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Family Life 3-5 Shelby County Schools Mr. John S. Aitken, Superintendent. Family Life Curriculum. Notice. This curriculum will be taught on the dates determined by the Department of Curriculum & Accountability. These dates will be determined annually.
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Family Life 3-5Shelby County SchoolsMr. John S. Aitken, Superintendent Family Life Curriculum
Notice • This curriculum will be taught on the dates determined by the Department of Curriculum & Accountability. These dates will be determined annually. • Only teachers who have attended Family Life Workshops or training conducted or sponsored by the Shelby County Department of Curriculum & Accountability may teach this curriculum. Family Life Curriculum Adopted 1991 Revised Summer, 1997 Updated Fall, 2001 Revised Summer, 2009
Third Grade Lesson 1 The student will understand attitudes and behaviors for preventing and controlling disease. To achieve this standard, the learner will: - Recognize ways diseases are spread and prevented. - Contrast communicable diseases with respect to a. Relationship of hygiene to communicable diseases b. Childhood diseases c. Parasites MATERIALS: Pencils or Markers, Scissors, Construction Paper SET: Ask students if they ever been sick with chicken pox or the flu. Tell them that these are communicable diseases.
Tell students, “ In today’s lesson we will learn about ways our body is protected against diseases, and good health practices you can follow to protect yourself. INSTRUCTION: Tell students, “Laws protect people in many ways. One law protects children against dangerous communicable diseases. Do you remember when you were getting ready for kindergarten and had to get a statement from the doctor saying that you were healthy? You also had to have proof that you had been immunized against certain diseases. The doctor gave you different vaccines. If the flu germ enters your body, you will not get the flu. This is because your body has antibodies against the flu. An antibody is a substance in you body that kills germs.”
“ Name one way the body can be protected against diseases?” Write the word IMMUNIZATION on the chalkboard. Explain to students that this is one way we protect ourselves from diseases. “ A doctor or nurse has to give us a shot or medicine so that we can become immunized for some diseases. There are other ways that our body can be protected against disease. Many of these things we can do for ourselves. One way is through universal precaution. one good health habit is to wash your hands with warm soap and water, before and after eating, after sneezing and coughing, and after using the bathroom. You should wash your hands for at least twenty seconds.”
Can you name some other good health habits. • Cover your mouth when you cough or sneeze. • Stay away from people with communicable diseases. • Stay home when you are sick. • Wear clothes that are appropriate to the weather. • Wash your hands after going to the restroom and before eating. • Follow universal precaution procedures. What do we call the precautions that protect our bodies from diseases? Write good health practices on the chalkboard and show students the good health habit pictures located at the the end of this lesson. Students should also be instructed on what to do if they are injured. • Tell an adult. • Wash your hands before and after a bandage is applied.
Cover a wound with a clean gauze or bandage. The body has another way of protecting itself against diseases. These are things that are body does without being told. We call these natural defenses. Describe examples of (1) Immunization, (2) Good health practices, and (3) Natural Defenses. Students hold up Appropriate number fingers as the teacher gives the following examples: • You will not be crippled because of polio. (Immunization) • You cover your mouth when you sneeze. (Good health Practice) • Your body is sensitive to chalk dust. ( Natural Defense) CLOSURE: “ Today we have learned about ways your body is protected against diseases. Name one way to protect yourself from disease.”
Activities • Students will make a flip book showing three ways diseases can be prevented: Immunization, good health practices, and natural defenses. Under each flap, students are to write and illustrate how to prevent the spread of communicable diseases. (Directions on how to make a flip book are attached behind this lesson). • Students will complete the good health habits activity sheet by cutting and pasting the good health habit in the appropriate box.
**Key Points** • Immunization • Good Health Practices • Natural Defenses
Third Grade, Lesson 2 • Standard 1: Emotional, Social, Mental Health The student will understand the consequences of personal Actions as they relate to personal, mental, and social health. To achieve this standard, the learner will: • Demonstrate respect for the rights of others. • Recognize similarities and differences among people. • Examine how attitudes affects behavior toward individuals different from oneself. MATERIALS: Paper, Pencil, Getting along with others visual
Immunization Good Health Practices Natural Defenses. Flip Book
SET: Tell students, “Today we are considering two different points of view. Personal rights refer to MY rights and the rights of others refer to YOUR rights.” INSTRUCTION: Tell students that if they expect to get along and that it is important that they remember and respect both sets of rights. Make a visual of getting along with others. Discuss how each rule helps them get along with others. Fill in the chart as students give ways to get along with others. Discuss what happens if rights are not respected. (For example, the right to privacy means no one should go in your desk, back pack, or pockets.) Ask students to identify something different about another student in class. Ask students if the difference mean that you have to treat that person differently. Tell students that everybody is not the same and that we must treat people the way that we would want to be treated.
ROLE PLAY Call on five students to volunteer to role play. Tell students that one of them will act like a new student at school. Tell the other four students that they will all sit together, talk, and laugh leaving the new student out. Ask the other students how they think this made the new student feel. Ask students if the the students in the group wanted to play with the new student. Tell students that even though the students in the groups didn’t say that they didn’t want to play with the new student, their body language did. Tell students that body language is ways that we use our body and gestures to speak without actually talking. Explain that the students in the group didn’t make eye contact or talk to the new student. This body language made the new student feel unwelcomed. Call on students to list ways in which we can get along with others.
CLOSURE: Today we have discussed the importance of respecting the rights of others, having our rights respected, and treating people the way we would want to be treated. Give one example of how we can respect the rights of others and one example of how we can treat others the way that we would want to be treated. ACTIVITY: Students will take a sheet of paper and fold it in half. One side is tilted PERSONAL RIGHTS and the other side is titles RIGHTS OF OTHERS. The students are able to work with a partner and list 5 rights for each group. These list are to be shared with the class.
Getting Along with Others Show respect and Understanding for family members. Be Responsible for your chores. Follow Family Rules and Community Laws for Heath and Safety. Use skills to be a Good Friend and to Make New friends. Make decisions that are safe, legal, and follow family Rules. Learn to get along with different people.
Third Grade Lesson 3 Standard 1: Emotional/Social/Mental Health The student will understand the importance of a positive self- concept., interpersonal relationships, and the relationships of a sound social, emotional, and mental health practices to wellness. To achieve this standard, the learner will: - Describe how feelings affect behavior. • Recognize the importance of being tolerant of self and others. MATERIALS: Poster board, crayons, Integrating skills worksheet: Following family rules
SET: “ Think of some places where you have to follow rules.” responses may include home, school, playground, and sports events. Ask students, “Why do you think it is important to have rules. What would happen if we didn’t have rules? Today we are going to discuss the importance of following rules and respecting the rights of others.” INSTRUCTION: Point to your list of classroom rules. Ask students why they need to follow these rules( such as not hitting, speaking softly, and not calling names). List responses and help students deduce that these rules are necessary to protect the rights of everyone in the class. Name personal rights such as safety and privacy. Name one rule that helps protect these rights. CLOSURE: “ Today we have talked about rules and the rights they protect. Name one rule. Tell how following it shows respect for the rights of others.”
ACTIVITY: Students will make a poster demonstrating an Important rule that we all need for follow. Display posters. Students complete Integrating Skills worksheet following family Rules homework. SET: Call on two student volunteers to stand so close to each that they are touching. Ask the other students in the room “ What is wrong with the way they are standing?” Tell students that they are invading each others personal space. Your personal space is like an invisible bubble that surrounds you. It can have an effect on how you feel about others. If people move inside this bubble when they are they are talking to you it may make you feel uncomfortable. Everyone’s personal space is different. Here are some facts about personal space bubbles.
The bubble is larger if you are talking to a stranger • The better you know the person that you are talking to • the smaller the bubble may be. • The bubble size may differ for different cultures. • ACTIVITY: Draw a picture of you and a friend talking. Draw a horizontal line between the two of you showing that you are not invading each other’s personal space. CLOSURE: Why is personal space important?
Third Grade Lesson 4 • Standard 1: Family Life The student will understand roles, values, responsibilities, and contributions, of family members. To achieve this standard, the learner will: • Respect the responsibilities of each person within the family. • Recognize all families as unique because of size, cultural differences, environment, etc. MATERIALS: Paper, Pencil
SET: Tell students that you are going to pretend that you are Dorothy in The Wizard of OZ. You remember feeling really good about home, but you can’t remember all of the details about your family. Tell students, “Let’s help Dorothy remember by sharing what our families ( brothers, sisters, parents, grandparents, aunts, uncles, cousins) do for us.” INSTRUCTION: Tell students, “Today we are going to learn about ways families help us to stay healthy by doing things for and with us.” List things that students families have done meet their needs such as providing clean clothes, food, shelter, expressing love and encouragement, and providing for the children’s wants. Have students role play family situations where Dorothy shows these feelings for her family when she returns home. be sure to include the family reunion.
CLOSURE: “Today we have discussed ways family members help us stay healthy. Give two examples. ACTIVITY: Have students write a story telling how a family member has helped another family member. They could also write a story telling how they have helped a family member.
Fourth Grade Lesson 1 Standard 1: Emotional/ Social/Mental Health The student will understand the importance of a positive self- concept, interpersonal relationships, and the relationships of sound social, emotional, and mental health practices to wellness. To achieve this standard the learner will: - Evaluate qualities that make good friends. MATERIALS: Paper, pencil or markers
SET: “ Think about special things that you have done with your friends before. Let’s share some of these. Why do you enjoy being with your friends? “Today we will talk about special qualities friends possess and qualities we possess in being a friend.” INSTRUCTION: We all know that friends are special people whom we enjoy spending time and doing things. There are a number a ways that we can show that we like a person. Some of these would include telling the person that you like him/her, hugging him/her, and helping him/her do things.” “ There may be certain qualities you look for in friends. Honesty and trustworthiness are two. Everyone would like to feel a friend is someone whom they can trust and tell secrets. You may be able to think of other qualities you feel are important for friends to possess. Let’s share some of these qualities.” List and discuss.
CLOSURE: “ Today we have discussed the meaning of friendship and the special qualities that friends possess. Who can name a special quality you look for in a friendship? Let’s name a few more. Raise your hand if you agree that all of these are friendship qualities.” ACTIVITY: “Concentrate on someone you consider to be a special friend. I will give each person a piece of paper. Fold the paper in half hot dog style and label one side “Special friend”. Label the other side “Myself.” Place your left hand on the “Special Friend” side and trace it. Trace your right hand on the other side. Think of five qualities you especially like about your friend. Write one quality on each finger. Draw an identification bracelet on the wrist of the hand and write the name of your friend on the bracelet. Write five qualities you feel you possess in being a friend.”
Fourth Grade Lesson 2 Standard 1. Family Life The student will understand roles, values, responsibilities, And contributions of family members. To achieve this Standard, the learner will: • Discuss how to improve family relationships. Standard 2: Environmental and Community Health The student will recognize environmental practices that affect personal and community health. To achieve this standard the learner will: • Access the role of personal choice on individual and community health. MATERIALS: Paper, Pencil
SET: “ This morning I saw a very strange sight. As I was driving to school, I saw a man wearing pajamas over his regular clothing. Why do you think this was strange?” After listening to student’s responses, help them deduct that in our community we do not dress in that manner. INSTRUCTION: Tell students, “We call the tradition of doing certain things in certain ways community standards. Today we will learn about three factors that influence what we do. They are community standards, family background, and peer pressure.” Review the school dress code including the standard that shirts should be tucked in. Point out that these rules do not violate any rule of right or wrong, but reflect the standards and traditions of the community. Discuss how school dress codes differ in various communities. List other standards or traditions such as holidays like Mardi Gras and Columbus Day being celebrated more extensively in certain parts of the country.
Also, compare customs in different countries such as after- noon tea as opposed to morning coffee. Using the overhead, create a list of school activities which are customary in the school such as field day, plays, spaghetti suppers, or pizza on Friday. Discuss ways in which religious customs and attitudes could affect relationships with peer groups. It’s essential for students to understand the importance of recognizing individual differences and not allowing these differences to affect their behavior or attitude toward the individuals. Students should not attempt to force others to conform to their attitudes or customs. Let students describe ways in which peer pressure can be placed on students with varying attitudes of differences of opinion. (Examples include refusing to talk to the student, not allowing the student to participate in games, whispering to others about the student). Role play some of these situations using the prompts below.
Scenario: A group of students are playing on the playground and a student with a cultural wrap on walks up. This is Student # 1. Student # 1 “ May I play in the next game? Student’s in the group: “No way” There is no room for you to play!”. “What is that on your head”? A student from the group: “ I don’t mind if you play, we can play together! Explain to students that the student from the group responded positively by inviting the student to play anyway.
CLOSURE: “Today we have discussed ways in which community standards, peer pressure, and family background can affect a person’s life and their relationship with others. tell your neighbor why these factors influence what people do. ACTIVITY: Write a paragraph describing a family tradition, or how to avoid peer pressure.
4th Grade Lesson 3Standard 3: Personal Safety And First Aid The student will understand the appropriate action to take when personal safety is threatened. To achieve this standard the learner will: Practice refusal skills. Standard 2: Substance Use And Abuse The student will understand the consequences and practice Decision-making and refusal skills. MATERIALS: Three note cards per student, visuals for How To Say No, A Decision Making Model MATERIALS: Three note card per student, visuals for “How To Say No. A Decision Making Model
SET: “Let’s talk for a moment about decisions. Name some times when you have had to make decisions.” “ Why is it so important to learn to make good decisions? Today we will discuss the importance of making our own decisions and ways in which others can influence our decisions.” INSTRUCTION: Discuss the “Responsible Decision-Making Model” and “Refusal Skills”. Tell students “Refusal skills are skills that help kids avoid participating in high risk behaviors. Examples of refusal skills are… • Say no without giving an excuse. • Repeat the message as often as necessary • Be firm and stick to your decision. Point out that people vary in their opinions and that is often difficult to make choices because others will attempt to influence the choices we make. The final decision should be based on choices that lead to good health, safety, and respect for oneself and others. Discuss ways to avoid risky situations.
CLOSURE: Discuss reasons why decision making can be difficult and give examples of making good decisions using refusal skill with real life situations. An example could be saying no to drugs. ACTIVITIY: Give each child three note cards. Have them write agree, disagree, and not sure on the cards. Read various peer pressure situations that allow students to make a decision ( these situations can be found on the peer pressure activity sheet). Students should raise the card which reflect their opinion and be prepared to tell why they chose a particular response. Also, discuss the consequences of making choices based on peer pressure as opposed to personal choices. Additional Activity: Have students complete the refusal skills activity sheet by reading the wrong thing to do on the left side and responding on the right side by listing ways to say no. (Use the refusal skills activity sheet for lesson 3)
HOMEWORK: Substance Abuse Prevention Activity Tell student to ask their parents about a time in their lives when they had to say no to drugs. Tell students to brain- storm with their parents and make a list of 5 reasons why you should not use drugs. Students can then make a poster illustrating why drugs are not good. Teacher can hang posters in the classroom.
Fourth Grade Lesson 4 Standard 1: Disease Prevention The student will understand attitudes and behaviors for preventing and controlling disease. To achieve this standard the learner will • Describe how various diseases are transmitted. • Establish an action plan for personal health standards. MATERIALS: Index cards
SET: Discuss helmets with students. Who wears helmets? (police , soldiers, bike riders, football players, etc.) Why do they wear helmets? (Responses should be for protection from injury.) “Today we will learn about the body’s Immune System. Our immune system protects our bodies from disease like a helmet protects the skull and brain from injury. INSTRUCTION: “ The immune system is an amazing organization. It protects our bodies like armies protect cities and countries. Unlike the helmet, which protects only the skull and brain from injury, the immune system protects your entire body from infection. If your immune system does not work properly, germs, viruses, and bacteria will destroy your cells.”
Cells in the immune system can detect anything that is not part of the body. One by one, they attack bacteria. Other helper cells signal the body to produce antibodies which multiply to fight the disease. After this disease is defeated, the body returns to normal. When another invading disease is detected, the immune system gears up for battle again. In a healthy immune system, the fighter cells are always on duty ready to protect the body. Guide students through discussion of the body defenses and how each protects the body. These defenses include skin, saliva, tears, mucous, tiny hairs, and white blood cells. Defenses The skin and mucous membranes act as effective barriers. the surface of skin is slightly acidic which makes it difficult for bacteria to survive. An enzyme in sweat, tears, and
Saliva, kills many bacteria. Mucous membranes line the respiratory and digestive tracts. Bacteria become trapped in the thick mucous layers and prevents from entering the Body. The hairs that line the nose also help trap bacteria. Any bacteria that are inhaled deeper into the respiratory tract are swept back out again by the cilia—tiny hairs– that line the trachea and bronchi. One reason why smokers are more susceptible to respiratory infections is that hot cigarette smoke disables the cilia slowing the movement of the mucous and bacteria out of the respiratory tract. CLOSURE: “Today we have learned about the body immune system. Tell two ways the immune system protects the body against disease.”
ACTIVITY: On index cards write sources for germs. Have students discuss and name body defenses that would help protect against the germs. WEB RESOURCES: www.brainpop.com Type in “Immune System” students can complete the activity after answering the questions at the end of the brain pop.
Fourth Grade Lesson 5 Standard 1: Substance Use And Abuse The student will understand appropriate and inappropriate uses of chemical substances. To achieve this standard the learner will. • Discuss how drugs and medications can be properly used as well as misused. The students will understand the consequences of chemical use and abuse, to achieve this standard the learner will: • Describe the effects of tobacco, alcohol, and other drugs on the body and on society recognizing the importance of a drug-free lifestyle.
MATERIALS: Paper, pencil, crayons SET: Display for various kinds of medications. ask students to think of a situation where drugs can be help- ful. Tell students, “ Today we will learn how drugs can be both harmful and helpful.” INSTRUCTION: Ask students why people take drugs. They may have a limited understanding and think that it refers only to illegal drugs. Define drug as any substance other than food which changes the way the body works. A legal drug is one that is approved for use by law. Name some legal drugs. Students are properly familiar with aspirin, cough syrup, and drugs prescribed by doctors. List and discuss ways legal drugs can be helpful. Answers include over-the-counter drugs when used correctly can treat the symptoms of mild illnesses. Discuss how these drugs can be harmful if the directions are not followed, if one takes someone else’s medicine, or and if one takes medicine without adult supervision. advertisements
Define illegal drugs as drugs which are not approved for use By law. List examples such as cocaine, crack, marijuana. Discuss reasons people should not use illegal drugs. These include illegal drugs. These include the fact that is unlawful, is harmful to health, and interferes with thinking. Tell students that another very important reason for not using Illegal drugs is that they may kill. Tell students that one of the most dangerous things you can do is to share a needle with anyone. The AIDS virus is carried in the blood of infected people. When you share a needle With anyone, his/her blood comes in contact with your Blood. Saying no to drugs is one way to prevent AIDS. CLOSURE: “Today we have learned about harmful and helpful drugs,. Tell your neighbor how legal drugs can be harmful.” ACTIVITY: Tell the students to divide a sheet of paper into two sections. In each section draw a picture and write a sentence telling you why you should say no to illegal drugs.
ACTIVITY: Students can complete the “Say No To Drugs” activity. ACTIVITY: Tell students “ Take a piece of paper and fold it in half hot dog style. On one side list reasons why you should not use someone else’s medication and on the other side list reasons why this can be risky.
Fifth Grade Lesson 1 Standard 1: Family Life The student will understand roles, values, responsibilities, and contributions of family members. To achieve this standard, the learner will: • Examine roles, responsibilities, and contributions in his/her family, i.e., honesty, responsibility, equality. MATERIALS: Clover pattern, pencil SET: Tell students, “Think for a moment about families. Can you name some similarities and differences you have observed between family units? Can you think of any TV. shows which portrayed problems within families? Today we will identify various types of relationships and responsibilities within a family unit and the importance of good communication within families.”
INSTRUCTION: List and define nuclear and extended families. Describe single parents, foster parents, grandparents, and guardians. Explain to students that healthy family relationships require communication and healthful behaviors by all family members. In large groups, identify family problems depicted on television shows or found in literature. Students describe problems limited to those depicted on the television shows or in literature. List five problems on the on the board and discuss solutions. allow students to name persons whom they feel would be sources of help such as teacher, pastor, relative, guidance counselor, community agency. Let students role play situations in which they can use “ I” messages to show their feelings to others. “I” messages are statements that include a behavior, an effect, and a feeling. An example would be: “ When you were late, I thought we would miss the movie , and I was hungry.
CLOSURE: “ Today we have discussed types of families, responsibilities of each family member, and techniques of communication including the “I” message. Let your neighbor tell your neighbor tell you one responsibility of a family member, and how communication within the family can enhance family relationships.” ACTIVITY: Divide the class into cooperative groups to brain- storm and develop a list of things that make their families important to other family members. Place these on the clovers and discuss as whole group ACTIVITY: Tell students “ Take a piece of paper and fold it in half. Turn the paper around horizontally and cut two equal slits in the middle. You now have three separate sections on the outside of section 1. Label it “Mom” underneath the flap draw a picture of your mother and write how she contributes to the family. Label it section 2 “Dad” and repeat. Label Section 3 “Siblings” and repeat.
Fifth Grade Lesson 2 Standard 1: Emotional/Social/Mental Health The student will understand the importance of a positive self-concept, interpersonal relationship, and the relationships of sound social, emotional, and mental health practices to wellness. MATERIALS: Materials pictures illustrating feelings such as happiness, sadness, anger, and disappointment. SET: “Can someone describe the happiness moment in your life?’ Also allow students to describe lonely moments. Ask Students to define friendship. Discuss songs which describe friendship. “When can friends help us feel happy or sad?” Discuss feelings illustrated by magazine pictures. “Today we are going to talk about various ways our feelings
can be affected by our needs. We will talk about the meaning of friendship and special friendship qualities.” INSTRUCTION: Tell students to think of times they have experienced different types of feelings such as love, happiness, disappointment, sadness, excitement, and loneliness. Tell students, “ We experience these feelings at different times during our lives. Many things can influence these feelings. Think of how friendships can help us feel wanted, loved, successful, respected, and secure.” Students will develop a slogan about friendships and emotions, and share with the class. Tell them a slogan is a phrase which carries a message and is usually used to advertise a product or relate an idea. Examples of slogans include “ Give a Hoot, Don’t pollute”, “Take a Bite Out of Crime”, “Kids Count”, and “Just Say No”. Allow students to discuss friendship slogans and how the need to feel secure, successful, and respected by others is affected by friendships. Role play how people feel when basic emotional needs are not being met.
CLOSURE: “Today we have discussed ways in which our needs Can affect our feelings. Tell your neighbor one need we all Possess, different feelings which result when this need is not Met, and how friendships help to meet our needs.” ACTIVITY: Students will draw facial expressions inside circles that show expressions which indicate a persons feelings. ACTIVITY: Write a letter to a friend telling them about a time when they made you feel happy when you were sad. Give the letter to your friend when you are finished.
