Unit 2

2

Healthy Food

Healthy Food Unit Breakdown This unit introduces the topics of food and how nutrition affects health. These topics are developed by presenting the components of a healthy diet and specifically by analyzing meat and vegetables and other foods that come from animals and plants. The criteria for basing the study on these themes are as follows: Analysis of their daily diets will show students how the food they eat enables their bodies to develop and provides them with energy for their daily activities. By studying the basic properties of foods common to their daily diets, students will understand how important these foods are and at the same time realize the need for a varied diet.

Scientific Basis Nutrition: Because diet affects both physical health and mental development, students are guided to discover the characteristics of certain foods and to learn what role these play in a healthy diet.

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Introductory Pages This double page uses photographs and a drawing to introduce food sources, food preparation and the main meals. Discuss with students the importance of eating a balanced diet at regular intervals: How do you feel if you don’t eat for a long time? (Tired, hungry.) How many times do you eat every day? Do you always eat the same food? Have students make lists of all the food they eat in a day. Have them compare their lists in pairs. Ask What foods do you eat a lot of? What foods do you eat little of? What happens if you eat too much candy? (Cavities, appetite loss.) ● Look at the drawing.

Write the headings Animals and Plants on the board. Elicit foods for each source using the photographs and write them under the headings. Divide the class into pairs. Have students look at the drawing and name all the foods they can. Then have them circle in red the foods that come from animals and in blue the foods that come from plants.

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Contents ● Look at the drawing. Where do the foods come from? Circle. ! !

Concepts Properties of foods: color, flavor and texture.

animals plants

The main meals. ● Which is your favorite meal? Mark.

Types of food. Food sources: plant or animal.

breakfast

lunch

snack

dinner

Food preparation: raw or cooked. Diversity of foods around the world.

Procedures

Draw your favorite meal.

Observation of the physical properties of certain foods. Classification of foods by flavor, source and preparation. Association of the main meals with the most appropriate types of food. Ordering of the steps of a sequential process. ● Circle the foods you can eat raw.

Attitudes Acquisition of healthy eating habits. Recognition of the importance of cleanliness when handling food.

fish pear

cheese

meat

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● Which is your favorite meal?

Have students look at the photographs on page 17. Ask What time of the day do you eat eggs? Which meal is at that time? Continue with the other foods and drinks. Have students mark their favorite meals and then draw them. Divide the class into pairs and have students describe their drawings to their partners: My favorite meal is breakfast. I eat eggs and I drink orange juice. ● Circle the foods you can eat raw.

Have students look at the drawings and circle the foods they can eat raw (the cheese, the pear, possibly the fish). Ask about each food: Can you eat this food raw? How do you prepare it? At which meals do you eat it? What dishes can you make with it? Divide the class into pairs. Have students decide if the foods in the photographs are eaten raw or cooked: You eat bananas raw. You eat eggs cooked. Ask students to look at the drawing and the photographs and to say which foods have to be stored in a refrigerator and why. 23

Lesson

1

1

What do you eat and drink?

● Look at the picture.

What do you eat and drink? Concepts Properties of foods: color, flavor and texture. The main meals.

Vocabulary Breakfast, dinner, drink, eat, fruit, hard, healthy, hungry, lunch, salty, snack, soft, sweet, thirsty. ● Circle the answers. What is the banana like?

ESL Expressing Concepts This lesson may be used to review the following language:

It is

salty.

sweet.

It is

soft.

hard.

The verb to be It is soft and sweet.

● Look and match.

Present simple I eat cereal and I drink milk for breakfast. You drink

˜

Focus on Science Properties of Food Materials: Various foods (cucumber, melon, cheese, candy, potato chips) or other hard/soft, sweet/salty foods, three bowls. Preparation: Cut the cucumber, melon and cheese into small pieces and put them into different bowls. Teach hard and soft using classroom objects. Then teach sweet and salty using the candy and the potato chips. Write these questions on the board: What color is it? Is it hard or soft? Is it sweet or salty? Divide the class into three groups and give a bowl to each group. Have students examine the food in their bowls and answer the questions. Have some groups present and describe their foods to the class. Then ask students to name other foods that have each property.

You eat

˜

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● Look at the picture.

Point to one of the foods in the photograph and describe it. Have students guess which food you are describing: It’s orange. It’s soft and sweet. (An orange.) Then have individual students describe foods and have the rest of the class guess what they are. ● Circle the answers.

Read through the activity with the class and have students circle the correct answers. Talk about other foods that have similar and different properties: What other foods are yellow? What foods are green? What other foods are sweet? What foods are hard? Optional: Have students write lists of foods that have the same colors, flavors and textures. ● Look and match.

Ask students to name the foods and drinks. Then have them match the phrases (You drink …, You eat …) with the photographs. Have individual students read out their answers: You drink water. 24

● Match.

Language Skills: Writing breakfast

Food Writers Materials: Magazines with photos of food, scissors, glue, paper. Divide the class into pairs. Have students cut out pictures of foods and drinks and paste them on paper. Ask them to write a short paragraph describing each food or drink using vocabulary from this lesson: This is an apple. It is hard and green. It is sweet. Have some pairs present their work to the class.

lunch

snack

dinner

Cross-Curricular Connection ● What do you need every day? Circle.

Health Education: Balanced Diets Materials: Paper.

water

cheese

Divide the class into pairs and assign a meal—breakfast, lunch, snack or dinner—to each pair. Distribute paper and have pairs draw pictures of appropriate foods and drinks for their meals. Encourage them to balance foods and drinks from plant and animal sources. Help them to label their pictures.

melon

Remember • You need to eat and drink to be healthy and strong. • You need to drink water every day.

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● Match.

Ask students to name the foods and drinks in the photographs. Have students match the names of the meals with the photographs. Divide the class into small groups. Ask students to compare what they eat at these meals with the foods in the photographs: I eat cereal and I drink milk for breakfast. I don’t drink fruit juice.

Have the class choose four pictures, one for each meal, that they think constitute a healthy and balanced diet. Display the pictures around the classroom. Explain that some people do not eat foods that come from animals. These people receive the nourishment they need from cereals, legumes, fruit and vegetables.

● What do you need every day?

Ask What happens if you don’t drink? (You get thirsty.) What happens if you don’t eat? (You get hungry.) Ask students what foods and drinks they need every day: Do you need chocolate? (No.) Do you need soda? (No.) Then have them look at the photos and circle what they need. Ask Is there water in the melon and the cheese? (Yes.) Explain that all foods contain some water. Remember Write these questions on the board: Why do you need to eat and drink? What do you need to drink every day? Have students match the questions with the sentences and then copy the sentences in their notebooks. 25

Lesson

2

2

Let’s look at vegetables!

● Look at the picture and mark.

Let’s look at vegetables! Concepts Types of food. Food sources: plant or animal. Food preparation: raw or cooked. Vocabulary Bean, cereal, chickpea, cooked, fruit, legume, lentil, raw, vegetable. Materials Ask students to bring in fruits and vegetables from home.

What can you see?

Expressing Concepts

cakes

X This lesson may be used to review the following language:

fruit

X

vegetables flowers

What colors are vegetables? Circle.

Prepositions Potatoes grow under the ground. ● Which food is different? Circle and explain.

Focus on Science Fruit and Vegetables Materials: Fruits and vegetables. Display fruits and vegetables. Write these questions on the board: Is it a fruit or a vegetable? Does it grow under the ground, on a plant or on a tree? Do you like it? Do you eat it raw or cooked? What do you eat it with? Divide the class into pairs. Have students examine the fruits and vegetables and answer the questions above orally.

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● Look at the picture and mark.

Point to different fruits and vegetables in the picture and have individual students name them and describe their colors, flavors and textures. Then have students answer the questions. Ask what colors fruits can be. Ask students whether the foods in the picture come from animals or plants. Explain that all fruits and vegetables come from plants. Add that fruits and vegetables contain a lot of beneficial substances (vitamins and minerals) and that it is good to eat a lot of them. ● Which food is different?

Ask students to name the foods in each set of pictures and say which food is different. Have individual students say why it is different: It’s not a vegetable. It’s cooked. Divide the class into pairs. Have students circle the different foods and write sentences explaining why. Optional: Place one piece of fruit and three vegetables on a table and have a student decide which is the odd one out and why. Repeat with other combinations of fruits and vegetables.

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● Match and complete the pictures.

Language Skills: Listening Draw the Scene Materials: Paper. Describe the following scene to students and have them draw it on a sheet of paper: There is a tree in a field. There are some apples on the tree. There is a box of apples under the tree. There is a cat on the box. Next to the cat, there is a farmer. There is a bird on top of the farmer’s head. ● Trace the words.

LEGUMES

Cross-Curricular Connection Health Education: Carrot Salad

beans

lentils

Materials: Salad bowls (1 per group and 1 for washing carrots), lemons (1 per group), carrots, salt, water, peeler, grater, knife.

chickpeas

Preparation: Fill one bowl with water. Have the peeler, grater and knife ready to help students.

Which vegetables can you eat raw?

Divide the class into groups and give each group a bowl, several carrots, a lemon and salt. Guide students through the following instructions:

Remember • People eat vegetables. Vegetables are plants. • Fruit, legumes and cereals also come from plants.

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● Match and complete the pictures.

Ask students about the foods in the pictures: What are these? Do carrots grow on trees? Do they grow on vines? Have students match the farmers with their products and then complete the pictures. Then ask students to name foods they know that grow in the same ways: Pears grow on trees.

First wash and peel the carrots. Then grate them into a bowl. Next cut the lemon and squeeze the juice into the bowl. Add some salt. After that, toss the salad. Finally eat the salad.

Worksheet 3 Foods from Animals and Plants

● Trace the words.

Ask students what they know about legumes: Which of these legumes do you like? Do you eat them raw or cooked? Are they hard or soft? What is your favorite dish with these legumes? Have students trace the words. Which vegetables can you eat raw? Point to different vegetables in the classroom and in the pictures in the book: Can you eat this raw? How do you prepare it? Tell students that they should wash or peel raw fruits and vegetables before eating them.

Preparation: Photocopy page 108 (1 per student). Answer Key: Animal: milk, ham, eggs, meat, cheese, yogurt. Plant: apple, potato chips, carrot, bread, peanuts, lettuce.

Remember Have students read the sentences and copy them in their notebooks.

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Lesson

3

3

Let’s look at meat!

● Look and mark.

Let’s look at meat! Concepts Types of food. Food sources: plant or animal. Food preparation: raw or cooked. Vocabulary Beef, chicken, fish, meat, pork. Materials Carton of cream with no additives, plastic container with a tight-fitting lid.

This meat is ... raw.

Expressing Concepts

X

cooked.

What other foods can you see? eggs

This lesson may be used to review the following language: Present simple

X

vegetables

fruit

● Think and match.

Meat comes from animals. Yogurt comes from milk. Eggs come from hens.

cooked

raw

Focus on Science Foods from Animals Materials: Raw meat, an egg. Display the raw meat and the egg. Ask if they come from animals or plants. Then ask students to name other foods that come from animals. Ask students if the egg and meat can be eaten raw. Ask them to name other foods that have to be cooked. Ask students to name meals they like that contain meat and eggs.

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● Look and mark.

Point to the picture and have students identify the foods on the plate. Ask students about the steak: What’s this? Is it sweet? Is it hard or soft? Does it come from a plant or an animal? Do you like to eat steak? What foods do you eat with steak? Have students mark the boxes. Ask students to name other types of meat. Ask them what the meats have in common (e.g., they come from animals). ● Think and match.

Talk about food preparation with students: What did you eat for breakfast? What was raw? What was cooked? Point to each picture and have students name the foods and say if they are eaten raw or cooked. Then have them match the words with the pictures. Write these headings on the board: Raw and Cooked. Divide the class into pairs and have students copy the headings in their notebooks. Have them write lists of foods eaten raw and cooked. Have some pairs read out their answers.

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● Where are they going? Trace the words and draw the routes.

Language Skills: Speaking

meat

Food Sources Materials: Food magazines. Divide the class into small groups and give each group a magazine. Have students look for different foods in magazines and say where each one comes from: Apples come from plants. They grow on trees. Yogurt comes from milk. Eggs come from hens. Have groups report some of their observations to the class.

fish Cross-Curricular Connection

● Which foods come from milk? Circle.

Social Studies: Local Foods

yogurt

jam

cheese

Look back over the unit and discuss with students which of the foods are produced locally: Are there any cows near you? Where? Where do fish come from? Are there any apple trees near you? Are there any cornfields?

juice

Divide the class into groups and have them list foods produced locally.

Remember • People eat meat. Meat comes from animals. • Fish, milk and eggs also come from animals.

Worksheet 4 23

Milk: From the Cow to Us Preparation: Photocopy page 109 (1 per student).

● Where are they going?

Discuss with students where they can buy different foods: Do you go shopping with your family? Where do you buy food? Where do you buy meat? Where do you buy fish? Have students trace the words and draw the routes.

Answer Key: Sentences in correct order: The cows eat grass. The farmer milks the cows. The tanker collects the milk. The factory puts the milk in cartons. We buy the cartons. We drink the milk.

● Which foods come from milk?

Point to the foods and ask if they come from plants or animals. Explain that milk comes from a cow. Have students complete the activity. Ask What other foods come from milk? What other foods and drinks do we make with fruits? Have students describe the cream. Ask Where does cream come from? (Cream is the thickest part of milk.) Pour the cream into the container and put the lid on. Have students take turns shaking the container vigorously, for a total of seven minutes. Ask students to say how the cream has changed (it should be a mixture of butter and buttermilk). Remember Ask What foods come from animals? What other source does food come from? Read the sentences and have students copy them in their notebooks. 29

ACTIVITIES

Activities/Discover

● What do you eat for breakfast? Color five pictures.

Concepts The main meals. Diversity of foods around the world.

Breakfast

Vocabulary Bowl, chopsticks, fork, glass, knife, plate, spoon. Materials Optional: Construction paper (1 sheet).

Expressing Concepts This lesson may be used to review the following language: Present simple I eat it with a fork. It comes from an animal.

Focus on Science Food Categories Materials: Culinary magazines, 9 index cards, scissors. Preparation: Write the following on separate index cards to make four sets of category cards: 1. raw, cooked; 2. from an animal, from a plant; 3. with a fork, with a spoon, with fingers; 4. salty, sweet. Divide the class into four groups and give each group a magazine. Have students cut out pictures of different foods and meals. Give each group a set of category cards and have them sort their pictures accordingly. Check their answers and then redistribute category cards.

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24

● What do you eat for breakfast?

Ask students to say what they have for breakfast. Then ask individual students to name the foods and kitchen utensils in the picture. Point to the utensils and ask what foods and drinks they are used with: Do you eat eggs with a spoon? Do you drink milk from a glass? Have students color five foods and drinks they sometimes have for breakfast. When students have finished, have them compare their pictures in groups of four: What do you eat for breakfast? I eat eggs and toast for breakfast. What do you drink? I drink orange juice. Ask students to name foods they should not eat for breakfast. Stress that eating a healthy breakfast is important for many reasons: It increases attention span and memory. Learning good eating habits also helps prevent health problems related to poor diet in later life, such as diabetes and obesity. Optional: Have students conduct a class survey of the most popular breakfast foods and drinks. Have them record the results on a bar graph, with Foods and drinks on the horizontal axis and Number of students on the vertical axis.

DISCOVER

Food from Other Countries

Language Skills: Reading

I like raw fish. I eat it with chopsticks. It is very good!

Alphabetical Order Materials: 19 Index cards, alphabet wall chart. Preparation: Write the following on separate index cards to make four sets: 1. breakfast, lunch, snack, dinner; 2. legumes, vegetables, fruit, cereals, meat; 3. hard, soft, sweet, salty, raw, cooked; 4. eat, drink, wash, peel. Divide the class into four groups and give each group a set of words. Display the wall chart. Have students order the words alphabetically and write them in their notebooks. Redistribute the words and repeat.

I like pizza. My favorite kind is tomato and cheese. I eat it with my hands.

Your Turn

Cross-Curricular Connection

● What is your favorite food from another country? Draw it.

Literature: The Fox and the Stork Tell students the fable of the fox and the stork:

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Food from Other Countries Remind students that we are all different: What do babies eat? Do you like to eat baby food? Do your mom and dad eat foods that you don’t like? Do you like the same foods as your brothers and sisters? Ask students to name foods from other countries (hot dogs, noodles, sushi) and write them on the board. Ask about the foods: Do you like spaghetti? Where does it come from? Do you eat it with your hands? Write Italy and Japan on the board. Have students read the texts and match each text with a country. Ask them another name for raw fish (sushi, sashimi). Show students how to hold chopsticks using two pencils. Have them use their pencils to try to pick up small classroom objects. ● What is your favorite food from another country?

Have each student draw his or her favorite food from another country in the box. Then ask individual students to present their pictures to the class: My favorite food is paella. I eat it cooked. It comes from plants and animals. I eat it with a knife and fork.

One day, Fox invited Stork to his house for dinner. Fox served the food on plates. Poor Stork could not eat anything because of his long, pointed beak. So Stork went home hungry and Fox ate two dinners. The next day, Stork decided to pay Fox back. Stork invited Fox to dinner and served the food in a tall jug. Fox could not reach any of the delicious food. Fox went home hungry and Stork ate two dinners. Have students draw pictures of Fox eating from a plate and Stork with his beak in a tall jug.

Assessment 2 Properties of Food Preparation: Photocopy page 125 (1 per student). Answer Key: 1. 1. salty. 2. soft. 3. sweet. 4. vegetable. 5. meat. 6. legume. 2. 1. animals. 2. plants. 3. animals. 4. plants.

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Unit 3

3

Staying Healthy

Staying Healthy Unit Breakdown This unit deals with activities and professions that help us stay healthy. The topic is developed by focusing on three aspects of staying healthy: fitness, hygiene and health. Keeping Fit shows the importance of proper rest and exercise to our health. Keeping Clean encourages good habits of hygiene. Caring for Our Bodies focuses on health care professionals and objects related to good health.

Scientific Basis This unit introduces students to physiology and medicine. It explains the changes that take place in the body as a result of exercise and the need for proper sleep. It also focuses on the need to care for our bodies and the work done by health care professionals.

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Introductory Pages This double page uses photographs and a drawing to present aspects of fitness, hygiene and health. Ask students to look at the drawing and name the professions. Then ask students how people of each profession help us stay healthy. Name other professions and have students say if they help us stay healthy: sports coach, plumber, cook, teacher, police officer, dentist, bus driver. Encourage students to justify their answers. ● Who helps you stay healthy?

Point to the photograph of the doctor and child and invite students to describe the scene. Ask them about their experiences with doctors: Are you ever sick? What did you have? How did you feel? Do you remember having injections or vaccinations? Tell students that although vaccinations and injections may hurt, they prevent or cure ailments that would hurt much more. Have students trace the words. Ask them what each health care professional does. 32

Contents ● Who helps you stay healthy? Trace.

Concepts Exercise and rest.

doctor dentist nurse

How sleep and rest affects health. Good habits related to hygiene and health. Health care professionals.

● How do you keep fit? Draw.

Wants and needs. Entertainers.

Procedures Classification of activities as exercise or rest. Recognition of the need for proper sleep and exercise. Identification of healthy activities.

● What helps you keep clean? Color.

Classification of food and objects as healthy or unhealthy.

Attitudes cap

faucet

Acquisition of good habits of hygiene. Interest in keeping fit.

T-shirt

Appreciation of the help we get from different people. Interest in helping other people.

toothbrush

soap

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● How do you keep fit?

Focus students’ attention on the photograph of the boy on the bike and ask What’s he doing? Is he resting or exercising? How do you exercise? Ask individual students to name activities they do in the course of a day. Have the rest of the class classify the activities as rest or exercise. In the box, have each student draw one example of how he or she keeps fit. Ask some students to present their drawings to the class. Have the rest of the students say if they like the activities. ● What helps you keep clean?

Point to the items and ask students what each one is for. Then have students color the items that help them keep clean. Ask students to name other items that help them keep clean. Ask students How often do you wash your hands? Why do we wash our hands? (To remove dirt and germs.) How often do you brush your teeth?

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Lesson

1

1

Keeping Fit

● Circle.

Keeping Fit

Exercise Rest

Concepts Exercise and rest. How sleep and rest affects health. Vocabulary Exercise, fit, healthy, rest, sleep.

Expressing Concepts This lesson may be used to review the following language: Present simple I go to bed at nine o’clock. I get up at seven o’clock. ● What exercise do you do? Draw.

Focus on Science

Activity Posters Materials: Paper (1 sheet per student), glue, construction paper (2 sheets). Divide the class into pairs. Have each pair draw one picture of a restful activity and one picture of an energetic activity. Ask students to write the names of the activities and label them rest or exercise. Write the titles Rest and Exercise on different sheets of construction paper to make posters. Have pairs present their drawings to the class and then paste them on the corresponding sheets of construction paper. Display posters in the classroom.

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● Circle.

Ask students to look at the photographs and name the activities. Ask them if they like the activities. Then have them circle in red the activities for exercise and in yellow the activities for rest. Ask them how long they watch television every day and if they think they watch it too much. Ask individual students to mime other activities. Have the rest of the class guess the activities and say if they are for rest or for exercise. ● What exercise do you do?

Ask students to name their favorite ways of doing exercise. Explain that exercise can be sports or games. Then, in the box, have each student draw their favorite way of doing exercise. Explain to students that regular physical activity is essential to their health. Physical activity does not have to be a sport: walking to and from school, doing housework and playing in the park will help them keep fit. Tell students to warm up properly before doing any strenuous activities.

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● Complete. What time do you … go to bed?

get up?

Language Skills: Writing Sleeping Patterns

:

P. M .

:

Tell students they are going to do a survey of the class’s sleeping patterns. Divide the class into three groups and assign each group a question: What time do you get up? What time do you go to bed? How many hours do you sleep?

A.M.

● How many hours do you sleep? Circle. 6–8 hours

8–10 hours

Have each group ask the rest of the class its question and write down their answers. Write model sentences on the board and have groups write sentences about their findings: Most students get up … Some students go to bed … No students sleep …

10–12 hours

● Read. Draw the routes. I sleep nine hours every night. I do lots of exercise.

Ask individual students to report each group’s findings and discuss them with the class.

I sleep seven hours every night. I don’t do exercise.

Cross-Curricular Connection

Remember

Physical Education: Mirror me!

• You need to do exercise to stay healthy. • You need to sleep eight to ten hours every night.

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● Complete.

Ask students to look at the photos and say what the girl is doing (sleeping; waking up). Have the class answer the questions. Ask individual students to say what time they go to bed and get up: I go to bed at nine o’clock. ● How many hours do you sleep?

Help students calculate how many hours they sleep. Then have them complete the activity. Tell students that children of their age should get between eight and ten hours of sleep every night. If they do not get enough sleep, it can affect their health and learning. ● Read.

Have students read the texts and complete the activity. Ask them to describe the two children and say why they look the way they do. Ask Do you get enough sleep? Are you ever tired during the day? Remember Read the sentences and have students copy them in their notebooks.

Stand at the front of the class and make some very slow movements. Ask students to stand up and mirror your movements. The slower you go, the more effective this is. It will be difficult for some students, but it promotes body control and concentration. When students get the idea, have them do it in pairs. Tell them that you do not want to be able to tell who is the leader and who is the follower. Every so often, have pairs change leaders.

Worksheet 5 What is your pulse rate? Preparation: Photocopy page 110 (1 per student). Answer Key: Sample answers: Alex; 75; 150; 75. Beth; 72; 145; 73. Mark; 68; 140; 72. 1. Mark. 2. Alex. 3. Alex. 4. The heart.

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Lesson

2

2

Keeping Clean

● Circle the hygienic activities.

Keeping Clean Concept Good habits related to hygiene and health. Vocabulary After, before, brush, faucet, hygienic, teeth, tooth, wash.

Expressing Concepts This lesson may be used to review the following language: Before and after I wash my hands before every meal. I brush my teeth after every meal. ● Match.

Focus on Science

After every meal.

Before every meal.

Once a day.

Plaque Removal Materials: Hard-boiled egg, cola, toothbrush, toothpaste. Preparation: Place the egg in the cola the day before the lesson. In class, talk about why and how we should keep our teeth clean. Remove the egg from the cola. It now should have a yellow tinge, which resembles plaque. Put some toothpaste on the toothbrush. Explain to students that they need to use only a pea-sized drop when they brush their teeth. Brush the egg with the toothbrush and watch as the “plaque” is removed. Allow some students to brush off parts of the “plaque.” Encourage students to brush their teeth after every meal, or at least twice a day.

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● Circle the hygienic activities.

Ask students to name the activities illustrated. Have them circle the hygienic activities in pairs. Then ask them to say why the other activities are not hygienic. Explain to students that all around us there are tiny organisms called germs. Students should avoid coughing or sneezing close to other people, as they could pass on a sickness. Tell them that if they eat food off the floor or look through trash, they may pick up germs that make them sick. ● Match.

Ask students to say what the children are doing in the photographs. Ask them how often they do each activity. Then have them match the phrases with the photos. Ask How often should you take a bath? How often should you brush your teeth? How often should you wash your hands? Remind students to wash their hands after going to the bathroom, after coughing or sneezing and before eating and cooking food. Tell them that washing their hands removes germs that could make them sick.

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● Trace the words. Match and color.

brush your teeth

Language Skills: Speaking Picture Charades Divide the class into two teams. Have one member of each team come to the front. Write a word related to the lesson on a sheet of paper and show it to the two students. Ask the students to illustrate the word on the board and have their teams guess what it is. Give teams a point for each correct guess. If teams can use the word correctly in a sentence, give them two points.

wash your hands

take a shower ● Which foods are bad for your teeth? Circle.

Cross-Curricular Connection Chemistry: Toothpaste Materials: 4 tsp baking soda, 1 tsp salt, 1 tsp flavoring (vanilla, almond or peppermint extract), toothbrush (1 per student), water, airtight container. Have students mix the ingredients and put them in the container. Then have students dampen their toothbrushes and dip them in the mixture. Allow them to rinse their mouths afterward.

Remember • Wash your hands before every meal. • Brush your teeth after every meal. • Take a shower every day.

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● Trace the words.

Ask students to trace the words in the activity. Then have them mime each action. Ask students to complete the activity. Ask them what else they use for each action. If the water in the area is undrinkable, remind students to use boiled or bottled water when they brush their teeth. ● Which foods are bad for your teeth?

Remind students of the Focus on Science activity and have them say if cola is good for their teeth. Ask about each food: Do you like this? How often do you eat it? Is it bad for your teeth? Have students circle the foods and drinks that are bad for their teeth. Ask what these foods have in common (they all contain sugar). Tell students they should brush sweet and sticky foods off their teeth as soon after eating them as possible. Write these headings on the board: Good for Your Teeth and Bad for Your Teeth. Make two lists as students name other foods and drinks. Remember Have students read the sentences and copy them in their notebooks. 37