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Lesson # 11

BASIC INFORMATION

Lesson Objectives The students will be able to B-2 clarify that the AIDS virus - though communicable - is not caught through students' everyday activities or casual contact; B-3 replace myths about AIDS with facts. Overview After a general review about germs and ordinary com- municable diseases, the teacher identifies the name of AIDS – which the children have heard - and emphasizes the point that the virus that spreads this serious disease is not caught through children's everyday activities. The focus is on allaying unfounded fears. Suggested Teacher Science, health, or religion teacher

Basic Information and Vocabulary Students know that some germs may be spread by casual contact: sneezing, sharing a drinking glass, etc. It is VERY IMPORTANT THAT CHILDREN REALIZE THAT MANY OF THE THINGS THEY HEAR ABOUT AIDS and PERSONS WITH AIDS are not based on fact and are, in fact, the result of irrational fears. It is at this age that compassion toward persons with AIDS should be nurtured. Important: In accord with guidelines of the Centers for Disease Control, at this level the teacher should stress how the AIDS virus is NOT communicated. The use of contaminated needles by illegal drug-users may be given as a means of spreading the AIDS virus. It is important to stress that doctors and nurses use safe, clean needles to administer medication. If needed, Transparency # 15b about how children can catch the AIDS virus may be used. Information related

to sexual transmission of AIDS should be used only if needed to answer specific questions. Although AIDS is technically not a specific disease, that technicality is not considered until Lesson # 25. At this age, the simpler word "germ", is still used; in discussing AIDS, the more precise word, "virus," gradually replaces the earlier term. Vocabulary: (* = in Glossary) *communicable worry * virus *AIDS *persons with AIDS     Suggested Materials Review Lesson # 8. Transparency Masters # 11a and # 11b Transparency # 15b (only if needed) Teaching/ Learning Activities A. Gathering Bring the children into an informal setting. If you must remain in your classroom, arrange chairs or desks in a semi-circle and explain to the children that today they are going to learn about a very serious health problem. B. Review Spend a few minutes reviewing the negative feelings associated with sickness. Discuss the meaning of "communicable" and explain how common germs are usually "caught." Review the fact that germs pass from person to person. See Lesson Plan # 8. Recall that some kinds of germs spread disease. Name certain communicable diseases and have the children share their personal experiences of "catching" them: flu, strep throat, measles, mumps, and chicken pox. C. Presentation Explain that today the children will learn about a disease that is NOT caught through children's everyday activities. The name of the disease is AIDS. Display Transparency Master # 11a and present ideas such as the following: Who will read the overhead transparency for me? Yes, the name of the disease is A-1-D-S. (Spell out the letters.) You may have heard your parents talk about it or heard someone talk about it on TV. I want to help you to understand what A-I-D-S is. It is a very serious disease that is not caught through children's everyday activities. D. Discussion Engage the children in a discussion of valid concerns regarding health and illness. The teacher could begin

with examples such as these: In the winter we worry about catching colds. Your mom still worries about you catching strep throat or the flu from a friend who is sick. Last week my friend had a terrible sinus infection. She did not go to work for a few days so she would not spread her infection to anyone else. Then the teacher asks the children: Did you ever worry about catching a certain illness from someone? Allow time for the children to express their fears. Each time a child expresses a valid fear regarding a germ or disease that can be caught easily, reply with a comment similar to one of these: Yes, Fred, you do have to be careful. You should not drink from a glass that your brother is using if he has a cold. The germs that cause colds are easy to catch. You're correct, Molly. You should always cover your mouth when you cough. Sore throat germs can be spread by coughing. E. Presentation The teacher leads the children to an understanding of the fact that AIDS is not caught through children's everyday activities. Those were very good examples. Most of the diseases we hear about all year are diseases that are caught through usual children's activities. The disease we are studying today, AIDS, is not caught in your usual activities. Some people think you can catch the germ or virus that causes AIDS just like you catch a cold. That is not true. The next time you hear that another child is worried about catching A-I-D-S, you can tell that child that we learned about this disease and we learned ways it is not caught. As a matter of fact, I have a special list to show you. It explains that the AIDS virus is not caught through children's everyday activities. You can't catch the AIDS virus by ... (Uncover Transparency Master # 11b line by line and have the children read all the "safe behaviors.") This chart should be presented in a "good news" spirit. The lesson is intended to put to rest the fears of the children. Be certain the children grasp this basic message: REMEMBER: The AIDS virus is not caught through children's everyday activity. It is not caught in the same ways we catch a cold or the flu.

There are many safe and fun things you can do when you are with a friend who has the AIDS virus. F. Review Hold a brief review of the lesson that includes: - the name of the disease - the fact that it is a very serious health problem - the ways in which the AIDS virus cannot be caught Have the children share their reactions and any fears they may still have regarding AIDS. Refer to Transparency # 15B if the students have questions about how the AIDS virus is transmitted.

Closure Review again the list that explains ways in which the AIDS virus is not caught and tell the children to help other people to understand that the AIDS virus is not caught through everyday children's activities. Assure them that scientists all over the world are working hard to find a way to stop people from getting AIDS and to cure those who have it. Be certain that the lesson concludes on a hopeful note!

Lesson # 12

TRANSMISSION AND PREVENTION

Lesson Objectives The students will be able to T4 name significant adults with whom they can share secrets and important information; T-7 list and explain specific rules and laws that promote health, safety, and wellness; T-8 give examples of refusal skills that can be used to say "no" to any risk behaviors. Overview The children name rules in school, at home, and at play. They are reminded how precious is their God-given life and how important it is to obey laws and rules so they and others will be safe. Students are helped to identify risk behaviors in everyday children's lives as well as unkind and dangerous touches. They discuss various ways they can refuse to get involved in such dangerous situations. Suggested Teacher Religion, science, or health teacher. Basic Information and Vocabulary The teacher should be familiar with the content of Lessons # 3, 5, 6, 9, and 10. Vocabulary: refuse ,dangerous touches, unkind touches, rules, laws, safety ,   Teaching/Learning Activities Introduction Ask the children these questions: 1. Can you name some laws and rules at school that keep you safe?

2. What are some rules in your home that keep you and your family safe? 3. When you play with your friends, what safety rules do you obey? Explain to the children that laws and rules are made to help all of us and keep us safe. Engage the children in a sharing session. What types of things could happen if we did not have rules and laws --- in school? --- at home? --- when we play? B. Discussion We have learned how to plan safe activities for home and school. Why is your safety so important? Sometimes, other people can be the cause of making us feel in danger. Listen to this example: You are riding your bike home from school and a bigger student teases you and pushes you off your bike. Do you feel safe or in danger? (Allow time for discussion.) We also learned that people can make us feel loved and appreciated by the ways they touch us. Do you remember some of the touches we said make us feel loved and happy? (pat on the head, handshake, pat on the back) (Allow for discussion and recall of Lesson # 3.) There are also times when other persons may use touches that do not make us feel loved and happy. Let me give an example: You are on the playground at lunch and you have just

finished a race. You and your best friend have tied for first place and you are cheering for each other and celebrating. Suddenly, another student - who is not happy about the race - puts her hand on your shoulder and pushes you on the back so hard that you slip and fall. That is an unkind way to touch someone. A push can also be a dangerous way to touch another person. (Allow for discussion related to unkind and dangerous touches.) C. Application Your body is a special gift from God. We know that we always take special care of gifts from God. You can often stop someone from touching you in an unkind or dangerous way. Listen to these stories and think of ways to prevent unkind or dangerous touches: 1. You are walking to the store for your mom. A friend warns you that one of the children from the neighborhood is waiting for you on the corner. He wants to have a fight. He is very angry with you. What should you do? (Allow discussion and lead the children to see the wisdom in avoiding a fight.) 2. The student who sits behind you during reading class does not like to pay attention, frequently hits you on the back of the head, and pinches your neck. What can you say to that student? What can you do? (Allow for discussion of ways to stop unkind and unwanted touches.) Your friend likes to run and play tag on the way to and from school. Sometimes the "tags" get rough and turn into hits and pushes. You have to cross some busy streets where it is not safe to play tag. How can you say "NO" if the game of tag gets rough and dangerous?

(Allow for discussion of ways to say "no" and lead the children to understand that they have a right to prevent unwanted and dangerous touches.) 4. You are waiting for your mom in the outside eating area at McDonalds. Your mom is inside getting lunch. You are sitting on a bench. An older person you don't know sits next to you and touches you. You don't want the person to be near you or touch you. What can you do? What can you say? (Lead the children to understand that they have a right to yell and get away from someone in order to prevent unwanted touches.) 5. You and your older sister are home alone. Her boyfriend arrives just as you are about to take a bath. He tells your sister she can watch TV and hell help you with the bath. You don't need help and you don't want him to touch you. How can you refuse? (Allow time for discussion among the students. They may share times when they want privacy. Help them to under- stand that they have a right to privacy and a right to refuse to have other people touch them.) Closure Summarize the lesson with a verbal review that recalls rules and laws, kind and unkind touches, safe and dangerous touches. Remind the children that they always have the right to refuse and get away from unwanted touches. Distribute Handout # 12. Explain that each student will take the paper home and find one or more pictures in magazines or newspapers that show people obeying the law or a rule. (Directions are printed on the handout for the benefit of parents who may be asked to help.) The picture(s) should be pasted on the handout and returned to the teacher who will make a collage and display the pictures under the caption: "Rules and Laws Keep Us Safe."

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Lesson # 13

BASIC INFORMATION; TRANSMISSION AND PREVENTION

Lesson Objectives The students will be able to B-1 explain in simple terms the meaning of the word "contagious"; T-I share from personal experience what it means to feel well and to feel sick; T-11 explain basic safety precautions related to emergency procedures. Overview This lesson reviews how communicable diseases other than

AIDS are spread. The children demonstrate why good hygiene helps to eliminate the spread of communicable diseases. Through role playing, students are introduced to the basic safety precautions that should be used in the case of an accident. Suggested Teacher Science, health, or religion teacher Basic Information and Vocabulary The teacher should be familiar with the content of Lessons #

2, 8, and 11, as well as the Universal Precautions described in Section 4, immediately preceding the Glossary. Vocabulary (* = in Glossary) *contagious ,accident, *virus *communicable *precaution *hygiene Suggested Materials Transparency Masters # 13a and # 13b Teaching/ Learning Activities A Introduction Invite students to tell the class about an illness they have had - measles, chicken pox, flu, etc. Ask individual children to share why they became sick. Review what the students already know about communi- cable diseases. Also invite stories that show how students were hurt in accidents. B. Presentation Explain that the children will learn about how to stay healthier through good hygiene. Display Transparency # 13a, naming good hygiene practices. Present the idea that safety precautions are also important to avoid the spread of communicable diseases. Display Transparency # 13b and explain the safety precautions for accidents.

C. Role Playing Case #1: Jennifer is returning books to the library. The librarian, Mrs. Hall, is lying on the floor. Jennifer sees that Mrs. Hall has fallen off a ladder. Play act what Jennifer should do. Case #2: Nick is outside playing basketball. His mother calls him in to lunch. Nick does not want to take the time out to wash his hands before eating. Pretend you are Nick's mother. How would you handle this situation? Case #3: Amy and Katie are in the restroom. Amy asks to borrow Katie's comb. You are Katie. How would you respond to your friend? Case #4: On the playground Alex has cut himself on the slide. Crying and bleeding, Alex turns to you for help. What should you do? Case #5: Brian and Ashley are in the lunchroom. Brian sees Ashley eating a candy bar. Brian asks for a bite. Should Ashley give him a bite? Closure Remind the students that good hygiene practices and important safety precautions are healthy choices. Conclude the lesson by singing "Father Abraham" or another song that recalls the importance of each person's body.