Understanding by Design Unit Template s11

Understanding By Design Unit Template (Revised & adapted)

Title of Unit Health and Nutrition Grade Level Second Grade Subject Science Time Frame Unit Begins: 12/1/14 Ends: 2/13/15 Developed By

Stage 1 - Identify Desired Results

Narrative about this Unit of Study: (including the Big Idea)

In this unit students will begin to understand that there are many different types of healthy habits (eating right, exercising, hygiene, etc.), and each of these habits play a role in our overall health.

Learning Outcomes – Identified Primary Standards What relevant goals will this unit address?

Learning Standards for Health, Physical Education, and Family and Consumer Sciences:

Standard 2: A Safe and Healthy Environment. Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment.

Speaking and Listening Standards December 2.1.b Build on others’ talk in conversations by linking their comments to the remarks of others.

January 2.1C Ask for clarification and further explanation as needed about the topics and texts under discussion.

Language Standards October to November

2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. a. Use sentence-level context as a clue to the meaning of a word or phrase. b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

December to January Us 2.3. Knowledge of language and its conventions when writing, speaking, reading, or listening. a. Compare formal and informal uses of English.

Understandings Essential Questions What understandings about the big ideas implied in the PLOs are desired? What provocative questions will foster inquiry into the content?

Students will understand that...  What are healthy habits?  There are different varieties of healthy habits (Exercising, eating  How can we use healthy habits in the classroom and at home? right, hygiene, etc.), and each of these habits are important for our  Why are healthy habits important? health  It’s important to practice healthy habits at home and at school  It’s important to eat a well-balanced meal  Being emotionally healthy is important for our well-being

Knowledge: Skills What knowledge will student acquire as a result of this unit? What skills will students acquire as a result of this unit?

Students will know... Students will be able to…

 A healthy classroom community is built upon relationships,  Model the transmission of germs through different activities hygiene, etc.  Create a healthy plate using “My Plate”  Humans need a variety of healthy foods, exercise, and rest in  Create a list of healthy habits to practice at home and at school order to grow and maintain good health.  Identify different exercises that keep us healthy  Good healthy habits include hand washing and personal cleanliness; avoid harmful substances (including alcohol, tobacco, illicit drugs); eat a balanced diet; engage in regular exercise. Objective(s) Listed Aim or Learning Intention Assessment Resources Related to knowledge, skills or both? of Each Lesson.

(1) There are healthy and (1) Students can identify http://schools.nyc.gov/offices/teachlea *HIV/AIDS Lessons* unhealthy choices that healthy and unhealthy rn/documents/docs/hivaidsdocs/hivaid The first two weeks of school children can make. choices. sbookgr2.pdf *HIV/AIDS Lessons* complete the 5 lessons on HIV/AIDS (2) When people get sick there (blood borne diseases) are ways to prevent and (2) Students can identify treat our illnesses. There are ways to prevent and symptoms (bodily signs) of treat illness. illness. Doctors and nurses diagnose our illnesses when (3) Students can symptoms are more serious. demonstrate how germs (3) Germs can be shared from are spread. one person to another to cause disease (through air, (4) Students understand skin-to-skin, through saliva, how HIV affects our through blood). immune system. (4) Our immune system helps us to fight off illnesses. HIV (5) Students understand the weakens our immune way illnesses affect system. people. (5) Illnesses affect people; there are people that can help those who are sick feel better. Washing hands is the easiest and Students will be able to http://www.brainpopjr.com/health/be Why is washing hands important? most important way to stay healthy. understand the importance of well/washinghands/preview.weml washing their hands.  Potatoes (slices) Activity: Slice a potato, and  Science notebooks blanch it to kill any germs that may be on the potato already. After lunch or recess, before students have washed their hands; have them each handle a small slice of potato. Then, have students wash their hands using proper technique and handle another potato slice. Put each slice in a separate, labeled plastic bag. After about five days, have students draw both slices in their science notebooks. What is different between the potato slices? Why do they think the slices are different? How are germs transmitted? Germs can be easily spread. Students will understand the  Glitter or flour importance of washing their hands to avoid spreading germs.  Science notebooks Activity: Transmission of germs From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120-313-8 (pbk)