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.

Indicator:

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

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.

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).

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.

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.

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.

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

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:

• Nanabush and his bicuspids.  A visual needs to be created to keep the kids engaged. Link: Book: The Birth of Nanabosho by Joseph McLellan (Pemmican Publicans; ISBN: 0-921827-00-8)
• Plaque Busters experiment.
• http://gscsmail.scs.sk.ca/exchweb/bin/redir.asp?URL=http://oralhealth.circumpolarhealth.org/resources/canada/  (Story of the bicuspids).