Cómo nadar con cuidado
I. Importancia de tener cuidado
Aunque ya tienen lecciones de nadar, deben tener cuidado. Nadar es bien
divertido, pero puede ser bien peligroso también. Por eso, voy a enseñarles algunas
reglas de seguridad.
II. Reglas (como discusión con los chicos)
Hay muchas cosas que recordar, pero ¿cuáles son las reglas que hay que recordar
para nadar con seguridad? Estas son las más importantes:
1. Más que todo, no naden solos. (¿Por qué?) Si nades solo y algo te pasa, no hay
nadie para ayudarte. Por eso, siempre nada junto a otras personas.
2. Hay que recordar cuando es mejor nadar. Nunca nades cuando está oscuro
afuera- antes del alba y después del anochecer. (¿Por qué?) Si está oscuro afuera, es más
difícil ver. Por eso, ni los barcos ni las personas te pueden ver si necesites ayuda.
3. Hay que recordar que todavía están aprendiendo nadar. Es importante no nadar
en agua demasiado profunda. (¿Por qué?) Nadar en agua profunda sin salvavidas cuando
todavía estás aprendiendo nadar puede ser bien peligroso. Si hacen eso, es más fácil
ahogar.
4. Es bien importante saber cuan profunda es el agua antes de tirarte al agua.
Tirarse al agua chalote es bien peligroso. (¿Por qué?) Si pegas la cabeza o cuello es mal.
Se puede lastimar la cabeza o te puede paralizar. Si no sabes la profunidad del agua,
puedes tirar algo para ver. Pero es mejor tener cuidado y no tirarse al agua con la cabeza
primera. Para hacer eso, debes tener agua con un profanidad de 2.5 metros.
III. Otras cosas que recordar
1. No naden inmediatamente después de comer. Es mejor esperar media hora. Si
nadas sin esperar después de comer, es fácil tener calambres. Si tienen calambres, es más
fácil ahogarse.
2. Hay que conocer donde nadas. Hay que ver si hay barcos, si hay personas
haciendo surf o windsurf, et cetera. También es importante ver el fondo del agua. Hay
que ver si hay cosas afiladas, como vidrio. Hay que saber también si hay tiburones o
medusas también.
Si ves un tiburón:
1. Sal del agua
2. Hay que estar tranquilo.
3. Muda lentamente. Tiburones atacan cuando piensan que eres una amenaza.
Si una medusa ataque:
1. No enjuagares el herido con agua. Eso puede emitir más veneno.
2. Usa alcohol para limpiar el herido.
Session name
Refuse and Pollution
Objectives
By the end of this session, the students will:
1. Understand how refuse and pollution can negatively affect health
2. Identify the three main types of environmental pollution (air, water, land)
3. Identify five common pollutants that may exist in the local environment
4. Identify behaviors that individuals can practice to decrease environmental
pollution
5.
Materials Needed
Before you begin
Time chart
Learning Activity
Step 1:
Step 2:
Step 3:
Step 4:
Total Minutes
Step 1:
Step 2:
Step 3:
Step 4:
Content
Assessment
Minutes
Session name
Tuberculosis
Objectives
By the end of the lesson students will:
1. Understand what tuberculosis is and how it is transmitted
2. Recognize the signs and symptoms of TB
3. Know the treatment for TB and how to avoid further spread of the disease
4. Understand the concept of drug resistance and why this is so common among TB
patients
5. Understand how medications should be taken in order to avoid the development
of drug resistance.
Materials Needed
Spray bottle
Before you begin
Time chart
Learning Activity
Step 1:
Step 2:
Step 3:
Step 4:
Total Minutes
Minutes
Step 1: What is Tuberculosis and how is it transmitted?
Ask the students to point to their lungs. Ask them why our lungs are important and what
their function is. Ask them to hold their breath for 10 seconds. Can you see how
important the lungs are? Emphasize that we need our lungs all the time. Tuberculosis is a
very serious disease that damages the lungs. TB can make you very sick for the rest of
your life or even kill you if it is not treated. Many people die each year from this disease.
Tell the students that we are going to talk about and demonstrate how many people in the
world have tuberculosis. Have the students stand up. Tell them that out of 6 billion
people in the world, 2 billion people have TB. To help them to see how many people are
infected, tell 1/3 of the class to remain standing. These students represent the number of
people in the world with TB. Explain to the students that even though this many people
have TB in their bodies, most people’s bodies are able to fight the disease. Because of
this, they never actually feel sick even though they have the disease. In fact, many people
have TB for many years before they even start to feel sick. Usually, one out of every 10
people with TB gets very sick. Have all the students sit down except one who has been
previously identified as the TB patient who actually gets sick.
TB is easily spread from person to person through the air when a person sick with TB
coughs, sneezes, sings, laughs, or even talks. Let’s look at how easily TB is spread. Take
the student who was selected as “sick” with TB. Give him/her a spray bottle. Tell
everybody that the water in the spray bottle represents the saliva that contains the TB
germs. Have the infected person walk around the room coughing, singing, and sneezing.
While coughing, etc. have the infected person spray 10 more people with the water bottle.
Explain to the students that each person who is sick with TB can make 10-15 more
people sick each year. Those who have been sprayed with the water are now infected
with TB. Remind them that one of every 10 people who has TB will actually get sick.
Pick one more person to be sick with TB. Now there are 2 people who are sick with TB.
They can now walk around the room coughing, etc. Continue this exercise until every
student in the class has TB.
Step 2: Signs and symptoms of TB
Because TB is a disease that affects our lungs, what types of problems do you think a
person with TB would have?
Dificultad de respirar
Tos
Tos con sangre
Fatiga
Debilidad
Pérdida del apetito
Pérdida de peso
Fiebre
Malestar
Dolores en el pecho
After you have talked about the signs and symptoms, divide the class into 2 groups and
have each group list as many signs as they can in 1 minute. The team that lists the most
correct symptoms wins.
Step 3: Treatments for TB
Even though TB can make us very sick and is easily transmissible, it is also treatable.
People who have TB can be cured of the disease if they follow the proper treatment
schedule. TB is treated by taking medication (usually pills). In order for the treatment to
work, the pills are taken for 6-9 months. Many people are never cured of TB because they
do not take their medications the way they are supposed to. This is a very big problem
because if people don’t take all of their pills the way they should, the TB germs can
become more powerful and make it so the medicine will no longer work. This is called
drug resistance. If the medicine no longer works, then people who have TB cannot get
better.
To show the students how drug resistance works: get a group of students to come forward
and form a tight circle by sitting cross legged and linking arms; explain that this circle
represents the medication that will cure TB. Have a few other students come forward.
Tell them that they are meant to represent the TB bacteria and that they are trying to
make someone sick by getting on the inside of the circle. At first, tell the “TB” that they
have to be lying flat and that they are not able to touch anyone else as they try to get into
the circle (this should be very difficult, if not impossible). Explain that this represents
effective functioning of medication. Then, tell them that they can stand up, jump and
move freely as they try to get into the circle (still without touching anyone else)…it
should then be very easy to get into the circle as they are able to simply step over the
students who are forming the wall. Explain that when medication is not properly, germs
(such as TB) can change to become bigger and stronger. When this happens, the
medication no longer works to prevent the person from becoming sick.
Tell the students what they can do to prevent medications from becoming ineffective.
Take only medication given to you, specifically, by a doctor.
Take all of the medication given to you, even if you start to feel better
Take the proper amount of medication, and at the proper times
Do not share your medication with others, even if they have the same sickness
Be clear on what medications you are supposed to take
Do not skip days (doses)
**Option: to give example of scenarios when medication was taken wrongly (e.g. Juan
becomes sick and his aunt tells him that she has some pills that he can take, pills which
she got from the doctor last time she was sick; OR Maria was given pills from the doctor
that she was supposed to take for 7 days. However, after two days, she began to fell better
and so stopped taking the pills; OR Pablo forgot to take his medication one day, so he
took two extra pills the next day; OR Hosea could not remember which pills he was
supposed to take so on one day, he took two of the red and one of the white, and on the
next day took two of the white and one of the red).
Step 4: How can you prevent the spread of TB?
Wash your hands
Cover mouth when coughing or sneezing
If you know you are sick with TB, avoid contact with others or wear a mask
If you have been in contact with someone who has TB, go to the doctor and get tested for
TB
If you are taking the medication for TB, take it properly.
Content
Assessment
Session name
Water cycle and supply
Objectives
By the end of this session, students will:
1. Demonstrate an understanding of why water is necessary for life (in all living
things)
2. Understand the water cycle (within the environment)
3. Understand the negative impact that humans can have on water availability and
quality
4. Identify five ways that water can negatively impact health
5. Explain different ways that water can be purified so that it does not negatively
affect health (e.g. boiling, purification tablets, solar purification, etc.)
Materials Needed
Picture of a desert and a forest
Liter bottle
Paper
Drawing utensils
Bucket
Water (bottled/clean)
“Contaminants” such as dirt, spices, sand, rocks, food coloring, wrappers, paper
3 glasses
Cloth
Before you begin
Thoughtfully review all material in the lesson plan, focusing especially on the content
area to assure you have a firm educational basis for teaching. Think through your
teaching strategies and anticipate potential problems or difficulties that may arise.
Remember to adapt each session to your audience, keeping in mind their needs and
abilities. Prepare all materials:
Time chart
Learning Activity
Step 1: Water is essential to life
Step 2: Where does water come from? Where do we
get water for every day life?
Step 3: Water contaminants
Step 4: How can unclean or lack of water negatively
affect health?
Step 5: Water purification
Total minutes
Minutes
10
15
20
Step 1: Water is essential to life
In order to establish the importance of water, start by giving the students several facts
about water.
Examples: 70% of human body is water. Amount of water in an average adult is 37 liters.
A human can live almost a month without food, but can only live 1 week without water.
Water regulates the temperature of the body and of the Earth. You should drink 2 liters of
water a day to stay healthy. Water removes waste from the human body. 75% of Earth is
covered with water. 3,900 children die every day because of poor sanitation and lack of
safe drinking water.
Show the students a picture of a desert alongside a picture of a lush forest. Ask them what
the difference is between the two pictures. What element do they think is missing from
the picture of the desert? Discuss how water is vital for all living things. Plants, animals,
and humans cannot live long without water. With the students, brainstorm (or have
students act out) ways that water is used. Ask them how they use it in their homes, their
neighborhoods, and at school. Help them to see how often we use water and how
essential it is to every day life.
Step 2: Where does water come from? Where do we get water for daily
life?
Now that we know how important water is, we are going to talk about where it comes
from. Tell the students that ever since the Earth was created, water has been circulating
through what is called the “water cycle.” Have the students help you draw a picture of
water cycle. Have students begin by drawing clouds with rain falling from them. Ask the
students what happens to the rain once it falls. Keep drawing as you discuss how when
rain falls, some of it goes to streams and lakes (surface water). Some of the water is used
by plants, and some is absorbed deep into the ground (ground water). What is not used is
evaporated by the heat of the sun. This evaporated water forms new clouds in the sky,
which then produce rain, and the cycle begins all over again.
Water is supplied to people through many different means (e.g. ground well, rivers, lakes,
irrigation). Have the student identify and discuss where they and their families get water.
Step 3: Water contaminants
Ask the students if they have ever seen water that looked really dirty. How do they think
it got so dirty? Tell the students that we are going to talk about the things that we (as
humans) do to make water dirty. Fill a large bucket with water. Cover it so that the
students cannot see the water. Give each student a different small “contaminant” that they
can drop into the bucket. As the students drop their contaminant into the bucket, ask them
to think of what it could represent in their community (e.g. the dirt could be excrement,
wrappers could represent trash, etc.) As the students put their contaminants in, comment
that each of them is only putting a little object in. Once all the students have participated,
lift the cover from the bucket and show them how contaminated the water has become.
Even though each person only dropped a little amount into the bucket, it still has become
very dirty.
In this bucket of water, we can see that the water is dirty. Sometimes, water can be dirty,
but you can’t always see the dirt (i.e. it may have germs that are too small for your eyes
to see). This is especially dangerous when we use this water for drinking and cooking,
because the germs can make us very sick. Tell the students that we are going to
demonstrate how even when we can’t see the dirt in the water, it can be dirty. Fill up 3
glasses of water: one the looks dirty (add a non-harmful substance that will make it
appear dirty – e.g. coca or bean juice), and two that appear clean. Have three volunteers
come up and drink the glasses of water. Prior to their drinking the water, take the three
volunteer students out of the room and instruct them as follows: the one who drinks the
dirty water must pretend to become ill; the one who drinks the clean water will act fine,
and the third person who drinks the clean looking water will pretend to fall dead.
Reiterate that his demonstrates how dirty water can affect out heath and how sometimes it
is difficult to tell when water is actually dirty.
Step 4: How can unclean water or a lack of water negatively affect
health?
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Dehydration
Diarrhea
Other sicknesses (Typoid, Cholera)
Contamination of crops
Death of crops
Inability to properly clean self and home
Cannot feed/water animals
Cannot properly cook food
Step 5: Water purification
There are several ways to make sure that we don’t get sick from bad water. One of these
is to make sure that we get water from the right source. Another is making sure that we
protect the source of our water. We can also use different methods to clean our water.
Once our water is clean, we can also make sure that it stays clean by storing it properly.
First, we’re going to talk about how water can be cleaned if it is dirty. There are four
main ways to clean water: boiling, filtration, solar disinfection, and chemical tablets.
Some ways are better than others at cleaning our water.
Boiling: boil for 5-10 minutes
Filtration: use tightly woven cloth and pour water through cloth into container
Sedimentation/Solar disinfection: use 2-liter bottles and place them in the hot sun for 6-8
hours
Chemical: dissolve hypochlorite or iodine tablets in water (use only as directed)
Once your water is clean, it is safe for drinking and use. However, we need to make sure
that we keep it clean by storing it in clean containers with lids. We also need to make
sure that we don’t introduce anything that would make the water dirty, like our hands, or
dirty serving utensils.
*Optional: demonstrate filtration using tightly woven cloth and the water the students
“contaminated” in the previous exercise.
Content
Assessment.
Ask students to go home and find out where they get their water. Have them find out if
their water is clean, and how their families make sure their water is clean. Have them
write their findings (or draw pictures) in their health journals. Discuss what they found at
the beginning of the next lesson.
Healthy Teeth Lesson
1) Discussion
a. What does it mean to be healthy? (Eat well, work out, be clean)
b. How do we stay healthy?
c. Why do we have teeth? (Eating, talking, smiling)
d. What can we do to keep our teeth and mouth healthy? (Brush teeth, etc.)
e. Today we’ll learn a little bit about how to keep our teeth healthy…
2) Brushing Teeth Race
a. Split class into two teams (boys vs. girls, by birthdate, etc.)
b. Prepare a “tooth” (bottom half of a 2 liter bottle covered in shaving cream) for
each team at the front of the classroom
c. Start race at other side of classroom and perform a relay race with each member
running to the tooth, brushing it with a toothbrush, and giving the toothbrush to
the next runner.
d. The team with the cleanest “Tooth” by the end of the race wins
3) Brushing Teeth Lesson
a. Hand out real toothbrush to each kid
b. Show the correct way to brush teeth and how long to do it
c. Have children practice brushing their teeth
4) Nutrition
a. Discuss that another way to keep teeth healthy is eating right
b. Show la Guía para la Buena Alimentación
c. Discuss favorite foods and whether or not they are good for teeth
d. Hand out blank food pyramids and have the children draw a food they like in each
of the categories
5) A Beautiful, Clean Mouth is the Goal!
a. Pass out red and white construction paper
b. Have children draw and cut out their teeth and lips from the paper
c. Attach a piece of yarn to each side
d. Help each child put on their beautiful mouth!
Session name
Nutrition and Health
Objectives
By the end of this session, students will be able to:
1. Identify different ways that nutrition affects health
2. Possess a basic understanding of the gastro intestinal tract and how food is absorbed
and used by the body
3. Identify and list the five basic food groups
4. Be able to categorize different foods into the proper food groups
5. Identify different conditions/illnesses caused by poor nutrition
Materials Needed
Chalk (preferable sidewalk chalk)
Picture of the food pyramid and the four types of food groups
Paper and markers
Before you begin
Thoughtfully review all material in the lesson plan, focusing especially on the content
area to assure you have a firm educational basis for teaching. Think through your
teaching strategies and anticipate potential problems or difficulties that may arise.
Remember to adapt each session to your audience, keeping in mind their needs and
abilities. Prepare all materials
Time chart
Learning Activity
Step 1:
Step 2:
Step 3:
Step 4:
Total Minutes
Minutes
25
20
20
25
90
Step 1: GI Tract
Large group activity and discussion (25 minutes)
Draw a picture of the GI tract on cement with chalk. Have different kids act out the
various parts of the GI tract (Mouth, stomach, sphincter, intestine, ect). Take a few kids
and tell them that they are “food” for the body. Have them walk through the digestive
tract while the other kids are acting out the motions of the mouth, throat, stomach,
intestine, etc. As they walk through the parts of the tract, explain what each part is doing
to help digest the food (how it works). Explain that the body needs food and the nutrients
found therein in order to function. (It’s like fuel: if you don’t put gas in a car, it won’t
run. Food acts in the same way: it helps our bodies to function effectively). Think about
how you feel when you are really really hungry…can you describe that feeling?
Be sure to point out that not everything in food is needful or good for the body; there are
also products that result from the breakdown of food. These wastes from the food we eat
are why we go to the bathroom (caca).
The mouth is the entry to the digestive system. Food enters the mouth where teeth
hold, tear and grind food. The tongue is responsible for moving the food around the
mouth. Saliva then starts to chemcially digest the food, turning in into a watery
mixture that can easily pass into the stomach.
The throat is a connecting tube between the mouth and the esophagus, which in turn
links to the stomach. The tonsils are at the enterance of the throat, and can become
inflammed in a condition known as tonsilitis. Food is carried along the esophagus by
muscular contractions called peristalsis.
Food is stored and digested in the stomach. The stomach contains hydrochloric acid
and other important enzymes which chemically break down the food, releasing the
nutrients. Muscular contractions move the partially digested food around the
stomach.
Nutrients are absorbed in the small intestine. Divided into three sections, the small
intestine continues to break down the food and releases the nutrients into the
bloodstream so they can be passed around the body. It has a very large surface area
due to the villi along its walls which help absorption.
The liver processes and distributes nutrients. The liver creates bile, which is
important in chemically breaking down the food in the small intestine. It also
processes damaged red blood cells and stores vitamins A and D. When there is no
food in the small intestine bile from the liver is sent to the gall bladder where it is
stored in a concentrated form, to be released when food enters the digestive tract.
The pancreas produces pancreatic juice. The pancreas makes enzymes which are
released into the small intestine to break down the food. It neutralises the
hydrochloric acid from the stomach, makes the enzyme to stimulate the liver into
producing bile and secretes insulin which transports sugar.
Faeces are stored and expelled by the large intestine. Bacteria in the large intestine act
on the waste product while water and some salts are absorbed through the intestinal wall.
The remaining product is faeces, a combination of bacteria, undigested food and other
waste products. The appendix is found off the large intes
Step 2: What goes into your digestive tract?
Divide the class into small groups (4 people); have them draw (or write) down the
most common foods that they eat. Have them circle their favorite food, and have
them but a box around the food they eat most frequently. Have each group share with
the rest of the class what they came up with. Initiate a group discussion about which
of these foods they think are healthy (why or why not?) and which are not healthy
(why or why not?). Ask them about other foods (that are not in their pictures) that
they think are either healthy or not healthy.
Step 3: Outlining the five food groups
Game
All of the foods that we have been talking about can be categorized into six main food
groups:
Grains
Fruits
Vegetables
Protein (meat and poultry)
Dairy
Sweets and Fats
Assign each student a food from a different food group (e.g. banana, milk, bread,
steak, etc.). Assign different areas in the room to various food groups (e.g. one corner
is fruits, one area is proteins, etc.). Have the students mingle in the center of the
room, and tell them that when their food group is called, they need to hurry to their
assigned area. Call each food group several times until they have understood which
foods are characterized in which groups. Tell the students that when you call
“balanced meal,” they have to combine with a food from each food group to make a
complete meal. Call “balanced meal” several times so that they can see different
combinations of foods and how they might prepare meals with different food groups.
Step 4: Illnesses related to nutrition
Large group discussion and personal reflection (25 minutes)
Tell the students that what we put into our mouths can affect our health. Throughout the
course of the camp, we will be talking about some illnesses caused by improper nutrition.
Some illnesses and diseases are caused by eating too little of important nutrients, while
others are caused by eating too much.
Too little:
Lack of iodine - salt
Lack of calories and energy
Lack of vitamin B1 – beef, pork, spinach, green peas, whole grains
Lack of vitamin D and calcium – cheese, milk, yogurt
Lack of vitamin C – citrus fruits, carrots, guava, papaya, greens
Too much:
Obesity
Diabetes
Content
Assessment
Session Name
Natural Disaster Safety
Objectives
By the end of this session the students will be able to:
1.
2.
3.
4.
Describe hurricanes and how they happen.
Understand how to be safe during a hurricane.
Make a plan during an emergency.
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Large round bowl or tub of water
Spoon
Food coloring with a dropper top
White paper
Crayons
Materials Needed
Before You Begin
Time Chart
Learning Activity
Minutes
Discussion
5
Science of Hurricanes 5
Hurricane Safety
20
Hurricane Necessities 15
Conclusion
5
Step One: Discussion (5 minutes)
Ask the children the following questions to see what they already know and any
misconceptions that they may have.
1.
2.
3.
4.
5.
Can anyone give me an explanation or example of a natural disaster?
Has anyone ever been in a natural disaster?
What causes a hurricane?
What should we do if there is a hurricane?
What should we do if there is a fire?
Thank the children for their answers and tell them that we are going to learn all about
some natural disasters today.
Step Two: Science of Hurricanes
Ask students if they know what causes a hurricane. Draw the following picture and
explain these characteristics.
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They are tropical, meaning that they are generated in tropical areas of the ocean
near the Equator.
They are cyclonic, meaning that their winds swirl around a central eye. Wind
direction is counterclockwise (west to east) in the Northern Hemisphere and
clockwise (east to west) in the Southern Hemisphere (more about this later).
They are low-pressure systems. The eye of a hurricane is always a low-pressure
area. The lowest barometric pressures ever recorded have occurred inside
hurricanes.
The winds swirling around the center of the storm have a sustained speed of at
least 74 mph (119 kph / 64 kt).
Help the students make their own hurricane in a bowl with this experiment:
1. Moving the spoon in a circular motion around the side of a bowl, stir the water.
2. When the water is moving fast, stop stirring and immediately put several drops of food
coloring into the center of the swirling water. The color will move out from the center
forming bands—much as clouds in a hurricane do.
Step Three: Hurricane Safety (20 mins.)
Divide the class into three groups and assign each a topic. The groups will be in charge of
brainstorming about the topic and presenting their information to the class. The topics
are:
1. What to do before the hurricane
2. What to do when a hurricane hits your community
3. What to do after a hurricane passes
Give them ten minutes and visit each group to help them develop their discussion. After
each group presents, expand on their comments and cover anything they missed.
What to do before the hurricane
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Tape windows by cris-crossing, or making X’s on the window to prevent the glass
from flying around if the window is broken.
Put boards or shutters over big windows. This will help the window from being
broken or debris flying into your house.
Store extra water in bathtubs, jugs or any other container (Strong hurricanes have
been known to break water mains).
Pick up loose objects in the yard such as toys, lawn equipment and flower pots.
Hurricane winds can reach over 100 mph, and can make bullets out of these
common objects.
Fill the car with gasoline in case you need to evacuate the area.
Turn the refrigerator to maximum cold and open it only when needed.
Bring in outside pets.
Stay tuned to the news. Be sure to have a battery operated radio and extra
batteries in case the electricity goes out.
Be sure you have these items
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flashlights and extra batteries
bottled water
battery operated radio and extra batteries
canned goods with hand held can opener
special medications
candles, waterproof matches, lantern with oil
first aid kit
What to do if a hurricane hits your community
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Beware of tornadoes.
Leave the area if officials order an evacuation or if you live in low lying areas.
Stay tuned to the news for evacuation notices along with updates to the storm's
intensity and position.
If you are evacuating, leave as early as possible to avoid congestion on the roads.
Have a plan on where to go in the event of an evacuation.
If you are going to ride out the storm, stay inside.
Watch for flying boards, trees, downed power lines and other objects that could
be carried by the strong winds.
Beware of the eye of the hurricane; this calm section in the middle of the
hurricane is not to be taken lightly. It only means that half of the storm has
passed, even though the sun may come out. Check and adjust objects on your
property (if needed), then return to safety inside.
What to do after the hurricane has passes
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Avoid power lines that have fallen to the ground.
Beware of poisonous snakes and other deadly animals, as the rising water forces
many animals inland.
Watch for weakened bridges and washed out roads.
Watch for spoiled foods and do not drink the tap water until you are certain it is
not contaminated.
Watch for weakened tree limbs.
Don’t use the phone unless it is an emergency. The phone lines can be jammed
with calls that make it difficult for emergency calls to get through.
Step Four: Hurricane Necessities (15 minutes)
Pass out paper and ask each of the children to draw one object they think they
would need in a hurricane. Give them ideas like flashlights and extra batteries,
bottled water, battery operated radio and extra batteries, canned goods with hand
held can opener, special medications, candles, waterproof matches, and a first aid
kit. After they are done drawing, let students share their drawing and how it
would help them during a hurricane.
Step Five: Conclusion (5 minutes)
Thank the students for their participation in the lesson. Recognize the risk of hurricanes
and the importance of preparing for natural disasters. Emphasize the points shared in the
lesson and encourage them to discuss emergency preparedness with their families.
Session Name
Illegal Drugs
Objectives
By the end of this session the students will be able to:
1.
2.
3.
4.
Describe illegal drugs and how they affect the body.
Understand the consequences of illegal drugs.
Say no to peers who want them to try drugs.
Make dreams and goals for their lives.
Materials Needed
Chalk board
Chalk
Hangers
Crayons
Construction paper
String
Time Chart
Learning Activity Minutes
Discussion
5
Consequences
10
Making Decisions 15
Dream Mobiles 20
Conclusion
5
Step One: Discussion (5 minutes)
Ask the children the following questions to see what they already know and any
misconceptions that they may have.
What is an illegal drug, and what is a harmful substance?
The students’ responses should be listed on the board and grouped as
follows:
Illegal drugs:
• Alcohol, which is forbidden by law to be sold to minors
• Any drug that is not prescribed by a physician
Harmful substances:
• Aerosol products, such as spray paints, hair spray
• Vaporous liquids, such as gasoline, lighter fluid, airplane glue, paint
thinner, nail polish remover, correction fluid, and cleaning fluid
Why would someone want to do drugs?
• To rebel, to go against parents or other authority
• To feel good, to get “kicks”
• To relax, to forget about problems
• To be “one up” on others, to feel older, more sophisticated
• To feel that you belong, to be “in” with a group, to keep from being
lonely
• To be able to do things without feeling guilty, things that a person would not usually do
• To satisfy a dependence on the substance
Step Two: Consequences of Drugs (10 minutes)
This step should inform the students of the numerous short and long-term consequences.
Draw three big circles on the board and title them emotional, physical, and social
consequences of taking drugs. Have the students name consequences and tell you which
category they fit into. These consequences could include disappointing parents, bad
grades, offending friends, or getting sick. Discuss each in detail and how they would
affect the students’ lives.
Step Three: Making Decisions (15 minutes)
Divide the class into groups of 3-4 and give them each a scenario to act out. These
scenarios should be tailored to the age and environment of the students. The students
should act out the scenario and what would be the best decision to make. Give them 5
minutes to practice their skit and then have each group perform for the class. Point out
the good decision the students make and how to deal with the situations.
Step Four: Dream Mobiles (20 minutes)
Talk to the students about the long-term consequences of drugs. Give examples of how
they can get in the way of their dreams. Stress the importance of keeping goals for the
future in mind. Show them an example of a dream mobile. Assist them with this project.
1. Pass out construction paper and crayons
2. Have students cut 5 strips of paper 2-3 inches wide. On one strip have
them write, “I will say no to drugs because I have dreams.” On the rest of
the strips have them write goals or dreams they have.
3. Have the students glue the strips into a circle
4. Pass out pieces of string and hangers
5. Have the students tie one end of the strings to the hanger and one end to
the circles
Invite students to come up and share their dream mobile with the class.
Step Five: Conclusion (5 minutes)
Thank the students for their participation in the lesson. Recognize the risk of drugs and
the importance of avoiding them. Emphasize the points shared in the lesson. Encourage
them to hang their mobiles in their rooms so they can remember all the reasons why they
should avoid drugs.
Session name
Germ theory/Transmission of disease
Objectives
By the end of this session, students will:
Understand what germs are
Understand how germs can cause disease
Identify places where germs exist
(Identify different types of microorganisms)
Identify routes of transmission
1.
2.
3.
4.
5.
6.
Materials Needed
Magnifying glass/microscope/binoculars
Pictures of different types of germs
Shields
Elastic bands or scrap paper
Before you begin
Thoughtfully review all material in the lesson plan, focusing especially on the content
area to assure you have a firm educational basis for teaching. Think through your
teaching strategies and anticipate potential problems or difficulties that may arise.
Remember to adapt each session to your audience, keeping in mind their needs and
abilities. Prepare all materials.
Time chart
Learning Activity
Minutes
Step 1: What are “Germs” (Group Discussion)
10
Step 2: How can germs get into our bodies? (Discussion and
Activity)
20
Step 3: How does the body protect itself from germs?
(Discussion and Activity)
15
Total Minutes
45
Step 1: What are germs?
Large group activity and discussion (10 minutes)
Brainstorm with the kids: What is the biggest animal you can think of? What is the
smallest animal you can think of? There are things even smaller than an ant. Use a
magnifying glass to show how much bigger things become. Show grains of dirt or
dust. There are things so small that our eyes cannot see them.
There are lots of things that are this small. There’s a whole world of unseen objects.
One of these “unseen” objects are what we call “germs” (puppet). In the scientific
world, they are also referred to as microorganisms. Germs are like tiny animals. These
animals can cause harm to humans if they are able to get inside the human body.
They are the cause of many diseases and can make people very sick…What are some
diseases that you can think of? (diarrhea, malaria, pneumonia, colds, flu). Many or all
of these are caused by some sort of “germ” (of which there are different types – e.g.
fungi, bacteria, protests). Germs are found everywhere on the earth (e.g. in water, on
surfaces, in soil, in our bodies).
Show pictures of germs…
Step 2: How Do Germs get into our Bodies? (i.e. how are they transmitted
from the environment into the human body?)
In order to make you sick, these germs have to get into the body. How do you think
germs can get into your body?
1.
2.
3.
4.
Inhalation
Ingestion
Absorption (skin)
Blood or body fluids
Put pictures of a mouth, skin, nose, blood into a container. Have a child come up to the
front and draw out a picture. Have the child act out how a germ could enter the body
through that body part. Use the germ puppet to demonstrate (or a straw with a picture of a
germ on it).
Activity for Step 2:
Put 4 methods on the board. Divide the class into 2 teams. Tell them that you are
going to give specific examples of where germs are found. Ask them how the germs
are going to be transferred from the thing into a human body (through which route of
transmission?/body opening).
Examples:
Mosquitoes
Banana
Water
Dust/particles
River
Hands
Desk/table
Pesticides? Chemicals
Parisites (scabes)
Dog
Your girlfriend/boyfriend
Step 3: How are our bodies naturally protected from germs and disease?
Skin
Hair
Mucous membranes
Immune system
Explain how the body uses these different methods to protect itself form germs.
Then…have “shields” made (with cardboard or plastic or cloth) with the names
written of these different protective barriers. Have kids come to the front of the room
and use these shields to protect themselves, while the other kids in the room are
shooting elastic bands or throwing balled up paper at them. IF they are not successful
at shielding the germs (i.e. if they get hit) then they have to fall to the ground. This
demonstrates that even though our bodies have protective barriers, sometimes germs
are effective in finding there way into the body.
Conclusion
Explain that it is very important to be aware of germs and how they can cause disease
and sickness. Germs play a large role in our health and that is why it is necessary to
understand their existence and how they affect us so that we can better protect
ourselves from them.
Content
Assessment
Session name
Family health
Objectives
By the end of this lesson, students will:
1. Have drawn a genogram of their family in their health journals, using the proper
symbols.
2. Begin to understand how family relationships affect health (social relationships)
3. Identify ways that the illness or health of one family member can impact lives of
other family members.
4. Have a basic comprehension of “heredity” and identify 3 illness that can be
passed from one generation to the next.
Materials Needed
Paper and writing utensils
Genogram symbols legend
Case scenarios
Before you begin
Time chart
Learning Activity
Minutes
Step 1:
Step 2:
Step 3:
Step 4:
Total Minutes
Step 1: Genograms
A “genogram” is a simple picture display of family relationships and medical history.
Have each student draw a genogram of three generations of their family – their
grandparents, parents, and themselves (see attached content material for example and
instructions on genogram symbols). Have them identify simple social relationships on
their individual genograms, using the appropriate symbols (for example, two diagonal
slashes between people means that they are divorced; solid parallel lines means that two
people are very close and have a positive relationship; a jagged line means that there is
abuse; ect.). Also have them write or diagram certain diseases or illness that family
members have (e.g. heart disease, diabetes). If they do not know specific diseases, have
them describe the symptoms of the ill individual.
Step 2: The concept of Heredity
Heredity is the idea that certain characteristics are transferred (handed down or given)
from parents to their children through biological functions (i.e. genes).
Have students identify ways that they feel they look like their parents, or specific traits
that they think they have inherited from their parents (e.g. curly hair, brown eyes,
big/small nose, laugh, ect.). Have them share some of these things with the rest of the
class.
These identified characteristics are examples of things that are hereditary. Some illnesses
or disease are also hereditary as they can be passed from one generation to the next.
Examples of hereditary diseases include: Diabetes, Heart Disease, Some cancers,
depression, Alzheimer’s, Alcoholism. It is important to know what diseases are common
in your family so that you can do things to prevent them from developing or can treat
them properly.
Stress that not all diseases are hereditary and that even those which are will not
necessarily be passed on to all family members.
Step 3: How illness or health of one family member affects others in the
family.
Divide the class into small groups (4-5 people). Give each of them a short case scenario
to discuss. Example case scenarios are as follows:
1.
2.
3.
4.
5.
Your mother just had a new born baby
You dad lost his job
Your little brother is sick with diarrhea
You have Dengue fever
Your grandmother comes to live with your family because she is too old to care
for herself
6. Your grandfather broke his hip when he fell
7. You and your sister always fight
8. Your parents are getting a divorce
When discussing these case scenarios in their individual groups, have them answer the
follow questions:
1.
2.
3.
4.
5.
How this makes you feel?
How does this affect you personally?
How does it affect other family members?
How can you help to improve the situation?
How might this make it difficult to do regular daily tasks (e.g. going to work,
gathering food/water, going to school, playing with friends, doing
chores/housework
Have each group share there answers (what they discussed) with the rest of the class.
Content
Genogram
From Wikipedia: http://en.wikipedia.org/wiki/Genogram
A genogram is a pictorial display of a patient's family relationships and medical history. It goes beyond a
traditional family tree by allowing the user to visualize hereditary patterns and psychological factors that
punctuate relationships. It can be used to identify repetitive patterns of behavior and to recognize hereditary
tendencies.
Genograms were first developed and popularized in clinical settings by Monica McGoldrick and Randy
Gerson through the publication of a book titled Genograms: Assessment and Intervention in 1985.
Genograms are now used by various groups of people in a variety of fields such as genealogy, medicine,
psychiatry, psychology, social work, genetic research, education, and many more. Some practitioners in
personal and family therapy use genograms for personal records and/ or to explain family dynamics to the
client. Few if any genealogists yet use them.
[edit] Genogram symbols
A genogram is created with simple symbols representing the gender, with various lines to illustrate family
relationships. Figure 1 illustrates basic genogram symbols with various types of individuals. Some
genogram users also put circles around members who live in the same living spaces. Genograms can be
prepared by using a complex word processor, or a computer drawing program. There are also computer
programs that are custom designed for genograms.
Genogram symbols will usually have the date of birth (and date of death if applicable) above, and the name
of the individual underneath. The inside of the symbol will hold the person’s current age or various codes
for genetic diseases or user-defined properties: abortions, still-births, SIDS, cohabitations, etc.
[edit] Genogram content
A genogram can contain a wealth of information on the families represented. It will not only show you the
names of people who belong to your family lineage, but how these relatives relate to each other. For
example, a genogram will not only tell you that your uncle Paul and his wife Lily have three children, but
that their eldest child was sent to boarding school, that their middle child is always in conflict with her
mother, that their youngest has juvenile diabetes, that Uncle Paul suffered from depression, was an
alcoholic, and a philosopher, while Aunt Lily has not spoken to her brother for years, has breast cancer and
has a history of quitting her jobs. Figure 2 illustrates that genogram.
[edit] Family relationships
One of the advantages of a genogram is the ability to use colour-coded lines to define different types of
relationships such as family relationships, emotional relationships and social relationships. Within family
relationships, you can illustrate if a couple is married, divorced, common-law, engaged, etc. Figure 3
illustrates the symbols commonly used for family relationships.
[edit] Emotional relationships
Genograms usually also include emotional relationships. These provide an in-depth analysis of how
individuals relate to one another. Colour-coded lines represent various emotional relationships that bond
individuals together. In Figure 2, the double dotted line between Lily and Natalie illustrates discord, the
line with red stripes illustrates distrust between Paul and his son Andrew, and the broken line between Lily
and Frank illustrates a cut-off relationship. Figure 4 illustrates the symbols commonly used for emotional
relationships
[edit] Social relationships
Another component of genograms is social relationships. These allow users to link individuals who are not
related to one another, but who have a connection in society-at-large, such as neighbor, co-worker, bossemployee, pastor-church member, teacher-student, etc. Social relationships can also illustrate an
individual’s relation to a social entity like Andrew and the boarding school in Figure 2. The use of social
relationships links allows the genogram to be used in a business environment to create organizational charts
or floor plan layouts of the employees.
A genogram looks like a family tree, but with all the different types of relationships, it contains a
significantly more detailed and complete picture of the family or group it illustrates.
[edit] Purpose of the Genogram
[edit] Genealogy
In genealogy, genograms are used to record family history through the lives of each of its members.
Genograms allow the genealogist to graphically portray complex family trees that show marriages and
divorces, reconstituted families, adoptions, strained relationships, family cohesion, etc. Genealogists can
use genograms to discover and analyze interesting facts about their family history, such as a naming
pattern, sibling rivalry, or significant events like immigration.
[edit] Medicine
In medicine, medical genograms provide a quick and useful context in which to evaluate an individual's
health risks. Knowledge of diseases and conditions that occur within a family can give a health care team
invaluable information that may aid in a swift, accurate diagnosis and treatment of health problems. And, a
knowledge of diseases and illnesses that "run" in families can give individuals an important head start in
pursuing effective preventive measures. A medical genogram is helpful in determining patterns of disease
or illness within a family. Medical genograms can include many generations, however four generations
may prove to be enough detail. Figure 5 illustrates a user-defined legend for a medical genogram.
[edit] Psychology
In psychology, genograms are used by psychologists to gather objective and consistent information from
the clients and their family, helping them to view the client’s issues in the larger context of their marital
relationship, family relationships and culture of origin and underlining key issues to discuss in client
counseling. Genograms portray emotional relationships, which allow psychologists to see and evaluate
possible conflicts within the family.
[edit] Social work
In social work, genograms are used to display emotional bonds between individuals composing a family or
social unit. A genogram will help social workers to make an assessment of the level of cohesiveness within
a family or a group and to evaluate if proper care is available within that unit. Genograms also allow
displaying social relationships that illustrate the places people attend such as schools, churches, youth
facilities, associations or retirement homes.
[edit] Research
In research, genograms allow researchers to understand multi generational processes within various plant
and animal species, such as the development of mutations. Genograms can also illustrate rates of renewal,
mechanisms of survival, or processes involved in the regulation of tolerance, among other things.
[edit] Education
In education, genograms can be used by teachers and students for illustrating book reviews, or family trees
of a famous politician, philosopher, scientist, musician, etc. They allow them to focus their attention on
specific details and also see the big picture of the books and individuals they are studying.
[edit] Creating Genograms
Genograms can be useful in almost any profession that deals with social interaction. Genograms can help to
visualize complex interactions between individuals and to study patterns of behaviors or diseases.
Genograms are best created with genealogy software, as advanced software allows the user to include
tremendous amounts of data. Genealogy software also allows the user to create detailed reports containing
analysis of the information stored in each person’s individual properties. Genograms are often drawn by
hand, sketched working right with the client. It is also possible to create a Genogram using MS Word.
[edit] External Links
Assessment
Session name
Disposal of human waste
Objectives
By the end of this session, students will:
1.
2.
3.
4.
Understand the fecal-oral route of disease transmission
Explain how improper disposal of human waste can negatively affect health
Identify 3 ways to properly dispose of human waste
Understand what can be done to prevent fecal-oral diseases
Materials Needed
Something that represents fecal matter (raisins, pebbles, paper, etc.)
(Baby doll)
Fecal-oral pictures
Fecal-oral disease transmission figure
Powder or spices
Food (either real or cut-outs of food)
Before you begin
Thoughtfully review all material in the lesson plan, focusing especially on the content
area to assure you have a firm educational basis for teaching. Think through your
teaching strategies and anticipate potential problems or difficulties that may arise.
Remember to adapt each session to your audience, keeping in mind their needs and
abilities. Prepare all materials:
Time chart
Learning Activity
Step 1: Fecal oral cycle of disease
Step 2: How can we properly dispose of waste?
Step 3: How to prevent fecal-oral diseases
Minutes
25
15
5
Total Minutes
45
Step 1: Fecal oral cycle of disease
How many of you would eat poop? Why would you not eat poop? You may be eating
poop without even knowing it. We have talked about how germs can be found
everywhere. One place where we can find lots of germs is in fecal matter (heces). If we
are not careful, the germs from fecal matter can get on our hands, in our food and in our
water. Many times when we get sick it is because germs from fecal matter get into our
food and water. These types of diseases are called fecal-oral diseases. Show the students
the fecal-oral cycle figure.
Divide the students into 5 groups. Have students think of a specific way that germs could
travel from fecal matter to our mouths. Offer a couple of examples - either from the
pictures provided or from your own experience - to help them start thinking about how
germs are transmitted.
As we said, the germs from fecal matter can make us very sick. We are going to
demonstrate how we can get sick from these germs. Have the teacher(s) or volunteers act
out the following scene:
Volunteer 1 (mother): The mother is rushing around the house, going to the bathroom,
cleaning, and changing the baby’s diaper. After she has done a few different tasks, have
her say, “I’ve been so busy today that I haven’t even had any time to wash my hands.”
The mother then shows the “audience” her hands, which are covered in powder/spices.
Volunteer 2 (daughter): The daughter is outside playing in the dirt. She then goes to the
bathroom outside by the house.
Volunteer 1 (mother): The mother then calls in her daughter to help her with dinner.
Volunteers 1 & 2 (mother and daughter): When the daughter comes inside have her show
the “audience” her dirty hands. Have the mother and daughter begin to prepare dinner for
the family. As they mix and cook various foods, make sure they spread the powder/spices
all over so that the powder is visible on the counters and food. Invite students to eat the
dinner that the mother and daughter have made.
Ask the students: What do you see on the food? How did it get there? Where will these
germs go after the family eats the food?
Tell students that when we act this out, it seems obvious that we should not do these
things. However, we all do this every day. Any time that we forget to wash our hands, or
go to the bathroom outside, we can get germs in our food and water.
Now, let’s see what has happened to the family who ate this food. It’s the next day, and
(Pablo) has become very ill. He has bad diarrhea, is vomiting, and his stomach hurts.
Remind students that it is very easy to get sick from germs which come from fecal
matter.
Step 2: How can we properly dispose of waste?
The way to prevent fecal-oral contamination is through proper disposal of waste. This
means going to the bathroom only in designated areas such as toilet sewer, latrine, or a
deep hole where feces can be later buried. Many people do not go to the bathroom in
these designated areas; they go to the bathroom in the environment. Even if people go
behind bushes or buildings, this practice can be very harmful. Let’s see what happens if
everybody in this room were to go to the bathroom anywhere they wanted to. Tell the
students to pretend that they have a bowel movement 1 time per day, which makes 7
times in one week. Give students 7 “feces” to place anywhere they want to in the room.
After the students have finished, ask them if after a while it was difficult to find a place to
go the bathroom. Tell the students to stand back and look at how much fecal matter there
is in the classroom. This is what happens when people go to the bathroom wherever they
want. Remind them that when the fecal matter is sitting outside, flies can then transfer
germs to food and water, and water sources can become contaminated.
Step 3: How to prevent fecal-oral diseases
The best ways to prevent fecal-oral diseases is by washing our hands, safe stool disposal,
protecting water supply, and preventing flies from gaining access to feces. We need to be
especially careful when handling food. To protect our water supply, we need to avoid
going to the bathroom near water sources such as streams, rivers, wells, and communal
taps. We can prevent flies from accessing feces and food by closing the doors to the
latrine, burying our feces, and by covering or containing food. We will be talking about
handwashing in a future lesson.
Experim ento del arroz coloreado
Este experim ento dem uestra cóm o las m oscas pueden disem inar basura
y
contam inar los alim entos. Es m ás eficaz cuando se usa algún alim
ento de color
blanco o que se considera puro en la cultura en la cultura de los
participantes.
o Ponga arroz cocido en un plato cerca de los participantes. Ponga
algunas heces
en una hoja a 10 m etros de los participantes (una letrina de hoyo
podría tam bién
ser efectivo). Cubra las heces con algún polvo rojo (por ejem plo el
polvo rojo
usado por las m ujeres de la India para tikka o el que se ponen en el
pelo).
o Deje el arroz y las heces durante unos 30 m inutos.
o Las m oscas se van a estar m oviendo de las heces a la com ida y
gradualm ente el
arroz se va a poner rojo.
o Discuta las im plicaciones de estos resultados con los participantes.
Content
Prácticas higiénicas que previenen
todas las enferm edades
fecales-orales
La m agnitud del riesgo varía con las
diferentes prácticas de higiene. Hay
tres prácticas que se consideran
com o las m ás significativas y las m ás
efectivas en térm inos de gastos para
prevenir las enferm edades fecales
orales. Estas son:
o Elim inar las heces de una m anera
segura. Usar una letrina o
enterrar las heces, incluyendo la
de los niños pequeños y de los
bebés.
o Lavarse las manos
frecuentem ente con jabón o con
cenizas, especialm ente después
de la defecación y después de
lim piar las heces a un niño.
o M antener el agua potable libre de
contam inación fecal.
Otros m étodos m enos im portantes de
prevención son relacionados a la
higiene de alim entos:
o Lávese las m anos con jabón
antes de preparar o de com er los
alim entos.
o Proteja los alim entos para que no
los toquen las m oscas.
o Cocine los alim entos
cuidadosam ente.
o Lave los vegetales y las frutas
frescas con agua lim pia antes
de com erlos.
Assessment
Session name
Diabetes
Objectives
By the end of this lesson, students will:
1.
2.
3.
4.
Be able to explain in simple terms, what diabetes is
Be able to identify the main symptoms of diabetes
Be able to identify at least 5 risk factors for the development of diabetes
Be able to identify 5 things that can be done to prevent diabetes
Materials Needed
Construction paper
Chalk
Chalkboard
3 signs with insulin, glucose and energy written on them
Before you begin
Thoughtfully review all material in the lesson plan, focusing especially on the content
area to assure you have a firm educational basis for teaching. Think through your
teaching strategies and anticipate potential problems or difficulties that may arise.
Remember to adapt each session to your audience, keeping in mind their needs and
abilities. Prepare all materials: Make signs with insulin, glucose and energy written on
them
Time chart
Learning Activity
Step 1: What is diabetes?
Step 2: Symptoms of diabetes
Step 3: Risk factors and prevention of diabetes
Step 4: Application and assessment of learning
Total minutes
Minutes
20
5
10
15
50
Step 1: What is diabetes? (20 minutes)
We our lesson on nutrition we talked about how the food we eat gives us energy and how
we need that energy for our bodies to function. Glucose (sugar) is one of the most
important things that our bodies need for energy. Glucose is found in many different
foods. However, in order for our bodies to use glucose, it has to be broken down by a
substance called insulin. This substance (insulin) is necessary to help our bodies make
energy out of the foods we eat. If we do not have insulin, or the insulin we do have is not
working properly, they our bodies cannot make energy from the glucose. This is a disease
known as “diabetes”.
Divide the class into 2 groups. One group is “insulin” and the other group is “glucose.”
Make a sign that says “energy” and place it in a corner of the room. Tell the glucose to
walk around in the middle of the room. Tell the insulin that their task is to catch the
glucose and take them to the energy area of the room. Make sure that there are equal
numbers so that there is no glucose left in the center of the room. Tell them that we are
going to do the game a second time only this time only assign 3 people to the insulin
group. The rest are all glucose. Remind the students that each insulin can only take 1
glucose to the energy area. Once all the insulin are in the energy area, point out that there
are still lots of glucose in the middle of the room. Also help them to see that there is not
very much energy that has been “created.” This is how diabetes works in our bodies.
When the body has too few insulin (like in the last game), the glucose cannot be made
into energy. The extra glucose in the body can be harmful and cause blindness, nerve
damage, heart problems, and death.
Step 2: Symptoms of diabetes (5 minutes)
Tell the students that the signs of diabetes are as follows:
Excessive thirst
Frequent urination
Weight loss
Blurry vision
Coma
Fatigue
Have the students stand up and act out each symptom. Have fun with the actions and
exaggerate them.
Step 3: Risk factors and prevention of diabetes (10 minutes)
There are several things that make it easy for us to get diabetes.
Obesity
Family history of diabetes
Physical inactivity
Race (Latinos)
Age (older)
Poor diet (lots of sugar, not enough vegetables and fruits)
As we look at the risk factors for diabetes, which 3 factors do you have control over and
which 3 factors do you have no control over? For the 3 factors that you can change, what
do you think you could do to prevent diabetes?
[Exercise
Eat healthily
Monitor your weight
Don’t consume very much alcohol
Avoid foods high in sugar]
Step 4: Application and assessment of learning (15 minutes)
Have the teacher act as someone who has diabetes, or as a family member of somebody
who has diabetes. Tell the students that they are going to act as health workers. Tell them
to ask you (the teacher) what your symptoms are. Ask them to tell you what your risk
factors are for diabetes and what you can do to prevent it.
Content
Assessment
Cómo usar una bicicleta- con seguridad
Usar una bicicleta es buena cosa. Es bien divertido, y pueden llegar más rápido.
Pero, a veces no recordamos que puede ser peligroso también. Si no recordamos hacer
algunas cosas, biciclar puede ser peligroso.
¿Por qué piensen que la mayoría de las accidentes pasan? Es por que tenemos prisa, y
no hagamos las cositas importantes para ser más seguro. Para recordar las tres más
importantes, tengo un frase:
Conozco el Tráfico y mi Casco
1. Conozca la calle
Hay que ver la calle en donde van a biciclar. Por ejemplo, hay que ver donde están
los coches, si hay banquetas, o si hay riesgos. Es importante especialmente cuando
manejas en una calle nueva.
¿Qué son riesgos?
Personas- niños pequeños
charcos
Animales
Árboles
Etc.
2. Biciclar con el tráfico
Si hagan eso, es más seguro. (¿Por qué?) Si hagan eso, los coches tu pueden ver
mejor. Cuando un coche no te puede ver, no sabe a donde vas ni donde estás en la calle.
Muchas accidentes se pasa porque el coche no sabía donde estuvo la bicicleta que se
pegó.
Si bicicletas con el tráfico, significa que estás en el borde (lado) que va donde vas. Por
ejemplo, si vas al sur, hay que estar en el borde de la calle que va al sur.
3. Lleva un casco
Si quieres prevenir heridos de la cabeza, lleva un casco. La mayoría de heridos de la
cabeza que ocurren pasa cuando la persona no llevó casco.
Hay que recordar también que el casco te queda bien. Si el casco está demasiado grande,
puede caer. Uno demasiado pequeño no sirve tampoco.
(Demonstar cómo poner un casco correctamente. Remember: tight straps, centered on
head!)
Entiendo que es irritante llevar un casco, pero las personas listas llevan cascos. Hace
algunas semanas que quería aprender monopatín, pero llevé un casco. (muestrales fotos)
Otras cosas: señales
Cuándo biciclan, hay señales para decir a dónde vas. (¿Saben estas señales?)
Hay que usar el brazo izquierdo
Izquierda: pone el brazo en una línea recta
Derecho: hace un L con el brazo
Para: Hace un L al revés
Para recordar estas señales, tengo un juego.
(Red Light green Light with the signals)
Hay que imaginar que están en sus bicicletas, y quieren llegar aquí, donde estoy. Pero,
cuando digo, deben para y hacer la señal que digo. Si no hagan la señal, hay que regresar
al principio. El que llega a mí primer, gana.
II. Tráfico
Cuando andas al lado de la calle, hay cosas recordar bien importantes también.
1. Hay que cruzar en las intersecciones. Si cruzan la calle imprudentemente, es bien
peligroso.
2. Cuando cruzan, hay que mirar en las dos direcciones que no hay tráfico. Hay que
mirar a la izquierda, al derecho, y a la izquierda otra vez.