Students will learn about germs and how they spread. They will learn the proper steps to hand washing and preventing the spreading of germs.
Germ Detective Activity
Slim Goodbody Activity
Germ Busters Activity
Nutrition Part I Activity
Nutrition Part II Activity
- I Know How We Fight Germs (Sam's Science), by Kate Rowan
and Katharine McEwen; ISBN 0-439-20710-X
- Germs Make Me Sick!, by Melvin Berger;
- Germs! Germs! Germs!, by Bobbi Katz; ISBN 0-590-67295-9
- Eating Healthy Foods, by Anne G. Jones; ISBN 0-8136-2882-2
- Gregory,the Terrible Eater, by Mitchell Sharmat;
- Bread and Cereal, by C. Klingel and R. B. Noyed;
- Fats and Sweets, by C. Klingel and R. B. Noyed;
- Fruit, by C. Klingel and R. B. Noyed; ISBN 0-8368-3057-1
- Meat, by C. Klingel and R. B. Noyed; ISBN 0-8368-3058-X
- Milk and Cheese, by C. Klingel and R. B. Noyed;
- Vegetables, by C. Klingel and R. B. Noyed; ISBN 0-8368-3060-1
- The Edible Pyramid, by Loreen Leedy; ISBN 0153143487
Background for Teachers
Germs spread very easily. The spreading of germs can be reduced
through proper hand washing habits. The steps for proper hand washing
- wet hands with warm running water;
- use soap;
vigorously for 10-20 seconds;
- dry with a single use towel or
hot air dryer; and
- turn off faucet with paper towel.
always be washed before preparing food and eating meals and snacks,
after using the toilet, playing with animals, coughing, sneezing, wiping
your nose, and handling money.
The best way to get complete nutrition is to eat a wide variety of
foods. The food we eat is fuel for our bodies and gives us energy to
work and play. Recommended daily servings for children are milk group:
2-4 servings; meat group: 2 servings; vegetable group: 3 servings; fruit
group: 2 servings; bread group: 6 servings; and fats and sweets: use
Intended Learning Outcomes
1. Demonstrate a positive learning attitude.
4. Develop physical skills and personal hygiene.
Invitation to Learn
Germ Detective Activity
To peak students’ interest
in being a germ detective, apply a small circle of glogerm gel to hands. Have
the students rub in the gel. Let them hold their hands under the UV light to
show them where the germs are on their hands. Have students wash their hands
with soap and water and challenge them to wash all the germs away. Check their
hands under the UV light again to see if there are areas that are not
washed properly, paying close attention to nails and in between fingers.
Ask the students, “Do you still have germs on your hands? Let’s
how to be germ busters. Last week we learned how to attack plaque.
This week we will learn how to be germ busters.”
Germs are everywhere—not just on hands.
- Preview and then show the
Slim Goodbody’s Germ Invaders—Beat the Cold War video.
Create a purpose for learning by asking
the children to look for the following things in the movie:
- What makes the
boy sick? (germs)
- How do most germs get into your body? (your hands)
- After the movie,
discuss these points and any other observations
or “favorite parts” they may have.
- What parts of your body
do your hands touch to let the germs
in? (mouth, nose, eyes)
- What does the school nurse say is a good way
to fight germs?
(wash your hands)
- Students practice drawing the picture clues for the
washing steps in their Healthy Habits Journal. Begin by having
students trace one of their hands. On the thumb, draw a stream of
running water. On the pointer finger, draw soap. On the middle
finger, draw a clock to remind them how much time they need to
take to wash their hands. They can count to 20 or sing their
ABC’s. On the ring finger, draw water to represent rinsing. On
the pinkie finger, draw a paper towel. This provides student
practice before the assessment centers.
- Ask the students think about if
they remembered to brush their
teeth twice a day over the weekend. Have them respond in their
Healthy Habits Journal. Tell students that tonight they need to
work on brushing their teeth properly and washing their hands
properly. Explain that we are learning good habits that we need
to be healthy people. We will write about these two things in our Healthy
Habits Journal tomorrow.
- Students will make reflections and
self assessment in their Healthy Habits Journal about brushing
their teeth and washing their hands.
- Students practice sneezing and coughing
into a sleeve and a
tissue like they saw in the “Invaders” movie. The students
make a “germ catcher.” Cut a 12” x 18” piece
paper in half horizontally to create a 6” x 18” piece
Fold the sides in to make three sections. These will be
arms. The children will trace their hands and cut them
glue them one on each end (sleeve). Cut out a circle and glue
on the top center section for the head. The square space in the
middle is the body. A paper will be glued there for the students
write/draw on for the assessment at the end of the activity.
- Tell the students
that tonight they are going to continue their
challenge of creating healthy habits—brushing their teeth,
washing their hands, and catching germs in a sleeve or tissue.
will write about all of these things tomorrow in our journal.
- The students reflect/write in the Healthy Habits
- Do a shared reading with The Edible Pyramid. Prepare a
food pyramid with different colors to block out each of the six
parts of the pyramid. Pass out food picture cards to each of the
children. As you read the book, stop and build the pyramid. Add
the color block as you talk about each food group and have the
children come up and add their food cards to the appropriate
group at the appropriate time.
- Explain that we have smart bodies. If we
fall and skin our knee,
our body will heal itself if we have practiced good habits to keep
it healthy. Ask, “What things can we do to keep our body
healthy?” List student responses on chart paper. They should
- Brush your teeth.
- Wash your hands to keep germs out of your body.
- Eat healthy foods.
- Sneeze or cough in a sleeve.
- Get enough sleep.
- Exercise your body.
- Drink plenty of water.
- Tear a piece of paper in half. Tell the students
this paper is not
smart like our bodies are. Set a piece of fruit on it. “Even
I am giving it good food, it cannot heal or fix itself like
bodies can. The food cannot heal the paper. That is why it
important for us eat healthy food and practice healthy habits.”
- Remind students to work on all the healthy habits we have
learned about tonight to add to their journal tomorrow.
- Review the information learned from the previous shared reading
lesson through the following shared writing activity. The children
toss a bean bag onto a food pyramid chart to select a food group
to work with. Then give examples of things they ate yesterday
that they like to eat that belong in that specific food group.
- Use a food
pyramid pocket chart or a pyramid previously drawn
on chart paper for the following poem.
Smart kids know
these are good for you.
- Allow students to help you write and/or sound spell
the words to
complete the poem.
- Repeat as time allows until they have created at least
from each food group. If time allows, create additional poems
starting with the food groups that require the most servings.
Students use these food words to help them spell words in their
- Students reflect/write in their Healthy Habits Journal.
the Healthy, Happy Me game as a class to review for the
assessment centers tomorrow. Use the big game board and foam
die. Roll a number and move along the board, reviewing the
concepts in the game.
- Remind students about the healthy habits they are
going to be
working on tonight (see above).
- Physical Education: Food Group
Divide the students into teams. The goal of each team is to make
a "plate" of a variety of healthy foods that a child would
eat in a
day. Emphasize the importance
of food being fuel for the body.
We need a variety of healthy foods to work and play everyday.
Start by having teams stand on one end of the gym behind
team's food plate. A large amount of food cards
will be spread
out on the floor or taped to the wall on the opposite
end of the
gym. Each team member takes a turn running to the opposite end
of the gym and taking a food card to bring back to their team "plate." Every
team is a winner when their food serving "plate"
is complete with the suggested amount of servings from each food
Another way to play this game is to have a large food pyramid
(paper poster or pocket chart) posted at one end of the gym and
have teams fill it with the proper number of servings from each
group with food picture cards.
- Make a class book modeled after the Be Happy
Be Healthy book
published by the United Health Foundation. Have each student
draw and/or write something s/he can do to be healthy and happy.
Bind the book and add it to your class library.
- Students practice math skills
by using food picture cards to create
- Make a math connection with the food pyramid as an extension of
the shared writing activity using tally marks to equal the number
of suggested servings for each group. You can also practice
symbols and equations with the same activity (1+1+1+1, etc
the school nutritionist to visit your class and explain how
s/he plans school lunches and discuss a career in this field.
- Trace around
each child on a big sheet of paper or use an
8 1/2" x 11" sheet with a body traced on it. Have each child
his/her face. Cut out and
glue pictures of food items
food group onto their paper figure.
- Students share their knowledge
of the five basic food groups to
their family by explaining what they have learned as they put
their food pyramid puzzle together.
- Students take home a Healthy, Happy Me
Game Board to play
with their family.
- Self-assessment check-off list for the week in their
instructional procedure for details)
- Assessment centers set up on the last
day of the unit where
students demonstrate knowledge of
- proper teeth brushing,
- food groups,
- proper hand washing, and
- catching germs.
Healthy Habits Assessment Centers
- 6 plastic teeth molds or
large teeth model
Students demonstrate proper brushing
techniques by modeling
for the teacher or a parent volunteer on a model of teeth.
Food Group Pyramid Puzzle
Students have a blank food pyramid. They draw in foods from
each group and write the number of servings they should eat
from each group each day. Cut the pyramid on the thick, dark
lines to turn it into a puzzle. Put it in an envelope to take
Students demonstrate washing their hands to an adult using the
five steps they have learned. Then trace their hand on a blank
white piece of paper and draw the five steps.
“Germ Catcher/Healthy Me” Writing Assessment
draw and/or write ways they can “catch” their own
germs, not spread germs, and keep their body healthy enough to
fight off germs. Students should include some or all of the
following: washing hands often, sneezing and coughing into a
sleeve, drinking plenty of water, exercising their body, brushing
their teeth, eating a variety of good foods.
Ukrainetz, T.A., Cooney, M.H., Dyer, S.K., Kysar, A.J., Harris, T.J. (2000).
into Teaching Phonemic Awareness through Shared Reading and Writing. Early
Childhood Research Quarterly, 15(3), p331-55.
This article examined the impact
of teaching phonemic awareness by
embedding sound talk within meaningful literacy experiences of shared
reading and writing in small groups of 5 and 6 year olds. It found that
this instruction led to gains in phonemic awareness compared to no
Button, K., Johnson, M. (1997). The Role of Shared Reading in Developing
Reading Strategies. Reading Horizons, 37(4), p262-73.
This article explains that shared reading uses a familiar text to help
children engage in the act of reading even before they can independently decode
words. It describes how it works in a kindergarten classroom
within a balanced literacy curriculum and the teacher’s role in its
Taberski, S. (1998). Motivating Readers, Give Shared Reading the Attention
Instructor, 107(7), 32-35.
Shared reading lets elementary teachers show children what reading
is about. Teachers read the text aloud and encourage students to read
along. All levels of readers can participate.