Caring and Healing

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Grade Level

4th Grade

Duration

60 minutes

Subject

Health

Curriculum Alignment

International Baccalaureate Primary Years Programme (IB PYP)

• Transdisciplinary Theme: Who We Are
• Key Concept: Responsibility
• Related Concepts: Care, Health, Systems
• Approaches to Learning: Communication Skills, Social Skills, Self-Management Skills
• National Standard Curriculum of Jamaica Health Strand: Personal Hygiene and First Aid

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Learning Objectives

By the end of the lesson, students will be able to:

1. Demonstrate correct steps to treat an abrasion or cut and describe why keeping a dressing clean is essential to prevent infection. (IB Learner Profile: Caring)
2. Describe appropriate care for a nosebleed.
3. Identify and classify different types of bandages and create a visual display.
4. Assemble a simple first-aid kit, explaining the function and importance of each item.
5. Explain and demonstrate sterilization of either tweezers, thermometer, or needle and articulate the importance of sterilization in first aid.
6. Engage in a role-playing activity ("hospital") practicing first-aid for abrasions, cuts, and nosebleeds.
7. Draw and label the internationally recognized First Aid symbol and explain its meaning.
8. Recall and discuss a Biblical example where Jesus provided first aid to someone bleeding (Matthew 26:51).

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Materials Needed

• Whiteboard and markers
• Printed pictures and samples of: adhesive bandages, elastic bandages, gauze, triangular bandages
• Blank paper, crayons, colored pencils for drawing
• First-aid kit contents: adhesive bandages, gauze pads, gauze roller bandages, triangular bandages, needle (plastic/safe replica), tweezers, thermometer (digital), scissors, antiseptic wipes, cotton swabs, calamine lotion, insect repellent, ace bandage
• Plastic gloves for safety and hygiene
• Hand sanitizer
• Bible (King James Version preferred)
• Chart paper for class display
• Sterilization demonstration supplies: alcohol wipes, sterilizing solution or imitation tools
• Role-playing props: hospital sign, toy stethoscope, toy syringe, etc.

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Lesson Outline (5E Model)

Time	Phase	Activities & Details	Differentiation (Dyslexia & Others)
5 min	Engage	- Begin with a brief, lively discussion: “Has anyone ever had a scrape or nosebleed? What did you do?” - Show the First Aid symbol on board and ask if anyone knows what it stands for. - Introduce the biblical story: Jesus healing the high priest's servant (Matthew 26:51), briefly reading verse and emphasizing Jesus’ care.	Provide printed simple summary of the biblical story; use visual aids and read aloud to support dyslexic learners.
10 min	Explore	- Hands-on exploration of different bandages (adhesive, elastic, gauze, triangular). - In small groups, students handle, discuss, and sort bandages by type and function. - Create a group chart/display classifying these bandages with labels and simple illustrations.	Use color-coded labels and recorded audio definitions for each bandage type. Visual cards with bandage images.
10 min	Explain	- Demonstrate step-by-step first aid treatment for a cut/abrasion (clean wound, apply antiseptic, apply clean bandage). Emphasize why dirty dressings cause infections using a simple analogy related to germs. - Show how to care for a nosebleed: lean forward, pinch nostrils, timing (up to 10 min). - Explain the function of items in the first-aid kit. - Use clear language and visual steps (poster/chart).	Provide printed step-by-step instruction sheets with images. Use mnemonic devices or rhyme to help retention (e.g., "Clean, Cover, Care").
10 min	Elaborate	- Demonstrate sterilization of one item (tweezers, needle, or thermometer) using safe methods and explain why it is important. - Discuss contamination and how sterilization prevents infection. - Students work in pairs to assemble a simple first-aid kit using real or replica items, rationalizing each inclusion. - Students draw the First Aid symbol on paper and label it.	Allow the use of tracing for drawing the symbol; audio prompts for sterilization steps. Provide sentence frames for explanation.
15 min	Evaluate	- Role-play “Hospital” in groups of five: assign roles (doctor, nurse, patient, family member). Practice treating abrasions, cuts, and nosebleeds using props and first-aid kits. - Teacher and peers provide positive feedback using an assessment checklist for correct procedures. - Reflection circle: share what they learned about helping and caring, include the Biblical example and the importance of first aid.	Allow verbal explanations or video recordings for students uncomfortable with writing or reading. Use peer support and paired work for confidence building.
10 min	Closure and Prayer	- Recap lesson objectives and key learning points. - Sing a short, simple first aid song (to the tune of “Row, Row, Row Your Boat”) reinforcing the steps. - Close with a prayer thanking Jesus for teaching us to care for others and asking for help to be ready to assist when needed.	Provide lyrics with visuals; allow extra processing time before singing.

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Assessment

Formative:

• Observation during group bandage sorting and “hospital” role-play for correct application of first aid treatment steps.
• Review of first aid kits assembled in pairs.
• Check labeled drawings of the First Aid symbol.
• Verbal responses during explanation and reflection sessions.

Summative:

• Exit slip: Write or draw the three most important first aid steps learned today. (Allow drawings as alternative.)
• Peer feedback on role-play performance using a simple rubric (e.g., explained the problem, cleaned the wound, applied bandage).

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Biblical Integration

• Matthew 26:51 (KJV): Jesus’ disciple cut off the ear of the high priest’s servant, and Jesus immediately healed it, showing compassion and care.
  - Emphasizes the importance of caring for others physically and spiritually.
  - Connect “Serving others” as Jesus did to first aid and health education through kindness and responsibility.

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Extensions and Differentiation Suggestions

• For advanced learners: Research historical development of first aid symbols and discuss cultural differences.
  - For struggling learners: Use tactile bandage samples; partner verbal drills; use picture-based cards for sequencing steps.
• Incorporate technology by recording role-plays and playing them back for reflection.

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Teacher Reflection

• Were students engaged in hands-on activities? Did they demonstrate understanding through role-play?
• Did differentiated supports help all learners participate fully?
• Which part of the biblical connection resonated most with the students?
• Plan to incorporate parents/guardians by sending home a simple first-aid checklist for family safety.

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This plan integrates hands-on learning, social skills, and personal responsibility aligned with the IB PYP framework and Jamaica’s curriculum, while honoring your teaching style and Biblical worldview.