OVERVIEW OF ACTIVITIES
1- ANIMALS AND GERMS
-Understand that animals carry germs.
-Realize the need for hygiene after any contact with animals.
Matérial: Hygiene and Pets Worksheets Number 1
Time: 30 minutes
-Hand out the sheet and do the exercise.
-All together, consider where germs are found (things used by a pet / pet food / places where pets have been, etc…).
-Consider how a pet can carry germs (hair, feathers, cough, saliva, defecation, vomit, etc.).
-Ask the children if pets can pass on their germs and diseases to us.
-All together conclude “yes” and remember the story about fleas (a parasite): we don’t realize, because we can’t see them, that germs can travel in the air, in fur, etc. and are found all over the home and on people.
-Point out how important it is to have a pet vaccinated and to make sure it is in good health (e.g. flea collar / check that it doesn’t have ticks).
-Revealed message: Woof!.
1-e / 2-d / 3-b / 4-a / 5-c.
2- POOR LITTLE LOST DOG!
-Realise that any unknown animal is likely to be full of germs.
-Understand why it is necessary to be meticulous in personal hygiene after any contact.
-Non-permanent colour paint.
Time: 30 minutes
-Ask the children to form a circle.
-They should then sit down.
-Explain the rules of the “Poor little lost dog” game:
One child is nominated to be the little dog
He stands in the middle of the circle.
He chooses one of the children and goes towards him on all fours, pretending to be a sad little lost dog.
The chosen pupil has to stroke the little dog and without laughing say 3 times: “Poor little lost dog! Poor little lost dog! Poor little lost dog!”
If the child does laugh, the teacher marks his hands with paint. Then it’s his turn to be the little dog.
If the child doesn’t laugh, the little dog chooses someone else and tries to make them laugh, and so on.
-At the end of the game, count the number of paint marks on each pupil.
-Ask the children what these marks represent.
-Realize that the marks are like the germs on the little lost dog which are passed on to us when we stroke him.
-Take the children to wash their hands and face (with soap, warm water and a clean, dry towel).
-All together conclude that even if the little lost dog is very sweet, we do not know him and he could be living anywhere, eat whatever he can find and have lots of germs and diseases.
-Emphasize the need for meticulous personal hygiene (particularly hand washing) after any contact with an unknown animal.
3- WE ARE DIFFERENT FROM ANIMALS
-Realise that when it comes to hygiene, animals do not do as we do.
-Two boards or large posters.
-Sheets of drawing paper.
-Felt pens, paint, etc.
-Question the children on similarities between man and animals.
Animals eat, and so do we (but they almost always eat the same thing);
Animals breathe, and so do we ;
They move, walk and lie down, and so do we;
The mother suckles her young ;
The young like to be close to the mother
-The children can see that animals are living beings, as we are.
-Then list some of our hygiene practices and decide whether animals have the same.
-To do this, cover rules for personal, food and home hygiene in general. Ask questions such as:
How do I wash? (With water.)
What do I wash with? (Soap, shampoo, toothpaste, etc.)
Do I dry myself? (Yes, with a clean towel.)
Do I change my clothes? (Yes)
How do I eat? (With knife and fork, at table, etc.)
Do I put my things and my toys away? (Yes.)
Where do I sleep? (In a bed.)
-Divide the class into small teams.
-Each team chooses a pet.
-Each team establishes what hygiene practices it has and finds out if animals have the same.
For example: Pet chosen: cat. To wash, we use soap and water. To wash, the cat licks itself. The team draws on one side a child washing (and writes above the drawing “I wash”) and on the other draws a cat licking itself clean (and writes above the drawing “A cat licks its coat”).
-After half an hour, review the drawings. The teams show them to the others, who say whether they agree or not.
-Keep relevant drawings for display. Such as:
It picks up food with its mouth. / I eat with a knife and fork.
It eats on the ground. / I eat at table.
It relieves itself outside, in a litter tray or in its cage. / I go to the toilet.
It sleeps on the ground and doesn’t have a bed. / I sleep in a bed..
It hides its toys in a corner of the garden. / I put my toys away in a cupboard.
After playing outside, it comes in without wiping its paws. / I put my slippers on.
It shakes itself when it is wet. / I dry myself with a clean towel.
It coughs. / I put my hand in front of my mouth when I cough.
-Faire coller aux élèves les dessins significatifs d’enfants sur un panneau, et d’animaux sur l’autre panneau.
-Proposer une lecture comparée des deux panneaux. Les enfants font des distinctions.
-Conclure collectivement que notre comportement vis-à-vis de l’hygiène est différent de celui des animaux et qu’il faut adopter des règles spécifiques face à eux.
4- SIMON SAYS NO
-Be aware of which people are at risk.
-Learn hygiene practices which counter the risk of contamination from animals.
Matérial: Hygiene and Pets Worksheets Number 2
Time: 30 minutes
This activity can be done collectively or individually.
-Hand out the sheet and talk through the pictures:
What are they about?
Where are we?
Where is Lucy?
What is Posy playing with?
Who do you see in the pictures?
What are their names?
What are they doing ?….
-Get the children to stick the relevant drawings of children on one board, and of animals on the other.
-Suggest reading and comparing the two boards. The children find the differences.
-All together conclude that our attitude to hygiene is different to that of animals and that we should adopt specific rules when dealing with them.
Lucy’s dad (allergic)
Lucy’s mum (pregnant)
Lucy’s big sister (ill)
Lucy’s little brother (baby, too young)
Lucy’s grandad (too old and weak)
-All together agree on hygiene practices to adopt with pets. Emphasize:
Wash hands after touching a pet.
Wash hands after caring for a pet (food, bath, combing, litter tray, etc.).
Don’t let a pet lick our face or mouth.
Don’t feed a pet at table.
Don’t let a pet sit at table.
Don’t let a pet in our bedroom or let it sleep in our bed.
Don’t let a pet come in the bathroom.
Regularly clean anything the pet uses (change a cat’s litter tray, wash baskets, food bowls, toys and blankets often). on a work surface in the kitchen.
Regularly clean anything the pet uses (change a cat’s litter tray, wash baskets, food bowls, toys and blankets often).
-The teacher can personalize the exercise by asking the children to colour those people the cat can play with without risk.
-People to colour red: pregnant woman / baby / grandfather / sick child / allergic father.
5- GUESS MY PET !
-Awareness of hygiene with animals
-Small pieces of paper, on which the teacher writes animal names.
Time: 45 minutes
-Some days before, ask the children to choose an animal, without telling the others what it is.
-Each child gathers information on his animal (how it walks, what it eats, where it sleeps, how to look after it properly, etc.).
-On the day, each child mimes his animal in front of the class. The others have to guess which animal it is.
-When the animal has been identified, the pupils ask questions about its hygiene:
Where in the house should it sleep (basket, cage, jar, etc.)?
In which rooms is it allowed to go?
What should we give it to eat?
In what should we feed it?
How many times a day should it be fed?
Should it be vaccinated?
Should it be taken for walks? How many times a day? ?
Can it cause allergies?
Should we bath it?
Should it be brushed regularly? etc.
-Conclude by emphasizing the importance of washing hands after touching our pet.
6- MY PET
-Get to know necessary basic practices to limit the risk of contamination from pets.
Material: Hygiene and Pets Worksheets Number 3
Time: 30 minutes
-Hand out the sheet and do the exercise.
-Finish by emphasizing two essentials:
nettoyer tous les objets liés à l’animal (litière, cage, panier, couverture, jouets, etc.)
Clean everything used by a pet (litter tray, cage, basket, blanket, toys, etc.).
-Wise: b / c / f / g.
-Unwise: a / d / e / h.
7- HYGIENE AND PETS EXHIBITION
-Consolidate knowledge of hygiene and pets.
-Make other pupils and parents aware of the importance of hygiene with animals.
-Poster paper in different colours, large sheets of drawing paper.
-Felt tips, paint.
-Magazines to cut out.
-Suggest that the children put on an exhibition on the theme “Pets at home”.
-List the exhibits (posters, captions, drawings, photos, etc.).
-Share out the tasks among small groups.
-Each group should highlight one aspect of hygiene with pets:
Pets as germ carriers (their belongings, the animals themselves).
My pet and other people’s pets.
How to behave with pets (keep clean anything they use and remember how to react in a hygienic way).
Areas in the home where we should be especially careful (kitchen, bedroom, bathroom).
-The exhibition should demonstrate the need for hygiene with pets, and what we should do ensure it.
-The exhibition can be personalized by asking the children to think of an imaginary pet and how to look after it properly.
-Show the exhibition to the school so other pupils and parents are made aware that hygiene with pets is important for health.
8- PET GAMES
Consolidate hygiene knowledge with pets.
Material: Hygiene and Pets Worksheets Number 4
Time: 10 to 20 minutes.None found.