Lesson # 4

CHRISTIAN RESPONSE

Lesson Objectives The students will be able to C-2 list ways in which they can help others who are sick. Overview After pretending to have various feelings, the children focus on the feeling of being sick, listen to the story of The Good Samaritan, pray for the sick, then consider simple, practical things they can do for sick family members, friends, or neighbors. Suggested Teacher Religion, science, or health teacher Basic Information and Vocabulary Six-year-old children love to help. Their desire to serve and please others should be nurtured while setting parameters of safe and appropriate behavior when helping the sick. Vocabulary: Kind Care Share Helper     Suggested Materials The Good Samaritan, Little People's Paper Backs, G.A. Pottebaum, Seabury Press, New York, 1964 Handout # 4 Bible Stories

Teaching/ Learning Activities A. Introduction Catch the children's interest with the idea of a play and prepare them to experience new feelings and emotions. Has anyone ever been to a play? What is a play? Do you ever like to pretend that you are someone other than who you are? Sometimes pretending is Just for fun. Sometimes, by pretending, we can learn very important things - such as how it feels to be someone else. Who can show the class, just by changing the way you walk and look, how it feels to be ... - lonely - happy - hungry - frightened   - lost - loved - scared - excited   B. Review Usually we feel happy and healthy. When we feel well we often forget what it was like to be sick. How does it feel to feel sick? Have children recall feelings. Jesus always showed concern for sick people and took care of them. Who can remember some of the stories that give us examples of Jesus caring for the sick? Allow time for the children to retell some stories. Stress Jesus' example of loving and caring for the sick.

C. Scripture Story From a children's Bible, read the story of The Good Samaritan to the students. ell them that Jesus told that story to his friends to teach them how to care for the sick. D. Reflection Invite the children to be very still. Tell them to listen carefully and to follow your directions: I want you to be very quiet. I want you to be so quiet that you can hear your own breathing. If you are very still, you can hear your heart beating. Take a moment to thank God for your good health. Close your eyes and think of someone you know who does not feel well. Maybe you know a person who suffers from pain or a serious illness. Think about that person. How do you think that person feels today? Pray quietly and ask Jesus to help that person to feel well and to be happy. E. Discussion Lead the children from feeling to action. Sometimes all we can do for a sick person is to pray. Some people are so sick that only doctors, nurses and other adults can help them.

Many times, however, we know people at home or in our neighborhood who are sick and need our help. Can you think of any people you can help? Encourage discussion that includes: spending time with a housebound friend who is lonely; carrying food for your family members if they are too sick to come to the kitchen; - doing simple chores for a neighbor who might not be able to leave the house; not letting your friends make fun of a person with a handicap. Closure Use Handout # 4 to draw the lesson to an end and to provide information to the parents of the children through the take- home activity: This take-home sheet has three short stories. Each story ends with a question. You can answer each question with a picture. Work through the activity. Instruct the children to take the paper home and to share it with their families.

Lesson # 5

TRANSMISSION AND PREVENTION

Lesson Objective The students will be able T-3 to identify ideas for playtime at school and at home as either "safe" or "dangerous." Overview Beginning with a game, "What Would You Do?," students consider a variety of possible experiences and associate them with the ideas of "safe" or "dangerous." They make lists of safe choices for both home and school. Suggested Teacher Religion, science, or health teacher Basic Information and Vocabulary First grade students have a basic understanding of right and wrong. It is a reflection of the concepts of right and wrong expressed and modeled by the significant adults

in their lives. This lesson is intended to encourage six-year-old children to weigh their own choices before acting to determine if they are safe or dangerous. Vocabulary: safe dangerous Suggested Materials Large chart pad Tape Magic marker Blackboard 2 ribbons, 2 tags Teaching/ Learning Activities A. Introduction Initiate the lesson as a special FIRST GRADE EVENT that will result in something special being created. I'd like to play a thinking game called, "What Would You Do?" To play, you have to listen very carefully and raise your hand if you want to answer my question.

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Worksheet Exercises

1. Tommy rode his bike to Joey's house. When he reached the corner, the light was almost ready to turn red. He was sure he could ride fast and beat the light. What would you do? 2. Mary got home a few minutes early on Friday afternoon. Her mom was not home yet. Mary entered the house with the key that was kept in the mailbox. She was hungry. She thought about cooking something to eat. What would you do? 3. Janie and Ann were walking home from school on a very cold day. A woman they did not know stopped her car and offered them a ride. What would you do? 4. Mark was in a hurry to eat his lunch. He started pushing in the lunch line. What would you do if you were in front of Mark? 5. You are in the shopping center with your big brother. He is shopping for a video. You are looking at records. Suddenly, you look around and can't find him. What would you do? 6. It is Saturday. You are playing in the park near your home. A grown-up you do not know comes into the park and begins to talk with you. He offers you candy. What would you do? B. Experience Write the words safe and dangerous on the board. Ask the children to tell stories from their own experience describing times when they felt safe and other times when they felt in danger.

C. Story Read a story to the children from a library book that deals with a dangerous situation for the main character. Allow the children time to react to the situation. D. Classification Tape two sheets of large chart paper onto the board. Write on the top of one sheet, "SAFE THINGS TO DO AT HOME" and on the other "SAFE THINGS TO DO IN SCHOOL." Ask the students to suggest things to be written on each list. Closure Explain to the children that this lesson never ends, that we are always learning new ways to make safe choices. Keep the chart paper in a prominent place and refer to the "safe choices" throughout the week. Allow the children to add to the list each day. Ideally, several sheets of chart paper will be needed. After several days, remove the chart paper from the chalkboard. Tape the sheets together end to end and roll both sets into scrolls. Tie the safety scrolls with colorful ribbon and label each with decorative tags: Our Safe Choices in School, Our Safe Choices at Home. Display these in a prominent place. Open the scrolls at regular intervals throughout the year and allow the children to add to each list.

Lesson # 6

TRANSMISSION AND PREVENTION

Lesson Objectives The students will be able to T-4 name significant adults with whom they can share secrets and important information. Overview The children imagine situations and the persons they can trust with secrets. Through discussion and a handout, they understand which persons are special friends whom they can trust with important information. Suggested Teacher Religion, science, or health teacher

Basic Information and Vocabulary Young children are naturally trusting of adults. It is "bad experiences" that cause them to be wary or suspicious. Their safety and development for future years will necessitate seeking and acting upon morally sound, safety-conscious, and wise advice. The teacher plays a special role in the life of the six-year-old student by serving as a trusted, adult friend as well as a gentle guide and authority figure. Vocabulary:       Suggested Materials Handout # 6 A quiet environment A bulletin board: "People we can trust are a special gift from God."

Teaching/ Learning Activities A. Introduction We know that God loves all people. All people are special. God gives each of us some special helpers and friends. God knows we need special friends to trust. B. Activity Explain to the children that all through their lives they will have some special friends and helpers. Help them to identify the special helpers who are in their lives now. Play a silent, imaging game: Close your eyes and be very still. We are going to use one of our very special gifts, our imagination. Imagine that you are at home and it is Christmas. You have a wonderful secret to share with a special person. Think! With whom will you share your secret? Who is one special person you can trust at home? Imagine that you are walking home from school. You think someone should know that an old man, who is sitting on the park bench, looks very sick. Whom will you tell? Whom can you trust? Imagine that you are playing in the school yard at lunch and you see something dangerous. What will you do? Whom can you trust?

You have a serious problem. It is making you sad and causing you to worry. You worry so much that you don't sleep at night. What can you do? With whom can you share your problem? Whom will you trust? C. Review Recall the joy of sharing with a friend. Lead the children to understand that some of our special friends with whom we share our special problems and secrets are grown-ups. Closure If a related bulletin board has been prepared, point to it while summarizing with the words People we can trust are a special gift from God. Use Handout # 6 - a drawing of each student's special helpers - to conclude the lesson. Send the drawings home with the students to be shared with persons they trust.

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