Week 10: The Body, Healthy Habits and Caring for Others
Five original, printable daily lessons for family learning. Select each math level by demonstrated skill, not age alone. Read aloud when needed and distinguish supported work from independent work. Materials: Bible, paper, pencils, counters and a ruler. Print this page using your browser or copy the assignments into a notebook. Keep names and individual work private.
Day 1: Body systems
Scripture: Read Psalm 139:13–16 in its setting with an adult. Who or what is being addressed? State one teaching in context and discuss a careful application. Do not treat this passage as a substitute for the science lesson.
Read and learn: The human body has systems that work together. The heart pumps blood through blood vessels. The lungs exchange gases: oxygen enters the blood and carbon dioxide leaves it. Muscles and bones help the body move.
Reading and discussion: What does the heart do? What do the lungs exchange? Point to words that support your answer.
Activity: Draw a simple outline and label heart, lungs and bones. The drawing is a model, so it does not show every organ or relationship.
Writing: Beginning learners draw and dictate or write one sentence. Developing learners write a topic sentence and two supporting details. Advancing learners write a paragraph with an accurate claim, two supporting details and a conclusion.
Kindergarten / beginning math: Count 10 counters; remove 3. Solve 2+4 and 8−2.
Grade 1 math: Use counters: 9+4=(9+1)+3. Solve 8+5, 14−6, 7+7.
Grade 2 math: Use tens and ones to solve 27+35, 61−24, 48+26.
Grade 3 math: Solve 6×7, 48÷8, 9×5.
Grades 4–5 math: Solve 2/6+3/6, 3/4 of 16, 2.3+1.45.
Grades 6–7 math: Simplify 8:12; solve 2x+3=17; find 10% of 90.
Day 2: Food and energy
Scripture: Read Proverbs 25:16 in its setting with an adult. Who or what is being addressed? State one teaching in context and discuss a careful application. Do not treat this passage as a substitute for the science lesson.
Read and learn: Food supplies energy and nutrients used for growth and body functions. Different foods provide different nutrients. A varied eating pattern can include fruits, vegetables, grains and sources of protein; needs and accommodations differ among people.
Reading and discussion: What does food provide? Why might food choices differ between people? Point to words that support your answer.
Activity: Plan a fictional meal with several food groups. Explain one way to accommodate an allergy without guessing about a specific person’s medical needs.
Writing: Beginning learners draw and dictate or write one sentence. Developing learners write a topic sentence and two supporting details. Advancing learners write a paragraph with an accurate claim, two supporting details and a conclusion.
Kindergarten / beginning math: Draw 8 circles and color 3. How many are not colored? Solve 3+5 and 9−4.
Grade 1 math: Solve 13−5, 6+8 and 17−9.
Grade 2 math: Solve 54−27, 39+26 and 83−46.
Grade 3 math: Solve 8×6, 72÷9, 7×7.
Grades 4–5 math: Find the area of a rectangle 6 cm by 5 cm; solve 4.8−2.35 and 1/3+1/3.
Grades 6–7 math: Find the mean of 6, 8, 10, 12; solve 3x+5=26; find 25% of 40.
Day 3: Hands and hygiene
Scripture: Read Leviticus 15:11 in its setting with an adult. Who or what is being addressed? State one teaching in context and discuss a careful application. Do not treat this passage as a substitute for the science lesson.
Read and learn: Washing hands with soap and clean running water can help remove germs. Scrub all parts of the hands for at least 20 seconds, rinse and dry. The passage describes a specific instruction in its own context; modern hygiene also uses scientific evidence.
Reading and discussion: How can handwashing help? What are the basic steps? Point to words that support your answer.
Activity: With an adult, practice the steps at a sink. Do not claim you have observed invisible germs without appropriate equipment. If soap and water are unavailable, ask an adult about appropriate alternatives.
Writing: Beginning learners draw and dictate or write one sentence. Developing learners write a topic sentence and two supporting details. Advancing learners write a paragraph with an accurate claim, two supporting details and a conclusion.
Kindergarten / beginning math: Count 6 objects and 3 more. Solve 10−4 and 5+2.
Grade 1 math: Solve 9+7, 14−8 and 8+8.
Grade 2 math: Solve 58+24, 90−47 and 36+39.
Grade 3 math: Solve 9×6, 56÷7 and 12×5.
Grades 4–5 math: Solve 5/8−2/8, 2/3 of 18 and 3.75+1.5.
Grades 6–7 math: Simplify 21:28; solve x/4+2=7; calculate 15% of 100.
Day 4: Movement and rest
Scripture: Read Proverbs 4:20–27 in its setting with an adult. Who or what is being addressed? State one teaching in context and discuss a careful application. Do not treat this passage as a substitute for the science lesson.
Read and learn: Regular movement and adequate sleep support health. People have different abilities and may need different accommodations. A safe plan respects pain, disability and medical advice rather than assuming one activity works for everyone.
Reading and discussion: Name two habits that support health. Why should a plan allow accommodations? Point to words that support your answer.
Activity: Plan a short, safe movement break and a quiet bedtime routine suitable for your household. Record the plan privately; it is not a medical prescription.
Writing: Beginning learners draw and dictate or write one sentence. Developing learners write a topic sentence and two supporting details. Advancing learners write a paragraph with an accurate claim, two supporting details and a conclusion.
Kindergarten / beginning math: Use counters to show 5+4. Solve 7−2 and 3+3.
Grade 1 math: Complete 5,10,15,__,__; solve 11−4 and 9+6.
Grade 2 math: Solve 67−38, 44+37 and 70−25.
Grade 3 math: Solve 7×9, 64÷8 and 6×12.
Grades 4–5 math: Find the perimeter of a 7 cm by 3 cm rectangle; solve 0.7+0.35 and 3/4 of 32.
Grades 6–7 math: Solve 2(x+3)=18; calculate 30% of 70; find the mean of 4, 8, 12.
Day 5: Independent review
Scripture: Read Psalm 139:13–16 in its setting with an adult. Who or what is being addressed? State one teaching in context and discuss a careful application. Do not treat this passage as a substitute for the science lesson.
Read and learn: A family planned a day with time for learning, meals, movement and sleep. They washed their hands before eating. One family member needed a different activity, so the family adjusted the plan. Their schedule supported both care and flexibility.
Reading and discussion: Name two healthy habits in the passage. What did the family change, and why? Point to words that support your answer.
Activity: Write a paragraph explaining how a plan can support health while respecting different needs. Beginning learners may draw and dictate a sentence. Cite two details from the passage.
Writing: Beginning learners draw and dictate or write one sentence. Developing learners write a topic sentence and two supporting details. Advancing learners write a paragraph with an accurate claim, two supporting details and a conclusion.
Kindergarten / beginning math: Solve independently: 6+3, 9−5, 2+5.
Grade 1 math: Solve 8+6, 16−7, 9+8.
Grade 2 math: Solve 37+46, 81−35, 28+54.
Grade 3 math: Solve 8×7, 63÷7, 5×12.
Grades 4–5 math: Solve 4/10+3/10, 3/4 of 24, 5.5−2.25.
Grades 6–7 math: Solve 3x+4=22; simplify 16:24; find 20% of 150.
End-of-week independent check
Day 5 includes a fresh reading passage and math problems. Have the child attempt the chosen level independently where appropriate, then compare with the parent guide. Reteach missed prerequisites and use new problems for a later check. For children still learning letter sounds, use the separate phonics sequence alongside this unit.
Reference: CDC: Hand Hygiene in Schools | CDC: Sleep and Health. Open the parent guide | Beginning phonics | Academy home.