CBC OBJECTIVES COVERED

GRADE 2

CBC

CBC OBJECTIVE

Sunshine State

Standards

LESSON NAME

HE.II.A.2

Discuss the food groups, the food guide pyramid, and indicate the number of daily servings suggested for each.

HE.A.1.1.9

Lesson 1 - The Simple Six

HE.2.IV.A.1

Recognize that media, technology, and other sources provide information about health.

HE.B.2.1.1

Lesson 9 - Media Madness Lesson 10 - Here’s Help

HE.2.IV.A.2

Identify and understand the health effects of caffeine, alcohol, and tobacco on the body and mind.

HE.A.1.1.2

Lesson 8 - It Hurts Lesson 7 - Alcohol And You Lesson 5 - Up In Smoke Lesson 6 - Tobacco Facts Lesson 4 - Caffeine Consequences- Lesson 2 - Watch For The Warning

HE.2.IV.A.3

Discuss the importance of Identifying warning signs and symbols on hazardous substances.

HE.A.2.1.2

Lesson 2 - Watch For The Warning

HE.2.IV.A.8

Recognize potential harmful or dangerous situations.

HE.C.2.1.2

Lesson 3 - Refuse It

Table Of Contents Grade 2

Lesson #

Title

Lesson Objective

Page #

Lesson 1

Solving Conflicts

Identify the component of a conflict. Develop problem solving strategies to be used in personal conflicts.

3

Lesson 2

Making Choices

Recognize that each student has the ability to make choices.

Lesson 3

The Simple Six

Students will identify food groups, the food guide pyramid and indicate the number of daily servings suggested for each.

6

Lesson 4

Watch for the Warning

Students will understand the importance of identifying warning signs and symbols on hazardous substances.

8

Lesson 5

Refuse It

Students will recognize potentially harmful or dangerous situations. Students will recognize and practice assertive refusal skills.

10

Lesson 6

Caffeine Consequence

Students will identify the health effects of caffeine.

14

Lesson 7

Tobacco Facts

Students will identify and understand the health effects of tobacco on the body and mind.

16 Lesson 8

Alcohol and You

Students will identify the health effects of alcohol.

19

Lesson 9

Responsibilities and Alcohol

To understand the concept that using alcohol effects family and friends.

21

Lesson 10

Media Madness

Recognize that media, technology and other sources provide information about health.

24 Lesson 11

Here’s Help

Identify resources that can provide assistance.

Grade: 2 Lesson #1

Solving Conflicts

Objective: Identify the Components of a Conflict.

Develop problem-solving strategies to be used in personal conflicts Vocabulary: Conflict, feelings, relationship, problem CBC: L.A.2.I. A.13 SUNSHINE STATE STANDARDS: LA.A. 2.1.4, LA.A. 2.1.1, LA.A. 2.1.3, LA.E.1.1.2 Materials: Trustee the Manatee, Loretta the Lobster, components of conflict graphic organizer Procedure: _____ Teacher does puppet role-play and demonstrates a conflict. _____ ROLE PLAYING-CONFLICT _____ Argue over piece of food in the following dialogue. Manatee: “This piece of food is mine”! Loretta: “No, it’s mine”, “ I saw it first”. (This is repeated 3 times)

_____ Teacher asks class: How do you know they are angry? _____ Is this a conflict? _____ How do you know? Give support. _____ How are they feeling?

_____ Teacher leads discussion of Components of Conflict and develops a graphic organizer.

_____ Conflict: What is the problem? _____ Feeling: How are they feeling? _____ Resolution: How do they resolve the conflict?

(Components of Conflict Graphic Organizer Diagram: Triangle) Conflict: What’s the problem? Feelings: How are they feeling?

Character’s Names Resolution: How did they resolve the conflict?

(Components of Conflict from Role-Playing: Triangle)

Conflict: Who does the food belong to? Feelings: Angry, Sad

Character’s Names: Trustee

and Loretta

Resolution: Share the food.

Curriculum Connections:

Language Arts Connection: Teacher reads other stories to students, which illustrate

conflicts. For example: Jack and The Beanstalk, Three Little Bears, Three Little Pigs.

Discuss components of conflict. Compare and contrast stories using the Component of Conflict graphic organizer. [FCAT CONNECTION]

Grade: 2 Lesson #2

Making Choices

Objectives: Recognize each student has the ability to make choices CBC: HE.2.I.A.1, LA.2.IV.B.2, MA.2.II.A.3 SUNSHINE STATE STANDARDS: HE.B.3.1.4, LA.C.1.1.1, LA.C.1.1.3, LA.C.1.1.4, LA.C.2.1.1,

LAD.1.1.1, LA.D.2.1.2, MA.A.3.1.3 Materials: 2 blank 8 X 11 ½” sheets of paper for each student, scissors Vocabulary: choices, prioritize Procedure: __ Introduce vocabulary to the class.

__ Tell students they will be learning about what is important to each of them.

__ Brainstorm on the board various things that are important i.e. friends, family, toys, health __ Distribute 2 sheets of blank 8 X 11 ½” paper to each student. __ Instruct the students to fold one paper in half lengthwise.

(NEEDS FOLDING DIAGRAM HERE)

____Then fold up so that the corners meet and fold up again – there will be 8 boxes.

Repeat with second sheet. _____Instruct each student to write what is important to them in each box on the first paper.

Example:

Friends Toys

Family Room

School Reading

Pet Playtime

__Next, have students cut out each box with the written words.

__Have the students number 1 – 8 on the second blank sheet.

1.

2.

3. 4.

5. 6.

7. 8.

__Ask the students to place the word card that is most important to them in box #1. Place the next most important card in box #2 and so on, until all cards are placed on the paper. __Tell students they are prioritizing what is important to them. __Have students share their papers with the class. __Discuss the concept that everyone has choices; and we make choices based on what is important to each of us.

__How are . . . and. . . alike? Give details. [FCAT CONNECTION] __How are . . . and . . . different? Give details [FCAT CONNECTION]

Curriculum Connections: Family Connections: Have students ask their parents to do this lesson and write

down their answers to share with the class on the following day.

Math Connections: Read the following word problem to the students. Have the

students write a number sentence and solve the problem. Friendship was most important for 7 students. Family was important for 6 students. Playtime was important for 4 students. How many students are in this word problem? 7 + 6 + 4 = 17

Grade: 2

Lesson #3

The Simple Six Objectives: Students will identify the food groups, the food guide pyramid, and

indicate the number of daily servings suggested for each. Students will understand the importance of maintaining a healthy body.

CBC: HE.2.II.A.2, LA.2.II.A, MA.2.I.A.1

Sunshine State Standards: HE.A.1.1.9, LA.B.1.1.1, LA.B.1.1.2, LA.B.1.1.3, LA.B.2.1.2,

MA.D.1.1.2 Materials: Food Guide Pyramid, ”The Butterville Story”, Character Cards Vocabulary: balanced diet, food pyramid, protein, grain, dairy, fruit, vegetables Procedure: Introduce Trustee the Manatee and the Lifesavers using the

character cards.

Trustee the Manatee and the Lifesavers Trustee the Manatee Loretta the Lobster Sonia the Starfish Dottie the Dolphin Carrie the Crab

Jean the Jellyfish Willy the Whale

Ollie the Octopus Manny the Marlin

Teacher note: Department of Agriculture developed the Food Guide Pyramid to encourage people to improve their diets. It is based on the USDA’s research on what Americans eat, what nutrients are in these foods and how to make the best food choices. The Pyramid is an outline of what to eat each day. A range of servings are provided for each major food group. It is not always necessary to eat the maximum servings suggested. The number of servings that a person needs depends on how many calories his/her body requires. Almost everyone should have at least the minimum number of servings at each level. Tell Students Trustee the Manatee and the Lifesavers say, “Eating a balanced diet is good for you.” Get to the point of the food pyramid (See triangular food pyramid information chart). On the board write the recommended servings needed for each food group.

THE FOOD GUIDE PYRAMID

Read aloud to your class “The Butterville Story”.

THE BUTTERVILLE STORY There was once a town called Butterville. It was named Butterville so long ago that no one remembered why. Butterville was a very happy place. Children would play and run in the streets, parents would take strolls in the park, ride bikes, go on amusement park rides. But a few years ago out of the ground from under some rocks came shooting shooting up a stream of butter! No one had any idea of what to do. Suddenly Mayor DePaolo reached out his hand and tasted the butter. When he saw that it tasted so good he said, “We will collect the butter and have a great feast!” Everyone far and wide attended this great butter party. When everyone settled down Mayor DePaolo had all the trays of food brought out. Then,, to everyone’s amazement, it was realized that everything on the table was made out of butter. There were, butter burgers, butter chicken, butter bread, buttermilk, butter pasta, butter beans, butter eggs, butter stew, butter hot dogs, butter corn, roasted butter, barbecued butter, butter kabobs, butter shrimps, butter fries, butter cake, butter pie, butter Jell-O, and of course, butter butter. There was a great joy, everyone ate and ate and ate. Mayor DePaolo then said, “We shall have butter all day long, all meals will be served here at the town center.” Everyone then rejoiced. When no one could eat another bite they all went home and slept. Then the next morning they all got up and went to the town center and they had butter pancakes, butter eggs, and butter bacon. When everyone came back for lunch they had butter sandwiches, and butter chips with some butter soda. It went on like this for months. Morning, noon, night, midnight snacks, everyone ate butter. No one ate meat, or vegetables, or bread, only butter. Soon everyone began growing larger. Their clothes didn’t fit them any more. They all went to the tailor to get new clothes but he had become so large that he couldn’t sit down at his sewing machine. So they were all forced to wear large potato sacks. They couldn’t understand why it was that they were getting so big. The kids couldn’t ride bikes and they could hardly run. Parents didn’t fit in the amusement park rides. No one ever left their home except to go eat more butter. Then came the day when people didn’t fit through their doors. Still no one could understand why they were getting so big. So they just brought the food to the houses of those townpeople who couldn’t fit through their doors. Then one day a traveler came into town. He walked through the town and saw that no one was outside playing on a beautiful Saturday. He kept walking and finally found the town center. He walked in and saw all the food that was set for what he could only guess was lunch. He then saw what could have only been the back side of an elephant walk through the door. When he looked closer he saw that it was a person so he called out, “Hello, how are you doing? I’m just a traveler and was looking for something to eat.” Mayor DePaolo then said, “Well, all we have here is butter.” The stranger was confused, he asked, “All you have here is butter? You don’t eat anything else but butter?” Mayor DePaolo replied, “Yes, why do you ask?” The stranger took a second and then said, “Don’t you know that you have to have a well balanced diet? Haven’t you thought about why you have

all gotten so big?” Mayor DePaolo then said, “I didn’t know that. So that’s why we all got so huge. Can you help us?” The stranger then smiled and said, “Of course.” Then the stranger began a constant work out schedule. Everyone in the town had three square meals a day, they had food from all the five food groups, and they exercised regularly. Slowly everyone began losing weight. They all began slimming down, and they were able to do all the things they used to do. The stranger decided to stay in the town and everyone in Butterville lived happily ever after. __After reading “The Butterville Story”, have the student list all the food that were made from butter. What happened to the towns people after eating all the food made from butter. __Recite these fun poems and riddles with your class.

I am sweet. I have seeds.

I am in the fruit group. What am I? (Watermelon)

Cherries are red. Berries are blue.

You should eat fruits. They are good for you.

A suggested “Nutritious Literature” list is provided below:

Marvelous Menu (Nutritious Literature) The Edible Pyramid: (Good Eating Every Day) by Loreen Leedy What Food Is This? By Rosemarie Hausherr This Is The Way We Eat Our Lunch: A Book About Children Around The World by Edith Baer The Vegetable Show by Laurie Krasny Brown The Seven Silly Eaters by Mary Ann Hoberman ”Hungry Mungry”, Where The Side Walk Ends by Shel Silverstein

Curriculum Connections: Language Arts Connection: 1. Put students in groups of 4 and ask them to come up with a

list of foods from each of the basic food groups. Give the students two minutes to complete their list and reward the team with the most number of foods that were placed in the appropriate food groups.

2. Bring in healthy foods cut into small pieces, which represent each of the food groups, along with some shish kabob skewers. A sample of them is listed below. Have the students slide one of each of these foods onto a shish kabob skewer in order of their location on the food pyramid.

Example: French bread slice, apple slice, cucumber slice, ham cube, cheese cube, marshmallow. Ready to eat!

Reiterate with the students that it is important to eat healthy foods. Have the students write a paragraph explaining why it is important to eat healthy foods. Make sure they give details and examples. [FCAT CONNECTION]

Math/Science Connection: Write the following word problem on the board. Have the students

write a number sentence for the problem and solve it. Manny the Marlin ate 3 apple slices. Jean the Jellyfish ate 2 cubes of cheese. Carrie the Crab drank 2 cups of milk. Which food groups are represented in this work problem? (Fruit and dairy) How many servings were eaten in all?

3 + 2 + 2 = 7 servings.

Grade: 2 Lesson #4

Watch For the Warning Objective: Students will understand the importance of identifying warning signs and symbols on hazardous substances. CBC: HE.2.IV.A.3, LA.2.II.B, LA.2.II.A, MA.2.II.A.3 SUNSHINE STATE STANDARDS: HE.A.2.1.2, LA.B.1.1.1, LA.B.1.1.2, LA.B.1.1.3, MA.A.3.1.3 Materials: Tobacco advertisements from magazines, pencils Vocabulary: warning, tobacco, advertisements, glamorize Procedure: Introduce vocabulary to the students. Teacher Note: Prior to beginning the lesson, the teacher should gather various tobacco advertisements, and highlight the warning labels on them. __Trustee the Manatee and his friends the Lifesavers say, “Smoking is bad for your health.”

__Ask students to think of times that they have seen warning signs or symbols.

(Some examples might be: a stop sign, a traffic light, etc.)

__Tell students warning signs and symbols are designed to protect people from danger. __Ask students what they know about smoking and its dangers to the body and mind (Review the dangers of smoking with your students).

__Pass around various advertisements and ask students to look for the Surgeon ___General’s Warning on each ad. __Engage the students in a discussion about how advertising companies use their ads to promote and glamorize the use of tobacco products.

Curriculum Connections: Language Arts Connection: 1. Ask students to state what words in the advertisements are used to describe the product? Ask them if they think the words are a true reflection of the product. Is there a health message? If so, is the message a fact or opinion? Why? [FCAT CONNECTION]

2. Use the following prompt for the students to write a paragraph. Make sure the paragraph includes details and examples.

Smoking is harmful to your health because . . . . . . 3. Have the students write one fact and one opinion about smoking. [FCAT CONNECTION]

Math Connection: Write the following word problem on the board. Have the

students write an equation and solve it.

Trustee the Manatee and the Lifesavers came up with 4 new warning labels for tobacco advertisements. They created 3 sets of labels. How many labels did Trustee write? 4 X 3 = 12

Grade: 2 Lesson #5

Refuse It!

Objectives: Students will recognize potential harmful or dangerous situations. Students will recognize and practice assertive refusal skills.

CBC: HE.2.IV.A.8, LA.2II.A

SUNSHINE STATE: STANDARDS: HE.A.2.1.2, LA.B.1.1.1, LA.B.1.1.2, LA.B.1.1.3 Materials: None Vocabulary: refuse, illegal, alcohol, tobacco, peer pressure, responsibility, habit, request Procedures: __Introduce vocabulary to the students.

___ Tell students Trustee the Manatee and friends say “Think for yourself. Say no if you want to. It is your choice.” “No, thanks. I thought you were my friend and my friends. Don’t take drugs!”

___ Teacher’s Note: The ability to say no is the simplest way to prevent the use of alcohol and other drugs. Although saying “no” is not easy, children need to develop this skill. The desire to belong and the pressures of peers may be so strong at this age level that many children say “yes.”

___ Inform students it is their personal responsibility to speak up for themselves in illegal situations, which might cause them harm. For example, when someone offers a cigarette or an alcoholic beverage, a student can respond in many different ways. (See the following examples).

___ ”No thanks. I thought you were my friend and my friends would not want me to get into any trouble.”

___ ”I don’t smoke; I have too much going for me to start this habit.” ___ Divide students into groups of 4. Tell students they should make up a skit in which three students are refusing drugs and one student is offering. Role-play the situation. ___ Invite students to discuss ways in which they can say no. Ask them to explain why they might say no to requests from someone their own age. ___ Ask volunteers to share situations in which they were proud to say no. ___ Have students create bumpers stickers with various slogans that express

ways to say no to alcohol and tobacco.

Curriculum Connections:

Language Arts

Connection: Have students write a paragraph on one of the following prompts. Make sure the paragraphs have supporting details with examples.

Expository prompt: Smoking is harmful to your health. Explain why smoking is harmful to your health.

Narrative prompt: Tell about a time you felt pressure by others to do something you did not want to do.

Ask students to tell how is Trustee’s feelings about alcohol and drugs similar to your feelings? What does personal responsibility mean? Give examples. [FCAT CONNECTION]

Grade: 2 Lesson #6

Caffeine Consequences Objective: Students will identify the health effects of caffeine. CBC: HE.2.IV.A.2, LA.2.II.A.1, LA.2.II.B.1 SUNSHINE STATE STANDARDS: HE.A.1.1.2, LA.B.2.11, LA.B.2.1.2 Materials: Caf-“fiend” activity page, crayons Vocabulary: caffeine, nervous, irritable, healthy, unhealthy Procedure: � Introduce vocabulary to the students.

� Tell students that they will be learning about the world’s most widely used drug, caffeine.

� Tell students Trustee the Manatee and his friends the

Lifesavers say, “Too much caffeine is no good for you.”

� Read The Caf - “Fiend.” (Make student copies or group copies.)

� Discuss the following information about caffeine with students:

_ Caffeine is taken from plants (kola nut, coffee bean, cocoa bean tea leaves).

_ Caffeine is in or put into food (soft drinks, chocolate candy, cocoa, tea).

_ The effects of caffeine can begin in the body within five minutes and last about four hours.

_ Caffeine changes our body and mind (heart beats faster, lungs pump harder, we feel nervous or irritable).

_ Caffeine can be dangerous if we have too much in our body.

� Brainstorm on the board various food products that contain caffeine. � Tell students to color the Caf - “fiend” character poster and to write a message at the bottom about something they learned about caffeine.

Curriculum Connections: Language Arts Connection: Place the following prompts on the board. Have the students

write a paragraph using the following prompt. The paragraph should include details from this lesson. FCAT CONNECTION] Too much caffeine is not good for you. Explain how caffeine changes your body and mind.

Art Connection: Have students draw pictures of as many food products that

they can think of that contain caffeine.

The Caf - “fiend”

I would like to introduce you to a character by the name of Caf -“fiend”.

Caf - “fiend” is exactly what it sounds like - very smart (sly), not very nice, and

even dangerous. Caf - “fiend” can be found living in some food and drinks. It

likes to live in things that are not healthy. Can you guess what kinds of things

those are? Yes, you are right. It likes to be inside of soft drinks and absolutely

loves chocolate; but its favorite is coffee and tea.

Caf - “fiend” likes to live in these foods and drinks, because people like to

eat and drink them. Everyone thinks they taste so good. Everyone, especially

children, love chocolate and soda pop.

Caf - “fiend” is so smart. It knows people like to eat and drink junk food,

so it stays in them. It gets so excited about people liking to eat and drink it.

When its excited, Caf - “fiend” jumps and races up and down. When people eat

or drink Caf - “fiend”, the insides of their bodies begin to jump and race up and

down. They get excited too.

Caf - “fiend” never gets tired of all that excitement. It could go on forever.

People can’t go jumping and racing forever. Their body gets tired and worn out.

The parts to their body want to rest, but Caf - “fiend” doesn’t want them to rest. It

likes having friends with whom to run, jump, and play.

Well, as I told you before, Caf - “fiend” is smart! It knows that if it stays in

things that taste good and runs and jumps long enough, we will begin to like

having it around. We will like it so much, that when we want to stop eating or

drinking it, or haven’t had Caf - “fiend” in a while, it’ll let us know. It may make us

feel sick when we haven’t had it in a while. We might get a headache or feel

nervous. We would have trouble listening. We will feel like this all because of

Caf – “fiend.”

Grade: 2 Lesson #6

Caf – “fiend”

(Insert Caf-“fiend” illustration here.) --------------------------------------------------------------- ______________________________________________________________ --------------------------------------------------------------- ______________________________________________________________ ---------------------------------------------------------------

Grade: 2 Lesson #7

Tobacco Facts

Objective: Students will identify and understand the health effects of

tobacco on the body and mind. CBC: HE.2.IV.A.2, LA.2.II.B, LA.2.I.A.13, LA.2.I.14, SS.2.I.A.1.2 SUNSHINE STATE STANDARDS: HE.A.1.1.2, L.A.A.2.1.1, L.A.A.1.1.4, L.A.A.2.1.3, L.A.B.2.1.1, L.A.B.2.1.2, L.A.B.2.1.4, L.A.E.1.1.2, SS.A.5.1.4 Materials: Fearful Facts and Nicotine Activity Page, pencils, crayons Vocabulary: nicotine, tobacco, addictive, cigarette, poisonous, bloodstream,

chemical, appetite, emphysema, bronchitis, central nervous system

Procedure: ☺ Introduce vocabulary to the students.

☺ Tell students Loretta the Lobster and Jean the Jellyfish say, “Smoking isn’t good for your health.” ☺ Tell students that they will be learning about the drug “nicotine” and how it affects the body and mind. ☺ Present nicotine information from the following outline to students:

I. Nicotine is found in a plant. A. Tobacco plant

II. The tobacco plant is made into many forms. A. Cigarettes B. Cigars C. Snuff D. Chewing tobacco

III. Nicotine has an effect on your body and mind. A. Health effects

1. Hot air and smoke burn the nose, mouth, throat, lungs, cilia, etc.

2. These parts collect tar and poisonous gas.

3. The tar and gases enter the bloodstream. B. Acts as a stimulant

1. Increases heart rate 2. Increases breathing 3. Increases blood pressure 4. Stimulates central nervous system

C. Risks 1. Cancer 2. Bronchitis 3. Emphysema 4. Dependence 5. Death

☺ Ask the students the following questions: ☺ What happens to the body when a person smokes or chews

tobacco? ☺ How can smoking be harmful?

☺ Have students complete the “Nicotine” activity sheet.

Curriculum Connections: Language Arts Connection: Students will write a persuasive letter.

Examples include: a. Write to another classmate informing them about the

hazards of tobacco b. Write to government officials asking them to prohibit the

sale of cigarettes and why c. Write to the tobacco industry asking why they continue to

sell harmful products and reviewing the reasons why tobacco is harmful

Write a free response to the following statement. Be sure to add details from the lesson and other examples. [FCAT CONNECTION] Tobacco is harmful to your health. Explain why. Include information and details from the “Nicotine Outline.”

Math Connection: Write the following word problem on the board. Have the

students write an number sentence and answer.

An advertising company hired Trustee the Manatee and the Lifesavers to participate in an anti-tobacco campaign. The company will pay them each $100.00 per day. How much money will each of them earn in one week?

$100 X 7 = $700 Social Studies Connection: 1. Identify cities and states where tobacco is grown.

2. Locate these tobacco areas on a map. Emphasize map symbols and compass rose.

Additional Activities: 1. Using the vocabulary words listed above, write one true

statement for each vocabulary word. [FCAT CONNECTION] 2. Fearful facts – How Much Do You Know? Have students complete activity sheet.

Nicotine

(Picture of Human Body outlining the path of Nicotine in the Body)

☺ The smoke, tar and juice go in the mouth. Color the mouth red. ☺ The smoke and tar go down the throat and windpipe into the

lungs. Color the lungs and windpipe gray. ☺ The tobacco juices go down the throat to the stomach. Color

the throat and stomach brown. ☺ The heart beats faster. Color it red. ☺ The poisonous gases and juices get into the bloodstream and

go to all parts of the body. Color the body yellow.

Name: Date:

FEARFUL FACTS – How Much Do You Know?

Nicotine is found in the tobacco plant. The tobacco is made into many forms such as cigarettes, cigars, and chewing tobacco. Nicotine has an effect on your body and mind. For example, hot air and smoke burn the nose, mouth, throat, and lungs. These parts collect tar and poisonous gas, which enter the bloodstream. In addition to nicotine, cigarette smoke contains 4,000 other chemicals, several of which are known to cause cancer. Smokers often experience upset stomach, headaches, appetite loss, increased heart rate, and difficulty breathing. Smoking cigarettes can be addictive, which means once someone starts it is very hard to stop. The best way to stop smoking is never to start!

1. _________________________ is found in the tobacco plant. 2. Tobacco is made into many forms such as _______________________, ___________________________, _________________________. 3. _______________________ has an effect on your body and mind. 4. Hot air and smoke burn the ________________, __________________, ____________________, and ______________________. 5. _________________________ often experience upset stomach, headaches,

appetite loss, increased heart rate, and difficulty breathing.

Grade: 2 Lesson #8

Alcohol and You

Objective: Students will identify the health effects of alcohol. CBC: HE.2.IV.A.2, LA.2.II.B, MA.2.V.A.5 SUNSHINE STATE STANDARDS: HE.A.1.1.2, LA.B.1.1.1, LA.B.1.1.2, LA.B.1.1.3, MA.E.1.1.1 Materials: “Alcohol” activity page, crayons Vocabulary: alcohol, liquor, stomach liver, brain, heart, dependence, legal, illegal,

decreases Procedure: ☺ Tell students Carrie the Crab and Ollie the Octopus want us to know that today we will be learning about the drug “alcohol” and how if affects the body and the mind.

Alcohol Can Harm You

Background information: Alcohol is a colorless liquid found in such drinks as beer, wine, wine coolers, and hard liquor. Alcohol enters the body through the mouth and travels to the stomach. It then goes through the bloodstream to the heart and brain. Alcohol remains in the bloodstream unchanged until it is metabolized by the liver. Alcohol is a depressant which means that is slows down some body functions. It slows down heart rate, lower blood pressure, and slows respiration. Furthermore, it slows the brain’s ability to think and react. Alcohol changes the way the brain can perceive situations. Under the influence of alcohol the brain cannot transmit its signals properly and often the body responds with slower movements. Some negative health effects of abusing alcohol can include alcoholism, cirrhosis of the liver, brain damage, birth defects, heart disease, and death.

☺ Discuss these points with your students: ☺ A drug, like alcohol, can affect and be harmful for your body and mind. ☺ Alcohol can cause your heart and lungs to slow down, but not in a

healthy way. ☺ Alcohol can confuse your thinking and slow down your reaction time.

☺ Present alcohol information from the following outline to students:

I. Alcohol is found in products.

A. Beer B. Wine, wine coolers C. Hard liquor

II. Alcohol enters the body. A. Mouth to esophagus to stomach B. Heart and bloodstream to the brain C. Metabolized in the liver

III. Alcohol affects the body and mind and it is illegal for anyone under the age of 21 to possess alcohol.

A. Health effects: 1. Decreases heart beat

2. Decreases blood pressure 3. Decreases breathing 4. Decreases brain ability (thinking, judgment,

movement, reacting) 5. Dependence 6. Decreases immunity (bodies ability to fight infections) 7. May cause death

☺ Distribute the activity page and materials. ☺ Ask students to color the body parts on the page that are affected by

alcohol (all pictures should be colored). ☺ Discuss student responses by asking the following questions: ☺ What body parts are affected by alcohol? ☺ How does alcohol affect the body and mind? ☺ Why should you keep the body and mind healthy? ☺ What are some facts and details presented in today’s lesson?

[FCAT CONNECTION] Curriculum Connections: Language Arts Connection: Using one of the following sentence starters, have the students

write a paragraph. They should be sure to include details and examples from the lesson. [FCAT CONNECTION]

Alcohol can affect my body and mind by…… It is not good to drink alcohol because…… Math Connection: Write the following word problem on the board. Have the students

write a number sentence and solve the problem.

Megan likes to drink apple juice, instead of alcoholic beverages. On Monday she drank 2 cups of juice. On Wednesday she drank 1 cup of juice. On Friday she drank 4 cups of juice. How many cups of apple juice did she drink by Saturday?

2 + 1 + 4 = 7 Additional Activities: Ask students to list 5-10 fun, healthy activities for their

family to do rather than drink alcohol.

Grade: 2 Lesson #9

Responsibilities and Alcohol

Objective: To understand the concept that using alcohol affects family and friends. CBC: HE.2.IV.A.2, LA.2.II.A, MA.2.II.A.3 SUNSHINE STATE STANDARDS:HE.A.1.1.2, LA.B.1.1.1, LA.B.1.1.2, LA.B.1.1.3,

MA.A.3.1.3 Materials: None Vocabulary: family, responsibility, choices, legal, illegal Procedure: Teacher note: This lesson deals with the sensitive issue of alcoholism. ☺ Introduce vocabulary to the students. ☺ Children of alcoholics need to know The 3 C’s:

1. They didn’t cause it. 2. They didn’t control it. 3. They can’t cure it.

Facts About Alcoholism

☺ Alcoholism is a disease. People who are alcoholics have a problem

with the use of alcohol. Once they start drinking, they find it hard to stop.

☺ Alcoholism is a family disease or problem because it affects everyone

close to the alcoholic. ☺ The children of alcoholics need to learn they are not responsible for

their parents’/guardians’ drinking problems. ☺ Children of alcoholics can feel isolated and are often afraid to talk

about their home life. ☺ If one or more family members has a problem with alcohol, the child is

more likely to develop alcoholism than other children.

☺ Tell students Manny the Marlin and his friends say “Drinking alcohol affects everyone.”

☺ List students’ examples of what are work responsibilities and people responsibilities.

☺ Work responsibility examples: feeding a pet, cleaning your room,

etc. ☺ People responsibility examples: listening to each other, putting a

bandage on a younger brother’s cut, etc.

☺ Introduce and discuss the following situation:

Ned has six people in his family – his parents, 2 brothers, and 2 sisters. Each has chores or work that he/she must do. Ned’s father’s job was to stop at the store on the way home from work to pick up food for dinner that night and breakfast the next day. Today was the first day of his new job. After work, he went out to drink beer to celebrate. He was supposed to get milk for Ned’s baby brother, vitamins for Ned’s mom who’s pregnant and cereal for everyone’s breakfast the next day. He completely forgot to go to the store and arrived home with no food because he drank too many beers and got drunk.

☺ What was Ned’s father supposed to do after work? ☺ What did Ned’s father do after work? ☺ How did Ned’s father’s actions affect everyone in the family? ☺ How can drinking alcohol affect the members of a family?

☺ Ask students to discuss their family members’ responsibilities and

consequences if the work isn’t done.

Curriculum Connections:

Language Arts Connection: Discuss story elements: setting, characters, problem/goal,

resolution. Teacher will complete story map on the board. Give the students the following expository or narrative prompt.

Have the students write a response that includes details from the lesson with examples from their family [FCAT CONNECTION].

Expository prompt: Each family has a responsibility to the rest of the family. Write to

explain what are some of your responsibilities within your family. Narrative Prompt: Write about a time that you did something to help your family.

What was the outcome? How did you help?

Math Connection: Write the following word problem on the board. Have the students

write a number sentence and solve it.

Ned has 6 people in his family – his parents, 2 brothers, and 2 sisters. How many females are in his family? How many males are in his family? 1 + 2 = 3

Additional Activities: Have students draw a picture of their responsibility to the class and

post it on a bulletin board with the word “class” in the middle. Yarn can be strung from the word “class” to each student’s responsibility.

Grade: 2 Lesson #10

Media Madness

Objective: The student will recognize that media, technology, and other sources

provide information about health. CBC: MA.2.II.A.3, LA.2.II.B.1, HE.2.IV.A.1 SUNSHINE STATE STANDARDS:HE.B.2.1.1, MA.A.3.1.3, LA.B.2.1.1, LA.B.2.1.2 Materials: construction paper or poster board, crayons, markers, scissors,

magazines, tobacco ads, glue Vocabulary: sales pitch, image, appeal, glamorous, portray, advertisement, media Procedure: Teacher note: Bring in various tobacco ads that portray people in

glamorous ways.

☺ Introduce vocabulary to the students. ☺ Tell students today they will be learning about how advertisers and the

media influence people to use tobacco products. ☺ Ask students the following questions: ☺ Where are print advertisements found?

(Billboards, magazines, and newspapers, etc.) ☺ What is the purpose of advertising?

(Make sure students mention to get people to buy products and to make money.)

☺ Display the various ads to the students. Give them some time to

observe all aspects of the advertisement. Point out the image of the people in the ads. Tell students tobacco advertisers use a certain image (young, healthy, pretty, handsome, well-groomed, nice clothing, etc.) to get people to buy their products.

☺ Explain advertisers use a number of “pitches” or ways to sell their

products. They want to sell us their products even if it is harmful, like cigarettes or smokeless tobacco. Point out to the students that advertisers try to trick people into believing tobacco users will have certain images if they’ll buy the tobacco product.

☺ Ask the students: What is the advertiser’s purpose? Explain and give

examples from their experiences. [FCAT CONNECTION]

☺ Tell the students that we know that tobacco use has many negative

consequences that affect both our appearances (smell, wrinkles) and our health.

☺ Explain to the students these are examples of various “sales pitches”

advertisers use to get us to buy their products. (see advertising pitches)

Advertising Pitches

Athletic Appeal It shows athletes or others involved in sports activities using tobacco.

Romance Appeal It shows a beautiful, glamorous or sophisticated woman or a handsome, macho or “cool” looking man using tobacco.

Having Fun It shows people enjoying themselves using tobacco. The Hard-Working Person

It shows a person who is hardworking in his/her job or life using tobacco.

The Courageous/Brave Person

It shows a person using tobacco who is doing some deed or activity that takes courage.

Looking Older It shows young people using tobacco who are dressing or acting in a way that makes them look older.

Appeal of Independence

It shows people who look independent using tobacco. They act on their own and don’t seem to need other people.

Band Wagon Appeal It shows friends in a group, doing something. It encourages all to follow their lead and do the same.

☺ Have the students create their own ads by drawing a picture which

shows the opposite of what the tobacco advertisers are trying to depict in magazines, newspapers, and other forms of media. Students can use pictures from magazines or draw their perception of people who do not look athletic or attractive. For example, these pictures can show someone smoking who does not look healthy or glamorous with the title, “The Truth About Smoking.”

☺ Distribute materials: construction paper or poster board, markers,

crayons and samples of advertisements.

☺ Have the students share their projects. Display the projects around the room or on a bulletin board.

Curriculum Connections: Language Arts Connection: Write a letter to a tobacco company stating how you feel about its

advertisements. Math Connection: Write the following word problem on the board. Have the students

write an equation and solve the problem. Tasha chose never to smoke because she knows it is harmful to her health, However, most of her favorite magazines had pictures advertising cigarettes. Each pack of cigarettes cost $2.50. At that price, what would 3 packs of cigarettes cost?

$2.50 X 3 = $7.50 Additional Activities: The students can role-play various types of advertisements that

promote tobacco use. Reminder: Have students mention the negative effects of tobacco use.

Grade: 2 Lesson #11

Here’s Help

Objective: Identify resources that can provide assistance. CBC: LA.2.I.A.8, LA.2.I.A.1.3, LA.2.I.A.1.4, LA.2.IV.B.6, HE.2.II.A.2,

MA.2.II.A.3 SUNSHINE STATE STANDARDS:HE.A.1.1.9, LA.A.1.1.4, LA.A.2.1.1, LA.A.2.1.3, LA.E.1.1.2,

LA.C.1.1.3, LA.C.3.1.2, MA.3.1.3 Materials: None Vocabulary: minister, priest, rabbi, teacher, counselor, family members, relatives,

support, problems, resolution Procedure: ☺ Introduce vocabulary to students.

☺ Tell students that today they will be discussing some of the problems and worries that can occur in children’s lives. ☺ Tell students Jean the Jellyfish says “When you have a problem it helps to talk about it with someone you trust.”

☺ Write the vocabulary on the chalkboard and discuss the role of each

support person. Brainstorm and list ways they can be helpful in resolving problems.

☺ Read and discuss each story.

Jane’s Story

Jane is feeling very sad today. Her mother told her last night that she

and her dad are getting divorced. They don’t want to be together any

more. Her dad will be leaving soon to live somewhere else. Jane is

wondering if she was one of the reasons for the divorce. She has heard

them arguing over her. Maybe her dad is leaving because of her.

Today in school Jane has not been feeling well. She has had her head

down on her desk. Her stomach hurts. She doesn’t even want to go out

to play.

☺ Discuss the following questions with the students: ☺ Why does Jane feel she might be to blame? ☺ What is causing her stomach to hurt? ☺ Who can she talk to so that she might feel better? (Refer to list on

chalkboard.)

☺ Who can you talk to if you have a problem? (Discuss the various people).

☺ Have one of the students retell a portion of the story. [FCAT

CONNECTION]

☺ Why is it important to work towards the resolution of a problem?

Max’s Story

Max is mad today. He is feeling angry with his mom. Last night she had said she

would bring him a burger, fries, and a coke. But he waited and waited – no mom

and no dinner. He didn’t know what happened to her. Maybe she had been in an

accident. Maybe she was drinking again. The more he thought, the more he

worried. The more he worried, the more upset he became.

Then he heard her. She was making a lot of noise and yelling. Drunk again.

And for Max there was no dinner, just a bad night.

☺ Discuss the following questions with the students:

☺ Why does Max feel bad today? ☺ What do you think he is worried about? ☺ Who could Max call if he needs to talk about his feelings and

concerns? (Refer to the list on the chalkboard.)

☺ What would you do if you were Max? ☺ What is the main idea of the story? [FCAT CONNECTION] ☺ What is the effect of Max’s mother’s actions? [FCAT

CONNECTION]

Curriculum Connections: Language Arts Connection: Have the students write a paragraph on the following narrative

prompt. They are to give details as to how the problem was solved [FCAT CONNECTION]. Write about a time when you had a problem and had to ask someone for help.

Math Connection: Write the following word problem on the board. Have the students

write a number sentence and solve it. Jane went to school on Monday and spoke to several people about the problem she was having at home. Her teacher, the counselor, mother, and father all went to a meeting with Jane to discuss her concerns. How many people in all were in the meeting with Jane?

1 + 1 + 1 + 1 = 4 Additional Activities: Have the students role-play: 2 or more students.

Ask students to pretend they are Max and one support person (from the above list). Demonstrate how they would approach that person in order to ask for assistance in working towards a resolution of the problem.