classroom teacher's guide - healthy...

Copyright 2015. Healthy NewsWorks.

Classroom Teacher's Guide Appendix B:

Lesson materials for Advanced Health Advocates

Part 1: Lessons for any Healthy NewsWorks book Lesson 1: Writing to a Health Leader. AHA1-1—Letter to a leader (scaffolded) AHA1-2—Letter to a leader (Healthy NewsWorks)

Lesson 2: Exploring careers. AHA 2-1—Health careers essay (scaffolded)

Lesson 3: Health heroes and health commercials. AHA 3-1—Steps for making a health commercial AHA 3-2—Storyboard worksheet

Part 2: Lessons for the 2015 "Leading Healthy Change" book Lesson 4: Promoting kindness. AHA 4-1—Model essay AHA 4-2—Essay prompt AHA 4-3—Narrative rubric for grades 3 to 5 AHA 4-4—Narrative rubric for grades 6 to 8 Lesson 5: Nutrition awareness. AHA 5-1—Choose My Plate poster and information AHA 5-2—Menu planner Part 3: Lessons for Healthy NewsWorks newspapers Lesson 6: Health vocabulary. AHA 6-1—Frayer model and student worksheet Lesson 7: Dental health. AHA 7-1—Dental vocabulary AHA 7-2—Tooth anatomy handout AHA 7-3—Tooth type handout AHA 7-4—Fluoride maze game AHA 7-5—Poster contest flyer AHA 7-6—Websites list AHA 7-7—PSA handout (Continued on next page)


Classroom Teacher's Guide—Appendix B:

Lesson materials for Advanced Health Advocates (Continued) Lesson 8: Bullying prevention. (No additional lesson materials) Lesson 9: Letter to the editor. AHA 9-1—Letter to the editor handout AHA 9-2—Sample letters to the editor AHA 9-3—Writing my letter to the editor handout

Teacher's Guide: Lesson 1 for Advanced Health Advocates Activity: Writing to a Health Leader Resource: Letter to a Leader (scaffolded)


Assignment: Writing to a health leader

__________________(date)

Dear _______________________,

I am ______________________________________________________ ______________________________________________________________ After reading____________________________________________________ ______________________________________________________________, I have come to believe ____________________________________________ (my opinion about you and / or your work). The facts speak for themselves. For example, first, you ________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ Also, you __________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________

Teacher's Guide: Lesson 1 for Advanced Health Advocates Activity: Writing to a Health Leader Resource: Letter to a Leader (scaffolded)


______________________________________________________________ Finally, you ________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ I wonder: ___________________________________________________ (What would happen to people without you? Why did you start this work?) ______________________________________________________________ ______________________________________________________________ I believe you make a difference because _____________________________ ______________________________________________________________ ______________________________________________________________ Your work makes me want to______________________________________ ______________________________________________________________ Thank you for _____________________________________________. You have helped me by ___________________________________________ ______________________________________________________________ Yours truly,

www.HealthyNewsWorks.org

Copyright 2014 Healthy NewsWorks.

YOUR ASSIGNMENT: Write a letter to a health leader Your teacher has assigned you to read about health leaders who appear in one of the Leading Healthy Change books. The leaders are featured because they are role models who are making children's lives healthier and safer. Pick one leader and write a letter to him or her. Here are some questions that may help you get started:

What inspires you about the leader's work? Why is the leader a good role model for children? Would you like to do the leader's job? Why or why not? Why is the leader's job important to people?

Your letter may appear in your school health newspaper. Healthy NewsWorks plans to publish selected well-written letters on its website. A few letters will even be printed in our next book, Leading Healthy Change In Our Communities 2015. So what makes a strong letter?

It is focused on a topic. It states an opinion. It backs up the opinion with details or facts. It is written clearly and uses good grammar.

* * * TIP: You may need to SOURCE a fact. That means you will let readers know where you found the information. In this case, the main source will be the book chapter about your leader. But you may also want to include a fact from a different book, a magazine, a website, or the newspaper article. HINT: Use the words "according to" or "said" to tell the reader where the information comes from.

* * * Use the following checklist to help make sure you have written a strong letter. Does your letter include the date when you are writing it? Does your letter start with the word "Dear"? Do you introduce your topic clearly? Do you state your opinion? Do you back up your opinion with at least 2 facts or details? You may need to SOURCE the facts you use. Does your letter have a closing? Examples: Sincerely, Best regards, Yours truly SI Is your name, grade, and school at the bottom of your letter? GOOD LUCK!

Teacher's Guide: Lesson 2 for Advanced Health Advocates Activity: Exploring Careers Resource: Health careers essay template (scaffolded)


For which health career would you like to volunteer? Why would you be a good volunteer to do this work? Write a short essay or paragraph explaining your answers to these questions. (Answer the underlined question above, changing “you” to “I”)

___________________________________________________________________

__________________________________________________________________.

There are three qualities a good volunteer at _______________________________

____________________________ needs, and I possess them all. First, _________

___________________________________________________________________

____________________________________________________. I _____________

___________________________________________________________________

___________________________________________________________________

_________________________. Furthermore, ______________________________

___________________________________________________________________

___________________________________________________________________

________________________. I _________________________________________

___________________________________________________________________

__. And finally, ______________________________________________________

___________________________________________________________________

________________________________________________________________. I

___________________________________________________________________

___________________________________________________________________

________________. That is why I would be ________________________________

___________________________________________________________________

Teacher's Guide: Lesson 3 for Advanced Health Advocates Activity: Health Commercials Resource: Steps for making a health commercial


Almost every TV commercial, TV show, or video began as a storyboard. The storyboard is a sheet of paper that breaks down the elements of a video production into what you see and what you hear. Think of the storyboard as a comic strip. Each block has a picture with an action and a line or two of dialogue. Steps to create a storyboard: 1. Choose a health leader, health service, or a health center from Leading Healthy Change. Your assignment is to create a 30-second commercial for this person, service, or center, starting with a storyboard that maps out the commercial. 2. Your storyboard is divided into eight frames. Draw pictures in the box to show what will be on the screen in your video. 3. Then write in the words or sound effects heard for that screen below that box. This is the Audio. Audio can be the spoken words of people on camera, the words of an announcer who is not on camera, or words that appear on the screen. Sometimes it’s a combination of all three. 4. Choose music that will play during your commercial. The music you choose must be appropriate and must also communicate something about your chosen health leader, health service, or a health center. Remember: Use action. Keep it simple. Have a clear message. Make sure your pictures and words tell what your chosen Health

Leader does in his/her work, and show why it matters! What you show on screen changes every few seconds. Your commercial will be only 30 seconds. Make sure your boxes flow in a logical order.


Teacher Guide Lesson 3: Advanced Health Advocates • Health Commercials • Storyboard Worksheet

Storyboard name(s) of authors:_______________________________________ 1. In each panel, draw or describe the action. 2. You may use the line below each image to write a caption. 3. Optional background song or music___________________________________________________

1. 2.

3. 4.


Teacher Guide Lesson 3: Advanced Health Advocates • Health Commercials • Storyboard Worksheet

Use the lines below to provide additional information for your commercial. ________________________________________________________________ ________________________________________________________________

5. 6.

7. 8.

Teacher's Guide: Lesson 4 for Advanced Health Advocates Activity: Promoting Kindness Resource: Model essay handout


“But I don’t want to go to a new school!” I whined to my mother. “I

liked my old school!” She just shook her head and told me to get ready for

the bus.

It didn’t matter what I wanted, of course. We had moved over the

summer to a new neighborhood, and I was going to have to start sixth

grade at Beecher Elementary, a new school where I didn’t know anybody.

There was nothing I could do about it.

As I waited for the bus, a little roller coaster circled around in my

stomach, rising up and shooting down steep hills. As I walked on the bus, I

felt all the strangers’ eyes drilling into me, wondering who I was and where

I came from. No one said a word or offered a smile. I put my “I don’t care”

face on and walked to an empty seat, where I slumped and lay my

backpack on the seat next to me, so no one would sit there. I stared out the

window, and quick as a nightmare, we were there at school.

I walked down the bus steps and saw immediately that I was dressed

all wrong. No one else was wearing Chuck Taylors. Most girls had their hair

up, but no one except me wore braids. My clothes were wrong, wrong,

wrong. I was all wrong. I felt like a loser, like I was wearing a sign that said

“Clueless New Girl.” I wanted to run home and change, start over. But I had

to go forward.

As I walked onto the playground, a tall, mean-looking girl with red hair

and a black leather jacket came over to me. I got tense and looked around,

searching for an escape route. She stood in front me, with her hands on

her hips. At the last minute, she looked over my shoulder and smiled.

“Gina!” she yelled. “What’s up, girlfriend? How was your summer?” She

Teacher's Guide: Lesson 4 for Advanced Health Advocates Activity: Promoting Kindness Resource: Model essay handout


bounced over to another girl and the two of them ran off, giggling and

talking.

I guess I had dodged that bullet. But I knew that I was going to have a

hard day. I sat on an empty bench next to the basketball court, got out my

headphones, and tried to lose myself in my favorite song, Taylor Swift’s

“Blank Space.” She sings, “So hey, let’s be friends,” but I don’t think I’m

going to be making any friends today. I feel so different. I miss my old

friends.

I stood up when I saw all the kids flowing like a slow stream of syrup

toward the school doors. I guess the bell had rung, although I didn’t hear it

because I had the volume up high in my headphones. I stayed in my music.

I moved with the crowd, but I was separate from it.

Yes, I was surrounded by people, but no one talked to me. People

looked at me, but no one really saw me. There were hundreds of kids my

age all around me, laughing, hugging, playing with each other, telling

jokes, teasing each other. They all knew where to go, what to do, what to

say, who to be. Except me. I was alone.

__________________________________________

Optional instructions: Underline the details in the story that make it come alive to you. In the margins, identify what each noted detail is (a simile? An image? A sensory detail?) and explain why you like it.

Teacher's Guide: Lesson 4 for Advanced Health Advocates Activity: Promoting Kindness Resource: Essay prompt handout


PROMPT: Write about a time you felt like an outsider. Make sure the story tells ONE specific experience or event in your life, one moment in time. Keep your voice natural and honest. Add figurative language and strong details, so your reader will see what you saw and feel what you felt. Steps in the writing process • Identify an incident (a single event occurring over a short period of time). Jot some notes before you start drafting,

• What happened in the incident? _______________________________ _______________________________________________________ _______________________________________________________

• Who was there? __________________________________________

______________________________________________________

• Where did it occur? _______________________________________

______________________________________________________

• Outline the sequence of events: What happened first? _____________

______________________________________________________

Second ? _______________________________________________

_______________________________________________________ Third? __________________________________________________

_______________________________________________________

• Why was it significant to you? _______________________________

_______________________________________________________ Begin your first draft. Be sure to include the information from the lines above. Also tell what you heard, saw, smelled, etc., at the scene.

Pennsylvania Department of Education August 2014

PSSA GRADES 3–5 NARRATIVE SCORING GUIDELINES

*This bullet point does not apply at grade 3.

Score Point

Description

4

Distinctly established situation/theme that orients the reader and introduces the narrator and/or characters Effective narrative pattern that sequences events and provides a conclusion Thorough elaboration that effectively supports the storyline Effective use of narrative techniques to develop experiences and events Effective use of transitions Precise control of language that conveys experiences and events using concrete words, phrases, and sensory

details* Consistent control of sentence formation Few errors may be present in grammar, usage, spelling, and punctuation; errors present do not interfere with

meaning

3

Clearly established situation/theme that orients the reader and introduces the narrator and/or characters Narrative pattern that generally sequences events and provides a conclusion; interruptions to the sequence may

occur Sufficient elaboration that supports the storyline Adequate use of narrative techniques to develop experiences and events Clear use of transitions Adequate control of language that conveys experiences and events using concrete words, phrases, and sensory

details* Adequate control of sentence formation Some errors may be present in grammar, usage, spelling, and punctuation; errors present seldom interfere with

meaning

2

Vague situation/theme that inconsistently orients the reader and introduces the narrator and/or characters Weak narrative pattern that inconsistently sequences events and may or may not provide a conclusion Weak elaboration that somewhat supports the storyline Limited use of narrative techniques to somewhat develop experiences and events Inconsistent/limited use of transitions Limited control of language that conveys experiences and events using limited concrete words, phrases, and

sensory details* Inconsistent control of sentence formation Errors may be present in grammar, usage, spelling, and punctuation; errors present may interfere with meaning

1

Minimal evidence of a situation/theme Minimal sequencing of events that may or may not establish a narrative pattern Minimal elaboration that may or may not support the storyline Minimal use of narrative techniques Minimal use of transitions Insufficient control of language (words, phrases, and sensory details)* Minimal control of sentence formation Many errors may be present in grammar, usage, spelling, and punctuation; errors present often interfere with

meaning

PSSA GRADES 6–8 NARRATIVE SCORING GUIDELINES

Score Point

Description

4

• Distinctly established context and point of view that effectively orient the reader and introduce the narrator and/or characters

• Skillful narrative pattern/storyline that clearly sequences events and provides a conclusion • Thorough elaboration that effectively supports the writer's purpose • Effective use of narrative techniques to develop characters, experiences, and/or events • Effective use of a variety of transitional words and phrases • Precise control of literary devices, sensory language, and sentence structure that clearly conveys

experiences and events • Consistent control of sentence formation • Few errors may be present in grammar, usage, spelling, and punctuation; errors present do not interfere

with meaning

3

• Clearly established context and point of view that orients the reader and introduces the narrator and/or characters

• Adequate narrative pattern/storyline that sequences events; minor interruptions to the sequence may occur • Adequate elaboration that supports the writer’s purpose • Adequate use of narrative techniques to develop characters, experiences, and/or events • Appropriate use of transitional words and/or phrases • Appropriate control of literary devices, sensory language, and sentence structure that conveys experiences

and events • Adequate control of sentence formation • Some errors may be present in grammar, usage, spelling, and punctuation; errors present seldom interfere

with meaning

2

• Weakly established context and point of view that inconsistently orients the reader and introduces the narrator and/or characters

• Weak narrative pattern/storyline that inconsistently sequences events; interruptions to the sequence may detract from the story

• Weak elaboration that somewhat supports the writer’s purpose • Inconsistent/limited use of narrative techniques • Inconsistent/limited use of transitional words and/or phrases • Limited control of literary devices, sensory language, and sentence structure that inconsistently conveys

experiences and/or events • Limited control of sentence formation • Errors may be present in grammar, usage, spelling, and punctuation; errors present may interfere with

meaning

1

• Minimally established context and/or point of view • Minimal narrative pattern/storyline that may or may not sequence events • Minimal elaboration that may or may not support the writer’s purpose • Minimal use of narrative techniques • Minimal use of transitional words and/or phrases • Minimal control of literary devices, sensory language, and sentence structure • Minimal control of sentence formation • Many errors may be present in grammar, usage, spelling, and punctuation; errors present often interfere

with meaning

What’son your plate?

Make half your plate fruits and

vegetables.

Switch to skim or 1% milk.

Vary your protein food choices.

Make at least half your grains

whole.

Before you eat, think about what and how much food goes on your plate or in your cup or bowl. Over the day, include foods from all food groups: vegetables, fruits, whole grains, low-fat dairy products, and lean protein foods.

ChooseMyPlate.gov

Grains

DairyFruits

VegetablesProtein

U.S. Department of Agriculture • Center for Nutrition Policy and PromotionAugust 2011CNPP-25USDA is an equal opportunity provider and employer.

Cut back on sodium and empty calories from solid fats and added sugars

Look out for salt (sodium) in foods you buy. Compare sodium in foods and choose those with a lower number.

Drink water instead of sugary drinks. Eat sugary desserts less often.

Make foods that are high in solid fats—such as cakes, cookies, ice cream, pizza, cheese, sausages, and hot dogs—occasional choices, not every day foods.

Limit empty calories to less than 260 per day, based on a 2,000 calorie diet.

Be physically active your wayPick activities you like and do each for at least 10 minutes at a time. Every bit adds up, and health benefits increase as you spend more time being active.

Children and adolescents: get 60 minutes or more a day.

Adults: get 2 hours and 30 minutes or more a week of activity that requires moderate effort, such as brisk walking.

Vegetables Fruits Grains Dairy Protein Foods

Eat more red, orange, and dark-green veg-gies like tomatoes, sweet potatoes, and broccoli in main dishes.

Add beans or peas to salads (kidney or chickpeas), soups (split peas or lentils), and side dishes (pinto or baked beans), or serve as a main dish.

Fresh, frozen, and canned vegetables all count. Choose “reduced sodium” or “no-salt-added” canned veggies.

Use fruits as snacks, salads, and desserts. At breakfast, top your cereal with bananas or strawberries; add blueberries to pancakes.

Buy fruits that are dried, frozen, and canned (in water or 100% juice), as well as fresh fruits.

Select 100% fruit juice when choosing juices.

Substitute whole-grain choices for refined-grain breads, bagels, rolls, break-fast cereals, crackers, rice, and pasta.

Check the ingredients list on product labels for the words “whole” or “whole grain” before the grain ingredient name.

Choose products that name a whole grain first on the ingredi-ents list.

Choose skim (fat-free) or 1% (low-fat) milk. They have the same amount of calcium and other essential nutrients as whole milk, but less fat and calories.

Top fruit salads and baked potatoes with low-fat yogurt.

If you are lactose intolerant, try lactose-free milk or fortified soymilk (soy beverage).

Eat a variety of foods from the protein food group each week, such as seafood, beans and peas, and nuts as well as lean meats, poultry, and eggs.

Twice a week, make seafood the protein on your plate.

Choose lean meats and ground beef that are at least 90% lean.

Trim or drain fat from meat and remove skin from poultry to cut fat and calories.

For a 2,000-calorie daily food plan, you need the amounts below from each food group. To find amounts personalized for you, go to ChooseMyPlate.gov.

Eat 2½ cups every day

What counts as a cup? 1 cup of raw or cooked vegetables or vegetable juice; 2 cups of leafy salad greens

Eat 2 cups every day

What counts as a cup? 1 cup of raw or cooked fruit or 100% fruit juice; ½ cup dried fruit

Eat 6 ounces every day

What counts as an ounce? 1 slice of bread; ½ cup of cooked rice, cereal, or pasta; 1 ounce of ready-to-eat cereal

Get 3 cups every day

What counts as a cup? 1 cup of milk, yogurt, or fortified soymilk; 1½ ounces natural or 2 ounces processed cheese

Eat 5½ ounces every day

What counts as an ounce? 1 ounce of lean meat, poultry, or fish; 1 egg; 1 Tbsp peanut butter; ½ ounce nuts or seeds; ¼ cup beans or peas

Teacher's Guide: Lesson 5 for Advanced Health Advocates Activity: Nutrition Awareness Resource: Menu planner handout

Source: www.choosemyplate.gov

Sample Monday Tuesday Wednesday Thursday Friday

FRUITS

Mango

VEGGIES

Bell peppers

GRAINS

Whole wheat tortillas

DAIRY

Low-fat milk

PROTEIN

Chicken

Teacher's Guide: Lesson 6 for Advanced Health Advocates • Healthy Vocabulary • Frayer handout and model

Definition in your own words Stopping something bad from

happening

Facts/Characteristics Good health

Safety

Happiness

Self-confidence

Examples Wearing seatbelts Brushing teeth Eating nutritious food Exercising daily

Nonexamples Injuries Tooth decay Weight gain Couch potato

Prevention

Teacher's Guide: Lesson 6 for Advanced Health Advocates • Healthy Vocabulary • Frayer handout and model

Definition in your own words Facts/Characteristics

Examples Nonexamples

Word

Teacher's Guide: Lesson 7 for Advanced Health Advocates Activity: Dental Health Resource: Dental vocabulary


Dental Health Vocabulary List Bacteria—"Living organisms constantly on the move on your teeth, lips, and tongue." It's normal for bacteria to live in the mouth. Some are harmful, most are not. Source: Healthyteeth.org Braces—"Go on or around your teeth to move them and make them straight." Source: KidsHealth.org Cavities are small holes in your teeth caused by tooth decay. Source: KidsHealth.org Dental X-rays provide pictures of your teeth and gums that show a dentist whether there are any cavities, gum disease, or other dental problems. Source: Healthyteeth.org

Dentist— "A doctor who specializes in the care and treatment of diseases of the mouth and teeth." Source: Idaho State Board of Education

Enamel is the outside covering of your teeth. It is the hardest substance in the human body." Source: North Caroline Dept. of Health and Human Services Flossing "is a way of cleaning your teeth and gums. Dental floss is string sometimes coated with wax. When you pull it between your teeth, it reaches tiny places your toothbrush can't and pulls out bits of food and plaque that got left behind." Source: KidsHealth.org Fluoride "is a chemical element that prevents tooth decay. It is often added to toothpastes and the water supply." Source: Idaho State Board of Education Gums "help keep your teeth in place." Source: KidsHealth.org Infection "is when germs get inside your body, they can multiply and cause an infection. Your body's immune system fights off the germs with special cells." Source: KidsHealth.org Orthodontist "is a dentist who specializes in making teeth straight, instead of fixing cavities." Source: KidsHealth.org Plaque "is a sticky, slimy substance on your teeth in which bacteria live." Source: West Virginia Department of Health Tooth decay occurs when certain types of bacteria use sugars in food to make acids. "Over time, these acids can make a cavity in the tooth." Source: National Institute of Dental and Craniofacial Research

http://kidshealth.org/kid/stay_healthy/body/teeth_care.html

http://kidshealth.org/kid/body/teeth_noSW.html

http://kidshealth.org/kid/feel_better/people/go_dentist.html

http://kidshealth.org/kid/body/teeth_noSW.html

http://kidshealth.org/kid/talk/qa/cavity.html

Poster Contest: Healthy Smiles A project of Healthy NewsWorks

Help raise awareness about preventing tooth decay!

Attention, students! Draw a poster that shows 1 of these tooth-friendly messages:

Brush your teeth at least twice a day.

Floss between teeth at least once a day.

Cut down on candy, cookies, and chips.

Visit your dentist every six months.

Eat low-fat dairy foods.

Drink water instead of soda and other sugary beverages.

You may illustrate a different tooth-friendly message, but it must have accurate medical informa-tion. Reliable dental information can be found on the Pennsylvania Dental Association website: www.padental.org/online/public/children/children_homepage Contest winners will receive prizes. Selected posters will be displayed in Healthy NewsWorks schools, in the community, and in Healthy NewsWorks communications. Poster judging will be based on the Healthy Smiles theme, creativity, artistic quality, and neatness. Winners will be notified through their teachers.

Contest rules: 1. The contest is open to all students in Healthy NewsWorks schools. 2. Posters should be illustrated on 8.5" x 11" white paper. 3. On the poster's back, include the student artist's name, age, school, homeroom teacher,

and poster title. 4. Each student may submit only one entry. 5. Students may use pencil, colored pencils, markers, or crayons. 6. Any words must be accurate, correctly spelled, clearly written, and large enough to read. 7. Students must create the poster themselves. It should be original and hand-drawn. 8. Students should NOT illustrate any brand names or trademarked products. 9. Parents/guardians of semifinalists will be required to fill out the Healthy NewsWorks

Consent and Release for a Minor Form in order for student work to be exhibited. 10. Posters will not be returned. They become the property of Healthy NewsWorks.

Poster contest entries are due by Friday, November 20, 2015, To homeroom teachers or a teacher designated by your school!

Questions? Visit www.HealthyNewsWorks.org or send an email to [email protected]

Teacher's Guide: Lesson 7 for Advanced Health Advocates Activity: Dental Health Resource: Dental website list.


Here are some websites for students to learn more about dental health. Healthyteeth- Nova Scotia Dental Association www.healthyteeth.org/kids/ (Click “Learn”) KidsHealth- Nemours Foundation www.kidshealth.org. go to Kids How the Body Works Teeth http://kidshealth.org/kid/htbw/teeth-movie.html?tracking=59983_D www.cyh.com See article called “Teeth- Problems with Teeth” for kids http://www.cyh.com/HealthTopics/HealthTopicDetailsKids.aspx?p=335&np=152&id=1753 Mouthhealthy- American Dental Association www.mouthhealthykids.org www.mouthhealthy.org/en/teens/ Pennsylvania Dental Association www.padental.org/online/public/children/children_homepage.aspx Fun Tooth Facts http://www.renaissancedental.com/renaissanceDental/media/globalImages/Documents/Renaissance-Tooth-Tips-BF.pdf

http://www.healthyteeth.org/kids/

http://www.kidshealth.org/

http://kidshealth.org/kid/htbw/teeth-movie.html?tracking=59983_D

http://www.cyh.com/

http://www.cyh.com/HealthTopics/HealthTopicDetailsKids.aspx?p=335&np=152&id=1753

http://www.cyh.com/HealthTopics/HealthTopicDetailsKids.aspx?p=335&np=152&id=1753

http://www.mouthhealthykids.org/

http://www.mouthhealthy.org/en/teens/

http://www.padental.org/online/public/children/children_homepage.aspx

http://www.renaissancedental.com/renaissanceDental/media/globalImages/Documents/Renaissance-Tooth-Tips-BF.pdf

http://www.renaissancedental.com/renaissanceDental/media/globalImages/Documents/Renaissance-Tooth-Tips-BF.pdf

Teacher's Guide: Lesson 7 for Advanced Health Advocates Activity: Dental Health Resource: Public Service Announcement


HEALTHY TEETH: What to eat to help your teeth Tooth decay is one of the most common chronic health problems of childhood, according to the Centers for Disease Control and Prevention (CDC). The good news is the problem is preventable by routine dental care. You also can keep your teeth and gums in shape by watching what you eat. Plaque is a sticky substance in the mouth that has bacteria (which are germs), according to KidsHealth.org. After people eat, the bacteria seek out sugary and some starchy foods and break them down into acids. The acid can wear down the outermost layer of the tooth, called enamel. This can cause a cavity—a hole in a tooth, says KidsHealth. Here are 3 things to think about before you eat, says the American Dental Association.

How often do you eat sugary food? Routine snacking on sugary or starchy snacks such as candy or chips increases the chance for tooth decay.

What is the texture of the food? It makes a difference if the food is sticky, liquid, or solid. Does it slowly dissolve? Raisins, fruit snacks, chips, and cereals are four examples of food that can stick to teeth. Hard candies and cough drops stay in the mouth for a long time, giving bacteria time to attack the teeth.

How much sugar is in the drink? Sugary drinks such as soda, lemonade, juice, and sweetened coffee or tea are harmful because they give teeth a sugar bath, which promotes tooth decay.

Keep your mouth in tip-top shape by following these American Dental Association tips:

Choose healthy snacks. Do your mouth a favor by limiting the amount of soda, juice, or other sweetened beverages you drink.

Read food labels to find the added sugar. If sugar is listed among the first few ingredients, it’s a good bet that food is high in sugar. Another tip for spotting sources of sugar: Terms ending in “-ose,” such as glucose or sucrose, indicate a sugar ingredient.

Eat fruits and vegetables. They contain a lot of water and fiber that protect the teeth by washing away harmful acids and food particles from the teeth.

If you chew gum, make sure it’s sugarless. Drink water. Water is the most tooth-friendly beverage. Eat foods high in calcium and phosphorus. These minerals protect and

strengthen tooth enamel. Cheese, milk, plain yogurt, calcium-fortified tofu, leafy greens, and almonds are high in calcium. Meat, poultry, fish, milk, and eggs are the best sources of phosphorus.

Teacher's Guide: Lesson 7 for Advanced Health Advocates Activity: Dental Health Resource: Public Service Announcement


HEALTHY TEETH: Making good food choices ASSIGNMENT: A public service announcement (PSA) is a brief message to encourage a specific action such as stop smoking, wear sunscreen, or eat fruits and vegetables. The PSA generally should make one quick point. But the message—just like news stories—needs to be accurate. In this case, your message should bring attention to good food choices for a healthy mouth. WRITE a “call to action” in the space below for your PSA, using information you learned. ___________________________________________________________________ Creating your PSA should be fun. Design your ad in the space below. Be sure your words are spelled correctly. Your illustration should be simple so your reader understands your message. The page should not look cluttered. Remember to include your source. Source:__________________________ At the bottom of our ads, in small letters, we will include the phrase: Message brought to you by [your school newspaper]. That will tell people they are reading a PSA.

www.HealthyNewsWorks.org

Copyright 2013 Healthy NewsWorks.

YOUR ASSIGNMENT: Writing a letter to the editor Journalists enjoy hearing from their readers. They want to know what people think about a news story, picture, or another published item. Readers write letters for different reasons:

They agree with an article and want to say something else about the topic.

They disagree with the article and want to explain why.

They want to provide some additional information about the subject.

They want to discuss a subject which was not in the paper, but is important.

When a letter is well-written, the editors may even publish it. So what makes a strong letter?

It is written clearly.

It is brief.

It is supported with at least one fact. * * *

TIP: Letter writers may need to SOURCE a fact or information. That means they let the readers know where they found the information. A source can be a person, a book, a magazine, a website, or the newspaper article. HINT: The letter writers use the words "according to" or "said" to tell the reader where the information comes from.

* * * Pick an article or topic that you care about in your school newspaper. Remember the letter reflects your opinion. Use the following checklist to help you write a strong letter to the editor. START your letter: Dear Editor, SUMMARIZE the topic. STATE your opinion. BACK UP your opinion with at least one fact. You may need to SOURCE the fact you use. USE quotation marks if you copy EXACTLY what someone else wrote or said. WRITE your letter in four to six COMPLETE SENTENCES. SIGN your name and grade at the bottom of your letter. YOU ARE READY TO WRITE YOUR LETTER!

Teacher's Guide: Lesson 7 for Advanced Health Advocates Activity: Letter to the Editor Resource: Sample letters to the editor


Dear Healthy NewsWorks Editor,

Thank you for the article about bullying and eating healthy. I really liked the article about bullying because I used to be bullied and this article will help stop bullying. Also, I liked the article about eating healthy and eating less salt, because salt can make you thirsty and too much salt can be harmful to your body.

Thanks for keeping us informed,

J-------- M---------

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Thank you for your awesome articles. I really love your suggestions about making communities safer. One way that we can make our community safer is by having an adult with us when we are going to places that are far away. You should also pay attention to your surroundings and try to avoid arguments. Walk with a group of friends. We can keep our community safer by putting up security cameras around our house so that there won’t be any criminals. Another way I can keep my community safer and cleaner is by having 10 to15 kids from the neighborhood clean up the trash.

Thanks for listening to my suggestions,

Y----- A----

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Thanks for such a great newspaper. I can’t wait to be a reporter next year.

I like when students give their opinions about the city and keeping neighborhoods safe. Another good thing we can do is not littering and not spitting on the ground. I wish people wouldn’t sell drugs or act violently. Cursing is a problem, too. I guess things will change one day. Maybe you could do an article about how bad it is for us to be around drugs and violence. It’s not healthy for kids.

Sincerely,

T------ M-----

Teacher's Guide: Lesson 9 for Advanced Health Advocates Activity: Writing a Letter to the Editor Resource: My letter to the editor handout


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