Lesson # 7

CHRISTIAN RESPONSE

Lesson Objectives The students will be able to C-3 demonstrate an understanding of life as a gift and identify the responsibilities that result from that gift. Overview Children get to guess what is their most precious gift, then to find the answer in a box which contains a mirror. They talk about how they should care for that precious gift of their life. Suggested Teacher Religion, science, or health teacher Basic Information and Vocabulary Second-grade students understand that actions have conse- quences. At the same time they are beginning to relate competitively with their peers. They are also growing more conscious of their responsibilities to others. Their value judgments can be deeply affected by their personal relation- ship with Jesus. It is an opportune time for teachers and parents to direct the positive formation of conscience. Vocabulary: gift of life responsibility treasure precious care for

Suggested Materials Box Mirror Gift wrapping Handout # 7 Closing song about "life" or the special quality of each person (e.g., from Young People’s Glory and Praise: "Love Life," "Signs of New Life," "Children of the Lord") Teaching/ Learning Activities A. Introduction Make it a special moment! Place a small mirror in a fairly large box. Wrap the box as a beautiful gift and place the beautiful box on your desk. Allow the children to react to the box. Ask them to describe the most precious gift they ever received in a box similar to the one displayed. Listen to their stories. Encourage them to describe the ways in which they care for gifts that are precious to them. Let them explain how they prevent a special gift from being broken, damaged, or lost. Listen to their stories. Explain to the children that when given precious gifts, we are given a great responsibility. We are responsible for caring for those gifts.

B. Presentation Every year at Thanksgiving we thank God in a special way for all of his gifts to us. What are some of our most precious gifts? (Love, family, health, friends, school, etc.) List the children's responses on the blackboard. Lead the children to see that life is a precious gift. Without it, we could not experience any other gifts. Write the word LIFE on the chalkboard. Ask the children these questions: 1. How do we care for the gift of life? 2. What can we do to care for the gift of life that God gave to a friend or a brother or sister? 3. How do we treat our friends, brothers, and sisters to show them that we know they are special gifts from God? 4. Your body is a great gift from God. How can you protect it and keep it well? You have just described the great responsibilities you have in caring for God's precious gift to you - your life.

C. Activity First I will ask two of you to unwrap the box. Then, I want each of you to come forward. One at a time, you will look into the box and see a precious gift - a gift that needs you to care for it and protect it. Don't tell anyone what you see until every child has had a chance to see the precious gift. Ask two students to unwrap the box, then invite the children to look into the box one at a time. D. Discussion What is the precious gift? Allow time for discussion and review of the responsibilities that come with the great gift of life. Closure Conclude with a song about life or the "special" quality of each person. (Possible songs are named in "Suggested Materials.") Have each child complete Handout # 7 - drawing pictures of good foods, safe actions, and special friends - and take it home to share.

Lesson # 8

BASIC INFORMATION

Lesson Objective The student will be able to B-1 explain in simple terms the meaning of the word 11 contagious." Overview The teacher helps the students to identify visible and invisible things, then demonstrates (using a bean bag) how germs can be spread. The children then discuss how they can prevent the spread of germs. They review new words and complete a related art activity. Suggested Teacher Science, health, or religion teacher Basic Information and Vocabulary Students in the primary grades have experienced illness in various forms from virus infections to broken bones. Seven- year-old children are able to grasp that some illnesses are "caught" while some other forms of sickness or injury pose no danger to others. Teachers should develop this awareness

fully. It will serve as the basis of understanding one's personal responsibility related to prevention of illness. Vocabulary: (* = in Glossary) * contagious visible * germ catch invisible Suggested Materials Transparency Master # 8a A small bean bag Handout # 8b Teaching/ Learning Activities A. Introduction Set the learning climate by reminding the children that life and good health are gifts from God and that we must take care of our gifts. B. Presentation Print the words VISIBLE and INVISIBLE on the board. Ask the children if anyone can explain what these two words mean. Accept answers and clarify the concepts.

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My desk is visible, air is invisible. Your parents are visible, God is invisible. A broken leg is visible, germs are invisible. Who can tell me what germs are? Accept responses, then clarify: Germs are invisible, living things. They are everywhere: on the floor, on my desk, in the air, and in the water, too. We cannot see germs. They are invisible. Some germs are "bad germs" and they make us sick. Many germs do not make us sick. C. Discussion Ask the children to share their personal experiences of catching - a cold - the flu - strep throat - chicken pox Affirm each story with an appropriate comment, such as - Yes, Alex, you caught your sister's cold. You caught the germ that caused her to get sick. - That's right, Judy. You caught Mary's chicken pox. Chicken pox is a contagious disease. You can spread it and you can catch it. Write the word "contagious" on the board. Let the children tell stories about "catching" contagious diseases. D. Activity Display the bean bag and tell the children: We are going to pretend that this bag is a germ. A real germ is so small that we can't see it. Today we will pretend this is a giant germ. Hand the "giant germ" to a child in one corner of the room and give the following directions so the children can "watch the germ travel." Phil, we are pretending that you have a germ that causes colds.

(Phil holds the bean bag.) Stand up, Phillip, and talk with Mary. (Mary is at the next desk.) Leave the bean bag on Mary's desk. Now Mary has the germ. Mary, you invite Alice to look at your new story book. (Alice walks to Mary's desk.) Now Alice has the cold germ. (Alice holds the bean bag and walks to the next row of desks and picks out a student. She pretends to share a glass of milk with the student.) Continue to give directions that include a make-believe sneeze (without using a tissue), a cough without covering the mouth, a hug, a laugh, etc. When the "giant germ" gets to the other side of the room, clarify what happened: We pretended that we had a germ that was visible. We wanted to see it spread and we wanted to see how easy it is to catch contagious diseases. E. Application Can you name some things that we can do to prevent the spread of germs? - cover mouth when coughing - use a tissue when you sneeze - keep your hands clean - wash your hands before you eat - etc. Use Transparency Master # 8a to review new words and definitions. Closure Help the children complete the art activity with Handout # 8b, drawing pictures of three things they can do to prevent the spread of germs.

Lesson # 9

TRANSMISSION AND PREVENTION

Lesson Objectives The students will be able to T-5 test criteria for evaluating behavior as good/bad, safe/dangerous, kind/selfish. Overview Using very short stories, the teacher helps the children to identify choices as good or bad, safe or dangerous, kind or selfish. The students make up more examples and practice what they have learned in an art activity.

Suggested Teacher Religion, science or health teacher Basic Background and Vocabulary It is very important to continue to expand the children's concept of right and wrong at this age, and to relate that concept to the life and teachings of Jesus. As the world of the students broadens to include persons outside the home and school, they will need to rely on criteria to evaluate their choices.

Vocabulary: choice good bad   dangerous safe kind   selfish right wrong Suggested Materials: Bible Familiar story books Art paper and crayons Handout # 9 Teaching/ Learning Activities A. Introduction When you were little, you probably did things that were not safe - just because you were little and did not understand danger. Your parents had to teach you not to play in the street or touch the hot stove. Now that you are in second grade, you know many things are right or wrong to do. Some things are safe to do and some are dangerous. Many of our choices are kind, but some can be selfish. This lesson Is a lesson that will help us share our ideas about staying safe, doing only things that we know are good and trying always to be kind. B. Presentation Print these six words on six small strips of white paper and tape them on the chalkboard across the front of the room: Good Safe Kind Bad Dangerous Selfish Tell the children to pay careful attention while you tell them several very short stories. Use the first one to demonstrate the activity. Mark and Fred were playing ball in Fred's yard. The baseball rolled into the street. Mark and Fred thought about chasing the ball, but they changed their minds. Mrs. Hobbs came across the street and picked up the ball. She told the boys they were very smart as she handed them their ball. Question: Do you think Mark and Fred made a safe choice or a dangerous choice? _______________, please take the chalk and put a check mark under the word "safe" or under the word "dangerous."

2. Susie was all alone on the playground. She looked very sad. Molly saw and wanted to help her. Molly went over to Susie and said, "Susie, come and jump rope with us. It's fun!" Question: Who can read these two words? (pointing to "kind" and "selfish') Who can check the word that best describes what Molly did? 3. Jack wanted to go to the game. He needed $1 to buy a ticket. So he decided to take it from his mother's purse without asking. Question: Was this a good choice or a bad choice? C. Practice Invite the children to work in pairs and make up similar situations. Continue to have the students identify the choices as good or bad, safe or dangerous, kind or selfish. Use care that "good" and "bad" are related only to actions that have moral connotations and that are relevant to the seven-year-old child. D. Activity Distribute Handout # 9. Instruct the children to draw three pictures to complete the frames: I make a safe choice. I make a good choice. I make a kind choice. Closure Allow time for students to share the stories reflected in their drawings, inviting with questions such as Who would like to tell us about one safe choice you made?

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