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Content Area: Health and Physical Education
Index: 2.1D Grade 2 CPI 4
Standard: 2.1 - Wellness
Strand: D - Diseases and Health Conditions
Cumulative Progress Indicator: 4 - The student will explain ways to prevent the spread of diseases such as hand washing, immunizations, covering coughs, and not sharing cups, hats, or combs.
Grade: 2
Framework Activities:
· SPREAD IT OUT - Ask the students: “What do you think is in the air you breathe?” List their responses on the board. Turn out the lights and turn on a light source such as a flashlight, slide projector, or overhead projector lamp. Students observe the beam of light and describe the “dust” particles that are visible in the beam. Explain that we can see these particles but there are millions of other particles so small we cannot see them with just our eyes. Some of the particles might be very small viruses that we breathe in or ingest from our hands. Sometimes people sneeze and the particles are spread out further. Spray a fine mist of colored water to illustrate this point. When someone sneezes, the particles land on objects in the room, such as the table, your pen, or your sandwich. Your body has a very strong immune system designed to fight off those germs but sometimes it doesn’t work as well as it should. Students write at least three rules that will help prevent the spread of germs.
Variation: Students create a poem or song about preventing germs. Titles might include “OOPS, I Sneezed On You, What Are You Going to Do?” or “Wash Those Germs Away.”
· GO...NO
GO - Before this activity begins, place a red “Stop” sign in one corner of
the room, a yellow “Caution” sign in another corner, and a green “Go” sign in
another corner. Introduce the lesson by asking which color on a traffic light
means stop, which means caution (slow down), and which means go. Using
situations similar to the ones below, read one situation at a time. Students
decide if germs could be spread. If so, students move to the “red stop” corner.
If the situation is a healthy one, students move to the “green go” corner. If
they are unsure, students move to the “yellow caution” corner. (If too many
students opt for caution, remove the caution sign and force them to make a
choice) Examples of situations might include:
- Sharing an ice cream cone with your sister.
· WHY DO I NEED SHOTS? - Ask the students: “How many of you really like to go to the doctor and get a shot? Do you know what shots are for and why they are so important?”. Put the responses on the chalkboard. Explain to the class that most people in our country are protected against many very serious diseases because they have had shots or immunizations (write the word on the board). Explain that most children are immunized as infants because babies are very susceptible to germs. Sometimes as children and adults grow older they need a booster shot. This shot boosts or pushes the body’s defense system to work better. Use a PACMan type video or computer game to illustrate how the body’s defense system literally eats germs in our systems. Explain that immunizations help the body by creating more good PACMen to fight off the bad germs that enter our bodies. Next, use a doll to show students the many ways germs can enter our bodies. Point out that the most common ways children become exposed is through the mouth and cuts on the skin. Divide the class into four groups and give each group a doll or stuffed animal. (Be sure the doll or stuffed animal has a name, or allow the group to select a name.) Each group writes or illustrates five ways that the doll or animal can protect himself/herself from germs. Groups develop a story about the doll or stuffed animal and how he/she is protected from germs and share their stories with classmates. Variation: Many hospitals have teddy bear clinics where students can bring a favorite stuffed animal to find out about health and safety issues. Prepare the students for the hospital visit by discussing germs and the body’s defense system.
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