USC3.1

Indicator:

USC.3.1 a. Investigate the basic role of the immune system (i.e., to fight illness and/or infection).

First Nations, Métis & Inuit Education Integration Resources:

  • First - Aid  Discussion - What do you do if you cut your hand?  Have a nosebleed?
  • Relate to proper nutrition - vitamins, protein, etc.  Eating properly will build up your immune system.  Relate to the physical section of the medicine wheel.
  • The Gathering Tree By Larry Loyie, Theytus Books Ltd. 2005 - Story and teacher resource to make all children aware of HIV, the serious virus that causes AIDS.  Discusses awareness, prevention methods.
Catholic Faith Permeation Resources:

Indicator:

USC3.1 b.Develop common and respectful language to talk about immunity (e.g., germ, virus, vaccinations, antibodies).

First Nations, Métis & Inuit Education Integration Resources:
Catholic Faith Permeation Resources:

Indicator:

USC3.1 c.      Predict and then investigate what happens if the immune system is not healthy/not working properly.

First Nations, Métis & Inuit Education Integration Resources:

  • Medicine Wheel - Key Questions: What will happen to your wheel if your immune system is not working well?  What can you do if to improve that section on your wheel?
  • Activity: Use drama to reinforce a good immune system vs. a bad immune system.
Catholic Faith Permeation Resources:

Indicator:

USC2.1 d.      Describe what makes and keeps the body, mind, and immune system healthy.

First Nations, Métis & Inuit Education Integration Resources:

  • Medicine Wheel - Relate the body and immune system to the physical part of the medicine wheel and the mind to the mental part - Use a K-W-L chart.
  • Discuss different types of dancing / movement.
  • Learn how to jig
  • Learn about pow-wows - Pimatisiwin The Celebration of Life: Pow Wow Dance by Anna-Leah King
  • Discuss the relationship between communicable and non-communicable disease.  (T chart: Plot diseases into one or the other group).
Catholic Faith Permeation Resources:

Indicator:

USC3.1 e.      Begin to distinguish between fact, opinions, misconceptions, and preferences regarding healthy foods and physical activity.

First Nations, Métis & Inuit Education Integration Resources:

  • Powers of the media - people advertize to get students interested. Example: McDonalds uses toys to get kids interested.
  • Activity - observing labels.  Importance of labels.
  • Choosing foods in natural state not processed.
  • Bring in labels of various food products and compare them using a hands-on activity.
Catholic Faith Permeation Resources:

Indicator:

USC3.1 f.      Examine the roles of diet and physical activity on a healthy mind, body, and immune system.

First Nations, Métis & Inuit Education Integration Resources:

  • Medicine Wheel - Food helps strengthen the physical part.
  • Compare Canada's Food  to the Canada's Food Guide (First Nations, Inuit and Métis)
  • Discuss wild meat and its importance to First Nation people - I Am a Moose by Olga Majola----Northern Forest Animal Books. omajola2002@yahoo.com
  • Note the FNIM Food guide is in the shape of a circle.  Relate to the Medicine Wheel.
  • Give the students a circle template and break it up into the four parts. Kids get to plot their favorites into each section.
  • Do a talking circle.
  • Watch videos about preparing meat, prepare hides, smoked meat.
  • Role Play.
  • Use Don Freed Songs related to berry picking and hunting.
  • Reader's Theatre - Where Did You Get Your Moccasins by Bernelda Wheeler
  • What's in Your Tipi?  Discuss what is used to make the tipi?  Discuss the importance of the buffalo.
  • What happens when you choose an unhealthy food too often? Discuss Sugar Diabetes and how it affects the body.  Use the Diabetes Kit available through the Service Centre.
Catholic Faith Permeation Resources:

Indicator:

USC3.1. g.       Determine that foods provide essential nutrients for health (see introduction to Canada's Food Guide).

First Nations, Métis & Inuit Education Integration Resources:

  • Medicine Wheel - Food helps strengthen the physical part.
  • Compare Canada's Food  to the Canada's Food Guide (First Nations, Inuit and Métis)
  • Discuss wild meat and its importance to First Nation people - I Am a Moose by Olga Majola----Northern Forest Animal Books. omajola2002@yahoo.com
  • Note the FNIM Food guide is in the shape of a circle.  Relate to the Medicine Wheel.
  • Give the students a circle template and break it up into the four parts. Kids get to plot their favorites into each section.
  • Do a talking circle.
  • Watch videos about preparing meat, prepare hides, smoked meat.
  • Role Play.
  • Use Don Freed Songs related to berry picking and hunting.
  • Reader's Theatre - Where Did You Get Your Moccasins by Bernelda Wheeler
  • What's in Your Tipi?  Discuss what is used to make the tipi?  Discuss the importance of the buffalo.
  • What happens when you choose an unhealthy food too often? Discuss Sugar Diabetes and how it affects the body.  Use the Diabetes Kit available through the Service Centre.
Catholic Faith Permeation Resources:

Indicator:

USC3.1 h. Predict and recognize how food choices have a direct impact on the types and amounts of nutrients absorbed by the body.

First Nations, Métis & Inuit Education Integration Resources:

  • Eat, Run, and Live Healthy By Karen Olson Theytus Books Ltd. 2005 ISBN- 1894778324
Catholic Faith Permeation Resources:

Indicator:

USC3.1 i. Analyze personal food choices for possible consequences on the mind and body (e.g., sugary foods lead to tooth decay, water makes it easier to concentrate).

First Nations, Métis & Inuit Education Integration Resources:

Catholic Faith Permeation Resources: