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Picture listing verbs: Past, present, and past participle.

This picture is a list of different verbs in their different tenses. The picture shows the present tense, the past tense, and the past participle tense.

In the classroom setting, I will use this this image to display a chart to the students of the different verbs and their tenses. This chart lists verbs that are familiar to the students, making it easier for them to comprehend the words and their tenses.

This picture relates to the ALCOS objective stated because it lists different verbs, which is included in the objective given.

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"What are verbs?"

This website is an informational website that states the definition of a verb and explains what verbs are. This website also explains the different tenses of verbs and lists examples of each tense. It also lists the different types of verbs such as action verbs, stative verbs, and many more.

In the classroom setting, I will use this website to help explain to students the definition of verbs and the different types of verbs. I will also use this website to show the children different examples of verbs and uses of verbs in a variety of sentences.

This website relates to the ALCOS objective because it explains what verbs are and lists examples of different types of verbs, which is included in the objective.

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What Are Verbs? (with Examples)
A verb is a word that expresses a physical action (jump), a mental action (guess), or a state of being (exist). Here are some more examples:

A physical action (e.g., "to swim," "to write," "to climb").

A mental action (e.g., "to think," "to guess," "to consider").

A state of being (e.g., "to be," "to exist," "to appear").

You might find it useful to think of verbs as "doing" words.
Verbs Expressing Physical Actions
Here are some sentences with verbs that express physical actions. (In each example, the verb is in bold.)
Verbs Expressing Mental Actions
While many verbs express physical actions (e.g., "to jump," "to dance," "to sing"), verbs can also express mental actions. For example:
Verbs Expressing a State of Being
A small but extremely important group of verbs do not express any activity at all; they express a state of being. The most important verb in this group (arguably of all) is the verb "to be."

Here is the verb "to be" in the differenttenses:

Subject

Verb "to be"

past tense

present tense

future tense

Here are some real examples with the verb "to be": Here are some other verbs that express a state of being.
A Video Summary
Here is a video summarizing this lesson about verbs and the key terms associated with verbs.

The Types of Verbs
As we've covered, a verb can be categorized as a physical verb (e.g., to run), a mental verb (e.g., to think), or a state-of-being verb (e.g., to be). However, a verb will often be further categorized as one of the following:
Action Verb
An action verb expresses an activity that a person or thing can do. For example: Compare those verbs with these:
Stative Verb
A stative verb expresses a state rather than an action. A stative verb typically relates to a state of being, a thought, or an emotion. For example:
Transitive Verb
A transitive verb is one that acts on something (i.e., it has a direct object). For example: Note: The direct object of a transitive verb can be found by finding the verb and asking "what?" For example, "saw what?" (answer: the dog); "ate what?" (answer: the pie); "will give what?" (answer: the letter).

Read more about transitive verbs.
Intransitive Verb
An intransitive verb is one that does not act on something (i.e., there is no direct object). For example: Read more about intransitive verbs.
Auxiliary Verb
An auxiliary verb (or helping verb) accompanies a main verb to help express tense, voice or mood. The most common auxiliary verbs are "be," "do," and "have" (in their various forms). Here are some examples of auxiliary verbs:

Lee has eaten all the pies.
tense.)
The table has been prepared.
(Here, the auxiliary verbs "has been" help to express voice (in this case, the passive voice).)
If he were to arrive in the next 10 minutes, we would be on schedule.
(Here, the auxiliary verbs "were" and "would" help to express mood (in this case, the subjunctive mood).)
Read more about auxiliary verbs.
Modal Verb
A modal verb is a type of auxiliary verb used to express ideas such as ability, possibility, permission, and obligation. The modal auxiliary verbs are "can," "could," "may," "might," "must," "ought to," "shall," "should," "will," and "would." For example:

Lee can eat a lot of pies.

Lee might eat that pie before he gets home.

Lee may eat as many pies as he likes.

Lee should give you some of that pie given you bought it.
(Here, the modal verb "should" helps to express the idea of obligation.)
Read more about auxiliary modal verbs.
Phrasal Verb
A phrasal verb is a verb made up of more than one word (usually two words). A phrasal verb has a main verb and another word (either a preposition or a particle). The phrasal verb usually has a meaning different to the main verb. For example:Read more about phrasal verbs.
Regular and Irregular Verbs
A regular verb is one that forms its simple past tense and its past participle by adding -ed or -d to the base form of the verb. (Note: There are spelling rules to consider too.) For example:

Regular Verb

Simple Past Tense

Past Participle

An irregular verb is one that does not conform to this ruling. For example:

Irregular Verb

Simple Past Tense

Past Participle

Read more about regular and irregular verbs.
Verb Terminology
There is a lot of grammatical terminology associated with verbs. Below are explanations of the most common terms. (There is a more comprehensive list in our Glossary of Terms.)
The Infinitive Form
When a verb is preceded by the word "to," it is said to be in its infinitive form (i.e., its most basic form).
I have to smoke that! ("To smoke" is the infinitive form of the verb.)
Read more about the infinitive form of a verb.
Past Tense
Verbs that express actions in the past are said to be in the past tense.
Present Tense
Verbs that express actions occurring now are said to be in the present tense.

John jumps out the window.

Who is ill?

He is the kind of a guy who lights up a room just by flicking a switch.
("Is" is the present tense of the verb "to be," and "lights up" is the present tense of the verb "to light up.")

Future Tense
Verbs that express actions in the future are said to be in the future tense. These are usually formed by preceding the verb with the word "will."Read more about verb tenses.
Take a test on verb tenses.
Subject of a Verb
The person or thing performing the action of the verb is said to be the subject of the verb or the "subject of the sentence."Read more about the subject of a verb.
Direct Object of a Verb
Many verbs perform an action on something. This is called the direct object of the verb. Some verbs cannot have a direct object. These verbs are calledintransitive verbs. Verbs that can have a direct object (most of them) are calledtransitive verbs.Read more about direct objects.
Indirect Object of a Verb
Some verbs have two objects, a direct object and an indirect object. The indirect object is the person or thing for whom the action was performed.Read more about indirect objects.
Passive Sentence
The subject of a sentence does not always do the action of the verb. Sometimes, the action is done to the subject. Such sentences are called passive sentences because the subjects are being passive, i.e., not doing anything.

Carl was arrested.

(Note: "Carl" is the subject of the verb "to be.")
Passive verbs always comprise two parts ("was arrested" in this example). The person doing the action of the verb in a passive sentence is usually shown with the word "by."

Carl was arrested by PC Adams.

Passive verbs are said to be in the passive voice. Passive sentences can be quite useful:

The carpet was damaged.

Mark damaged the carpet.
(A passive sentence contrasts with an active sentence (where the subject performs the verb). This is an example of an active sentence. It tells us that Mark damaged the carpet.)
Read more about passive sentences.
Active Sentence
Active sentences contrast with passive sentences. In an active sentence, the subject of the verb performs the action.

We damaged the carpet.

Jamie read a story.
(This is an active sentence. "Jamie" is the subject. "Jamie read" a story.)
Read more about active sentences.
Conjugation of Verbs
A verb will change its form a little depending on the subject. For example:

I write.

He writes.

The jackal laughs.

The jackals laugh.

When verbs change in this way, it is known as "conjugation." A verb conjugates according to the subject. The subject of a verb can be in one of six forms:

I

You

He / She / It

We

You

They

The first three are the singular forms (known as first person singular, second person singular, and third person singular). The second three are the plural forms (known as first person plural, second person plural and third person plural).

All subjects fit into one of these categories. For example, "jackal" is like "he" (i.e., third person singular) and "jackals" is like "they" (i.e., third person plural). (This subject rarely causes problems for native English speakers, who conjugate verbs correctly without much thought.)

Interestingly, this is the origin of the insurance term "third party" (i.e., it's insurance covering actions by "them").

Read more about subject-verb agreement.
Participles
Participles are formed from verbs. There are two types: present participles and past participles. Present participles end -ing. Past participles have various endings (e.g., -ed, -en). Below is a table showing some participles:

Verb

Present Participle

Past Participle

Participles are classified as adjectives. (Note: When a verb form (like a participle) functions as an adjective or a noun, it is known as averbal.) Below are some examples of participles being used as adjectives:

Our business is badly affected by the soaring price of wool.

He is a forgotten hero.
(The word "forgotten" is a past participle. Here, it is being used as an adjective to describe "hero.")
Read more about participles.
All the Parts of Speech
Here is a video for beginners that summarizes all the parts of speech.

Why Should I Care about Verbs?
Even though there's a lot of terminology associated with verbs, native English speakers are really good at using them (e.g., using the right tense, conjugating verbs correctly). We can handle all this stuff without giving the grammar a second thought. Nevertheless, the terms covered on this page will definitely be useful if you decide to learn a foreign language or to teach English because, if you do, you will encounter all of these terms. Knowing what they mean in English is a great starting point for learning how these features are addressed in other languages.

That said, some of the terms covered in this entry do have their own oddities or traps, and these are covered on their individual pages. At the "verb" level, there are five good reasons to think more carefully about verbs.
(Reason 1) Write flowing sentences.
We fill our speech with verbs. For that reason, speech is great. It's clear and structured naturally. Writing, on the other hand, can be boring, corporate, predictable, and structured abnormally. These bad traits are most often caused by an overuse of nouns.

So, a good trick to ensure your writing leans towards verbs and not nouns is tosay your sentence aloud and make that the start point of your sentence structure. This is a good way to get some verbs into your writing and to limit yourself to just enough nouns to get the job done.

Unnatural (Overusing Nouns)

Natural (Deploying a Good Verb)

I was under the mistaken assumption you had made the payment.

I mistakenly assumed you had paid.

They are in agreement that he was in violation of several regulations.

They agree he violated several regulations.

She will be in attendance to present a demonstration of how the weather will have an effect on our process.

She will attend to demonstrate how the weather will affect our process.

Opting for verbs over nouns will not only make your sentences flow better but also reduce your word count because you will avoid the articles (e.g., "an," "the") and prepositions (e.g., "in," "on") required to make nouns work.

There's another refinement. To optimize your sentence flow and to reduce your word count even further, opt for action verbs overlinking verbs, which like nouns can sound a little stuffy.

Stuffy (Using Linking Verbs)

Natural (Using Action Verbs)

This rule is applicable to both teams.

This rule applies to both teams.

The treaty is binding for all parties.

The treaty binds all parties.

Top Tip

"If your writing reads like writing, then re-write it."

(Reason 2) Ensure your subject and verb agree in number.
Here is an excellent reason to care about verbs: subject-verb agreement.

"Subject-verb agreement" means using the right version of the verb to agree with the subject. It just means saying "The catwas hungry" and not "The cat were hungry." In other words, it's about changing a verb to match its subject (called "verb conjugation").

Verb conjugation is a simple concept, but there are many traps that cause writers to match asingular subject with a plural verb or vice versa. When this mistake occurs, we say there is no subject-verb agreement. A subject and its verb must agree.

Here are three examples of sentences with no subject-verb agreement. (The verbs are shown in bold.)

Either of the buttons work.

The agenda are pinned on the wall.

Jack as well as Jill fall down the hill.
("Falls" would be correct because "as well as" does not create a compound subject like "and" does.)
Read more about the traps that cause no subject-verb agreement.
(Reason 3) Avoid common spelling errors related to verbs.
Here are some common spelling errors caused by failing to spot a verb:

"Accept" is a verb, but "except" usually isn't.

"Advise" is verb, but "advice" isn't.

"Affect" is usually a verb, but "effect" usually isn't.

"Lose" is usually a verb, but "loose" usually isn't.

"Marinate" is a verb, but "marinade" isn't.

"Passed" is a verb, but "past" isn't.

In British English, "practise" is a verb, but "practice" isn't.

In British English, "license" is a verb, but "licence" isn't.

(Reason 4) Spot when you've written a sentence and end it appropriately.
Verbs are important. You can't write a sentence without one. Remember that a sentence expresses a complete thought and includes a subject that governs at least one finite verb. It may sound basic, but lots of writers fail to spot when they've written a sentence. Consequently, they commit the most common mistake made by otherwise excellent writers: the run-on error. The most common type of run-on error is writing a sentence, putting a comma, and then writing another sentence.

I don't know how to act my age, I've never been this old before.

Lazy is such an ugly word, I prefer to call it selective participation.

It was me, I let the dogs out.

My house was clean yesterday, I'm sorry you missed it.

Having written a sentence, writers are drawn to a comma because they've more to say and feel a period (full stop) is too abrupt a halt. It isn't. A period is fine. There are other options of course (e.g., a dash, a semicolon, an ellipsis (three dots), a subordinating conjunction like "because") you just can't use a comma.

What's this got to do with verbs? Well, spottingfinite verbs and their subjects is a good start point for dividing your work into proper sentences. If you look at the wrong examples above, you will find a subject, a finite verb, and a complete thought either side of the comma, which means you're looking at two sentences.
(Reason 5) Spot when to use a comma after a conjunction (e.g., "and").
Of course, it is common for a sentence to consist of more than one independent clause. (An independent clause is one that can stand alone as a sentence.) When these "standalone sentences" are joined with a conjunction (e.g., "and," "but," "or"), it is normal to put a comma before the conjunction.

Actors are con men, and con men are actors. (Actor Edward Burns)

When a conjunction does not join two independent clauses, it is normal not to use a comma.

My grandmother was gruff and looked very fierce. She was quite small, but she was very wide. (Author Salman Rushdie)

What's this got to do with verbs? Well, spotting finite verbs and their subjects is a good start point for dividing your work into independent clauses, and that's key for determining whether to use commas before conjunctions.

Ready for the Test?

Here is a confirmatory test for this lesson.

This test can also be:

Edited (i.e., you can delete questions and play with the order of the questions).

Printed to create a handout.

Sent electronically to friends or students.

Here's another test on verbs.

See Also
Auxiliary verbs Compound verbs Phrasal verbs Finite verbs Non-finite verbs Helping verb Intransitive verbs Linking verbs Regular verbs Irregular verbs Weak verbs Subject/verb agreement What are adjectives? What are adverbs? What are conjunctions? What are interjections? What are nouns? What are prepositions? What are pronouns?

Tests for Learning Verb Tenses

Here are three test for learning about verb tenses:

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Verbs are doing words. A verb expresses a physical action (jump), a mental action (guess), or a state of being (exist). This page is a grammar lesson on verbs, the type of verbs, and verb terminology. It includes examples of the different types of verbs, a video, and an interactive exercise.

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Different types of nouns

This podcast tells us about specific types of nouns and gives examples about when those specific nouns would be used.

In the classroom setting, the students would be able to listen to someone talk about different types of nouns and be able to hear someone else teach it to them.

This podcast is related to the ALCOS objective because it tells about the different types of nouns.

This podcast meets the criteria of a podcast because it is someone talking about nouns, and not a video about someone talking about nouns.

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Ever heard of Charles C. Boycott? What about Charles Lynch? Linguist Geoffrey Nunberg takes a look at not-so-famous individuals whose names have outlived them, making the jump from proper to common nouns.

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Ever heard of Charles C. Boycott? What about Charles Lynch? Linguist Geoffrey Nunberg takes a look at not-so-famous individuals whose names have outlived them, making the jump from proper to common nouns.

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Merriam-Webster Definition of a Noun

In this website, the formal definition of the word, "noun," is provided.

This definition is useful in a classroom setting, and most likely being used today is classrooms because it provides all information student need to know on nouns in one short summary.

This definition relates to the ALCOS objective because it is a simple step in introducing nouns to students.

Merrian-Webster is a reliable source with straight-forward answers to questions.

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Nouns make up the largest class of words in most languages, including English. A noun is a word that refers to a thing ( book), a person ( Noah Webster), an animal ( cat), a place ( Omaha), a quality ( softness), an idea ( justice), or an action ( yodeling). It's usually a single word, but not always: cake, shoes, school bus, and time and a half are all nouns.

There are a number of different categories of nouns.

There are common nouns and proper nouns. A common noun refers to a person, place, or thing but is not the name of a particular person, place, or thing. Examples are animal, sunlight, and happiness. A proper noun is the name of a particular person, place, or thing; it usually begins with a capital letter: Abraham Lincoln, Argentina, and World War I are all proper nouns.

A collective noun is a noun that names a group of people or things, such as flock or squad. It's sometimes unclear whether the verb for a collective noun should be singular or plural. In the United States, such nouns as company, team, herd, public, and class, as well as the names of companies, teams, etc., are treated as singular, but in the United Kingdom they are often treated as plural: ( US) "The team has been doing well this season." vs. ( British) "The team have been doing well this season."

are nouns that are identical to the present participle (-ing form) of a verb, as in "I enjoy swimming more than running."

An attributive noun is a noun that modifies another noun that immediately follows it, such as business in business meeting. These nouns look like adjectives but they're not.

For learners of English, the most important feature of a noun is whether it can be counted. A is a noun that can be used after a or an or after a number (or another word that means "more than one"). Count nouns have both singular and plural forms and can be used with both singular and plural verb forms, as with the word letter in "A letter for you is on the table. Letters for you arrive regularly." Sometimes the plural form of a count noun is the same as its singular form, as in "I saw a deer in my yard yesterday. There are a lot of deer in the woods near my house."

A (or noncount noun) refers to something that cannot be counted. Mass nouns are normally not used after the words a or an or after a number. They have only one form and are used with singular verb forms, as in " Portuguese is one of the languages they speak," and "The information was unclear."

Some nouns are not count or mass nouns. Nouns which only ever refer to one thing are called nouns: " Saturn is the sixth planet from the sun," "We heard a terrible din in the alley." And a noun refers to more than one person or thing, or sometimes to something that has two main parts. Plural nouns have only one form and are used with plural verb forms: " Townspeople are invited to a forum on the project," "These scissors are dull."

A particular noun can have any or all of these kinds of uses.

( count) I've read that book several times.

( mass) Time seemed to stop when I saw him for the first time.

( singular) The time is 3:22.

( plural) Fuel costs three times as much as it did five years ago.

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any member of a class of words that typically can be combined with determiners to serve as the subject of a verb, can be interpreted as singular or plural, can be replaced with a pronoun, and refer to an entity, quality, state, action, or concept... See the full definition

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"What is a noun"

This website tells us what exactly a noun is and different types of nouns. Along with how those specific nouns can and will be used in sentences.

In the classroom setting, the information on this website can be used to show students different types of nouns and different examples on how they can be used.

ThIs information is related to the ALCOS objective above because it tells us what a noun is.

This website is an informational source that provides accurate examples of different types of nouns.

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Noun- A word that identifies a person, place or thing

Proper Nouns A name used for an individual or place. Proper nouns are spelled with capital letters
List of Nouns
mom, dad, sister, brother, uncle, aunt, cousin, lady, woman, girl, boy, man, baby, teacher, lawyer, bus driver, dance teacher, coach, grandma, grandpa, doctor, dancer

Mrs. Jones, Janelle (proper nouns)
Place
mall, school, building, hall, backyard, office, store, car wash, locker, street, town, state, country, kitchen, bedroom, bathroom, living room, dinning room, movie theater, bus stop, supermarket, playground, field, train station, coliseum, stadium, ballpark

America, New York, England, Italy (proper nouns)
Thing
toys, book, crayon, pencil, dog, cat, cup, music, apple, stroller, bike, markers, bag, floor, car, train, truck, machine, money, cards, kitten, spider, oranges, pig, horse, mouse, pizza, eggs, wheel, door, window, table, basketball hoop, dresser, picture, frame, socks, t.v, handle, crib, bed, mattress, pillow, grass, slide, hula hoop, basket,

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What is a Noun? A List of Nouns for Kids

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Noun- A word that identifies a person, place or thing Proper Nouns A name used for an individual or place. Proper nouns are spelled with capital letters List of Nouns mom, dad, sister, brother, uncle, aunt, cousin, lady, woman, girl, boy, man, baby, teacher, lawyer, bus driver, dance teacher, coach, grandma, grandpa, doctor, dancer Mrs.

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Verb Video

This video contains information about verbs while putting it to the tune of a song. It states certain verbs that are easy for students to understand. These verbs also relate to the lives of the students.

In the classroom setting, I will use this video to entertain students while they learn. This will also help students stay engaged. Videos with music will help the student remember the catchy tune, which will also help them learn about verbs.

This video relates to the ALCOS objective stated because it refers to verbs, which is included in the ALCOS objective.

This video meets the criteria of video because it provides information about the ALCOS objective while putting it to a video and song for students to learn about verbs.

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Action Verbs (v1)  [Kids Vocab] Let's Move! Jump, Run, Dance 🏃 Easy Action Words

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About nouns

This video contains a songs with information about nouns and important facts about nouns.

In the classroom setting, I can use this video to engage students and give them a visual understanding about nouns. Watching this video will keep the classroom entertaining and the students more engaged. It will also help them to remember about nouns because the tune and words will more than likely become stuck in their heads.

This video relates to the ALCOS objective stated because it refers to nouns.

This video meets the criteria of a video because it provides information about the ALCOS objective while putting it to a video and song.

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All About Nouns: English Grammar for Kids - FreeSchool

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ALCOS Objective:
Grade 1 37) Jumping Into Nouns, Verbs, and Prepositions.

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Harmful Tobacco Use to the Body Picture

This is a picture showing the different effects tobacco can have on different parts of the body.

In the classroom setting, this picture would be used as a visual to show the students that tobacco does effect the body in many different ways. This will help give them a visual to look at and understand more.

This picture relates to the ALCOS objective because it shows how a dangerous substance is harmful to our body.

This picture meets the criteria of an image that is useful because it shows the many effects tobacco can have on the body.

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MyPyramid picture

This is a picture showing MyPyramid and the different levels.

In the classroom setting, I will use this as a visual to show the children what the MyPyramid looks like. This will help them connect what they learned from the informational website.

This picture relates to the ALCOS objective stated because the picture shows the different levels of MyPryamid and the food that fits in each category.

This picture meets the criteria of an image that is useful because it demonstrates the facts and information of the MyPyramid.

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Cocaine drug abuse

This website informs is about the harmful long and short term effects of Cocaine on the brain.

In the classroom setting, this information would be useful to students to show them that drugs, especially cocaine, are highly addictive and have several bad effect on their brain.

This website is related to the ALCOS objective because it discusses how bad cocaine is for our body.

This website is an informational source that shows accurate long and short term effects of cocaine.

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Cocaine DrugFacts | National Institute on Drug Abuse

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Cocaine is a powerfully addictive stimulant drug made from the leaves of the coca plant native to South America. Although health care providers can use it for valid medical purposes, such as local anesthesia for some surgeries, recreational cocaine use is illegal. As a street drug, cocaine looks lik…

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Fruit and Vegetable Video

This video contains a song with information about what fruits and vegetables are. It also states the names of certain fruits and vegetables.

In the classroom setting, I can use this video to engage students while it explains to them what fruits and vegetables are. Watching this video will make it fun for the students. Since this is a song, the students are more likely to remember the tune and the catchy words. This will help students learn in a more fun way.

This video relates to the ALCOS objective stated because it refers to fruits and vegetables, which is what the ALCOS objective is about.

This video meets the criteria of a video because it provides information about the ALCOS objective while putting it to a video and song.

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Johny Johny Yes Papa 2 - Fruits and Vegetables Song for Children | Nursery Rhymes| Kids Songs

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Harmful Household Cleaning Products

This article discusses how certain household chemical products can be abused when consumed incorrectly to receive the same effects that some drugs may have.

The information can be useful in the classroom setting because it will provide students with information on what may happen to their bodies if they choose to incorrectly consume cleaning products.

This article is related to the ALCOS because it discusses what kid of material is harmful for one's body, specifically cleaning products.

The article is informational and provides proof and facts on these products.

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What potentially dangerous chemicals can be found in the typical home?

Potentially dangerous chemicals can be found in every room in your home. If not properly stored or used, these products could cause minor to serious and even life-threatening health problems for you or your children. What are these every day household chemicals? Let's take a tour of the rooms of your home and discover what some of these chemicals are and what health harms they may cause.

Keep in mind that most household cleaning products and pesticides are reasonably safe when used as directed, and that the level of toxicity of a product is dependent on the dose of the product used (never use more than the amount listed on the label) and the length of exposure to the product.

In the garage

Antifreeze. Ethylene glycol, the main hazardous ingredient of antifreeze, is extremely poisonous. Though inhalation of the fumes can causes dizziness, swallowing antifreeze will cause severe damage to the heart, kidneys, and brain. Antifreeze can be fatal if swallowed.

Safety tips: If you need to clean up antifreeze - the bright green or yellow liquid you find in your garage or driveway - make sure you wear gloves because ethylene glycol is absorbed through the skin. Also, keep your pets away from spilled antifreeze. Pets are attracted to antifreeze because of its sweet smell, but licking or drinking the fluid can kill your pet. A much safer alternative to ethylene glycol is propylene glycol. Before purchasing antifreeze, look at the label to identify products containing the less toxic chemical, propylene glycol.

Motor oil. Used oil or waste motor oil may be contaminated with magnesium, copper, zinc, and other heavy metals deposited from your vehicle's engine. Oil contains chemicals that can cause nerve and kidney damage and that are suspected of causing cancer.

Latex paint. Unless ingested in large quantities, water-soluble latex paints are not highly toxic. However, some latex paints emit formaldehyde when drying. High levels of formaldehyde can give you a headache and irritate your eyes, nose and throat.

Oil-based paint. Oil-based paint contains organic solvents that can be irritating to eyes and skin, and can cause cracking of skin. Inhaling paint fumes can result in headaches, nausea, dizziness, and fatigue. Most of these symptoms go away once you go out into fresh air. However, frequent exposure to these chemicals in the presence of poor air circulation can cause kidney, liver, and blood problems.

Safety tips: When painting, keep windows and doors fully open. Place a box fan in a window to direct air and fumes outdoors. Keep the fan on while painting and for 48 hours thereafter. Keep small children away from the room being painted and away from open paint cans.

Batteries. Most wet-cell batteries in use in today's cars, SUVs, and trucks are sealed so you cannot be exposed to the batteries' contents, which include sulfuric acid and lead. However, when activated, the electrolyte solution in the battery produces explosive gases that can be easily ignited. Batteries that contain sulfuric acid must be so labeled. Sulfuric acid fumes are strongly irritating and contact can cause burning and charring of the skin, or blindness if you get it in your eyes. Lead is poisonous in all forms and accumulates in our bodies and in the environment.

Safety tips: Never break the seal of wet-cell batteries. If the seal is accidentally broken, keep children and pets away from the area until the battery's acid is cleaned up. Wash your hands after any contact with wet-cell batteries.

Windshield washer fluid. Common chemicals in windshield washer fluid are methanol, ethylene glycol, and isopropanol. Collectively, these products can irritate the lining of your nose, mouth and throat and can cause damage to the nervous system, liver, kidneys, heart, and brain. Ingestion can result in drowsiness, unconsciousness and death.

In the laundry room/utility room

Laundry detergents. These products contain enzymes (as noted by the names "cationic," "anionic," or "non-ionic" on the label) to loosen stains and ground-in dirt. Cationic detergents are the most toxic when taken internally. Ingestion can result in nausea, vomiting, shock, convulsions, and coma. "Non-ionic" detergents are less toxic but can irritate skin and eyes or make you more sensitive to other chemicals. Asthma can develop if a person is exposed to large quantities of detergent. Detergents are also responsible for many household poisonings from accidental swallowing.

All-purpose cleaners. There are numerous "all-purpose" cleaning products on the market. These products usually contain detergents, grease-cutting agents, solvents, and/or disinfectants. The specific chemicals in these ingredients include ammonia, ethylene glycol monobutyl acetate, sodium hypochlorite, and/or trisodium phosphate. Depending on the ingredients used, all-purpose cleaners can irritate the skin, eyes, nose, and throat. They can be highly poisonous to both humans and animals if swallowed.

Safety tips: When working with an all-purpose cleaner, always wear rubber gloves to protect your skin. Also, be sure that there is good air circulation in the room. Open several windows or keep a fan running. Most importantly, NEVER mix two cleaners of different kinds together, especially products containing ammonia and chlorine (bleach). This mixture can result in the production of a gas called chloramine, which can cause serious breathing problems and be potentially fatal if inhaled in great quantities.

Bleach. Household bleach contains the chemical sodium hypochlorite in different concentrations ranging from 0.7 percent to 5.25 percent. These percentages are the amount of the chemical in the liquid; the rest of the liquid is mostly water. Chlorine bleach liquid and vapors can irritate the skin, eyes, nose, and throat. Dermatitis may result from direct skin contact. Ingestion can cause esophageal injury, stomach irritation, and prolonged nausea and vomiting.

Never mix chlorine bleach with any other household cleaning products and especially not with ammonia. Doing so can result in different types of poisonous gases being released, which can cause very serious breathing problems.

Pet flea and tick treatments. Many of the pet flea and tick treatment products contain pesticides that consist of the chemicals imidacloprid, fipronil, pyrethrins, permethrin, and methoprene. These chemicals can cause headache, dizziness, twitching, and nausea.

Safety tips: When using these products on your dog or cat, be sure not to pet them for at least 24 hours. If you forget and do pet them, wash your hands and skin immediately with a lot of soap and water.

Insecticides. Insecticides contain some of the same pesticides found in pet flea and tick treatments. In addition to permethrin, other pesticide chemicals commonly found in insecticides are diazinon, propoxur, and chlorpyrifos. These chemicals can cause headache, dizziness, twitching, and nausea.

Safety tips: When using an insecticide in the home, make sure it doesn't get on food or substances that come in contact with food, like dish towels, dishes, silverware, or counter tops.

In the kitchen

Dishwashing detergents. The main ingredient in automatic and hand dishwashing detergents is phosphate. Automatic dishwashing detergents are known to produce skin irritations or burns and may be poisonous if swallowed. Hand dishwashing detergents are milder than automatic dishwashing detergents. If swallowed, they may cause irritation to the mouth and throat, nausea, but they are not fatal if swallowed.

Oven cleaners. The basic ingredient in oven cleaners is lye (consisting of either sodium hydroxide or potassium hydroxide). Lye is extremely corrosive and can burn your skin and eyes. It can cause severe tissue damage and may be fatal if swallowed.

Safety tips: When working with oven cleaners, always wear an apron, gloves, and safety goggles. Do not breathe the fumes. Make sure the work area is well ventilated. The best tip: Non-toxic oven cleaners without lye are available. Look at the label and select a product that does not contain lye.

Antibacterial cleaner. Antibacterial cleaners usually contain water, a fragrance, a surfactant (to break up dirt), and a pesticide. The pesticides commonly used in antibacterial cleaners are quaternary ammonium or phenolic chemicals. Antibacterial cleaners can irritate your eyes and burn your skin and throat.

Safety tips: To help protect your skin when using these cleaners, wear latex dishwashing gloves. If you get some on the cleaner on your skin or in your eyes, wash it off immediately.

Window and glass cleaner. The basic ingredients of window/glass cleaners are ammonia and isopropanol. These products may be irritating to the eyes, skin, nose, and throat. If swallowed, they may cause drowsiness, unconsciousness, or death.

Safety tips: Always wear gloves to use these products and use in a well-ventilated area.

Bait traps for ants, cockroaches, crickets, and other insects. The insecticides commonly found in insect baits include abarmectin, propoxur, trichlorfon, sulfluramid, chlorpyrifos, and boric acid. Since most insect baits are enclosed in containers, it's unlikely that you'll come in contact with the pesticides within them. If you do, wash your hands with plenty of soap and water.

In the bathroom

Toilet bowl cleaners. Toilet cleaners contain the chemicals sodium hypochlorite or hydrochloric acid, or bleach. Most disinfectant cleaners are very irritating to your eyes and skin and will burn your throat.

Never mix a toilet bowl cleaner with any other household or cleaning products. Doing so can result in poisonous gases being released and can cause very serious breathing problems.

Safety tips: Always be sure when cleaning your bathrooms that the room has plenty of ventilation. Leave the door open and use the exhaust fan, if you have one. Wear latex dishwashing gloves to help protect your skin from splashes when using toilet cleaners. If you splash some on your skin, wash it off immediately.

Mold and mildew removers. Chlorine and alkyl ammonium chlorides are the common fungicide chemicals found in mold and mildew removers. Cleaners with mold and mildew removers may cause breathing problems and if swallowed, can burn your throat.

Safety tips: Wear latex dishwashing gloves to help protect your skin when using these products. If you get some on your skin, wash it off immediately.

Drain cleaners. Lye and sulfuric acid are the main ingredients used to unclog drains. Lye can cause burns to skin and eyes, and if swallowed, can damage the esophagus and stomach. Sulfuric acid can irritate the skin and eyes and can damage the kidneys, liver, and digestive tract. These chemicals produce dangerous fumes, can cause skin burns, and can cause blindness if they come in contact with your eyes. Drain cleaners can be fatal if swallowed.

Safety tips: Always use protective gloves and wear goggles when using these products. Also, make sure there is good air circulation in the room when these cleaners are used.

In the living room

Rug, carpet, upholstery cleaners. These cleaning products can contain perchloroethylene (used in dry cleaning), naphthalene, and ammonium hydroxide. The fumes given off by these products can cause cancer and liver damage and have been known to cause dizziness, sleepiness, nausea, loss of appetite, and disorientation.

Safety tips: Use these products in well-ventilated areas and try not to breathe the fumes.

Furniture polish. Furniture cleaners for wood may contain petroleum distillates and oil of cedar. Furniture polish typically contains one or more of the following substances: ammonia, naphtha, nitrobenzene, petroleum distillates, and phenol. These chemicals may irritate your skin, eyes, throat, lungs, and windpipe. If swallowed, furniture polish can cause nausea and vomiting; medical help should be sought.

Air fresheners. Air fresheners contain formaldehyde, petroleum distillates, p-dichlorobenzene, and aerosol propellants. These chemicals are thought to cause cancer and brain damage. They also are strong irritants to eyes, skin, and throat. These ingredients are usually highly flammable. Additionally, solid fresheners usually cause death if eaten by people or pets.

Safety tips: Do not spray air fresheners around an open flame. Use them only in a well-ventilated areas. Baking soda, which is not toxic, can be used as an alternative to air freshener.

Household foggers. Like insecticide and pet flea and tick products, household foggers or "bug bombs" contain many of the same pesticide chemicals, such as pyrethrins, permethrin, and methoprene. Exposure to these chemicals could cause burning in your eyes or your skin or can result in breathing problems. The contents of foggers can be flammable.

Safety tips: Proper use of foggers requires that all windows and doors to the specific room or entire house be closed. Therefore, all people and pets need to get out of the house - even if the specific room being "bug bombed" is closed off. The gas emitted from these foggers will seep under doors and through air vents. Toys, food, plates, cups, silverware and cookware should not be left out anywhere. After the fogger is finished, clean all table and counter tops before using them. The house or room also should be aired out. Turn on your air conditioner or open the windows. Use fans to help air out the house.

In the bedroom

Mothballs. The pesticides in mothballs are chemicals known as naphthalene and p-dichlorobenzene. Breathing the fumes from mothballs may cause headaches and dizziness and may irritate the skin, eyes, and throat. Extended exposure to the vapors may result in cataract formation and liver damage.

In the backyard, pool and garden shed

Swimming pool chloride tablets. Disinfectants containing chlorine for use in swimming pools are the chemicals calcium and sodium hypochlorite. These chemicals are the same but in a higher concentration than those found in other household disinfectant cleaners because they will be diluted in a very large amount of water. Coming in contact with these chemicals before they are diluted cause breathing problems and a burning sensation to eyes and skin. If swallowed, the chemicals can burn the throat and could be fatal.

Algicides for the pool. The chemicals in algicides for swimming pools commonly include alkyl ammonium chlorides. These chemicals can cause breathing problems. If swallowed, they can burn the throat.

Insect repellents. The pesticides commonly found in repellents are pyrethrins and a chemical more commonly known as DEET. The chemicals in repellents may cause a burning sensation to eyes, skin, and throat. The chemicals also may cause anxiety, behavioral changes, mental confusion, and a loss of coordination.

Safety tips: If the label says that you can apply the repellent to skin or clothes, apply it only to your clothes. It will work just as well. Keep repellents away from the eyes and mouth and away from any cuts on the skin. Don't spray the repellent on your face. When you come indoors, take a bath to wash off the chemicals and launder your clothes.

Weed killers. The common pesticides in weed killers are diquat, 2,4-D, and glyphosate. Some weed killers can irritate the eyes and skin. Some of these chemicals can be very harmful if swallowed or inhaled or if large amounts get on skin and are not immediately washed off.

Baits for rodent control. The pesticide commonly found in baits is known as warfarin. This chemical causes internal bleeding if ingested in large amounts.

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Household Chemical Products & Health Risks | Cleveland Clinic

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Potentially dangerous chemicals can be found in every room in your home. If not properly stored or used, these products could cause minor to serious and even life-threatening health problems for you or your children. What are these every day household chemicals?

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MyPryamid

This website contains information about MyPyramid. It includes what is in an appropriate diet and what are healthy foods inside of a food group.

In the classroom setting, I can use this website to show students the MyPryamid guidelines for adults and for children. This will teach them what is appropriate and healthy to eat. This will also teach them what food groups certain foods fall into.

This website relates to the ALCOS objective stated because the objective is referring to healthy foods for the student, including snack foods also.

This website meets the criteria of an informational website because it gives facts, graphics, and useful information about MyPyramid.

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MyPyramid | Center for Nutrition Policy and Promotion

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MyPyramid was released in April 2005 and replaced the Food Guide Pyramid (1992).

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Toxins We Put in Our Body

This article discusses various ingredients that are contained in foods or beverages that we consume that may be harmful to our health. Harmful ingredients may include caffeine, cheese and alcohol.

This information in the article can be useful to students because it will inform them on what to be on the look-out for in the meals and snacks that they consume.

This article is correlated with the ALCOS objective because it discusses what is harmful for us to put in our body.

This provides useful information on each toxin and what exactly it can do to harm one's body

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On a regular basis you eat, you drink and you are merry. You are also putting toxic substances into your body and leading your merry self to poor health and a sad lifestyle when you are older. Consuming foods and drinks that are unhealthy or toxic will definitely put stress on your body, cause disease that you don't really want to experience, and make life seem sluggish and full of complications.

There are at least ten named toxins that we put into our bodies on a regular basis. Some we might even not think of as toxic and dangerous to health.

Caffeine

Do you use your caffeinated coffee as an energy drink? It is a great way to stay awake, be energetic for a couple of hours and maintain your attention when in meetings or trying to slog through difficult paperwork. Caffeine sends blood sugar and adrenaline levels soaring. If you continue to drink caffeine, coffees, colas or teas, you will force your adrenal glands to work hard. These glands become exhausted and will continual ask for another caffeine fix. You think that you are only going to sip one cup or can a day and then substitute with green tea caffeine, but you are really poisoning your body. Take care of your adrenal glands or that triangular shaped gland that lies above the kidneys. These little glands secrete the steroid hormones that synthesize glucocorticoids, mineralocorticids and some gonadocorticoids or sex steroid hormones. You need your adrenals to be healthy to maintain water balances and electrolytes and reabsorption. If you want to control stress and the use of carbohydrates, fats and proteins do think twice when you head off and consume large amounts of caffeine.

Carbs or eating breads constantly

You love breads in the morning, noon and night. Who thinks about what breads can do to your body? If you eat too many types of bread you may find that toxins from wheat can enter your blood stream and build up intolerances that will cause headaches, indigestion, fatigue, bad skin and depression. Too much yeast contained in processed breads will upset the bacteria balance in your gut and cause infections. Cut down on breads and eat whole grains to keep your fiber count up and your digestive system working properly.

Colas

Colas are yummy with a pastrami sandwich. When you think about it, however, what is the actual appeal in these cold and bubbly drinks? They are full of sugar that rots your teeth and makes your blood glucose levels go through the ceiling. The energy levels are great and the highs okay, but if you come down after a sugar high you will have a headache.

You claim that you drink diet colas to avoid the sugars. Great, but you are really drinking embalming fluid. The aspertaine in diet drinks break down into the same properties as embalming fluid. Yuck. If you have to have a fizzy drink, try carbonated water. These however, will lower stomach acid production if you drink too near your mealtimes and your foods will not be completely digested.

Pastries and Pie

Do you love pie? How toxic can a fruit pie be? You are getting the properties of fruit, but really you are eating empty calories that are full of saturated fats and sugars. These put a huge strain on livers and actually do make your sugars levels raise. Enjoy Danish or a piece of apple pie, but only as a treat once in a blue moon.

Canned Foods

Canned foods are convenient and great when you are one the run. Not so. The metal in canned foods does get into your system. Acidic foods like fruits in a can break down the metal and fatty foods like oily tuna will definitely absorb toxic residues from cans. Your liver cannot detoxify metals and these elements start to interfere with the absorption of good minerals. Often you need to heat canned foods which causes the nutrition properties in canned foods to cook away. Try eating organic or fresh foods; they do taste much better.

Processed Meat

Yum, processed deli meats in a convenience, easy to open bag. However, there is so much salt in processed meats that these toxins upset your fluid balance. Increased fluids cause the loss of magnesium and other minerals that are important to keep the chemical reactions in your body regulated. High salt intake in processed food leads to high blood pressure, bloating and kidney problems. There high saturated fats and chemicals plus hormones and antibiotics in processed foods. Sounds good, but these substances are highly toxic to your body. Buy lean and unprocessed meats. Do try not to eat any type of meat more than three times a week.

Cheese

It is so sad to know that when you eat cheese you are eating fermented milk products that contribute to yeast overgrowth. Cheeses are very acidic and hard for the body to digest. Mature or aged cheese is to be very mucus forming and this mucus can trigger nasal problems, skin issues, and allergies. Stick to goat's cheese. It is not so acidic and is lower in lactose.

[pel_getmldata healthy='yes' numrec=3]

Snacks

Yes, toxins are in everything you love to snack on. Raw and natural unsalted nuts are great for heath. But if you roast these nuts, the good fats change into unhealthy fats. Chestnuts roasted on an open fire sounds romantic, but they are toxic. Eat the raw types of nuts and live a healthy life; eat toasted nuts you may encourage fat gain.

Now we are hitting on the most comforting foods on the planet. Fried foods. The long-term effect that frying your food has on your body is awful. Frying destabilizes oil molecules and produces highly toxic free radicals or the damaging molecules that run around your body and attack your cells. Cell damage results from too many free radicals and you will find premature wrinkling, cancers, and horrible constipation or diarrheas in your body instead of fun and healthy cells.

Steam or bake your foods and if you absolutely must fry use a wok and refined peanut, oleic sunflower or avocado oils.

Alcohol

Drinking is fun and makes you merry plus gives you hangovers, headaches and upset stomachs. Alcohol depletes nutrients and particularly B vitamins that are needed for metabolism and memory. Ever wonder why you can't remember the binge the night before or the fact that your scales are inching higher? Alcohol makes your blood sugar levels raise, your liver fat, and you cannot detox your system.

This is not a total downer to partying or enjoying a good bout of drinking. Do be smart however. Moderation, taking vitamin C before and after will help protect you liver. Drink plenty of water to counteract dehydration and keep your body functioning. If you want to keep drinking all night that of course is up to you, but remember that tomorrow you may want to consider you waistline. There are definitely more than ten deadly toxins that can ruin your body. But avoiding or using in moderation, alcohol, coffee and tea, caffeine, canned foods, yeasty white breads, roasted nuts and fried foods, processed meats and foods as well as cheeses will keep the free radicals away from your body and your result will be a healthy lifestyle with less wrinkles.

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On a regular basis you eat, you drink and you are merry. You are also putting toxic substances into your body and leading your merry self to poor health and a sad lifestyle when you are older.

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Smoking and Tobacco

This website informs us about the harmful effects that smoking in particular may have on our health now, and in the future.

In the classroom setting, this information can persuade students not to give into peer pressure and convince them not to give smoking a try.

The information is related to the ALCOS objective above because it discusses substances that are harmful to our bodies.

The website is an informational source that provides accurate statistics on smoking.

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Tobacco Information and Tips for Quitting Smoking

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Consumer guide to tobacco info, including health effects of cigarettes and nicotine, laws and policies, and tips to quit and never start smoking.

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Chewing and Smoking Tobacco

This is a podcast provided by the Center for Disease Control (CDC) consisting of a CDC official and a medical doctor discussing the addition of various tobacco products.

This podcast can be used in the classroom setting to influence the teenage generation on this topic. In the podcast, the ages of 18-25 are mentioned.

This podcast is related to the ALCOS objective because it vividly explains and the harmful effects of multiple tobacco types, including cigars, cigarettes, and smokeless tobacco.

The podcast is a reliable source from the CDC that is brought us us by two reliable officials.

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ALCOS Objective:
Health Education
K #14) Name Substances that are harmful to the body.

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ALCOS Objective:
Health Education
K #12) Identify healthy foods, Including snacks.