Health Issues - 

Food Sensitivities and Allergies

Source:  Help With Hives.  Kid’s Health at 

http://www.kidshealth.org/kid/health_problems/skin/hives.htm

Scientists estimate that approximately 11 million Americans suffer from true food allergies. (Source: The Food Allergy and Anaphylaxis Network)

Time Frame:  1 to 2 days depending on specific class needs/issues

Objectives

Students will:

• examine and discuss different types of food allergies and sensitivities

• understand what happens during an allergic reaction

• understand how a virus and an allergen infect the body and how the body responds to each

• create flowcharts to show the body’s reaction to the common cold (a viral infection) or hay fever (an allergic reaction)

• examine the differences in how colds and allergies are diagnosed and treated

• understand that some allergies are life threatening (anaphylaxis)

• identify symptoms of a life-threatening allergic reaction

• identify causes of anaphylaxis

• recognize an EpiPen® and understand why and how to use one

• recognize the need for avoidance and some of the rules an allergic person must follow to avoid an allergic reaction

• show how we can help keep our allergic friends SAFE (and Support Allergic Friends Everywhere)

• explain what to do if a friend is having an allergic reaction

Standards

• National Science Education Standards Science Content Standards 5-8

  • Science as Inquiry - Content Standard A

    • As a result of activities in grades 5-8, all students should develop

    • recognize the relationship between explanation and evidence

    • think critically and logically to make the relationships between evidence and explanations

•  

  • Science in Personal and Social Perspectives - Content Standard F

    • As a result of activities in grades 5-8, all students should develop

    • a scientific understanding of health
    • an understanding of healthy behaviors 

    • an understanding of risks and benefits in the areas of health, natural hazards--and science and technology in general

• Connecticut's Common Core of Learning
  • Injury and Disease Prevention
    • Students will avoid risk-taking activities that cause intentional and unintentional injuries or diseases
    • Students will demonstrate basic first aid and safety techniques
  • Technological Impacts
    • Students will understand the impact that technology has on the social, cultural and environmental aspects of their lives
  • Communication Systems
    • Students will understand and be able to effectively apply physical, graphic and electronic communications techniques in processing, transmitting, receiving and organizing information

   

• Health and Safety Education Curriculum Framework - Performance Standards
  • Injury And Disease Prevention
    • Students will develop an action plan that will minimize personal risks and injuries at school, at home, in a vehicle and in the community
    • Students will identify the causes, symptoms and prevention methods of communicable and non-communicable diseases

     

Materials/Resources

• Computer

• Internet Access

• Background information is available at Kidshealth.org outlining:

  • What is a food allergy?

  • What is a reaction like?

  • How do you know if you have one?

  • What will the doctor do?

  • How are food allergies treated?

  • Living with food allergies

• Information about lactose intolerance can be found at KidsHealth.org outlining:

  • What is lactose intolerance?

  • Who gets it and why?

  • What will the doctor do?

  • Living with lactose intolerance

• List of common food allergies and tips for managing each can be found at FoodAllergy.org

• A variety of resources on various allergies is located on the Food and Nutrition Information Center website on the subtopic of Allergies

• The Food Allergy Network Kid's site (FANKid) provides a variety of information, activities geared for Kids and Teens; also has an animation of an allergic reaction

• Hold the Wheat, Eggs, and Soy (April 19, 2000 article on Riverdeep Interactive Learning)

• Allergies versus Viruses Lesson Materials

  • Poster board

  • Colored markers (for each student)

  • Print resources about allergies and viral infections (including the common cold) found in the Allergies versus Viruses lesson found at DiscoverySchool.com

• EpiPen Lesson Materials

  • Picture of EpiPen (located with EpiPen lesson)

  • List of ingredients to avoid (located with  EpiPen lesson)

   

Activities

• Survey students about their food allergies - Create a spreadsheet and graph

• Students will view an animation of an allergic reaction

• Variety of activities is available at the FANKid site

• Lesson:  Allergies versus Viruses found at Discovery School

• Lesson:  EpiPen found at safe4kids.ca

Assessment

• Assessment instrument for Allergies versus Viruses lesson found at Discovery School
• Discussion found in EpiPen lesson found at safe4kids.ca
• Class Discussion Rubric
• Class Participation Rubric

 [Allergies]   [Asthma]   [Diabetes]   [Eating Disorders]   [Heart Disease]

   [Obesity]   [Diet and Nutrition]   [Food Safety]

[Top]

From 1980 to 1996, asthma prevalence among children increased by an average of 4.3% per year, from 3.6% to 6.2%. (Source: Center for Disease Control, National Center for Environmental Health)

Time Frame:  1 to 2 days depending on specific class needs/issues

Objectives

Students will:

• develop an understanding of what it feels like to experience an asthma attack

• discuss how their lives would be different if they always had to worry that an asthma attack could happen, sometimes with little warning

• understand how the body and lungs are affected during an asthma attack

• identify the different conditions in the human respiratory system

• identify the different environmental factors that impact asthma sufferers

• understand what to do if one suffers an asthma attack

• discuss how medicines treat an asthma attack

• discuss how someone with asthma can avoid triggering an attack

• hypothesize why asthma is on the rise

• discuss the role that diet can play in living with asthma

Standards

• National Science Education Standards Science Content Standards 5-8
  • Science as Inquiry - Content Standard A

    As a result of activities in grades 5-8, all students should develop

    • recognize the relationship between explanation and evidence

    • produce oral or written reports that present the results of their inquiries

    • identify questions that can be answered through scientific investigations

    • design and conduct a scientific investigation

    • use appropriate tools and techniques to gather, analyze, and interpret data

    • develop descriptions, explanations, predictions, and models using evidence

    • think critically and logically to make the relationships between evidence and explanations

    • recognize and analyze alternative explanations and predictions

    • communicate scientific procedures and explanations

    • use mathematics in all aspects of scientific inquiry

   

  • Science in Personal and Social Perspectives - Content Standard F

    As a result of activities in grades 5-8, all students should develop

    • a scientific understanding of health
    • an understanding of healthy behaviors 
    • an understanding of risks and benefits in the areas of health, natural hazards--and science and technology in general

   

• Connecticut's Common Core of Learning
  • Healthy and Active Life
    • Students will establish and maintain healthy eating patterns and a physically active life
  • Injury and Disease Prevention
    • Students will avoid risk-taking activities that cause intentional and unintentional injuries or diseases.  
    • Students will demonstrate basic first aid and safety techniques
  • Communication Systems
    • Students will understand and be able to effectively apply physical, graphic and electronic communications techniques in processing, transmitting, receiving and organizing information

   

• Health and Safety Education Curriculum Framework - Performance Standards
  • Healthy And Active Life
    • Students will plan, select and prepare a nutritious daily diet based on the U.S. dietary guide-lines
    • Students will identify temporary and long-term health problems associated with poor food choices and eating habits
  • Injury And Disease Prevention
    • Students will develop an action plan that will minimize personal risks and injuries at school, at home, in a vehicle and in the community
    • Students will identify the causes, symptoms and prevention methods of communicable and non-communicable diseases

Materials/Resources

• Computer

• Internet Access

• What Makes it Hard for People With Asthma to Breathe Lesson Materials

  • Notebook

  • Pen

  • Ruler

  • Construction paper

  • Scissors

  • Tape

  • Balloons-large and round, that blow up to about 25 cm (10") in diameter

  • Plastic drinking straws .6 cm (1/4") in diameter, cut to 15 cm (6") lengths

  • Rubber bands 2.5-5 cm (1"-2") in length

  • Stopwatch or watch with sweep second hand

  • Honey dispensed from a plastic squeeze bottle with funneled spout

• Background information and diet suggestions are available from the following websites/organizations:

  • About.com - Nutrition - Asthma Diet - Diet for Weight Control and Symptom Relief

  • Breathing Easy (Dec. 17, 2001 article on Riverdeep Interactive Learning)

  • Center for Disease Control, National Center for Environmental Health - Asthma  

  • Child.com, Health & Nutrition - Anti-Asthma Diet

  • Today's Dietician - Asthma and Diet

   

Activities

• Invite the school nurse to come in to explain asthma to the class and to demonstrate how to correctly use an inhaler

• Lesson:  Children's Health and Environment - Asthma on Newton's Apple website

• Class discussion

• Lesson:  "What Makes it Hard for People With Asthma to Breathe?" on Newton's Apple website

• Develop a lab report based on the experiment in "What Makes it Hard for People With Asthma to Breathe?" on Newton's Apple website

• Review diet information and create a plan/diet to help in managing asthma

Assessment

• Lab Report Rubric
• Class Discussion Rubric
• Class Participation Rubric

 [Allergies]   [Asthma]   [Diabetes]   [Eating Disorders]   [Heart Disease]

   [Obesity]   [Diet and Nutrition]   [Food Safety]

[Top]

About 206,000 people under 20 years of age have diabetes. . . . Approximately one in every 400 to 500 children and adolescents has type 1 diabetes. (Source: Center for Disease Control)

Time Frame:  1 to 2 days depending on specific class needs/issues

Objectives

Students will:

• determine what is their awareness level about Diabetes

• identify the information needed to understand factors that cause diabetes

• explain what diabetes is

• recognize differences between Type 1 and Type 2 Diabetes

• explain the causes of diabetes

• identify symptoms of diabetes

• brainstorm how to reduce the risk for diabetes through diet and physical activity

• identify potential complications associated with diabetes

• discuss the importance of eating well-balanced in managing diabetes

• discuss how behavior impacts one’s health

Standards

• National Science Education Standards Science Content Standards 5-8
  • Science as Inquiry - Content Standard A

    As a result of activities in grades 5-8, all students should develop

    • develop descriptions, explanations, predictions, and models using evidence

    • think critically and logically to make the relationships between evidence and explanations

    • recognize and analyze alternative explanations and predictions

   

  • Science in Personal and Social Perspectives - Content Standard F

    As a result of activities in grades 5-8, all students should develop

    • a scientific understanding of health
    • an understanding of healthy behaviors 
    • an understanding of risks and benefits in the areas of health, natural hazards--and science and technology in general

   

• Connecticut's Common Core of Learning
  • Healthy and Active Life
    • Students will establish and maintain healthy eating patterns and a physically active life
  • Injury and Disease Prevention
    • Students will avoid risk-taking activities that cause intentional and unintentional injuries or diseases
  • Communication Systems
    • Students will understand and be able to effectively apply physical, graphic and electronic communications techniques in processing, transmitting, receiving and organizing information

   

• Health and Safety Education Curriculum Framework - Performance Standards
  • Healthy And Active Life
    • Students will identify temporary and long-term health problems associated with poor food choices and eating habits
    • Students will demonstrate the influence the media, emotions, culture and individual family customs have on food selection
  • Injury And Disease Prevention
    • Students will identify the causes, symptoms and prevention methods of communicable and non-communicable diseases

   

Materials/Resources

• Computer

• Internet Access

• A variety of resources is available from the CDC, National Center for Chronic Disease Prevention and Health Promotion, Diabetes Public Health Resource website - Publications and Products, including the National Diabetes Fact Sheet and an informational site called Diabetes & Me

• Background information for children is available through the American Diabetes Association - Youth Zone website

• Information about diabetes, including ways to control or prevent the disease as well as information for children and school personnel is available from the National Diabetes Education Program website

• New Hope for Diabetes (July 5, 2000 article on Riverdeep Interactive Learning)

Activities

• Access an on-line tutorial about diabetes covering why someone might have it and what it is like at Kids Learn About Diabetes; as an alternative, there is an interactive informational program through the American Diabetes Association 

• Review information from the American Diabetes Association - Youth Zone website and identify the differences between Type 1 and Type 2 Diabetes

• Review and discuss American Diabetes Association Tip Sheet on Diabetes and Obesity

• Alaska Department of Education & Early Development has lessons and activities on the topic of diabetes

• The Center for Service Learning, Opportunities in Education website has a series of 10 lessons dealing with the prevention of Type 2 Diabetes.  The lessons are for a grade 10 audience, but a few of the activities could be modified and used in the middle school setting.

Assessment

• Question and Answer
• Answers to on-line tutorial
• Class Discussion
• Class Participation
• Tic Tac Toe from Alaska Department of Education & Early Development has lessons and activities 

 [Allergies]   [Asthma]   [Diabetes]   [Eating Disorders]   [Heart Disease]

   [Obesity]   [Diet and Nutrition]   [Food Safety]

[Top]

Health Issues -

Eating Disorders

In the U.S. approximately 0.3 to 3 percent of adolescent and young adult females have an eating disorder.

Anyone; females, males, all races, people from all socioeconomic levels and all intelligence levels; can develop eating disorders. They are most common, however, among white, middle to upper class females between the ages of 13 and 30. Eating disorders among high school students in white middle or upper class households are likely to affect 5 to 10 percent of students.  (Source:  The Ohio State University Fact Sheet)

Time Frame:  1 to 3 days depending on specific class needs/issues

Objectives

Students will:

• demonstrate skills to challenge the assumption that media messages make it seem impossible to be successful and happy unless we look a certain way

• understand how attitude and self image are related

• understand that the media provides false images of body perfection

• articulate current medical opinion(s) about whether there is such a thing as an "ideal body weight" for an individual and identify other measures of healthy weight/body composition

• compile data about his or her peers' perceptions of body image and explain how body image influences eating disorder

• identify the societal prejudices against people who are overweight and explain using examples how these prejudices are manifest in American culture (advertisements, film, etc.)

• collect and analyze data about how healthy men and women are portrayed in the media and use this data to learn more about healthy lifestyle

Standards

• National Science Education Standards Science Content Standards 5-8
  • Science as Inquiry - Content Standard A

    As a result of activities in grades 5-8, all students should develop

    • recognize the relationship between explanation and evidence

    • produce oral or written reports that present the results of their inquiries

    • identify questions that can be answered through scientific investigations

    • design and conduct a scientific investigation

    • use appropriate tools and techniques to gather, analyze, and interpret data

    • think critically and logically to make the relationships between evidence and explanations

    • recognize and analyze alternative explanations and predictions

    • use mathematics in all aspects of scientific inquiry

   

  • Science in Personal and Social Perspectives - Content Standard F

    As a result of activities in grades 5-8, all students should develop

    • a scientific understanding of health
    • an understanding of healthy behaviors 
    • an understanding of risks and benefits in the areas of health, natural hazards--and science and technology in general

   

• Connecticut's Common Core of Learning
  • Healthy and Active Life
    • Students will establish and maintain healthy eating patterns and a physically active life
  • Injury and Disease Prevention
    • Students will avoid risk-taking activities that cause intentional and unintentional injuries or diseases.  
  • Technological Impacts
    • Students will understand the impact that technology has on the social, cultural and environmental aspects of their lives
  • Communication Systems
    • Students will understand and be able to effectively apply physical, graphic and electronic communications techniques in processing, transmitting, receiving and organizing information

   

• Health and Safety Education Curriculum Framework - Performance Standards
  • Healthy And Active Life
    • Students will identify temporary and long-term health problems associated with poor food choices and eating habits
    • Students will demonstrate the influence the media, emotions, culture and individual family customs have on food selection
  • Injury And Disease Prevention
    • Students will identify the causes, symptoms and prevention methods of communicable and non-communicable diseases

     

Materials/Resources

• Computer

• Internet Access

• Ohio State University offers a Fact Sheet on Eating Disorders:  Introduction which offers some background

• Picture Perfect Lesson Materials

  • Handouts (1 per student):

    • Appearance Assumptions

    • What Would You Say?

  • Envelopes (1 per student)

  • Incredible Body Image Facts (2 brochures, post on walls)

  • Behind Closed Doors video tape (approximately 8 minutes, see Source and Materials on the lesson website)

  • VCR and television

  • Fashion magazines (2 or 3)

  • Writing prompt:  Assumption:  Media messages make it seem impossible for me to be successful and happy unless I look a certain way

• Ideal Weight, Cultural Stereotypes, and Eating Disorders Lesson Materials

  • TV /VCR

  • videotape of the FRONTLINE film "Fat"

  • media: magazines, newspapers, etc.

  • access to computers with Internet

• Dying to be Thin Lesson Materials

  • copy of "Body Images" student handout (HTML)

  • graph paper

  • lined paper for collecting data

  • protractors

  • calculators

• A variety of resources is located on the Food and Nutrition Information Center website on the subtopic of Eating Disorders

• The Community Learning Network is an excellent website site "designed to help K-12 teachers integrate technology into the classroom."  The Theme Pages provides an extensive list of topics, including a page on Eating Disorders;  linking to one of the topics provides a variety of curricular resources and instructional materials.

• A WEIGH OUT Especially for Teens Section, "a safe place to explore your struggles with food, diets and body image." 

Activities

• Students view A WEIGH OUT's article, When is it an Eating Disorder? and discuss the different types of eating disorders

• Lesson:  Picture Perfect from Wellness in the Rockies to help students understand how media provides false images of body perfection

• Lesson:  Ideal Weight, Cultural Stereotypes, and Eating Disorders from FrontLine

• Lesson:  Dying to be Thin from NOVA (Teachers Guide)

• Students view A WEIGH OUT's article, What Can I Do? and create a mini informational poster or brochure outlining background information, help tips, and where to go for professional help.

Assessment

• Question and Answer
• Class Discussion
• Class Participation

 [Allergies]   [Asthma]   [Diabetes]   [Eating Disorders]   [Heart Disease]

   [Obesity]   [Diet and Nutrition]   [Food Safety]

[Top]

Health Issues -

Heart Disease

Join the "Fight to be Fit."

Time Frame:  2 to 4 days depending on specific class needs/issues

Objectives

Students will:

• understand the primary controllable and uncontrollable factors that put one at greater risk for developing heart disease

• understand how to make lifestyle choices that will encourage good cardiovascular and general health

• recognize that healthful food choices can enhance body composition and self-concept

• review the functions of the heart and be able to determine pulse rate

• understand the Dietary Guidelines and apply them for good health

• recognize the contributions that healthful food habits make to heart health

• recognize the personal benefits to maintaining a heart-healthy lifestyle

Standards

• National Science Education Standards Science Content Standards 5-8
  • Science as Inquiry - Content Standard A

    As a result of activities in grades 5-8, all students should develop

    • recognize the relationship between explanation and evidence

    • identify questions that can be answered through scientific investigations

    • design and conduct a scientific investigation

    • use appropriate tools and techniques to gather, analyze, and interpret data

    • develop descriptions, explanations, predictions, and models using evidence

    • think critically and logically to make the relationships between evidence and explanations

    • use mathematics in all aspects of scientific inquiry

   

  • Science in Personal and Social Perspectives - Content Standard F

    As a result of activities in grades 5-8, all students should develop

    • a scientific understanding of health
    • an understanding of healthy behaviors 
    • an understanding of risks and benefits in the areas of health, natural hazards--and science and technology in general

   

• Connecticut's Common Core of Learning
  • Healthy and Active Life
    • Students will establish and maintain healthy eating patterns and a physically active life
  • Injury and Disease Prevention
    • Students will avoid risk-taking activities that cause intentional and unintentional injuries or diseases.  
  • Communication Systems
    • Students will understand and be able to effectively apply physical, graphic and electronic communications techniques in processing, transmitting, receiving and organizing information

   

• Health and Safety Education Curriculum Framework - Performance Standards
  • Healthy And Active Life
    • Students will plan, select and prepare a nutritious daily diet based on the U.S. dietary guide-lines
    • Students will identify temporary and long-term health problems associated with poor food choices and eating habits
    • Students will demonstrate the influence the media, emotions, culture and individual family customs have on food selection
  • Injury And Disease Prevention
    • Students will develop an action plan that will minimize personal risks and injuries at school, at home, in a vehicle and in the community
    • Students will identify the causes, symptoms and prevention methods of communicable and non-communicable diseases

     

Materials/Resources

• Computer

• Internet Access

• Here's to a Healthy Heart  Lesson Materials

  • Student handouts:

    • Food/Cholesterol Record

    • Exercise/Activity Record

    • Heart Rate Record

    • Blood Pressure Record

    • Family History of Heart Disease and High Blood Pressure

    • Final Evaluation Form: Here’s to Your Healthy Heart! 

  • Wall clock with a second hand or stopwatch

  • Blood pressure cup (also called a sphygmomanometer) and someone trained to take blood pressure readings (if available)

  • Calorie/fat content book with estimated caloric and fat contents of common foods

  • Supplemental books on health or human biology with information on the circulatory system, heart disease, and high blood pressure

  • Information on CPR (cardiopulmonary resuscitation) (optional)

• For a Healthy Heart Follow Dietary Guidelines Lesson Materials

  • "Be Heart Smart" worksheet

• Why is a Low-Saturated Fat Diet a More Healthful Diet? Lesson Materials

  • two food packages with Nutrition Facts labels (choose foods that are similar in type but have large differences in fat content, such as frozen dinners, pizzas, desserts, ice cream products, snack foods or cheeses.  One food may be a low-fat version of the other food.)

  • "Cut the Fat!" activity sheet

  • "Today’s Specials" activity sheet

• You Are What You Eat (June 5, 2000) and  Cardiac News (April 11, 2000) (articles on Riverdeep Interactive Learning)

• Healthy Fridge is a site dedicated to providing heart-healthy tips for the entire family.  It offers a variety of activities and tips to help students recognize what can be done to maintain a healthy heart.

Activities

• Lesson:  Here's to a Healthy Heart from Discovery School

• Lesson:  For a Healthy Heart Follow Dietary Guidelines from Springfield Public Schools Food Services Department

• Lesson: Why is a Low-Saturated Fat Diet a More Healthful Diet?  from the American Heart Association

Assessment

• "Here's to Your Healthy Heart" form (part of Here's to a Healthy Heart  Lesson)
• "Be Heart Smart" worksheet (from For a Healthy Heart Follow Dietary Guidelines Lesson)
• Question and Answer
• Class Discussion
• Class Participation

 [Allergies]   [Asthma]   [Diabetes]   [Eating Disorders]   [Heart Disease]

   [Obesity]   [Diet and Nutrition]   [Food Safety]

[Top]

Health Issues -

Obesity

Today, 1 in 5 children is overweight or obese. (Source: Childhood Obesity Causes & Prevention Symposium Proceedings, U.S. Dept. of Agriculture, Center for Policy and Nutrition)

Source:  LifeART Medical Illustrations at http://www.fotosearch.com/illustration/obese.html 

Time Frame:  2 to 4 days depending on individual classroom needs

Objectives

Students will:

• learn how culture influences body perception
• examine prejudices toward obese people
• examine their own feelings about their bodies
• develop awareness of the health issues associated with over-consumption of snack foods and fast foods
• develop awareness of how the fast food and snack food industries encourage over consumption of their products through advertising and serving sizes
• come to an understanding of their own responses to advertising of fast food and snack food
• develop continuing awareness of the types of foods needed to maintain a healthy lifestyle
• develop continuing awareness of the principles of balance and moderation in fitting snack foods into a healthy diet
• identify the components of the Food Pyramid and explain critics' objections to the composition of the Food Pyramid
• analyze fast foods and determine if they are in accordance with contemporary dietary guidelines; compare the nutritional content of fast foods, frozen dinners, and frozen skillet meals
• recognize safe and healthy ways to lose weight
• identify the causes of obesity in this country
• learn how to estimate portion size

Standards

• National Science Education Standards Science Content Standards 5-8
  • Science as Inquiry - Content Standard A

    As a result of activities in grades 5-8, all students should develop

    • recognize the relationship between explanation and evidence

    • develop descriptions, explanations, predictions, and models using evidence

    • think critically and logically to make the relationships between evidence and explanations

    • recognize and analyze alternative explanations and predictions

    • use mathematics in all aspects of scientific inquiry

   

  • Science in Personal and Social Perspectives - Content Standard F

    As a result of activities in grades 5-8, all students should develop

    • a scientific understanding of health
    • an understanding of healthy behaviors 
    • an understanding of risks and benefits in the areas of health, natural hazards--and science and technology in general

   

• Connecticut's Common Core of Learning
  • Healthy and Active Life
    • Students will establish and maintain healthy eating patterns and a physically active life
  • Injury and Disease Prevention
    • Students will avoid risk-taking activities that cause intentional and unintentional injuries or diseases.  
  • Technological Impacts
    • Students will understand the impact that technology has on the social, cultural and environmental aspects of their lives
  • Communication Systems
    • Students will understand and be able to effectively apply physical, graphic and electronic communications techniques in processing, transmitting, receiving and organizing information

   

• Health and Safety Education Curriculum Framework - Performance Standards
  • Healthy And Active Life
    • Students will plan, select and prepare a nutritious daily diet based on the U.S. dietary guide-lines
    • Students will identify temporary and long-term health problems associated with poor food choices and eating habits
    • Students will demonstrate the influence the media, emotions, culture and individual family customs have on food selection
  • Injury And Disease Prevention
    • Students will develop an action plan that will minimize personal risks and injuries at school, at home, in a vehicle and in the community
    • Students will identify the causes, symptoms and prevention methods of communicable and non-communicable diseases

     

Materials

• Computer

• Internet Access

• Background information on obesity in children and adolescents can be found at the following websites
  • A WEIGH OUT - Childhood Obesity
  • American Obesity Association
  • CDC - U.S. Obesity Trends
  • Dr. Greene.com
  • Kid Source Online
  • Psychological Consequences of Obesity
  • U.S. Dept. of Health and Human Services - Overweight and Obesity:  Health Consequences
• Culture and Obesity Lesson Materials:
  • Computer with Internet access (optional but very helpful)
  • Copies of Classroom Activity Sheet: Three Women
  • Copies of Classroom Activity Sheet: Tally of Students’ Perceptions of Body Weight and Size
  • Copies of Take-Home Activity Sheet: Your Opinion About Weight and Body Image
• Selling Obesity Lesson Materials:
  • Food Facts
  • Snack Food Survey
• Obesity, Eating Habits and Weight Loss Lesson Materials
  • TV /VCR
  • Videotape of the FRONTLINE film "Fat"
  • Access to computers with Internet

Activities

• View the slide show, The Human Organism: Food and Fitness-Adolescent Nutrition by Roberta Anding, MS, RD/LD, CDE on BioEd Online

• Lesson:  Culture and Obesity from Discovery School - this lesson is aimed at grades 9-12 but could be adapted for the middle school grades.

• Lesson:  Selling Obesity from Media Awareness Network

• Lesson:  Obesity, Eating Habits and Weight Loss from FrontLine

Assessment

• Question and Answer
• Class Discussion
• Class Participation
• Group Work Rubric as part of the Culture and Obesity lesson

 [Allergies]   [Asthma]   [Diabetes]   [Eating Disorders]   [Heart Disease]

   [Obesity]   [Diet and Nutrition]   [Food Safety]

[Top]

Diet and Nutrition

The study earlier this year on teens and junk food—from the Pacific Health Education Center in Bakersfield, California—highlighted the following problems: Almost 33% of those adolescents were likely to develop high blood pressure and clogged arteries. 80% were consuming more than the recommended amount of fat. 49% were taking in more than the recommended amount of cholesterol.   Source:  (You Are What You Eat, Stories for Students – Medicine and Health.)

Time Frame:  3 to 5 days depending on specific class needs/issues

Objectives

Students will:

• review the content of MyPyramid for Kids, identifying food groups and important nutrition messages relating to each food group

• chart the foods they eat during1day and place each food into the appropriate food group

• explore the concept of choosing the healthier foods from each group and discuss examples from all the food groups

• develop a healthful school lunch menu for a week
• identify foods in the meat and beans group
• analyze food choices from fast food restaurants, choosing lower fat alternatives
• identify foods in the milk group
• identify the health and nutrition benefits from eating foods rich in calcium
• analyze food labels to determine which foods contain the most calcium
• compare food labels to determine which calcium-rich foods are lowest in fat
• learn about the importance of a healthy diet and assess their eating habits
• recognize that healthful food choices can enhance body composition and self-concept
• identify and understand the social, cultural and psychological factors that influence food choices
• identify which foods and the number of servings make up a nutritional diet
• demonstrate knowledge of vegetables, fruits, and other foods
• write and give a persuasive speech
• poll classmates and family members
• practice their interviewing skills
• present their thesis in a multimedia presentation
• gain some basic knowledge about nutrition, including the importance of eating healthier foods
• work cooperatively in small groups

Standards

• National Science Education Standards Science Content Standards 5-8
  • Science as Inquiry - Content Standard A

    As a result of activities in grades 5-8, all students should develop

    • recognize the relationship between explanation and evidence

    • produce oral or written reports that present the results of their inquiries

    • use appropriate tools and techniques to gather, analyze, and interpret data

    • think critically and logically to make the relationships between evidence and explanations

   

  • Science in Personal and Social Perspectives - Content Standard F

    As a result of activities in grades 5-8, all students should develop

    • a scientific understanding of health
    • an understanding of healthy behaviors 
    • an understanding of risks and benefits in the areas of health, natural hazards--and science and technology in general

   

• Connecticut's Common Core of Learning
  • Healthy and Active Life
    • Students will establish and maintain healthy eating patterns and a physically active life
  • Injury and Disease Prevention
    • Students will avoid risk-taking activities that cause intentional and unintentional injuries or diseases.  
  • Technological Impacts
    • Students will understand the impact that technology has on the social, cultural and environmental aspects of their lives
  • Problem Solving/Research and Development
    • Students will recognize technology as the result of a creative act, and will be able to apply disciplined problem-solving strategies to enhance invention and innovation
  • Communication Systems
    • Students will understand and be able to effectively apply physical, graphic and electronic communications techniques in processing, transmitting, receiving and organizing information

   

• Health and Safety Education Curriculum Framework - Performance Standards
  • Healthy And Active Life
    • Students will plan, select and prepare a nutritious daily diet based on the U.S. dietary guide-lines
    • Students will demonstrate the influence the media, emotions, culture and individual family customs have on food selection

Materials

• Computer

• Internet Access

• Communities and Schools Promoting Health provides a resource page with a host of web quests spanning different age ranges and grade levels, as well as individual or group web quests. 
• Cool Food Planet is an excellent website oriented toward children and adolescents that presents nutrition knowledge and content.  It has both a Kidz link and an Adoz (adolescent) link.  It provides a number of fun and interesting tips and activities.
• The Illinois Nutrition Education and Training Program created a site Kids Eat Well - an excellent site for adolescents that provides a wealth of nutrition information as well as a variety of activities dealing with nutrition.  The presentation is the exploration of a pyramid.  Students should find this an interesting and fun site to explore.
• LifeBytes has a Healthy Eating page which provides many tips and activities on eating healthy foods and for living a healthy lifestyle.  Aimed at children.
• Nutrition Cafe is joint endeavor of the Pacific Science Center and the Washington State Dairy Council.  It is a fun site that offers a number of "games" and activities that promote healthy eating habits.
• Nutrition Camp is site sponsored by Kellogg's providing a variety of activities on nutrition (geared toward a bit younger crowd)
• Nutrition on the Web for Teens is a Think quest site geared toward teens; it offers a variety of activities and useful information about nutrition and good eating habits.  In includes world nutrition, case files, teen health, myths, and recipes.
• Smart Mouth is a great website for adolescents.  It is sponsored by the Center for Science in the Public Interest and offers articles, information, facts, tips, and fun activities for students.
• Your Energy Wake Up Call - The Simple Solution to Healthy Eating and Physical Activity for Teens sponsored by California Project LEAN has a number of links to activities on smart eating strategies, a dear nutrition expert section where teens can write in for advice, stories about how teens made a difference in their schools, recipes, work out tips, and more.
• My Pyramid for Kids Lessons Materials
  • Lesson 1 - Getting the Most Nutrition from Your Food
    • MyPyramid for Kids classroom poster
    • MyPyramid for Kids black-and-white handout for each student
    • MyPyramid Worksheet for each student
    • Access to the MyPyramid.gov Web site during class, in the computer lab, or at home
  • Lesson 2 - Eating Out and Eating In - Go Lean with Protein
    • Where’s the Fat? worksheet for each student 
    • Computers with Internet access
  • Lesson 3 - Get Your Calcium-Rich Foods
    • What’s on the Label? handout for each student 
    • What’s the Score? worksheet for each student 
    • Samples of fat-free, 1%, 2%, and whole milk 
    • Four plastic glasses (for each student trying the taste test) 
    • Marker
• Who or What Influences Your Food Choices? Lesson Materials
  • Nutrition Facts Labels
• Tastes Great, Is It Good For You? Lesson Materials
  • Printouts of The Food Guide Pyramid from the United States Department of Agriculture (one per student) or a chart of the food guide pyramid from a teacher-selected resource
  • Pens or pencils
  • Paper
• Fun Food Quiz, True or False? Lesson Materials
  • copies of Food Fun Quiz: Fact or Fiction? work sheet
  • pencils or pens
  • computers with Internet access or printouts of the material referenced below
    • Vegetables: Fun Facts 
    • Fruit: Fun Facts 
    • Guide to Fats 
    • Smart Food, Junk Food
• You Are What You Eat.  Lessons from Alice Waters Lesson Materials
  • Board and/or chart paper
  • Commercial/mass produced tomatoes and organically grown tomatoes - one tomato of each kind for every six students in the classroom
  •  Ideally, a screen on which to project the Web-based video clips
  • Handouts of Web resources if computers are not available in the classroom.
    • Organic Trade Association's Educational Materials for Young People 
    • Chronology of The Edible Schoolyard. Students will use this to list the types of fruits and vegetables that are grown there.
    • Biography of Alice Waters 
    • Alice Waters' Letter to President Bill Clinton and Vice President Al Gore 
  • "What I Ate Today Debate" handout
  • Organizers handouts for each of the presentation assignments (included with lesson)
  • Notebook or journal
  • Pens/pencils 

Activities

• Lessons:  My Pyramid for Kids - set of three "Level 3" lessons developed for grades 5 and 6 from the USDA Food and Nutrition Service.  Lessons include:

  • Lesson 1 -  Getting the Most Nutrition from Your Food

  • Lesson 2 - Eating Out and Eating In - Go Lean with Protein

  • Lesson 3 - Get Your Calcium-Rich Foods

• Project:  Are You What You Eat (a project "developed by teachers from Public Schools No. 8 and 18 in Paterson, New Jersey in conjunction with CIESE at Stevens Institute of Technology, Bank Street College, and Saint Peter's College with support through an Eisenhower Professional Development Program that is administered by the New Jersey State Department of Education.)  It provides lesson plans in the areas of math, science, and language arts.  Through this project each child will be involved in keeping a daily record of their food choices and correlate these choices to their taste bud preferences. 

• Serve Up Classroom Activities on the EducationWorld website offers a variety of lessons across grade level and curriculums dealing with Nutrition.

• Lesson:  Weight Control from Discovery School

• Lesson:  Who or What Influences Your Food Choices? from the American Heart Association

• Lesson:  Tastes Great, Is It Good For You? from Education World

• Lesson:  Fun Food Quiz, True or False?  from Education World

• Lesson:  You Are What You Eat.  Lessons from Alice Waters from American Masters for Teachers

• Web quest:  Comparing my Schoolmates' Eating Habits with Mine from Communities and Schools Promoting Health

• Web quest:  What's For Dinner?

Assessment

• Question and Answer
• Class Discussion
• Class Participation
• Homework
• Assessment provided in Weight Control lesson
• Assessment provided in You Are What You Eat.  Lessons from Alice Waters lesson

 [Allergies]   [Asthma]   [Diabetes]   [Eating Disorders]   [Heart Disease]

   [Obesity]   [Diet and Nutrition]   [Food Safety]

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Food Safety

Approximately 76 million cases of food borne illness are reported in the United States annually, resulting in an average of 325,000 hospitalizations and 5,000 deaths. (Source: Mead, P. S., in Healthy Youth! – Food Safety , CDC, National Center for Chronic Disease Prevention and Health Promotion )

Source: Safe Food – It’s Your Job. Iowa State University Ext., at http://www.extension.iastate.edu/foodsafety/lesson/L1/L1p1.html 

Time Frame:  2 to 4 depending on specific class needs/issues

Objectives

Students will:

• identify food-borne illness 

• identify types of food-borne illness and their symptoms:  botulism, e-coli, hepatitis, salmonella, staphylococci 

• explain prevention techniques 

• identify temperature zones and the importance of cooking to proper temperatures 

• identify temperature zones and the importance of cooling and reheating foods to the correct temperature 

• explain how to correctly thaw foods

• perform a science experiment using four potato slices

• learn the role of a "control experiment" in scientific experimentation

• learn how germs form

• make predictions and record observations

• learn the importance of washing hands

• explain what a bacteria is

• draw and label the types of bacteria

• explain how different bacteria can affect them

• understand bacteria relationships to their environment

Standards

• National Science Education Standards Science Content Standards 5-8
  • Science as Inquiry - Content Standard A

    As a result of activities in grades 5-8, all students should develop

    • recognize the relationship between explanation and evidence

    • produce oral or written reports that present the results of their inquiries

    • identify questions that can be answered through scientific investigations

    • design and conduct a scientific investigation

    • use appropriate tools and techniques to gather, analyze, and interpret data

    • develop descriptions, explanations, predictions, and models using evidence

    • think critically and logically to make the relationships between evidence and explanations

    • recognize and analyze alternative explanations and predictions

    • communicate scientific procedures and explanations

    • use mathematics in all aspects of scientific inquiry

   

  • Science in Personal and Social Perspectives - Content Standard F

    As a result of activities in grades 5-8, all students should develop

    • a scientific understanding of health
    • an understanding of healthy behaviors 
    • an understanding of risks and benefits in the areas of health, natural hazards--and science and technology in general

   

• Connecticut's Common Core of Learning
  • Healthy and Active Life
    • Students will establish and maintain healthy eating patterns and a physically active life
  • Injury and Disease Prevention
    • Students will avoid risk-taking activities that cause intentional and unintentional injuries or diseases.  
    • Students will demonstrate basic first aid and safety techniques
  • Technological Impacts
    • Students will understand the impact that technology has on the social, cultural and environmental aspects of their lives
  • Problem Solving/Research and Development
    • Students will recognize technology as the result of a creative act, and will be able to apply disciplined problem-solving strategies to enhance invention and innovation
  • Communication Systems
    • Students will understand and be able to effectively apply physical, graphic and electronic communications techniques in processing, transmitting, receiving and organizing information

   

• Health and Safety Education Curriculum Framework - Performance Standards
  • Injury And Disease Prevention
    • Students will develop an action plan that will minimize personal risks and injuries at school, at home, in a vehicle and in the community
    • Students will identify the causes, symptoms and prevention methods of communicable and non-communicable diseases

   

Materials

• Computer

• Internet Access

• Background information is available at Kidshealth.org outlining:

  • What is a food poisoning?

  • What germs are to blame?

  • Do I have food poisoning?

  • What will the doctor do?

  • How to fight the germs.

• Food Poisoning Lesson Materials
  • America's Most Unwanted
  • Web Site:  Partnership for Food Safety Education 
  • Sanitation Table
• Germs Experiment Lesson Materials
  • 4 plastic sandwich bags
  • Masking tape or self-adhesive mailing label (to label each bag)
  • Markers, pens, or pencils
  • Waxed paper
  • A potato cut into four slices of roughly equal size
  • Toothpicks
  • Writing paper
• Bacteria Lesson Materials
  • Microscope (and knowledge of how to use) 
  • Prepared slides of bacteria 
  • Incubator 
  • Sterile petri dishes 
  • Nutrient agar 
  • Paper and pencil for notes
• New Leads Against Food Poisoning (April 16, 2001) and  When Food Bites Back (March 24, 2000) (articles on Riverdeep Interactive Learning)
• Background information on food safety 
  • Hot Topics in Food Safety created by North Carolina Cooperative Extension, Food Safety Education Program
  • CDC -  National Center for Chronic Disease Prevention and Health Promotion  - Healthy Youth! - Food Safety 
  • US Food and Drug Administration
    • Center for Food Safety and Applied Nutrition offers 
      • Consumer Advice on Foodborne Illness, Food Preparation, Food Storage, and Food Away From Home 
      • Information and resources for Kids and Teens
      • Resources and activities for Educators
        • Lose a Million Bacteria Game
        • Supplementary Curriculum for Middle Schools and High Schools
    • Food Safety and Inspection Service
      • Foodborne Illness Education Information Center
• www.foodsafety.gov provides a variety of federal, state, and local government links for kids, teens, and educators and students on the topic of food safety

Activities

• Program:  Science Friday Kids' Connection by NPR - What's for Dinner, Issues in Food Safety.  The program (which you can listen to in RealAudio) explores the issue of food safety and the site offers links to resources and articles, discussion questions, and activities.

• Lesson:  Food Poisoning created by Esther Washburn of the Utah Education Network

• Lesson:  Germs Experiment from Education World

• Lessons:  Iowa State University Extension has four web-based lessons on the topic of food safety:

  • What's Bugging You? explores foodborne illness, how food becomes hazardous, conditions that encourage the growth of bacteria, common food pathogens, and how to handle food safely

  • What are Consumer Control Points? deals with the "critical points, at the grocery store and at home, when foods are the most susceptible to contamination from foodborne pathogens" and how to control them

  • Where is the Danger Zone? "presents a hypothetical situation using cartoon characters to explain the importance of time and temperature in keeping food safe"

  • Who is FAT TOM? "explains what encourages foodborne pathogens to grow"

• Lesson:  Bacteria, and Educator's Reference Desk Lesson Plan

Assessment

• Question and Answer
• Class Discussion
• Class Participation
• Homework
• On-line quizzes are provided as part of the web-based lessons created by the Iowa State University Extension

 [Allergies]   [Asthma]   [Diabetes]   [Eating Disorders]   [Heart Disease]

   [Obesity]   [Diet and Nutrition]   [Food Safety]

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