Documentary Film:

General Information:

• Title: Poison Prevention- Instructional Video for Children

• Producer: University at Buffalo School of Pharmacy and Pharmaceutical Sciences

• Rating: Video is oriented towards K-2 but I think would be appropriate for 3^rd grade as well.

• Year: 2013

• Time: 12 minutes and 59 seconds

Description:

• I really enjoy this film because it walks students through each room of the house and not only does it identify poisons, it tells students about common misconceptions students have when they think a hazardous material is juice or candy. The video also demonstrates the different ways poison can enter the body visually. I like that this video has kid humor and has children acting out some scenes so that students can connect to the film and stay engaged. Also, young students have a shorter attention span and I believe a video just above 10 minutes is ample time but not so long that they lose concentration. This video is silly but informative and really has a reputable resource and producer. I think the dramatization of the scenes also helps lead into my intended integration.

 

Core Integration:

• Our core topic is easily connected to this video. Learning about poisons, what they are, where to find them, how to avoid them, and how to ask for help, are all important ideas that need to be addressed in our unit. This is also the first resource I’ve found that shows students all the different ways poisons can enter the body like eyes, skin, mouth, and nose. For students watching this video, a new understanding will be met about how to avoid hazardous materials in the home. At the end of the video it asks, “what would you tell your younger brother or sister if they didn’t know about poison”. This leads to my integration. I chose to integrate the arts, specifically theatre. I would ask students to create a skit or scenario to show in front of the class. I don’t believe I’d use a worksheet because it may be too daunting to follow a worksheet while trying to get creative. The skits premise would be acting out how to inform your family about what you learned in class today about poison. If this was done at the end of the day, perhaps in the last hour, students could watch the video, split into groups, create a story to act out (with support from teacher), and once they have a plan they practice and perhaps write scripts for support, and perform. I could then have the exit slip of the day be “what is one thing you learned about poison prevention that you will take home and share with your family today?”

Standards:

NHES:

Learning Objective 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health

• S1.5.16 Explain why household products are harmful if ingested or inhaled (HBO 5&6).
• HBO 5- Avoid safety hazards at home and in the community.
• HBO 6- Recognize and avoid dangerous surroundings.

• S1.5.17 Explain what to do if someone is poisoned or injured and needs help (HBO 7).
• HBO 7- Get help for oneself and others when injured or suddenly ill.

Learning Objective 3: Students will demonstrate the ability to access valid information and products and services to enhance health. Standard

• S3.5.4 Demonstrate how to locate sources of accurate safety and injury prevention information.

Learning Objective 4: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

• S4.5.1 Demonstrate effective verbal and nonverbal communication skills to promote safety and avoid or reduce injury.
• S4.5.2 Demonstrate effective peer resistance skills to avoid or reduce injury

Learning Objective 5: Students will demonstrate the ability to use decision-making skills to enhance health.

• S5.5.3 Explain how family, culture, peers or media influence a decision related to safety and injury prevention.
• S5.5.4 identify options and their potential outcomes when making a decision related to safety and injury prevention.
• S5.5.5 choose a healthy option when making a decision related to safety and injury prevention.

Learning Objective 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

• S7.5.2 Demonstrate safety and injury prevention practices and behaviors

 

Learning Objective 8: Students will demonstrate the ability to advocate for personal, family, and community health.

• S8.5.3 Demonstrate how to persuade others to make choices to promote and safety avoid or reduce injury.

 

 

 

OSPI Art-Theatre Standards

• ANCHOR 1: CREATING
• Standard 1: Generate and conceptualize artistic ideas and work.
• Performance Standard (TH:Cr1.1.3) a. Create roles, imagined worlds, and improvised stories in a drama/theatre work. b. Imagine and articulate ideas for costumes, props and sets for the environment and characters in a drama/theatre work. c. Collaborate to determine how characters might move and speak to support the story and given circumstances in drama/theatre work.
• Enduring Understanding: Theatre artists rely on intuition, curiosity, and critical inquiry.
• Essential Question: What happens when theatre artists use their imaginations and/or learned theatre skills while engaging in creative exploration and inquiry?
• Suggestions for students—Experiment with facial expressions, gestures, body movements/stances, and stage positions for characters in a performance. Apply understanding of projection, articulation, and expression to create a varied vocal performance. Create a scene that portrays a relationship between characters in a given setting. Working as a group or individually, use voice, movement, character development, and improvisation.

 

• Link to OSPI arts standards, see theatre standards pdf.