Busy Bodies

SCAHPERD Convention

Myrtle Beach, SC

November 9-12, 2006

Deborah A. Miller, PhD, CHES Shelley Hamill, PhD, CHES

Edith B. Ellis, PhD, CHES Winthrop University

College of Charleston Department of Health & PE

Department of PE & Health 103 Peabody Gym

843/953-5558 Rock Hill, SC

millerd@cofc.edu 803/323-4697

ellise@cofc.edu hamills@winthrop.edu

Agenda

1. Stand upä..sit down!

2. I Heard it Through the Grapevine

3. Pressure Points

4. Lungs at Work

5. Cheeseburger in Paradise

6. Dynamic Digestion

7. If Youπre Healthy and You Know It!

Stand Upä.Sit Down

Grade Level: 3-8

Content Area: Overall Health, Physical Activity

Materials: List of behaviors (examples provided)

Duration: Variable

Explain that students are to either stand up or sit down according to the behavior called out by the teacher. If the behavior involves activity, students are to stand up. If the event is sedentary in nature, students are to sit down. If two or more active behaviors are called in a row, students run in place when the second one is called.

Students begin the activity seated in their desks.

1. basketball

2. soccer

3. sleeping

4. dancing

5. computer games

6. skateboarding

7. softball/baseball

8. watch TV

9. walk the dog

10. ride the elevator

11. bicycling

12. swimming

13. drive to corner store

Extension: Ask students to identify their own daily periods of inactivity and how they could improve their level of activity.

I Heard it Through the Grapevine

Grade Level: 6-10

Content Area: ATOD, can be adapted for any area

Duration: 10-15 minutes

Materials: Signs with factual and non-factual statements about substance

Abuse

Painterπs/masking tape

One sign: Fact

One sign: Fiction

Procedures:

Prior to class, post Fact and Fiction signs on opposite sides of the room.

1. Distribute factual and non-factual statement cards to various students.

Note: If possible, there should be one sign for each student. Otherwise, have

students work in pairs to determine if the statement is fact or fiction.

2. Each student/pair is to tape the statement under what they believe to be the

appropriate sign.

3. Once all statements have been placed on the wall, ask students if they would

make any changes. Discuss reasons for those suggestions.

4. Correct any misconceptions, and move those statements to the correct sign.

5. Discuss reasons misconceptions occur, and what sources of information would be

considered valid.

Pressure Points

Health Content Area: HIV/AIDS, Diseases and Disorders

Grade Level: 6-12

Integration: Science

Language Arts

Duration: 30-45 minutes

Objectives:

The student identifies the lines teenagers use to pressure others to become sexually active.
The student explains how personal health choices impact his/her health status.
The student describes resistance skills that can be used in pressure situations.

Materials: balloon

baking soda

vinegar

long-neck bottle

butcher-block paper

National Health Education Standards:

#1 Students will comprehend concepts related to health promotion and disease

prevention.

#5 Students will demonstrate the ability to use interpersonal communication skills

to enhance health.

SC Health Education Standards:

Use strategies to overcome barriers to communication about health issues
Demonstrate refusal and negotiation skills to enhance health and reduce risks
Demonstrate effective verbal and nonverbal communication skills to enhance health
Demonstrate the effective use of communication skills in pressure situations

Procedures:

1. Ask the students about some of the pressures that they face daily. If no one mentions the pressure to become sexually active, be sure to include it in the discussion.

2. Many statements that are made to convince a partner to engage in sexual intercourse are known as ≥one-liners.≤ Have students brainstorm as a class ≥one-liners≤ they have heard from others, on television, in the movies, or in a song/rap. Write these on the board. Examples might include, ≥If you loved me, you would,≤ or ≥I promise not to tell anyone.≤

3. After completing #2 above, take a bottle and add one inch of vinegar to the bottom. Use a bottle that has an opening of between one-half inch and one inch. The bottle should have a neck that is about two inches long and is about the same diameter as the opening of the bottle. Place about 2 teaspoons of baking soda inside a balloon that has a fairly wide neck. Your materials are now prepared.

4. Have students read together the ≥one-liners≤ you have written on the board. As they are doing this, tell the class that the pressure is mounting. As you say this, stretch the neck of the balloon over the opening of the bottle and hold the balloon upright. The class will notice that the baking soda will drop into the bottom of the bottle where it will react with the vinegar. The reaction will create a gas that will cause the balloon to expand as a result of pressure. Hold the balloon around the rim of the bottle so that it does not slip off.

5. Divide class into groups of 4-5. Tell students that they have 2-3 minutes to come up with their own one-liners (different from those on the board), and that the pressure continues to mount. (They are to write their one-liners on the butcher-block paper. Make sure they leave enough room under each one for a counter statement.)

6. Each group is to pass their butcher-block paper to the next group in a clockwise manner.

7. In order to relieve the pressure on the balloon, the next group must come up with ≥one-liners≤ to counter the ones listed on the butcher-block paper. For example, a counter statement might be, ≥If you really loved me, you would respect my wish to remain abstinent.≤ Allow 2-3 minutes for this process. (Make sure that the groups record the counter statement in a different color marker from the original statement.)

8. Have one person from each group tape their butcher-block paper to the wall and read the one-liners and their counter statements.

9. After 2-3 groups present their counter statements, begin to allow the gas inside the balloon to leak out by opening the rim of the balloon on the bottle. This will slowly release the pressure inside the balloon and deflate it.

Assessment:

Each student writes a one page paper describing his/her observations of the experiment and how s/he feels when under pressure to do something that involves risk.
Each student compares and contrasts this experiment with a previous science experiment completed in class.
Each student creates a poster describing how counter-statements positively influence his/her health status.

Lungs at Work

Content Area: Systems of the Body, Science, Health

Grade Level: 4-6

Duration: 30 minutes

MATERIALS:

Balloons (3 - 4 for each group)

6 inches of flexible/surgical tubing (per group)

3 rubber bands (per group)

1 - 1 Liter or 2 Liter bottle with Cap (per group)

*Note: Have students save plastic bottles with caps

T - connector, for same hose size as flexible/surgical tubing (1 per group)

*Note: ¼ x ¼ x ¼ inch connectors with ¼ inch tubing works well

1 pair of scissors (per group)

Blank Diagram of Lungs (1 for each student)

PREPARATION:

Cut 1 inch off bottom of clear 1-liter bottles.
Wrap the edges of the newly cut bottom with tape.
Cut a hole in the cap of the bottle big enough to allow for a tight fit when the tubing is pulled through it.
Cut surgical tubing into 6≤ sections.
Put all of the materials (except scissors) into a zip lock bag for easy distribution to

each group [water bottle, balloons, rubber bands, 3-way hose connector, tubing].

PROCEDURES:

1. Ask ≥What is the job of the respiratory system?≤ (to take in oxygen and

get rid of carbon dioxide)

2. Ask ≥Who knows what the wind pipe is called?≤ (trachea)

Have the students break up into groups of 3 - 4 people.

3. Have one student from each group pick up the materials needed for the

activity. (zip lock bag and 1 pair of scissors)

The teacher will model the steps as the students follow the directions. Students will take turns with each step.

4. Have the first group member take the plastic tube and push it over the base of the

T. (The connector is T shaped.)

5. Other group members put a balloon over one of the two remaining connections,

securing it by wrapping a rubber band around it several times to make it

air tight.

6. Group members then put a second balloon over the remaining connection,

securing it by wrapping a rubber band around it several times to make it air tight.

7. Group members will place the ≥lungs≤ (balloons and connector) inside the

bottle with the tubing coming up through the hole in the lid of the bottle.

8. One person ties a knot in the neck of the third balloon and carefully cuts it in half,

crossways.

9. Another person gently stretches the half of the balloon with the knot in it over the

bottom of the bottle (which is being held by another group member), pulling it up

around the sides as taut as s/he can (like the top of a drum). You may need to

secure it with a large rubber band.

10. Explain to the groups that the lower part of the balloon represents the diaphragm, which is the main breathing muscle.

11. Pull the ≥diaphragm≤ (balloon attached to bottle of bottle) down, as though you

were inhaling.

12. Explain that this lowers the air pressure in the chest cavity (bottle).

Continue to explain that this causes air from the outside to rush in and forces

the two lungs (balloons) to expand.

13. Review the key components of the respiratory system. Ask the students to

describe the function of each component:

a. nose/mouth

b. trachea

c. bronchi

d. lungs

e. diaphragm

15. Pass out a blank diagram of the lungs to each student and have him/her label each

part.

REFERENCES:

www.lung.ca/children/grades4_6/respiratory/index.html

www.brainpop.com/health/respiratorysystem/

http://student.biology.arizona.edu/sciconn/respiratory/lung.html

Cheeseburger in Paradise

Grade Level: 5-8

Content Area: Nutrition, Physical Activity

Duration: 10-15 minutes

Materials: 5 signs of healthy food (i.e., baked chicken, broccoli, wheat rolls,

milk, brown rice) –one set for each group of 11 students

5 signs of unhealthy food (i.e., fried shrimp, French fries, ice

cream, hushpuppies, soft drink) – one set for each group of

11 students

Masking/painters tape

Folding chairs (10 per group)

Music of choice

CD player

Note: A large space is needed – ½ the size of basketball court is sufficient.

Foods may be added to accommodate the number of students in class.

Procedures:

1. Divide class into groups of 11.

2. Each groups makes a row of 5 chairs, then adds a second row so that chairs are

back-to-back. (Arrangement is like that of Musical Chairs.)

3. Have students tape one food sign to the top, front of each chair.

4. Tell students to line up around the chairs.

5. Explain that when you play the music, they are to walk around the chairs until the

music stops. When the music stops, each student tries to find a chair and sit down. (There will always be one fewer chair than there are students.)

6. Play music for several seconds, and then stop it.

a. One student from each group is unable to continue. That student removes

one chair from the set-up.

b. Chairs to be removed are those from the ≥unhealthy≤ food status. You may

remove them in any order.

c. You may opt to let the student choose which food is unhealthy and should

be removed.

7. Repeat Step 6 until there are only the chairs with healthy foods remaining. Ask

students what they observed. (The remaining foods make up a well-balanced

meal.)

8. Discuss how the unhealthy meal could be modified to make it healthy.

Dynamic Digestion

Health Content Area: Systems of the Body, Health, Science

Grade Level: 3-6

Duration: 20 minutes

Materials:

∑ 1 Large plastic zip-lock bag

∑ 1 Trash bag

∑ 4 Small paper bags

∑ 4 Small zip-lock bags

∑ A big bag of tootsie rolls or any individually wrapped candy

∑ 1 Roll of masking tape

∑ 2 Sponges

∑ 4-6 Squirt guns or Spray bottles

∑ Prepared index cards with the each digestive organ, its function, and the role of the organ in the simulation.

Preparation:

A. Create a ≥digestive tract≤. Lay out two parallel lines of tape on the floor, 3' apart and long enough for half of the class to stand shoulder to shoulder on one side of the parallel lines. Put the food particle to be eaten (a large plastic bag with contents described below) at one end, and a large trash bag or can at the other.

B. Create a ≥food particle≤. Place candy in 4 small zip-lock bags, wrap in newspaper, and then place the newspaper balls into 4 small paper bags. Place all 4 small paper bags and more wadded newspaper in a large plastic zip-lock bag until the bag is full. The bag is then closed to complete the food particle.

C. Prepare note cards with digestive organs, their functions, and the roles of the organ in the simulation. Number each organ in the top right hand corner, 1-9. Parts are listed below.

Procedure:

1. The teacher will ask the class, ≥Who can tell me the parts of the digestive system?≤ (Responses should be written on the board.)

Correct responses should include: molars, saliva, esophagus, stomach, pancreas and liver juices, small intestines, blood, large intestines, and rectum

2. The teacher will then ask, ≥Who can tell me what function each of these organs performs during digestion?≤ (Responses should be written on the board.)

Molars - Break food into small pieces so it can be swallowed

Saliva - Moistens food so it can be swallowed easier and pass through the esophagus into the stomach

Esophagus - Transports food to the stomach after being swallowed

Stomach - Stores food while it is broken down by the digestive juices and breaks the food down into smaller pieces. Moves food to the small intestines.

Pancreatic and liver juices - Break down and dissolve food while in the stomach

Small intestines - Absorbs nutrients from food and moves food to the large intestines

Blood - Transports nutrients to all cells and all parts of the body

Large intestine - Reabsorbs moisture, prepares waste to leave the body

Rectum - Excretes waste from the body

4. The teacher will then explain to the class that they will be physically simulating the functions of the organs in the digestive tract.

5. The teacher will pass out a note card to each student designating the function of the specified organ. The back of each card will describe a specified role in the simulation that the student is to perform when it becomes his/her turn. Each card will have a number written in the top right hand corner. (Every student should have a part. If there are many students, several students can play the same part.)

6. The teacher will then ask the students to read their cards silently and line up

according to the number on their card on both lines of masking tape, facing one

another. Each line should have numbers 1-9.

7. Students will perform the following activities to the ≥food particle≤ as they

squeeze/pass the food the length of the line/digestive tract.

8. The teacher will explain to the students that as the food comes down the line, they

must explain what they are about to do or narrate the function/action they are

performing. ("I am a grinding tooth and I crush food like I break this bag.")

DIGESTION as depicted on note cards.

∑ Molars – Break food into small pieces so it can be swallowed (Tear open plastic bag and remove newspaper and paper bags. Put ≥food≤ particles on the floor.) #1.

∑ Saliva - Moistens food so it can be swallowed easier and pass through the esophagus-(Use yellow squirt bottle to squirt plastic bags, paper bags and newspaper.) #2.

∑ Esophagus - Transports food to the stomach after being swallowed (Pass plastic bags, paper bags, and newspaper down the line - on the floor.) #3

∑ Pancreatic and liver juices- Breaks down and dissolves food while in the stomach (Use squirtguns/ bottle to moisten plastic bags, paper bags, and newspaper.) #4

∑ Stomach- Stores food while it is broken down by digestive juices; breaks food down into smaller pieces. Moves food to the small intestines. (Tear newspaper, plastic bags, and paper bags into small pieces. Put torn pieces on the floor.) #5

∑ Small intestines- Absorbs nutrients from food. Moves food to the large intestines. (Collect small plastic bags from the floor and pass them to the ≥Blood.≤ Pass the plastic bags, newspapers, and paper bags down the line.) #6

∑ Blood - Transports nutrients to all cells and all parts of the body (Give each student a couple of pieces of candy from the plastic bag.) #7

∑ Large intestines- Reabsorbs moisture, prepares waste to leave the body (Use sponges to sponge up water on the floor. Pass plastic bags, paper bags and newspapers down the line on the floor.) #8

∑ Rectum – Excretes waste from the body (Put plastic bags, paper bags, and newspaper in the trash bag at the end of the line.) #9

9. The students will clean up the area of all ≥wastes≤ before reviewing the structure and function of the digestive system.

10. The students may eat the candy if it is permissible by district guidelines.

If Youπre Healthy and You Know It!

Grade Level: 3-6

Content Area: Physical Activity, Music

Materials: Variation of original song

Duration; Variable

Formation: Students standing at their desks

Song:

If youπre healthy and you know it, jump around!

If youπre healthy and you know it, then your life will really show it.

If youπre healthy and you know it, jump around!

If youπre drinking lots of water, clap your hands!

If youπre drinking lots of water, then your skin maintains its order.

If youπre drinking lots of water, clap your hands!

If youπre brushing, flossing, cleaning, twist your hips!

If youπre brushing, flossing cleaning, then your teeth will keep on gleaming!

If youπre brushing, flossing, cleaning, twist your hips!

If you eat a healthy diet, touch your toes!

If you eat a healthy diet, then your chicken you wonπt fry it.

If you eat a healthy diet, touch your toes!

If youπre running, playing daily, shout HOORAY!

If youπre running playing daily, then your heart will beat on gaily.

If youπre running, playing daily, shout HOORAY!

If youπre healthy and you know it, do all five!

If youπre healthy and you know it, then your life will really show it.

If youπre healthy and you know it, do all five!

Optional verse:

If youπre eating fruits and veggies, raise the roof!

If youπre eating fruits and veggies, then your pants will have no wedgies.

If youπre eating fruits and veggies, raise the roof