Content Area: Health and Physical Education

 

Index: 2.3A Grade 4 CPI 3

 

Standard: 2.3 - Drugs & Medicine

 

Strand: A -   Medicines 

 

Cumulative Progress Indicator: 3 -   The student will discuss the importance of taking medicines as ordered, not sharing medicines with others, and reporting any side effects to a trusted adult.

 

Grade: 4

 

Sample Activities:

 

·        MEDICINES CAN HELP US - Open this activity by asking the class how many of them have ever taken medication. Explain that some people need to take medication only when they don’t feel well while others may have a health problem that requires them to take medicine every day. Give each student a list or chart of common medical conditions (e.g., asthma, diabetes, strep throat, a cold, poison ivy) that might require medication and a list of common medications. Each student completes the chart, matching the appropriate medication to the condition. After the charts are completed, focus a large group discussion on the appropriate use of medications, the need to follow treatment instructions, and sensitivity to others who have medical conditions. Associate this activity with a book on children with special health conditions (e.g., seizures, diabetes, HIV/AIDS, asthma) or a visit by the “Kids on the Block” puppet show. After the activity, students write a brief paragraph on the importance of taking medications correctly and safely.

 

·        CREATE A NEW MEDICINE - Organize the class into small groups, and distribute several empty containers of over-the-counter (OTC) and prescription medicines to each group. Students read the labels carefully and then answer five basic questions about the medicine (see sample chart below). Reconvene the entire class and have each group present the information on its chart. Ask students what other kinds of information might be on the label and discuss their responses. Students return to their original small groups to design a product, including important information on the label, such as dosage, time, reason for use, and warnings. Students use empty soda bottles or shoe boxes as “medicine containers.” After the medicine package is created, the group designs an ad for the product and tries to “sell” the product to the class. After the ads are presented, discuss the positive and negative aspects of the ads. Each student compares the student-created ads to ads in magazines, newspapers, on the Internet, or on television using a comparison/contrast map. Using the student-generated maps as a springboard for discussion, create a class map. As a completion activity, each student writes three things they learned from this exercise.

 

 

      Variation: Videotape medicine commercials commonly seen on television. Show a commercial just once, then have students try to answer the five questions listed above, using only the information supplied in the ad. Replay the commercial and have students try to complete the chart. Discuss the kinds of information available to the consumer in the ad versus the information listed on a medicine container or bottle.