Sunday July 28th: Tender Compassion
background information
In addition to the link above to Background Information for this week's topic, there is a lot of useful background information about Compassion in general on the Home Page
Click here to navigate to that page.
Click here to navigate to that page.
class outline
Teaching Our Children About and With Compassion
Foothills Congregational Church Summer 2013
Class Outline
BEFORE CLASS
9:30 Set-up your classroom for the day.
Preschool-2nd grade will meet in the downstairs classroom.
2nd-6th grade will meet in the upstairs classroom.
Youth in 7th-12th grade are encouraged to stay in church, but are also welcome to be
teaching assistants in the other classes. (7th-9th downstairs,10th-12th upstairs)
9:45 Meet in the upstairs classroom to confer with teachers and staff about any last minute
logistics or questions about the curriculum.
10:00 Enter church
10:15 Come forward for the Children’s Sermon and then exit church with the children.
Escort your class to your room.
IN CLASS
Welcome
It is important to welcome each child by name. Since we are teaching about compassion, the intimacy this fosters is important. You probably will not know each child by name. You may choose one of several methods to learn their names:
You could have the children introduce themselves and answer a question
Example: My name is Michelle and my favorite animal is a cat.
You can challenge students to see if anyone already knows everyone’s name and then have that person name everyone.
You could simply introduce yourself and shake hands as you say the names of the kids who you know and ask the names of the people whose names you don’t know.
Click here for more fun ways to learn names.
Theme Song Play the video of the theme song The Lord is Merciful and Compassionate.
Encourage the kids to sing along and follow the hand motions.
Centering Activity
Part of compassion is being able to notice the activities and people around us, including ourselves. We will begin each class by playing The Noticing Game.
The Noticing Game
Ask children to sit comfortably in a position they can be still in for 5 minutes.
They can assume a common meditation pose if they would like, sitting cross legged on the floor or sitting straight-backed in a chair, with the hands on their lap. Any position will work as long as it’s comfortable.
Say: “Breathe in through your nose. Notice where you can feel the breath moving into your body. Can you feel it in your nose? In your throat? Can you feel your chest rise? Hold your breath for a brief moment and then exhale. Where can you feel your breath exiting your body?
Now take a second to notice your body. Pay attention to your head and your shoulders. If they feel tight, take a deep breath and imagine your breath travels to the tightness and makes you feel relaxed. Pay attention to your core, between your neck and your legs. If you notice any tension, take a deep breath and imagine your breath travels to the tension and you feel relaxed. Pay attention to your arms and legs, your hands and your feet. Try to make them smooth, warm, and relaxed. If they feel fidgety or tight, take a deep breath and imagine your breath travels to them, warming them and relaxing you all over.
Now notice what is around you. Is there a shape or a color that catches your attention? Can you find something else in the room that is the same shape or color? Notice who is here today. Is there someone you expected to see today who is not here? Is there someone here you are especially excited to see today?
Take a deep breath and let it out with a heavy sigh (demonstrate)
Do this one more time. Now turn your focus into the center of the class so we can all see each other. Everyone will now share something they noticed during this exercise.”
Go around the room and let each person share something they noticed. Make room for small
things and big things. “I noticed the red circle on the bulletin board” and “I noticed I felt like
crying.”
Take note of the names of anyone who was missed or kids the others were excited to see.
Give these names to the Children's Program Coordinator, Amelie, so she can follow-up.
Introduce the topic of the day
Each Sunday we’ll introduce an aspect of compassion. Give the kids an opportunity to tell
you what they already know about the aspect you are studying today, then you can share a
brief definition.
Give kids a choice of activities
Each Sunday there will be several activities for you to choose from. These activities are based on the theory of multiple intelligences. Click here for an explanation of this theory. The basic idea is that each child has a preferred way of learning. By choosing activities from different preferred methods, more children learn more comfortably. Please choose two activities to use the Sunday you teach.
Ending Ritual
The Children’s Program officially ends at 11:15. Sometimes parents come into the room as
soon as church is out, which is earlier than 11:15, especially in the summer. Begin your ending ritual at 11:10 or when parents begin to come into the room. You can invite the early arriving parents to join you.
We will end each class with a prayer for the world. Begin by asking the children to repeat
after you, line by line. You could say, "This is a repeat after me prayer."
We pray that all beings will be free.
We pray that all beings will be happy.
We pray that all beings will be safe.
We pray that all beings will awaken to the light of their true nature.
We pray that all beings will be free.
If there is time, go back over each sentence and ask children to name people/places/animals they would like to pray for.
“Who do we wish would be happy/safe/free?”
At the end say, “Amen,” and invite the children to help you clean-up the room.
Foothills Congregational Church Summer 2013
Class Outline
BEFORE CLASS
9:30 Set-up your classroom for the day.
Preschool-2nd grade will meet in the downstairs classroom.
2nd-6th grade will meet in the upstairs classroom.
Youth in 7th-12th grade are encouraged to stay in church, but are also welcome to be
teaching assistants in the other classes. (7th-9th downstairs,10th-12th upstairs)
9:45 Meet in the upstairs classroom to confer with teachers and staff about any last minute
logistics or questions about the curriculum.
10:00 Enter church
10:15 Come forward for the Children’s Sermon and then exit church with the children.
Escort your class to your room.
IN CLASS
Welcome
It is important to welcome each child by name. Since we are teaching about compassion, the intimacy this fosters is important. You probably will not know each child by name. You may choose one of several methods to learn their names:
You could have the children introduce themselves and answer a question
Example: My name is Michelle and my favorite animal is a cat.
You can challenge students to see if anyone already knows everyone’s name and then have that person name everyone.
You could simply introduce yourself and shake hands as you say the names of the kids who you know and ask the names of the people whose names you don’t know.
Click here for more fun ways to learn names.
Theme Song Play the video of the theme song The Lord is Merciful and Compassionate.
Encourage the kids to sing along and follow the hand motions.
Centering Activity
Part of compassion is being able to notice the activities and people around us, including ourselves. We will begin each class by playing The Noticing Game.
The Noticing Game
Ask children to sit comfortably in a position they can be still in for 5 minutes.
They can assume a common meditation pose if they would like, sitting cross legged on the floor or sitting straight-backed in a chair, with the hands on their lap. Any position will work as long as it’s comfortable.
Say: “Breathe in through your nose. Notice where you can feel the breath moving into your body. Can you feel it in your nose? In your throat? Can you feel your chest rise? Hold your breath for a brief moment and then exhale. Where can you feel your breath exiting your body?
Now take a second to notice your body. Pay attention to your head and your shoulders. If they feel tight, take a deep breath and imagine your breath travels to the tightness and makes you feel relaxed. Pay attention to your core, between your neck and your legs. If you notice any tension, take a deep breath and imagine your breath travels to the tension and you feel relaxed. Pay attention to your arms and legs, your hands and your feet. Try to make them smooth, warm, and relaxed. If they feel fidgety or tight, take a deep breath and imagine your breath travels to them, warming them and relaxing you all over.
Now notice what is around you. Is there a shape or a color that catches your attention? Can you find something else in the room that is the same shape or color? Notice who is here today. Is there someone you expected to see today who is not here? Is there someone here you are especially excited to see today?
Take a deep breath and let it out with a heavy sigh (demonstrate)
Do this one more time. Now turn your focus into the center of the class so we can all see each other. Everyone will now share something they noticed during this exercise.”
Go around the room and let each person share something they noticed. Make room for small
things and big things. “I noticed the red circle on the bulletin board” and “I noticed I felt like
crying.”
Take note of the names of anyone who was missed or kids the others were excited to see.
Give these names to the Children's Program Coordinator, Amelie, so she can follow-up.
Introduce the topic of the day
Each Sunday we’ll introduce an aspect of compassion. Give the kids an opportunity to tell
you what they already know about the aspect you are studying today, then you can share a
brief definition.
Give kids a choice of activities
Each Sunday there will be several activities for you to choose from. These activities are based on the theory of multiple intelligences. Click here for an explanation of this theory. The basic idea is that each child has a preferred way of learning. By choosing activities from different preferred methods, more children learn more comfortably. Please choose two activities to use the Sunday you teach.
Ending Ritual
The Children’s Program officially ends at 11:15. Sometimes parents come into the room as
soon as church is out, which is earlier than 11:15, especially in the summer. Begin your ending ritual at 11:10 or when parents begin to come into the room. You can invite the early arriving parents to join you.
We will end each class with a prayer for the world. Begin by asking the children to repeat
after you, line by line. You could say, "This is a repeat after me prayer."
We pray that all beings will be free.
We pray that all beings will be happy.
We pray that all beings will be safe.
We pray that all beings will awaken to the light of their true nature.
We pray that all beings will be free.
If there is time, go back over each sentence and ask children to name people/places/animals they would like to pray for.
“Who do we wish would be happy/safe/free?”
At the end say, “Amen,” and invite the children to help you clean-up the room.
Example of a sighing breath for the opening activity
resources for July 28th: Tender Compassion
topic for July 28th: Tender Compassion
com·pas·sion(km-pshn) n.
Deep awareness of the suffering of another coupled with the wish to relieve it.
It is important to note that compassion is an action word. It is not simply feeling something about an issue, but doing something about it.
ten·der 1(tndr) adj. ten·der·er, ten·der·est
6. a. Considerate and protective; solicitous: a tender mother; his tender concern.
b. Characterized by or expressing gentle emotions; loving: a tender glance;
c. Given to sympathy or sentimentality; soft: a tender heart.
Deep awareness of the suffering of another coupled with the wish to relieve it.
It is important to note that compassion is an action word. It is not simply feeling something about an issue, but doing something about it.
ten·der 1(tndr) adj. ten·der·er, ten·der·est
6. a. Considerate and protective; solicitous: a tender mother; his tender concern.
b. Characterized by or expressing gentle emotions; loving: a tender glance;
c. Given to sympathy or sentimentality; soft: a tender heart.
theme song
activity choices
Jesus Heals: Narrative, Interpersonal, Kinesthetic Learners
Jesus heals the woman with an issue of blood
Supplies:
Blindfold
Video (below)
Lesson:
A touch from Jesus heals (Luke 8:43-48; Mark 5:25-34)
1. Icebreaker:
Supplies:
Blindfold
Video (below)
Lesson:
A touch from Jesus heals (Luke 8:43-48; Mark 5:25-34)
1. Icebreaker:
- Who touched me? Have the children sit
in a circle. One person sits in the middle and is blindfolded. Children will
take turns as the teacher quietly points to each one, to go to the child in the
middle and TOUCH that child and quietly run back to the circle. Then the
blindfold can be removed and the child can try to guess who TOUCHED him/her. If
he guesses it correctly, then that child goes to the middle to be blindfolded,
etc.
- Touch the TeacherBlindfold the teacher and
let children take turns touching the teacher’s back. The teacher will have to
guess what part of the child's body touched the teacher's back - such as a
finger, a nose, an elbow, a toe, an ear, etc! Can also let kids be the ones
to guess who touched them.
2. Watch the video. Ask children to pay close attention to what Jesus does.
You will see that Jesus does not heal the woman, it is her touch, and according to Jesus her faith, that heals her. The tender compassion Jesus shows is by seeing the woman, turning to her, and paying attention to her. Help the children see that by seeing her and speaking compassionately to her, as contrasted with how the man speaks to her before, that her emotions are healed as well as her body. Be prepared to explain to the kids what "hemorrhage" means.
3. Play the touch games, above, one more time, but this time, each time someone touches you (or the person in the middle) say something you see or appreciate about that person.
Example for Who Touched Me? "Jeremy touched me. I see his blue eyes."
Example for Touch the Teacher "An elbow touched me. [toucher revealed] I appreciate your sense of humor, touching me with your funny bone."
Ask the kids to talk about how it's different playing it without the addition of seeing/appreciating the person and with it. Is it more fun, less comfortable, more gratifying?
You will see that Jesus does not heal the woman, it is her touch, and according to Jesus her faith, that heals her. The tender compassion Jesus shows is by seeing the woman, turning to her, and paying attention to her. Help the children see that by seeing her and speaking compassionately to her, as contrasted with how the man speaks to her before, that her emotions are healed as well as her body. Be prepared to explain to the kids what "hemorrhage" means.
3. Play the touch games, above, one more time, but this time, each time someone touches you (or the person in the middle) say something you see or appreciate about that person.
Example for Who Touched Me? "Jeremy touched me. I see his blue eyes."
Example for Touch the Teacher "An elbow touched me. [toucher revealed] I appreciate your sense of humor, touching me with your funny bone."
Ask the kids to talk about how it's different playing it without the addition of seeing/appreciating the person and with it. Is it more fun, less comfortable, more gratifying?
The Woman Who Touched Jesus
Playing with Gentleness: Kinesthetic learners, artistic learners
Supplies:
One Finger Touch Video (below)
Balancing Clown or Stacrobats Game
Nerf Balls (one for every 2 students)
Finger Paints
Paper
Small paint containers
Newspaper or plastic table covering (optional)
Watch the video below.
Explain to kids that being gentle is a way of being compassionate with people and things.
When we are gently we are soft with our touch, with our voice, with our words, with our bodies. Ask the kids to give you examples of being soft in these different ways.
ie: One finger touch, whispering, saying kind things, making sure our bodies stay in our own space.
Show the One Finger Touch video below.
Have kids demonstrate a one finger touch.
You can the choose between three gentleness activities.
1) Nerf Finger Catch
2) One Finger Painting
3) Balancing Game
Nerf Finger Catch
Have children sit on the floor in pairs, with their legs apart, facing each other, so that their feet are almost touching.
Give each pair a nerf ball.
Have them roll it back and forth, pushing it with only one finger.
You can have them experiment. Is one of their fingers stronger than another?
How softly can they push it and have it still reach the other person?
Once they have mastered the pairs, sit everyone in a big circle and talk about the difference in force needed to roll it to someone sitting on the other side of the circle.
Explain that being gentle looks and feels different in different place, kind of like inside and outside voices.
One Finger Painting
Put paper and finger paints on the table.
Consider covering the table with newspaper or plastic beforehand for easier clean-up.
Have each child sit at one of the papers.
Give each child two colors of finger paint in a small container
Instruct children to paint a picture using only one finger from each hand.
While they are painting, talk to them about being gentle.
When they are done, have them wash their hands.
Balancing Game
Obtain either the Clown Balancing game or the Stacrobats game
Play the game according the enclosed game rules, except make it non-competitive.
The goal will be to put all of the pieces on in a balanced way.
Ask the kids to focus on placing pieces gently.
Ask, does the way you place the piece make a difference to how many pieces can go on? Is it different if you place them slowly and gently, as opposed to quickly and haphazardly?
One Finger Touch Video (below)
Balancing Clown or Stacrobats Game
Nerf Balls (one for every 2 students)
Finger Paints
Paper
Small paint containers
Newspaper or plastic table covering (optional)
Watch the video below.
Explain to kids that being gentle is a way of being compassionate with people and things.
When we are gently we are soft with our touch, with our voice, with our words, with our bodies. Ask the kids to give you examples of being soft in these different ways.
ie: One finger touch, whispering, saying kind things, making sure our bodies stay in our own space.
Show the One Finger Touch video below.
Have kids demonstrate a one finger touch.
You can the choose between three gentleness activities.
1) Nerf Finger Catch
2) One Finger Painting
3) Balancing Game
Nerf Finger Catch
Have children sit on the floor in pairs, with their legs apart, facing each other, so that their feet are almost touching.
Give each pair a nerf ball.
Have them roll it back and forth, pushing it with only one finger.
You can have them experiment. Is one of their fingers stronger than another?
How softly can they push it and have it still reach the other person?
Once they have mastered the pairs, sit everyone in a big circle and talk about the difference in force needed to roll it to someone sitting on the other side of the circle.
Explain that being gentle looks and feels different in different place, kind of like inside and outside voices.
One Finger Painting
Put paper and finger paints on the table.
Consider covering the table with newspaper or plastic beforehand for easier clean-up.
Have each child sit at one of the papers.
Give each child two colors of finger paint in a small container
Instruct children to paint a picture using only one finger from each hand.
While they are painting, talk to them about being gentle.
When they are done, have them wash their hands.
Balancing Game
Obtain either the Clown Balancing game or the Stacrobats game
Play the game according the enclosed game rules, except make it non-competitive.
The goal will be to put all of the pieces on in a balanced way.
Ask the kids to focus on placing pieces gently.
Ask, does the way you place the piece make a difference to how many pieces can go on? Is it different if you place them slowly and gently, as opposed to quickly and haphazardly?
One Finger Touch Video
Caretaking Computer Games: Intrapersonal learners
Click on the links to bring up free web games that focus on care taking. Remind kids that they are not to navigate away from the page that you pull up. Changing websites is for adults only. Also, children should follow their family rules for internet use.
Babysitting, "Take Care of Baby"
Pet Grooming "Pet Grooming Studio"
Babysitting, "Take Care of Baby"
Pet Grooming "Pet Grooming Studio"
Fruity First Aid: Kinesthetic, Interpersonal, & Visual Learners
Fruity First Aid
A demonstration of first aid using fruit
Tender Compassion often includes caring for someone who is hurt physically or emotionally. In this exercise you will demonstrate how to care for certain small injuries and then allow children to try it themselves. After demonstrating, you will make the injury in the apples and then ask the children to each try to care for one of the injuries.
Equipment Needed:
1 rock
1 apple (per person)
1 overripe tomato
1 sharpened pencil
1 needle
1 toothpick
1 fish hook
1 tube of first aid cream
a 3x3" section of moleskin
Several Band-aids (per person)
several matches (or a lighter)
1 knife
1 pair of scissors
1 pair of pliers
Preparation: Prior to starting the demonstration, strike the apple on a hard surface to give it time to produce a bruise for the "bruise" section of the demonstration.
Abrasion
Method: Scrape the apple on the rock to produce an abrasion similar to the kind that you might experience while hiking or participating in a field activity.
Treatment: Clean the abrasion with soap and water, apply first aid cream, and cover with a sterile dressing, such as a Band-aid. Actually apply the first aid cream, and cover the abrasion with a Band-aid. Explain that a sterile dressing should be used if the injured area cannot be
covered by a Band-aid.
Cut
Method: Make a superficial cut into the apple. Explain that this type of wound is similar
to the injury a person might receive while using a pocket knife.
Treatment: Clean the cut with soap and water, apply first aid cream, and cover with a sterile dressing, such as a Band-aid. Explain that a sterile dressing can be used, depending on the length of the cut.
Jagged Wound
Method: Place a knife blade at a right angle to the apple's surface, and draw the
blade across the surface. This motion should produce a jagged wound similar
to what a person might receive from an ax or hatchet.
Treatment:
Clean the wound with soap and water, apply first aid cream, and cover with a
sterile dressing in the form of a pressure bandage. This type of wound may
require surgical attention, depending on the wound's depth and length.
Puncture Wound
Method: Insert the pointed end of the pencil into the apple so that the point comes to rest
near the core. With the pencil remaining in place, slice the apple immediately next to, and along the axis of the pencil. This reveals the alignment of the apple fibers, which is similar to an injured person's skin tissue alignment. Explain that tetanus germs can be carried into this type
of wound.
Treatment: DO NOT remove the puncturing missile, (pencil, nail, pointed stick, etc.) Seek immediate medical attention. Removing the missile results in the reversal of the aligned tissue and possible further injury. The apple's core can represent a vital organ in this demonstration. A tetanus antitoxin shot may be required.
Splinter or Fish Hook
Method: Insert a toothpick at an angle under the apple's surface and break it off near the
surface. This simulates a splinter wound. Alternatively, insert the fish hook into the apple, but do not let the hook's barb protrude out of the skin.
Treatment: Wood Splinters and fish hooks are similar to the puncture wound explained above, but they are treated differently. Remove the splinter with a sterilized needle or tweezers, clean the area with soap and water, apply first aid cream, and cover with a sterile dressing.
Do not remove the fish hook; seek medical attention. If the hook must be removed, gently push the hook through the skin until the barb appears. Using the pair of pliers, cut the barb off,
and carefully remove the hook by backing it out of the skin. Clean the wound with soap and water, apply first aid cream, cover with a sterile dressing, and seek medical attention. A tetanus antitoxin shot may be required.
Bruise
Method: By this time, the bruise created before the start of the demonstration should be
fully ripened. Slice through the bruise to reveal a cross section of the fiber, which is similar to the condition of bruised human tissue.
Treatment: Normally, there is no external treatment for a bruise. The area surrounding the bruise is tender to the touch, and the injured person tends to favor the area to prevent further injury. If the bruise is massive and has a yellowish tint, this may indicate muscle damage requiring
medical attention.
Blister
Method: Hold the overripe tomato in an upright position, strike a match, and bring it close
to the tomato's surface. The heat from the match will cause a blister to develop. (This technique requires some practice to develop to do it right.) Do not allow the blister to develop to the point where it breaks. The blister should look like one that could develop on the heel of a foot during
a hike.
Treatment: DO NOT allow a blister to develop. When an area of the skin is sore and reddened, cover with a sterile dressing to protect the area.
If a blister does develop, carefully clean it with soap and water. Do not break a blister or use any ointments or antiseptics. Using scissors, cut a piece of moleskin about 3/4" larger than the blister. Then cut a "doughnut" hole in the moleskin slightly larger than the blister.
Remove the backing covering the adhesive surface of the moleskin and carefully press the doughnut into the place around the blister. Add additional layers of moleskin doughnuts, one on top of the other, until the moleskin is thicker than the top of the blister. Cover the top of the
blister with a sterile dressing.
If it appears that a blister may break, sterilize a needle by passing it through the flame of a match. Push the needle into the blister near the blister's base. Remove the
needle, and gently press on the blister to squeeze out the fluid. When the
fluid has been removed, apply a sterile dressing.
A demonstration of first aid using fruit
Tender Compassion often includes caring for someone who is hurt physically or emotionally. In this exercise you will demonstrate how to care for certain small injuries and then allow children to try it themselves. After demonstrating, you will make the injury in the apples and then ask the children to each try to care for one of the injuries.
Equipment Needed:
1 rock
1 apple (per person)
1 overripe tomato
1 sharpened pencil
1 needle
1 toothpick
1 fish hook
1 tube of first aid cream
a 3x3" section of moleskin
Several Band-aids (per person)
several matches (or a lighter)
1 knife
1 pair of scissors
1 pair of pliers
Preparation: Prior to starting the demonstration, strike the apple on a hard surface to give it time to produce a bruise for the "bruise" section of the demonstration.
Abrasion
Method: Scrape the apple on the rock to produce an abrasion similar to the kind that you might experience while hiking or participating in a field activity.
Treatment: Clean the abrasion with soap and water, apply first aid cream, and cover with a sterile dressing, such as a Band-aid. Actually apply the first aid cream, and cover the abrasion with a Band-aid. Explain that a sterile dressing should be used if the injured area cannot be
covered by a Band-aid.
Cut
Method: Make a superficial cut into the apple. Explain that this type of wound is similar
to the injury a person might receive while using a pocket knife.
Treatment: Clean the cut with soap and water, apply first aid cream, and cover with a sterile dressing, such as a Band-aid. Explain that a sterile dressing can be used, depending on the length of the cut.
Jagged Wound
Method: Place a knife blade at a right angle to the apple's surface, and draw the
blade across the surface. This motion should produce a jagged wound similar
to what a person might receive from an ax or hatchet.
Treatment:
Clean the wound with soap and water, apply first aid cream, and cover with a
sterile dressing in the form of a pressure bandage. This type of wound may
require surgical attention, depending on the wound's depth and length.
Puncture Wound
Method: Insert the pointed end of the pencil into the apple so that the point comes to rest
near the core. With the pencil remaining in place, slice the apple immediately next to, and along the axis of the pencil. This reveals the alignment of the apple fibers, which is similar to an injured person's skin tissue alignment. Explain that tetanus germs can be carried into this type
of wound.
Treatment: DO NOT remove the puncturing missile, (pencil, nail, pointed stick, etc.) Seek immediate medical attention. Removing the missile results in the reversal of the aligned tissue and possible further injury. The apple's core can represent a vital organ in this demonstration. A tetanus antitoxin shot may be required.
Splinter or Fish Hook
Method: Insert a toothpick at an angle under the apple's surface and break it off near the
surface. This simulates a splinter wound. Alternatively, insert the fish hook into the apple, but do not let the hook's barb protrude out of the skin.
Treatment: Wood Splinters and fish hooks are similar to the puncture wound explained above, but they are treated differently. Remove the splinter with a sterilized needle or tweezers, clean the area with soap and water, apply first aid cream, and cover with a sterile dressing.
Do not remove the fish hook; seek medical attention. If the hook must be removed, gently push the hook through the skin until the barb appears. Using the pair of pliers, cut the barb off,
and carefully remove the hook by backing it out of the skin. Clean the wound with soap and water, apply first aid cream, cover with a sterile dressing, and seek medical attention. A tetanus antitoxin shot may be required.
Bruise
Method: By this time, the bruise created before the start of the demonstration should be
fully ripened. Slice through the bruise to reveal a cross section of the fiber, which is similar to the condition of bruised human tissue.
Treatment: Normally, there is no external treatment for a bruise. The area surrounding the bruise is tender to the touch, and the injured person tends to favor the area to prevent further injury. If the bruise is massive and has a yellowish tint, this may indicate muscle damage requiring
medical attention.
Blister
Method: Hold the overripe tomato in an upright position, strike a match, and bring it close
to the tomato's surface. The heat from the match will cause a blister to develop. (This technique requires some practice to develop to do it right.) Do not allow the blister to develop to the point where it breaks. The blister should look like one that could develop on the heel of a foot during
a hike.
Treatment: DO NOT allow a blister to develop. When an area of the skin is sore and reddened, cover with a sterile dressing to protect the area.
If a blister does develop, carefully clean it with soap and water. Do not break a blister or use any ointments or antiseptics. Using scissors, cut a piece of moleskin about 3/4" larger than the blister. Then cut a "doughnut" hole in the moleskin slightly larger than the blister.
Remove the backing covering the adhesive surface of the moleskin and carefully press the doughnut into the place around the blister. Add additional layers of moleskin doughnuts, one on top of the other, until the moleskin is thicker than the top of the blister. Cover the top of the
blister with a sterile dressing.
If it appears that a blister may break, sterilize a needle by passing it through the flame of a match. Push the needle into the blister near the blister's base. Remove the
needle, and gently press on the blister to squeeze out the fluid. When the
fluid has been removed, apply a sterile dressing.
Click here for a printable first Aid Chart Kids can Take Home
Consider playing this song while doing one of the activities.