, L & Heit, P. (2003). Totally Awesome Strategies for Teaching Health. New York, NY: McGraw-Hill Companies, Inc. pages 268-272. Meeks, L & Heit, P. (2003). Totally Awesome Strategies for Teaching Health. New York, NY: McGraw-Hill Companies, Inc. pages 299-301. North Carolina Railroad Company (2006). “Glossary: Environmental Protection Agency .” Retrieved on February 23, 2008 from http://www.ncrr.com/ncrr-glossary.html. USDA (2007). “My Pyramid-Steps to a Healthier You.” Retrieved on February 17, 2008 from www.mypyramid.gov. WordNet (2006). WordNet Search “Radiation.” Retrieved on February 23, 2008 from http://wordnet.princeton.edu/perl/webwn?s=radiation.