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Table of contentsIntroduction – Page 1 Rationale – Page 2 Outcomes/ Indicators- Page 3 Big Ideas- Page 4 Interdisciplinary connections- Page 5 Cross- Curricular- Page 6 Broad areas of learning- Page 7 Essential Questions- Page 8 Instructional strategies- Page 9 Aboriginal Content & Perspective- Page 10 Assessment- Page 11 Adaptations- Page 12 Resources- Page 13Lesson #1 – Pages 14-16Lesson #2 – Pages 17- 22Lesson #3- Pages 23- 26Lesson #4- Pages 27-29Lesson #5- Pages 30-33Lesson #6- Pages 34- 38Lesson #7- Pages 39- 41Lesson # 8- Pages 42- 46Lesson #9- Pages 47- 48Lesson #10- Pages 49-53Lesson #11- Pages 54- 55Lesson #12- 56- 60Lesson #13- 60- 63 Introduction/ AbstractThe outcome of this unit is to “examine healthy behaviours and opportunities and begin to determine how these behaviours and opportunities may affect personal well- being”. Through meeting the indicators (all ten will be touched on in separate lessons) other aspects of comprehensive school health will be considered. A healthy physical environment will be provided and students will be introduced to how they can use this environment to maximize their own healthy decisions. Holistic learning will be considered and students will learn to create healthy habits in all four areas of holistic learning (spiritual, emotional, physical and mental). Student’s health literacies will be greatly expanded throughout this unit as they will be introduced to new vocabulary, ways of thinking and awareness of their own decisions and how to make healthier choices. Inquiry for healthy decision making is a big part of this unit and there will be a big focus on the traffic light model where students will learn to Stop (wonder and question), Think (investigate and interpret) and Do (engage and apply). Throughout this unit students will be learning about healthy habits, recognizing what they already do that is healthy and provide students with opportunities and tools to make changes and create healthier lifestyles. Students will see how their own choices affect others and how others can be used to help in their healthy choice making. This unit has been designed to be very hands on and engaging for students, using a number of different instructional strategies so that all types of learners can surpass and learn. Rationale The outcome USC1.1 embraces the whole child and whole school approach as it focuses on personal well-being in many ways. This unit has been constructed so that students will learn to develop health responsibility and awareness for themselves and others. With the big idea centered on the “Stop, Think, Do” Traffic Light the students will become aware and in charge of their ability to affect their healthy body. With an effective way of teaching the students decision making and healthy choices, the students will know where to look for support and will evolve into individuals that make well informed healthy decisions. This unit will create a deeper understanding of health information and will help build toward inquiry and questioning for deeper understanding in health as well as other subject areas. Outcome and IndicatorsOutcome: USC1.1 Examine healthy behaviours and opportunities and begin to determine how these behaviours and opportunities may affect personal well- being. a. Use common and respectful language to talk about healthy behaviours (e.g., habits, choices, actions). b. Communicate observations of what “healthy” and “unhealthy” looks like, sounds like, and feels like. c. Ask questions and seek answers about healthy/unhealthy behaviours and opportunities. d. Recognize that making healthy choices can be difficult at times. e. Illustrate the importance of basic daily behaviours (e.g., washing hands, brushing teeth, eating fruits and vegetables, wearing sun screen and sun protective clothing, being physically active, playing, drinking water, respecting other living things) for good health. f. Determine the daily healthy behaviours that can be performed individually and those that may need support (e.g., washing hands on own, applying sun screen with support, smudging with support). g. Recognize daily opportunities for demonstrating healthy behaviours (e.g., drinking water as a thirst quencher, walking on the sidewalk, flossing teeth, helping others). h. Discuss a variety of healthy behaviours over which one has control (e.g., brushing teeth, being active, engaging in quiet time, seeking shade). i. Consider opportunities to access support for healthy behaviours (e.g., recess time provides opportunities to play and be physically active, a trusted peer walks with you to school which provides safety and friendship). j. Examine factors influencing own healthy choices (e.g., allergies, cultural traditions, money, family habits, fear). k. Illustrate how one can keep themselves healthy and how they can seek for support. Big Ideas This unit has a main focus on healthy decision making. A familiar tool used in grade one is the traffic light. Students are responsbile for their own decisions. STOP, THINK & GO in this unit: Lesson 2: The Traffic light concept is introduced. The traffic light is related to asking questions and seeking answers about making healthy choices. Lesson 4: The Traffic light model will be reviewed. Students will put this model into action during a class activity. Lesson 5: The traffic light model will be refereed to once again. Students are encouraged to use this model as they determine what healthy behaviors they need to seek support for. Lesson 6: Relating the traffic light to daily healthy behaviors. Students are beginning to make choices on their own by stopping, thinking and then doing. Lesson 8 - The STOP THINK DO sign which will be on the wall will be referred to by the teacher in this lesson and students will use this framework to explore and learn more about germs and washing their hands. Through actively participating in the activity in this lesson the students will gain the knowledge needed to make healthy decisions. Lesson 9- The traffic light model is reviewed with the students. The students are once again encouraged to use this model while making choices in their daily lives. Lesson 10 - The STOP THINK DO sign will again be referred to by the teacher to reinforce this way of thinking and to help student with decision making. Lesson 13- The traffic light is referred to at the end of this unit. Students will be encouraged to use this model as they encounter everyday healthy choices.Interdisciplinary ConnectionsMany of the lessons in this unit bring in components of English Language Arts as the majority of the lessons involve students working on writing skills and reading skills. Specifically lessons one, two, three, five, eight, nine and ten have some form of ELA component in the form of writing. First Nations Studies has been incorporated into lessons two, three and six. Many of the lessons throughout this unit can be connected to Arts Ed and all three components of Arts Ed are covered including Music (lesson eight), Visual (lesson one, two, six, nine, eleven, twelve and thirteen), and Drama (lesson six). Science is touched on in lesson twelve and social is incorporated into lesson eleven. Lesson four can be connected to Phys. Ed if it is done in a gym or outdoors. Cross curricular competencies A variety of cross curricular competencies are present in this unit. This section will detail which was found in each lesson. Lesson one Developing Thinking Thinking and learning contextually  Apply prior knowledge, experiences, and the ideas of self and others in new contexts.Lesson two Developing Thinking Think and learn critically  Analyze and critique objects, events, experiences, ideas, theories, expressions, situations, and other phenomena.  Apply, evaluate, and respond to differing strategies for solving problems and making decisions.Lesson three Developing Thinking Think and learn contextually  Analyze a particular context for the ways that parts influence each other and create the whole. Lesson four Developing Thinking Think and learn critically  Analyze and critique objects, events, experiences, ideas, theories, expressions, situations, and other phenomena  Distinguish among facts, opinions, beliefs, and preferences  Apply various criteria to assess ideas, evidence, arguments, motives, and actions Lesson five Developing identity and interdependence Understand value and care for oneself  Demonstrate self-reliance, self-regulation, and the ability to act with integrity  Develop personal commitment and the capacity to advocate for self.Lesson sixDeveloping identity and interdependence Understand value and care for oneself Develop skills, understandings, and confidence to make conscious choices that contribute to the development of a healthy, positive self-identity. Lesson sevenDeveloping identity and interdependence Understand value and care for oneself Develop skills, understandings, and confidence to make conscious choices that contribute to the development of a healthy, positive self-identity.  Demonstrate self-reliance, self-regulation, and the ability to act with integrity. Lesson eightDeveloping Thinking Think and learn creatively Show curiosity and interest in the world, new experiences, materials, and puzzling or surprising events. Lesson nineDeveloping identity and interdependence Understand, value, and care for oneself Develop skills, understandings, and confidence to make conscious choices that contribute to the development of a healthy, positive self-identity. Lesson tenDeveloping identity and interdependence Understand, value, and care for oneself  Develop skills, understandings, and confidence to make conscious choices that contribute to the development of a healthy, positive self-identity. Lesson elevenDeveloping identity and interdependence Understand, value, and care for others Advocate for the well-being of others. Lesson twelveDeveloping Thinking Think and learn creatively Show curiosity and interest in the world, new experiences, materials, and puzzling or surprising events.  Experiment with ideas, hypotheses, educated guesses, and intuitive thoughts. Lesson thirteen Developing social responsibility Take social action Support individuals in making contributions towards achieving a goal. Broad Areas of LearningThis unit will focus on the area of lifelong learners. The unit engages students by providing hands on activities and topics that are directly related to the student’s lives. They are given the opportunity to see how their current decisions affect their health and how making better decisions can increase their well-being. Students are given several occasions to explore their own habits and develop and construct new ways to make better decisions by applying the knowledge they will be gaining about what is healthy and what is not. Students will be using a variety of ways to learn about being healthy through different activities ranging from brainstorming, to games, to group projects and experiments. The lessons in the unit cover a wide variety of content and touch on the different aspects of a healthy lifestyle. The unit makes reference to an indigenous way of knowing about other people in three lessons where the circle of courage is discussed as well as smudging and its relation to health. Inquiry will be used in this unit through some of the lessons as students are able to ask questions and explore their own way of making healthy decisions and where the opportunities for making these decisions may arise. Essential Questions/Deeper Understanding This unit includes specific essential questions that give students a deeper understanding of the topic of healthy behaviours. They are questions that students will be able to confidently answer at the end of the unit. . They are as follows:. What does healthy look like?. What are characteristics of healthy?. How can I be healthy?. How does being healthy or not affect me?. What healthy choices do I make?. When are there opportunities for me to make healthy choices?. How do we fix the bad choices we make?. Who can help you make healthy choices?The question which formed the base for the unit and appeared in the majority of the lessons was ‘how can I be healthy?’ This was first looked at in lesson one as basic healthy vocabulary and a word wall are introduced here giving students the background knowledge they need to progress through the unit. The question ‘what does healthy look like?’ is explored in the majority of lessons and in particular in lesson number three when students will look at different ways to be healthy and different habits they have. The question ‘how does being healthy or not affect me?’ is questioned in lesson 10. This lesson sets out to show how performing unhealthy behaviours such as not washing hands correctly can result in sickness which affects everyone. The remaining four questions towards the end are all based on the idea of choices. This unit uses the ‘Think, stop, do’ numerous times to reinforce healthy decision making allowing students to make their own healthy choices. The traffic light is introduced in lesson two but is a major focus and reviewed throughout the unit. Lessons seven and twelve focus on the opportunities to make healthy choices and lesson twelve also touches upon helping students grasp the concept that not every choice they make will be healthy but it is how they deal with that bad choice that matters. Finally the last question ‘Who can help you make healthy choices?’ is looked at in lesson eleven as students begin to recognize who can give you support as you make those healthy choices. These questions are way of allowing the students to gain a deeper understanding of healthy behaviours through first recognizing what being healthy is and then giving students the opportunity to show how they can make their own choices with regards to being healthy. These questions also provide students with the ability to understand being healthy beyond school life and allow students to ask insightful meaningful questions. Instructional StrategiesThroughout this unit a variety of instructional strategies are used, which provides opportunity for students with all different types of learning preferences to excel. Books/stories are used in several of the lessons to introduce new topics and open up ideas for questions. Compare and contrast strategies can be found in lesson ten and four, when comparing healthy and unhealthy choices and again in lesson six when comparing healthy behaviours which can be done by oneself or ones which require help from others. Role playing is used in lesson six. Brainstorming is used frequently and can be found in lesson one, five and eleven. Discussions, which can be both teacher lead and student lead, can be found in all the lessons in this unit. Cooperative learning groups (lessons eight and nine) and peer partner learning (lesson eight) are also used. Problem solving strategies are also used throughout the entire unit. surpass and learn. Aboriginal Content and PerspectiveThe First Nations content from this unit can be found in lessons two, three and six. Although this content may not be the focus it was included as an important way to focus on and embrace the whole individual child and whole school approach on personal well-being. Throughout various lessons and early in the unit the Circle of Courage and community circles are explained with significance to both First Nations and this unit. It is incorporate and expanded on as students learn their value, where to look for support and learn to evolve into independent individuals that make well informed healthy decisions. Lastly it is presented to the class in a way to notice their similarities with the First Nations and acknowledge their uniqueness for differences like smudging ceremonies. Assessment Assessing students’ progress thought out this unit can be measured in many different forms. Assessment for each lesson is varied so that assessment practices benefit all different types of learners. Assessment practices: Exit slips- Students are sharing their knowledge of that particular lesson before they leave the classroom. Observation- observing students’ progress throughout discussions and activities. Marking assignments- Taking in student’s assignments to assess their progress and knowledge. Anecdotal notes- Picking a few students to focus on that particular day and taking notes on their progress. Check list- A list of things to observe of students’ progress. A way to know if students ‘can’ and ‘cannot’ do. Adaptations Throughout this unit each lesson plan has a distinct way in which it can be adapted. Adaptations will depend upon the students in the classroom and their needs and abilities. The type of adaptations are broken up as, students who are struggling, students who are advanced and students with disabilities. Students who are: Struggling: For students who are struggling with an assignment or activity their work can be adapted. It can be adapted through a teacher prompting, scribing and assisting. They can do less work or show their thoughts in a different way. Advanced: For students who are not challenged they can be challenged in different ways. They can be given a worksheet when they are finished, the teacher can prompt them, have them complete more than required or increase the difficulty of their assignment. Disabled: All of the lessons can be adapted to any students needs for the most part. In lesson #8 students are learning about the spread of germs through a visual hands on activity. The substance can have a texture so the students can feel the spread of germs if they are visually impaired. Resources (Healthy Choice Voice song and Healthy living certificates)KidsHealth.org (http://classroom.kidshealth.org/classroom/cc/EveryDayIsAHealthyDay.pdf)Book - Now I Know: Healthy Me by Melvin and Gilda Berger www.pbs.org/parents/talkingwithkids/health/med_index_1.html - (for teacher reference, includes health terms with definitions) PDI Germ Wars video clip - http://www.youtube.com/watch?v=O5PwLAZNnKc Online Germ Wars Quiz http://protectdontinfect.com/StayHome.asp Book: Warm clothes: preparing for winter by Gail Saunders-Smith Book: Scaredy Squirrel by Melanie Watt Book: Sorry! by Norbert Landa and Tim WarnesLesson Plan OneTopic: Introducing healthy behavioursGrade: One Date: November 15, 2012Description of Lesson: Students will be introduced to the topic of healthy behaviours and will participate in a discussion and brainstorming of what this means. New language regarding this topic will be introduced and added to a word wall (either an existing word wall or one created for this unit). Outcome: Indicators: USC1.1 Examine healthy behaviours and opportunities a. Use common and respectful language to talk about and begin to determine how these behaviours and healthy behaviours (e.g., habits, choices, actions). opportunities may affect personal well-being.Materials/ Resources: - Book - Now I Know: Healthy Me by Melvin and Gilda Berger - Flip chart paper - Marker - Words for word wall (healthy, germs, choices, habits, wash, fruits, vegetables, exercise, water, respect, safe) and blank cards for any other words that come up in discussion to add. - Copy of good model questions (to reference) – see appendix below - One piece of paper per student (pencil crayons for each student) - www.pbs.org/parents/talkingwithkids/health/med_index_1.html - (for teacher reference, includes health terms with definitions) Cross-Curricular Competencies: Developing Thinking: Think and learn contextually > Apply prior knowledge, experiences, and the ideas of self and others in new contextsPrerequisite Learnings: None, as this will the introduction of a new topic.Interdisciplinary Connections: This lesson incorporates English Language Arts as children will be introduced to new vocabulary. Art will also be incorporated when students have to create a drawing of their healthy behaviours. Lesson Preparation: - Have some of the words for the word wall pre-made (healthy, germs, choices, habits, wash, fruits, vegetables, exercise, water, respect, safe) - Print off good model questions - collect book and paperPresentation: Set Management Time - Teacher will invite students to come sit down at reading area. - Make sure students raise their 5-10 mins - Teacher will show the students the book Now I Know: Healthy hand when providing guess about Me by Melvin and Gilda Berger and ask what they think it might book. be about. - Read the book Now I Know: Healthy Me Development - Use signal to get students 45 mins - Tell students we are going to be learning about being healthy and attention if they are getting noisy or healthy behaviours over the next few weeks. conversation is drifting. - Explain word wall to students and go over the new words that we - Have students raise hand to give will add to our word wall (or creating new word wall). This will input. get students thinking about what types of words are related to - Use brain break to refocus. being healthy. - Walk around to encourage - Ask students to explain some of the healthy behaviours they take students to stay on task while part in daily or other words related to being healthy/healthy habits creating drawings. they can think of. - Jot down these ideas and important words on the chart paper. Continue brainstorming with the students for about 5 minutes (or until most students have had a chance to speak). - If there are words that come up frequently add them to the word wall. - Brain Break (have students stand up and follow teacher’s movements). - Read good model scenarios to students and have them determine whether the person being described is a good model for being healthy. Students can give thumbs up if they think it is a good model, or thumbs down for bad model (or to get students moving they can stand up for good and sit down for bad). - Send students back to their desk and have them get their pencil crayons out and give them a piece of paper. - Have them draw something they already do in their daily routine that is a healthy behaviour (10-15 mins). If student is able to they can try to write the words to describe their picture. Teacher can go around and scribe for children who cannot write. Closure - Students will be in line (quietly) 5 mins - Have students hand in their drawings. ready to exit the classroom. - On the way out (for recess or end of day) have students each state something they are going to do today that is a healthy behaviour. Adaptations: Students who can not write during the activity can have teacher scribe for them explaining picture. Students who do not finish their drawing in the allotted time can take it home to finish and return the next day. Assessment: Students will hand in their drawings and they will be assessed on whether they drew something related to a healthy habit and if they comprehend the topic and if they used any of the vocabulary that was introduced. When exiting the classroom they will each state one thing they are going to work on at home tonight that is a healthy choice, teacher will have a class list and check off if the student can or can not state a healthy habit.Appendix for lesson one: Are these good models to follow? - Wash your hands after using a tissue - Play with a needle found in the playground - Sneeze in someone’s face - Get some exercise - Clean your hands after touching a pet - Wear mittens when it is cold outside - Share toys with friends - Touch a toy after you have coughed into your hand - Get help from the supervisor when someone gets hurt on the playground - Play with a sharp tool - Go to bed early - Share your toothbrush with friends - Wash your hands before eating - Play with garbage - Stay at home when you have a cold or the flu - Eat foods from each food group (vegetables and fruit, meat, milk products, grain products) - Wash your hands often when you have a coldLesson 2 Name: Samantha Heebner Date: November 15, 2012 Subject: Health Grade: OneDescription of Lesson: Throughout this lesson the students will experience questioning and making “I wonder” statements. The students will learn how to make healthy decisions based on the “Stop, Think, Do” Traffic Light. Along with the teacher, the students will begin by forming a community circle in significance of First Nations culture and discuss a scenario to make “I wonder” statements/questions based on healthy and unhealthy behaviours. The students will then learn how to question whether something is healthy or not and do so following the Traffic Light. They then will further their learning by demonstrating their understanding when making an “I wonder” statements/question about something from their personal life. Topic: Instructional Strategies (Specific):The students will be asking questions to help  Discussion make healthy decisions and choices  Brainstorming about healthy and unhealthy behaviours.  Problem solving (Inquiring for Healthy Decision Making)Outcomes: Indicators:Understanding, Skills, and Confidences Understanding, Skills, and Confidences Outcome: USC1.1 C. Ask questions and seek answers about Examine healthy behaviours and opportunities and begin healthy/unhealthy behaviours and opportunities. to determine how these behaviours and opportunities may affect personal well-being.Cross Curricular Competences: Developing Thinking  Think and learn critically . Analyze and critique objects, events, experiences, ideas, theories, expressions, situations, and other phenomena . Apply, evaluate, and respond to differing strategies for solving problems and making decisions Connections to Other Areas of Study:  First Nations Studies  English Language ArtsPrerequisite Learning:  Working knowledge of healthy and unhealthy behavioursMaterials/ Resources:  “Stop, Think, Do” sheet printed for each students  Larger print of the “Stop, Think, Do” sheet  “I wonder” sheet printed for each studentLesson Preparation:  All materials  If not done already photo copy the “Stop, Think, Do” and “I wonder” sheet for all the studentsDifferentiation (Adaptive Dimension):  More advanced students can write out their own sentence on lined paper and then write a second “I wonder” statement if still needing more work.  Students who are struggling can demonstrate their understanding by drawing a picture of something they wonder about.  If a student finishes early they can draw a picture to accompany their “I wonder” statement. Presentation: Set (_15__ min) Student engagement/  Start by gathering all the students into a community circle Classroom management and  Explain the significance of the community circle to First  Allowing each student time Nations: It’s an open environment where we respect the to wonder and share voice and opinion of the person who is talking.  Explain we will be passing a rock because it is sacred to First Nations as it is a part of the land. Remind the students with respecting others voice when we do talk we must also use respectful language (remind them of the word wall).  Tell the students we are going to continue talking about healthy and unhealthy behaviours. Tell the students a scenario will be read to them and as a class we are going to make “I wonder...... ” statements about the Scenario.  Read the students this Scenario:. Sunshine Sally who is 5 years old was playing outside of her house when Dangerous Dan who is 12 years old road by on his bike. Dangerous Dan was across the street without his helmet on when he dared Sunshine Sally to follow him. Sunshine Sally has never crossed a street by herself and has always wore her helmet when riding her bike.  Ask each student to make an “I wonder” statement as the rock is passed around. Ex. I wonder if Sunshine Sally will go and if she will wear her helmet. Explain now that the rock is done being passed and we can all speak (remembering to raise our hands).  If we are not sure if a behaviour is healthy or not who can we ask?  Have you ever tried to make a decision or answer a question on your own?  Does everyone always know the right answer?Development ( _ 15 _min)  Move the students back to their desks and ask:  Have you ever had to make a decision on your own?  Explain that decision making is something everyone has  Questioning and involving to do as they grow up. the students about making  Explain to the students how we can compare Decision decisions. Making to a Traffic Light (following the hand out):  Remind the students to raise  Hand out the “Stop, Think, Do” sheet and with the larger their hands before answering print at the front of the room and have the students follow along as you read and explain it.  Explain to the students they can use the Traffic Light when making decisions for themselves and when they help others make decisions.Closure (_15_ min)  Explain to the students they will be writing one “I wonder...... ” statements about their personal life they want to question.  Also let the students know that after they are handed in  Explain the Traffic Light each day we will draw on sheet from the pile to try to slowly and make sure the answer as a class one students “I wonder” question. students understand.  Hand out the “I wonder” sheet to all students  Write on the board: . “I wonder if ______is a healthy choice or unhealthy choice”  Brainstorm ideas on the board and then let the students fill in their sheets.  If the students finish early have write another “I wonder” sentence or have them color their Traffic Light sheet.  Walk around to make sure the students understand.  Remind them when they have about 10 minutes left.  Have the students begin to clean up when there is 5 minutes left. Assessment: With the class list check off and give a mark out of 2 if each student submitted their question about their personal life and participated in the community circle: Ex) Class List “I Wonder” Exit Slip – that Participated in circle asking Mark poses a question. an I wonder statement Samantha Heebner X  1 Kirsten Clarke   2 Kendra Finch   2 Sarah Allinson X  1Stop, Think, Do StopThinkDoName:______“ I Wonder” Questions1. I wonder if ______is a healthy choice or unhealthy choice.Lesson 3 Name: Samantha Heebner Date: November 15, 2012 Subject: Health Grade: OneDescription of Lesson: With the help of the story “Sorry!” by Norbert Landa and Tim Warnes the students will learn to observe healthy and unhealthy behaviours. With guidance from the teacher, the students will communicate what healthy and what unhealthy behaviours are. What they look like, sound like and what they feel like for the characters. While following the story the students will also learn about the Circle of Courage and demonstrate their knowledge of healthy and unhealthy behaviours. They will also do this by looking at the four aspects of the circle (Belonging, Mastery, Independence and Generosity) and demonstrate their knowledge with a picture.Topic: Instructional Strategies (Specific):What healthy and unhealthy looks like, sounds  Story/ Discussion like, and feels like.  Demonstration of KnowledgeOutcomes: Indicators:Understanding, Skills, and Confidences Understanding, Skills, and Confidences Outcome: USC1.1 B. Communicate observations of what “healthy” and Examine healthy behaviours and opportunities and begin “unhealthy” looks like, sounds like, and feels like. to determine how these behaviours and opportunities may affect personal well-being.Cross Curricular Competences: Developing Thinking  Think and learn contextually . Analyze a particular context for the ways that parts influence each other and create the whole Connections to Other Areas of Study:  English Language Arts  Arts Education - Visual  First Nations StudiesPrerequisite Learning:  Working knowledge of healthy and unhealthy behaviours  Working knowledge of the Circle of CourageMaterials/ Resources:  The story “Sorry!” by Norbert Landa and Tim Warnes  The Circle of Courage printed and laminated with main points to put on bulletin board  Blank 81/2 by 11 paper for the picturesLesson Preparation:  All materials  Organized bulletin board with the laminated Circle of Courage and main points Differentiation (Adaptive Dimension):  More advanced students could challenge themselves to write a descriptive sentence about their picture  Students who are struggling can draw a picture of a healthy behaviour from the story without the words.  If a student finishes early they can work on another subject, clean up or colour until the end of the period. Presentation: This will take two class times.Set (_15__ min) Student engagement/ Classroom management To gain the student’s attentions begin by reading the story  Involve students while “Sorry!” By Norbert Landa and Tim Warnes reading the book by asking  Engage the students by talking about healthy and questions. unhealthy and what it looks like, sounds like and feels  Give wait time for like. Questions.  What did Bear and Rabbit disagree about that lead to  Remind the students to them fighting? Is fighting healthy or unhealthy? raise their hands before  What did they do to resolve the fight? Was it healthy answering. or unhealthy?  Is communication a healthy way of resolving fights?  What made Bear and Rabbit’s home a healthy home?  What did we see? What did we hear? How do you think this made each other feel? (Be sure to discuss their commitment and appreciation for one another, how much time they spent together and the quality of time working together. Ex. “Rabbit was better at frying mushrooms. Bear was perfect at making honey-cakes. Pg 2 )  Hands Before Mouths reminder again.  Ask the students where Development ( _ 20 _min) Bear and Rabbit displayed  Show the students the Circle of Courage: the Circle of Courage  Talk about its significance with First Nations: Emerges from First Nations traditional culture. It’s based on the four growth needs for kids.  Explain what it means by discussing the four aspects of the circle, in this order:  Belong- I Belong . Meaningful relationships with others . It’s ok to be who you are Sense of Positive Self  Mastery- I Want to Know . Learn our Gifts and Talents . Accomplishing skills and contributing  Independence- I am Responsible . Ability to be independent and make healthy choices . Learn how to solve problems and seek help  Generosity- I Respect . Giving and Forgiving . Modeling care and compassion Relate the Circle of Courage to the story  Discuss and explain, while asking the students if they can see where Bear and Rabbit displayed or did not display the four aspects of the circle.  Talk about what it looks like, sounds like, and feels like.  Explain to students:  When you make decisions that might affect people think about the “Stop, Think, Do” Traffic Light. Focus on how your actions may look,  Add new words to our sound like and feel like for other people and word wall that come up yourself. from this lesson.  Brainstorm new words with the students that describe some of the things Bear and Rabbit did for each other that were healthy or unhealthy behaviours.  Make a Chart with a few words on each side: Healthy UnhealthyWorked Together FightingClosure (_30_ min)  Explain how the  Explain to the students they will be drawing a picture of a assignment will be done healthy/unhealthy behaviour:  Walk around to make  They will need to write healthy or unhealthy at the sure the students are top understanding.  Pick a healthy or unhealthy word from the board  Remind them they have  Draw a picture to match their healthy or unhealthy about 10 minutes to their word. picture . Explain to the students that we can display looks like and feels like in our pictures by creating characters with the right facial expressions and actions in the picture.  Display sounds like. . Explain to the students we can write a few words one of the characters might say.  Let the students know when they have they have ten minutes left to work on their picture.  Let them know if they finish early they can finish something they haven’t or continue draw.Assessment: Out of 15 possible marks.Excellent (3) Meeting Progressing (1) Expectations (2) Does the student have the word Healthy or Unhealthy on their picture? Did the student use a word from that category to describe their picture? Does the picture match the words? Does their picture display what that healthy or unhealthy word looks like or feels like. Are there a few words to display what the healthy or unhealthy word sounds like?Lesson Plan FourTopic: Making healthy choices can be difficultGrade: One Date: November 15, 2012Description of Lesson: Students will talk more about making healthy choices and we will discuss that this can be difficult at times. Students will take part in an activity which will get them moving around and will have them making healthy decisions. They will discuss which option sounds better and which one is actually the healthier choice. Outcome: Indicators: USC1.1 Examine healthy behaviours and opportunities d. Recognize that making healthy choices can be and begin to determine how these behaviours and difficult at times. opportunities may affect personal well-being.Materials/ Resources: - List of “should you” questions (see appendix below) - Space for students to move from one corner to another safely - Traffic light from previous lessonCross-Curricular Competencies: Developing Thinking: Think and learn critically > Analyze and critique objects, events, experiences, ideas, theories, expressions, situations, and other phenomena > Distinguish among facts, opinions, beliefs and preferences > Apply various criteria to assess ideas, evidence, arguments, motives, and actionsPrerequisite Learnings: - Stop, Think, Do Traffic light model (discussed in previous lesson)Interdisciplinary Connections: - Phys. Ed can be incorporated, especially if you are able to use a gym or outdoors to get students moving more. Lesson Preparation: - Prepare list of “should you” questions, number of questions will depend how long you want to do activity for. Presentation: Set Management Time - Invite students to sit in story area and have stop, - Have students raise hand to answer 5-10 mins think, do traffic light at front. questions. - Ask students what they can recall from last lesson - Have students sitting in front of teacher in about what the traffic light means. story area so everyone can see. - Tell students that what we learned about the traffic light can be used when making healthy decisions. Talk about making decisions using this strategy. Development - Have students moving to corners quietly 15-20 mins - Introduce game that we are going to play. Teacher by prompting them to move quietly like a will ask a question and you need to choose the mouse, or tiptoe option that you think is the healthy decision. For - Can also have them move in different each question teacher will tell students which corner ways such as skipping, hopping on one to go stand in for each option. Ex) “Should you eat foot, etc. a donut or an orange? If you think a donut go stand in that corner, if you think an orange go stand in this corner.” - After each round have students observe the size of the groups in each corner and discuss why this might be. Talk about why some students may have chosen the “unhealthy” choice. Closure - Have students raise hands to answer 5- 10 mins - Bring students back to the story area questions. - Talk about how moving around for this activity was a healthy choice versus sitting in a desk. - Ask if sometimes they wanted to make the other decision even if they knew it might not be the healthiest? Can they think of experiences in their everyday life where they have done this? - Discuss how this showed making healthy decisions can be difficult at times because it may not always be the easiest choice or what we want. - Encourage students next time they are making a decision to stop and think about what may be the healthy choice before they act. Adaptations: Can use different spaces such as gym or outdoors to incorporate more physical activity. If there isn’t space in your classroom to get all students up and moving students can stand up and make different signals to indicate which answer they would chose (ex, stand on one foot or raise hands in the air, etc). Can also expand with more questions/scenarios. Assessment: Teacher will have a checklist with 5 student’s names and will check whether they are making the healthy choice Always, Sometimes, Never during activity. Appendix for lesson four: Questions for activity - Should you eat a chocolate bar or some carrots for snack - Should you play computer after school or go outside and play - Should you have a glass of water or juice for a drink - Should you brush your teeth before bed or go straight to be without brushing - Should you watch TV all night or play a game where you are moving around - Should you stay up really late or go to bed when your parents tell you to - Should you eat a piece of cake for dessert or some fruit - Should you wash your hands when you get home from school or just start playing with your toys - Should you cough into your elbow or cough into your hand - Should you share a drink with your friend or get your own Lesson Plan #5 Name: Miss Finch Date: November 15, 2012 Subject: Health Education Grade: One Title: “Healthy Choice Voice” Description of lesson: The students will be listening to a healthy living song. The song only talks about eating healthy, being active and drinking water. There are more things that contribute to us being healthy. The students will help their teacher come up with ideas to add onto the song.Instructional strategies: The teacher will be using the instructional strategy of “Brain storming”. The students will have free range to share their ideas with their classmates and teacher. They will raise their hands and share their answers has the teacher writes their ideas in the form of a web or chart on the board.Outcomes: Indicators: Outcome: USC1.1 e) Illustrate the importance of basic daily behaviours (e.g., washing hands, brushing teeth, eating fruits and Examine healthy behaviors and opportunities and begin vegetables, wearing sun screen and sun protective to determine how these behaviors and opportunities may clothing, being physically active, playing, drinking affect personal well-being. water, respecting other living things) for good health.Cross Curricular Competences: Developing Identity and interdependence: Understand, value, and care for oneself (intellectually, emotionally, physically, spiritually)Students will be developing their ability to understand value and care for their own self. They are beginning to think about the importance of being healthy every day and that they can be responsible for their own decisions. Interdisciplinary: This lesson could be used with English language Arts, the students are listening to a poem in the form of a song. The poem has problems and solutions to healthy living.Outcome: CR1.4 Read and comprehend grade-appropriate texts (including narratives, informational texts, scripts, and poems) by relating the sequence (i.e., beginning, middle, and end), the key points (who, what, when, where, and why), and the problems and solutions.Prerequisite Learning: Students must be familiar with important healthy living words and phrases. They will gain this knowledge through this unit leading up to this lesson. Differentiation (Adaptive Dimension): For students who are advanced they can write beside each picture they have circled what it is. Example: if it is a jacket have them write Jacket next to the picture. Or have them circle all the similar pictures.For students who are having trouble getting started the teacher can prompt them by pointing to each picture and having the student share what the picture is. Then the teacher can help the student decide what they want to be in the song.Preparation: (Equipment/ Materials/ Resrouces)  Overhead projector  Lyrics to “ Healthy Choice Voice” Song , ( http://classroom.kidshealth.org/classroom/cc/EveryDayIsAHealthyDay.pdf) Hand out for students with pictures of healthy ideas/ concepts Set (5 min) Student engagement/ Classroom managementStudents will listen to the “Healthy Choice Voice” song. Have the students seated at their desks This is a sesame street song to the tune of “Old with the lyrics to the song presented on MacDonald “from Kidshealth.org the overhead projector for them to see. (http://classroom.kidshealth.org/classroom The teacher will sing them the song. /cc/EveryDayIsAHealthyDay.pdf) The song has verses about making healthy choices by exercising, eating healthy and drinking water. Development ( 10 – 15 min) Students need to raise their hands when they are answering questions. Prompt the students by giving them At this time engage the students in discussion. Ask ideas about being healthy if they are them questions about what healthy looks like. ( They struggling. should be able to answer these questions as they have been over this previously) What other things can we do to be healthy people?  When we go outside how can we stay healthy? (ex. Wearing sunscreen, staying in the shade, wearing a jacket when it’s cold etc.)  What about washing our hands and brushing our teeth? Go around the classroom and check on Write the students ideas about being healthy on the the students’ progress. Make sure they board in the form of a web or chart. Explain to the are only circling 3 things. students that it is important to be healthy everyday so they can be an all-around healthy kid and so forth. Closure ( 10 min)( share the song with the students again) Say to the students that the song is incomplete because it does not talk about all of the ways we can be healthy. You need their help to finish the song. Hand them out a sheet of paper with pictures of things that keep them healthy. They need to circle three things that they want in the song. After they have finished circling the teacher will ask each student individually why they think it is important to be healthy daily in many ways.Collect the student’s papers and quickly go over what needs to be added into the song. ( write the rest of the song on your own & share it with them at a later time) The students will still feel like they helped create the song.Assessment: Observation checklist: Yes Attempted NoDid the student circle 3 healthy living activities? Did the student answer questions about healthy living when called on? Did the student give an answer when to why they should be healthy every day or in more than one way?Lesson 6 Name: Samantha Heebner Date: November 15, 2012 Subject: Health Grade: OneDescription of Lesson: In this lesson the students will review healthy daily behaviours and begin to discuss those they can be independent with and those that they need help with from an adult. The students will begin buy reviewing what they learnt last lesson and discuss where in the Circle of Courage the daily behaviours they can perform on their own would fit. After doing so, the teacher will create two columns on the board one for independent behaviours and the other for those they need help with. Lead by the teacher the students will brainstorm a typical day from waking up to going to bed, as well as a First Nations people ceremony and place things on the board where they belong. The students then will get into groups and display their knowledge of independent behaviours and those they need help with by practicing and performing their skits for the class.Topic: Instructional Strategies (Specific):Identifying those healthy behaviours the  Discussion/Brainstorming students can do independently and those  Compare and Contrast that they need help with  Role PlayOutcomes: Indicators:Understanding, Skills, and Confidences Understanding, Skills, and Confidences Outcome: USC1.1 F. Determine the daily healthy behaviours that can be Examine healthy behaviours and opportunities and begin performed individually and those that may need support to determine how these behaviours and opportunities (e.g., washing hands on own, applying sun screen with may affect personal well-being. support, smudging with support).Cross Curricular Competences:  Developing Identity and Interdependence  Understand, value, and care for oneself . Develop skills, understandings, and confidence to make conscious choices that contribute to the development of a healthy, positive self-identity Connections to Other Areas of Study:  Arts Education – Drama: Critical/Responsive (CR 1.1) Demonstrate understanding that the arts are a way of expressing ideas. First Nations StudiesPrerequisite Learning:  Working knowledge of First Nations Studies  Working knowledge of healthy daily behaviours and the Circle of CourageMaterials/ Resources:  White board and marks  Referring back to our Circle of Courage put on our bulletin board  Smudging VisualLesson Preparation:  All materials  Review of ideas from last class for both the students and self.Differentiation (Adaptive Dimension):  More advanced students can work together to create a longer skit or be paired with students that are struggling to provide assistance  Students who are struggling can work within a group that has more advanced students that can support them. Or have them working alone to produce a visual/drawing of something the students can do on their own and something they need help with.  If a student finishes early they can continue to practice their skit or add onto it, otherwise they can finish up something from another subject.Presentation: This will take two class times.Set (_10__ min) Student engagement/ Classroom management  To begin invite the students to share and review the important basic daily behaviours for good health that were  Involve students while discussed last lesson (Indicator E). discussing what they  Share the song “Healthy Choice Voice” from last lesson remember from their last  After make sure to discuss: washing hands, brushing lesson. teeth, eating fruits and vegetables, wearing sun screen and  Give wait time for sun protective clothing, being physically active, playing, Questions. drinking water, respecting other living things.  Remind the students to raise  Explain to students that some things that make us healthy their hands before answering acquire help from adults, our First Nations Elders and others we can do buy ourselves. As we get older we begin to do more on our own.  Tell the students that we are going to talk about the things that make us healthy, as well as decide if the students can do these behaviours by themselves or if they need help. Ask the students:  If there is some daily healthy behaviour we can do on our own what part of the Circle of Courage does that come from? . Mostly Independence (Although some might suggest Mastery, its main place is this).Development ( _ 25 _min)  Hands Before Mouths  Make two columns on the board, one for healthy reminder again. behaviours the students can perform by themselves and  Involve and ask the students the other for behaviours the students can’t perform by about their regular day. themselves.  Involve the students by getting them to brainstorm their daily life from waking up to going to bed.  As the students make suggestions put the daily behaviours in the right columns. Make sure to touch on the aspects of last lesson (washing hands, brushing teeth, eating fruits and vegetables, wearing sun screen and sun protective clothing, being physically active, playing, drinking water, respecting other living things).  To begin this ask the students:  What do you do when you first wake up?  Do you do this alone or with help?  After discussing the students daily behaviours explain to the students that First Nations people their age go through similar days as we have just described; however, they also experience ceremonies and other things that differ their culture from ours.  Give the students the example of smudging and explain it as: . A ceremony where the body is cleansed both physically and spiritually. This is where someone takes certain herbs and burns them and then continues by taking the smoke in one's hands and rubbing or brushing it over the body of someone else.  Show the students the picture as a visual.Closure (_30_ min)  Explain how the assignment  Now that the students have a basic understanding of daily will be done behaviours and those they can do on their own split the  Tell the students to focus on class in half. the board for ideas for their  Explain to the students they will be performing a short skit skit in groups of 2-3  Remind them they have  One half of the class will do behaviours they can do by about 10 minutes finish their themselves the other half will be doing behaviours they skit. can’t do by themselves.  Explain to the students they will have ten minutes to pick an idea from their column and make a small skit that demonstrates that daily task, and that the skits will be  As each group performs ask preformed next class. the other students to identify  Also be sure to acknowledge the social goal of the group what daily behaviour they that everyone should be encouraging and work hard to were doing and did they do assign the roles of each character fairly and without it alone or with help conflict.  At the start of next class allow the students five minutes to debrief and then let each group perform their skits one at a time.Assessment: Group checklist out of 3 marks.Group 1 Group 2 Group 3 Ect. Did the group work to get along? Did the students demonstrate a task discussed? Did the students demonstrate it in the right context? (alone or with help)Lesson Plan SevenTopic: PDI (Protect Don’t Infect) Agents – fighting against germs and the spreading of germs Grade: One Date: November 15, 2012Description of Lesson: Students will watch a video called PDI Germ Wars, which will prompt questions on scenarios displayed. Students will then become their own PDI agents.Outcome: Indicators: USC1.1 Examine healthy behaviours and opportunities g. Recognize daily opportunities for demonstrating and begin to determine how these behaviours and healthy behaviours (e.g., drinking water as a opportunities may affect personal well-being. thirst quencher, walking on the sidewalk, flossing teeth, helping others).Materials/ Resources: - Projector and internet to show youtube video http://www.youtube.com/watch?v=O5PwLAZNnKc - Website with online quiz http://protectdontinfect.com/StayHome.asp - Copy of badge template for each student (see Appendix) Cross-Curricular Competencies: Developing Identity and Interdependence: Understand, value, and care for oneself (intellectually, emotionally, physically, spiritually) > Develop skills, understandings, and confidence to make conscious choices that contribute to the development of a healthy, positive self-identity > Demonstrate self-reliance, self-regulation, and the ability to act with integrity. Prerequisite Learnings: Students will have been introduced to some of the vocabulary related to being healthy, such as germs, washing, etc. Interdisciplinary Connections: NoneLesson Preparation: - Photo copy badge template for each student - Have youtube video set up and ensure it works - Pull up website with the quiz and ensure it worksPresentation: Set Management Time - Have students come in and sit in front of screen so they can all see - Make sure students are 5 mins video which is already up on screen. sitting where everyone - Ask students what they already know about germs. can see. - Introduce video PDI Germ Wars - PDI = Protect Don’t Infect Development - If students can not sit 25-30 mins - Start video (video length 7.5 mins) still or are talking - Stop video after boy has washed his hands and ask students what he throughout video have did to be a PDI Agent (washed with soap, used paper towel to turn off them come sit closer to tap and open door). teacher. - After sick girl and dad, what did they do to be a PDI - Keep students engaged Agent? (sneezed into elbow and Kleenex, used hand by pausing and asking sanitizer to kill germs). questions throughout the - Girl going to school (stayed home because she was video. sick so would not spread germs, went to sleep so she - Have students raise could fight germs). hand to answer - At end of video ask “What are the 3 rules we can all questions. follow to become PDI Agents?” (wash hands, cover cough and sneezes and stay home when sick. – This protects ourselves and others from germs). - Ask students who thinks they can be a PDI Agent. We are all going to become PDI Agents so that we can protect ourselves and others from germs. - Explain we will be making our own badges. - Hand out template of badge to each student and have them colour and cut out the badge. - Explain to students that they can take badge home tonight and teach their parents, sibling, friends or whoever they chose what it takes to be a PDI Agent. Closure - Line up quietly ready to 3-5 mins - Before leaving the classroom the students must repeat the three rules leave while waiting turn. we need to follow to be PDI agents. Adaptations: If students are done early they can work on a worksheet (crossword, wordsearch, etc). If students do not finish badges in allotted time they can take them home to finish. Assessment: Teacher will have list of all students and will check whether they can repeat the three rules Completely, Mostly, None before they leave the classroom. Appendix for lesson seven: Sarah Allinson Lesson PlanLesson no.8 Topic:Germs/Washing hands Grade: One Date: November 15th 2012Description of Lesson: Students will learn and see for themselves what happens if we do not wash our hands properly and see how quickly germs can spread. They will begin by watching a power point on germs and talk with the teacher a little about germs as a group. Students will be split into groups of two and each will place a little hand sanitizer on their hands and the teacher will give them each a little sprinkle of glitter. They will sing ‘hey there neighbour’ with the body actions so their hands touch and they can see the glitter transfer onto each other’s hands. The class will then wash their hands using the method they saw on the PDI germ war video recently and their partner will check they are doing it correctly. Students will return to the front of the class where the teacher will discuss with students how the glitter represented germs and they will talk about how quickly germs spread and things we can do to prevent it. Finally students will be a given a worksheet to complete which will also form the assessment material. Outcome(s) Indicators USC1.1Examine healthy behaviours and h. Discuss a variety of healthy opportunities and begin to behaviours over which one has determine how these behaviours control (e.g., brushing teeth, being and opportunities may affect active, engaging in quiet time, personal well-being. seeking shade).Materials/Resources: Germ power point, computer/projector, assessment worksheet, glitter, hand sanitizer, sink, cleaning materials. Cross-Curricular Competences : Developing Thinking Think and learn creatively Show curiosity and interest in the world, new experiences, materials, and puzzling or surprising events. Interdisciplinary connections: This lesson has links to other subject areas. The song and dance links to Arts Education. The worksheet links to English Language arts. Prerequisite Learnings: Students will previously have been taught ‘Hey there neighbour’ dance and lyrics. Lesson Preparation: Ensure there are enough worksheets for each student.Presentation Set Management TimeAsk students if they have been practicing being a Have students sat at 3min PDI agent? Have they been washing their hands their desks with a correctly? view of the Explain to students that today we are going to projector/whiteboard. see what happens when people do not wash their hands and see how quickly germs can spread. Make sure all 5 min Show students the germ power point to reinforce students are the idea that germs are bad and we need to do watching and everything we can to stop germs from spreading. listening. DevelopmentAsk students if they remember the ‘hey there neighbour’ song and dance. Recap if necessary. Divide students into pairs, label one person as A Ensure all students and one person as B. Allow the students to squirt are using the a drop of sanitizer or lotion on their hands from sanitizer and glitter the mini bottles on their table. Teacher will then correctly. move around the room giving student A one colour glitter and student B another colour. They will rub the tiny amount in their hands and begin 20 to sing ‘hey there neighbour’. As they shake min hands with each other the glitter will transfer onto each other hands so they will be left with their partners glitter on their hand as well. (Students will then wash their hands correctly, Ask students to go in teacher will tell them to wash the way they saw pairs to wash their on the PDI germ video previously) hands with their partner ‘checking’ to see if they did it correctly. Students will return to the front of the classroom. Discuss with students how the glitter represents the germs and how quickly the germs spread Ensure all students 6 min onto their partner’s hand. Reinforce that washing are engaged and their hands is their responsibility. listening to and Briefly review traffic light, ‘stop, think, do’. Explain respecting the how they used this today. The power point teacher and their helped the students to think and ask questions, classmates. the activity had them think deeply about what the glitter represented and when the students washed their hands they made a positive healthy independent choice to do it correctly. ClosureEnsure all students Ask students to return to their desk and they will are answering the 10 be given a worksheet to answer questions about questions and min germs on. understand.Ask students if they have any questions?Have them tell the teacher three things they learn about germs today. (Teacher would add words to word wall such as germs, choice)Assessment: Observation during the activity will be conducted by the teacher to ensure all students are working together and cooperating. The teacher will choose four students to determine how engaged and involved they were in the discussion and activity. The worksheet will be collected and marked after the lesson to determine who understood the lesson.Adaptive Dimension: Group students so that the stronger students can help those less engaged in the activity. If students are not engaged and/or understanding, guide them through an example so they can continue as partners without help from the teacher. Assessment for lesson eightName Discussion Activity Student 1 Student 2 Student 3 Student 4Scale: 1- Student was not involved in the discussion/activity and was not engaged. 2- Student showed some involvement in the discussion/activity. 3- Student was involved numerous times in the discussion and was engaged and active in the activity. 4- Student was extremely involved in the discussion. They asked insightful questions and showed deep understanding. They were very engaged and participated very well in the activity. HEY THERE NEIGHBOURSong Movement Hey there neighbour (Shake hands on the beat) What do you say? It’s gonna be a happy day! (Reach for sky in opposites) Greet your friends (Hang 10 – slap hands with partner) And boogie on down (Boogie down and boogie up) Give ‘em a bump (Partners bump on right hips) And turn around! (Partners turn around) \Lesson Plan NineTopic: Opportunities for healthy behaviours (slide show and group presentations) Grade: One Date: November 15, 2012Description of Lesson: Students will identify healthy behaviours in different pictures displayed in a slide show and what opportunities are presented for making healthy choices. Students will then engage in small group work and will present their findings on healthy behaviours they take part in and when they take part in these actions. Outcome: Indicators: USC1.1 Examine healthy behaviours and opportunities g. Recognize daily opportunities for demonstrating and begin to determine how these behaviours and healthy behaviours (e.g., drinking water as a opportunities may affect personal well-being. thirst quencher, walking on the sidewalk, flossing teeth, helping others).Materials/ Resources: Slide Show (one picture per slide) - Chart paper (one per group) - MarkersCross-Curricular Competencies: Developing Identity and Interdependence: Understand, value, and care for oneself (intellectually, emotionally, physically, spiritually) > Develop skills, understandings, and confidence to make conscious choices that contribute to the development of a healthy, positive self-identity Prerequisite Learnings: Students will have an understanding of different healthy habits as it has been discussed in previous lessons. Interdisciplinary Connections: Art and English Language Arts can be incorporated into the posters the children are creating in their groups. Lesson Preparation: - Put together a slide show of different pictures- one per slide- (including a child drinking water, eating fruits and vegetables, walking on sidewalk, flossing or brushing teeth, helping others, exercising/playing outside, putting on sunscreen, sleeping, etc). Some pictures can be children engaging in unhealthy behaviours so that students can identify what they should be doing. - Pull up slideshow on project and ensure it works. - Pull up brain break video in another window so it is ready to go when needed. - Have students broken into groups (having stronger students working with students who may need help in each group). Presentation: Set Management Time - Have students come in and sit down where they are able - Have students sit with their groups 10-15 mins to see the slide show that is up on the screen. they will be working with for - Start the slide show, showing one picture at a time and activity. Preplan groups to ensure having students discuss what each child is doing in the there will be no issues with certain picture and how this is a healthy behaviour or what child students working together. could be doing differently if it is an unhealthy behaviour. Development - Use brain break to refocus 30 mins - Ask “What are some other opportunities or chances in our attention. everyday lives that we can make healthy choices and - Walk around and make sure engage in healthy or safe behaviours?” – have only a few students are on task and ask students answer and then tell students they will have a different groups questions to help chance to share other ideas that they may have while them stay on task. completing the activity. - Encourage all students to be - Remind them that this is an opportunity in which we can participating and make sure there use the traffic light model where we stop, think and do. are not students who are - Brain Break (youtube video - dance) dominating groups. - Have students break into groups of four (can have groups decided prior). - Students will work together to discuss and decide on opportunities of when they can display healthy behaviours. - Each group will be given a piece of chart paper, where they will draw pictures or symbols, write words or sentences relating to healthy behaviours they take part in and when they need to or can make these decisions. (Give students 10- 20 minutes to work on this). Closure - Remind students how to be 10-20 mins - Each group will come to the front and present their group respectful listeners while their peers work to the rest of the class. are presenting. - After students have presented their poster they will be hung up on the white board for the rest of the day. Adaptations: Stronger students or leaders will be grouped with students who may need some extra help. Students who can not write have option of drawing ideas on poster. Assessment: Teacher will select 3 or 4 students to take anecdotal notes on and will look at areas such as participation in big group discussion, participation in small group work, whether they are using healthy behaviour vocabulary. Groups will be given a mark on their presentation and whether they demonstrated understanding of healthy behaviours. Sarah Allinson Lesson PlanLesson no. 10Topic:Winter safety Grade: One Date: 15th November 2012 Description of Lesson: This lesson is designed to be over two lesson periods. The teacher will read the book ‘Warm clothes: preparing for winter’ and then ask students what sort of clothing the people in the book wear to stay warm. The teacher will discuss the importance of staying warm in winter and explain how this is a healthy choice they can make on their own. Students will then be given a cut-out mitten where they will draw pictures of clothing they wear in winter. The teacher will then ask students to return to the front of the classroom where they will talk about lakes in winter and how dangerous they are. The teacher will bring out the ice tray and as a class they will form their own hypothesis on what they believe will happen to the ice when they poke it with toothpicks. Each student will have a chance to press their toothpick into the ice. To close the lesson the teacher will ask students three things they have learn from today. Outcome(s) Indicators USC1.1Examine healthy behaviours and h. Discuss a variety of healthy opportunities and begin to behaviours over which one has determine how these behaviours control (e.g., brushing teeth, being and opportunities may affect active, engaging in quiet time, personal well-being. seeking shade).Materials/Resources: ‘Warm Clothes: Preparing for winter’ by Gail Saunders-Smith. Ice tray pre-prepared, cut-out of mitten for each student.Cross-Curricular Competences : Developing identity and interdependence Understand, value, and care for oneself  Develop skills, understandings, and confidence to make conscious choices that contribute to the development of a healthy, positive self-identity. Interdisciplinary connections: This lesson has interdisciplinary connections to science and English Language Arts. Prerequisite Learnings: Students will be able to listen to instructions and listen respectfully to others when in a class discussion.Lesson Preparation: Have mitten cut out available for each student. Ice tray will be prepared and ready. Presentation Set Management TimeStudents will be sat at the front of the class and Ensure all students 10 the teacher will explain that they will be learning are sat facing the min about winter safety. Teacher will begin by reading front reading to listen the book ‘Warm Clothes: Preparing for winter’ by to the book. Gail Saunders-Smith.DevelopmentAfter listening to the book the teacher will ask Ensure students are students what sort of clothing the characters in raising their hand to the book wear to stay warm. Teacher will talk answer the questions 5 min about the importance of staying warm in the and respecting winter and how it is a healthy choice they can others when they make on their own. (For example, when they are speak. going to play with their friends at recess, their parents are not at school to tell them so it their responsibility to dress appropriately so they have to make that decision on their own. Ask students to return to their desks where they Ensure all students will each be given a cut-out mitten with the words are participating. If 15 ‘In winter I wear....’ and have students draw students cannot spell min pictures of items they wear in winter with the particular words, items name next to it. (These mittens can be tied teacher can prompt with yarn or string to form a clothes line for and assist. decoration during the winter months in the classroom)Teacher will ask students to get out of their seat and take part in a quick brain break. (Wiggle arms, hands, legs, touch your toes) Ensure students are Ice experiment: Teacher will explain that while raising their hand to dressing appropriately is a good way to stay answer a question or warm and healthy in winter students need to be ask a question. aware of some of the dangers in Saskatchewan 20 in the winter time. Ask students who has ever min played on the ice? Ask students if they were with their parents or an adult? Begin to discuss how playing on ice (lakes especially) is very dangerous. Discuss how even though the ice may look thick and look like it could hold your weight it may only be frozen on the top. Make sure all students get a turn to 10 Ask students if they would like to see this in an use the toothpick on min experiment we are going to do? the ice. Teacher will bring out baking tray. As a class, students will form their own hypothesis, for example ‘I think the ice will be frozen all the way through’. Using toothpicks the students can take it in turns to gently push through the top layer of ice to see the water underneath. Teacher will explain that this is why lakes are so dangerous especially without a responsible adult with you because it doesn’t take much to break through the top layer of ice.ClosureRecap: Teacher will ask students three things 5 min they have learn from today? Why is it so dangerous to go onto ice? Give me three items of clothing that you need to wear in winter? What happens if you do not wear your correct winter clothing?Assessment: This lesson is to educate students on the dangerous aspects of Saskatchewan winters therefore the assessment used will mainly be observation by the teacher. However on the way out at either recess, lunch, or the end of the day (depending on when the lesson takes place) the teacher will be stood at the door and students must answer one question posed by the teacher before they leave. (Teacher will have a sheet with names on so she can mark off who she feels understood the lesson and therefore achieved the indicator and outcome). Adaptive Dimension: As this is a lengthy lesson students may become disengaged quickly or suddenly therefore the teacher can use the brain break whenever it is needed. Assessment for lesson 10. Questions for oral exit slip:. Why should you not go onto lakes in the winter?. Give me one item of clothing you should wear in winter?. Whose responsibility is it to wear warm clothes at recess?. Is it safe to go onto ice?. What happens if the ice is not fully frozen? Lesson Plan #11 Name: Miss Finch Date: November 15, 2012 Subject: Health Education Grade: One Title: Support for Healthy behaviors (Healthy Team) Description of lesson: Students will be discussing creating a healthy team within their classroom and community. The students will help their teacher create a list of people who can help them be healthy. This list can include different adults and children. Students will be given scenarios and will draw pictures about people helping them to share their knowledge about being part of a healthy team.Instructional Strategies: The teacher will be using the instructional strategy of “Brain storming”. The students will have free range to share their ideas with their classmates and teacher. They will raise their hands and share their answers has the teacher writes their ideas on their healthy team poster.Outcomes: Indicators: Consider opportunities to access support for Outcome: USC1.1Examine healthy behaviors and healthy behaviors (recess times provides opportunities to opportunities and begin to determine how these play and be physically active, a trusted peer walks with behaviors and opportunities may affect personal well- you to school which provides safety and friendship ) being. Cross Curricular Competences: Developing Identity and interdependence: Understand, value, and care for others Students will learn that they are part of a healthy team that works together and cares for each other. They will recognize they need support to be healthy and others need their support. Interdisciplinary: This lesson can be incorporated into the Social Studies curriculum. Students will be focused family as a support system. Prerequisite Learning: Students should be familiar with healthy words and phrases. They will have learnt these ideas throughout this entire first unit.Differentiation (Adaptive Dimension): Students who struggle with drawing, can share with their teacher about how someone can help them be healthy. Students who are not challenged can write a sentence to go along with their picture explaining who is helping them be healthy. Preparation: (Equipment/ materials/ set-up)  Poster paper  Markers  Scenarios on a piece of paperSet ( 5 min) Student engagement/ Classroom Review lesson #10 about making healthy decisions on management their own. Have the students seated in the circle Get the students thinking about teamwork and working on the floor in the story area. The together. Ask them the following questions: students all need to feel on the same  Has anyone been part of team before? level, because everyone is equal on a  What kind of teams are there? (sports, classroom, team. families etc. )Explain to the students that a team works together and cares for one another. They are part of a Healthy team who care for each other and want to be healthy together. Suggest maybe coming up with a team name.Refer back to the Traffic light model. Students can use this strategy when deciding if they need help with a healthy activity. Stay seating in the circle and create the poster together with the teacher writing down the ideas. Development ( 5- 10 min)How can we be healthy? How can others help us be healthy?Create a list on a poster paper of people who help children be healthy. You can split the list up between adult and children. The students will share their ideas of who helps them and with what. Example: their sister helps them brush their teeth.Touch on the topic of First Nations elders. How students can go to their elders to seek support for healthy behaviors. * First Nations Content Closure ( 5 -10 min)Create scenarios and have the children determine which member of their healthy team could help them out. Share the scenarios in the circle. Examples: You want to go outside to play who can you play with? You are hungry for a snack who can you ask for a snack? Students can then head back to their desk and draw a picture of someone helping them be healthy.Assessment: Anecdotal notes: Observe a few students for this lesson and keep notes on them. These notes will include: Student participation in the discussion, response to scenarios, drawing, and understanding of team concept. * Keep track of students understanding of seeking support for healthy behaviors.Sarah Allinson Lesson PlanLesson no. 12 Topic:Choices Grade: One Date: 15th November 2012Description of Lesson: The teacher will explain to students that they will be learning about healthy good choices and unhealthy bad choices. Give each student a hand sign and read the statements. The students will either hold their sign to say ‘good choice’ or ‘bad choice’. This will be explained and the teacher will discuss how sometimes in life we make bad choices but as long as we can fix it then it is ok. Teacher will then read the book ‘scaredy squirrel’ and as a class discuss what the squirrel was afraid of, how he dealt with it and how he overcame his fear. The students will the return to their desks and write/draw pictures in their journals of their fear either one from the past or present and what they did or will do to overcome that fear. Next introduce ‘stop, talk about it, fix it’ as a way of helping students when they make bad choices. Finally the traffic light ‘Stop, think, do’ will be reviewed to show how it connects to this lesson and to their ‘stop, talk about it, fix it’ sign. Outcome(s) Indicators USC1.1Examine healthy behaviours and j. Examine factors influencing own opportunities and begin to healthy choices (e.g allergies, determine how these behaviours cultural traditions, money, family, and opportunities may affect habits, fear.) personal well-being.Materials/Resources: Good and bad choices hand signs made. Cross-Curricular Competences : Developing Thinking Think and learn creatively Show curiosity and interest in the world, new experiences, materials, and puzzling or surprising events.  Experiment with ideas, hypotheses, educated guesses, and intuitive thoughts.Interdisciplinary connections: This lesson links with English Language arts and social studies.Prerequisite Learnings: Students will be able to write sentences in their journal and participate in group listening activities respectfully.Lesson Preparation: Book will be available to read at the beginning of the lesson. The good and bad choices hand sign will have been made for each student. Presentation Set Management Time Explain to students that in this lesson they will be learning about choices. Explain to students that Ensure all students there are some things we have a choice about understand before and some things we don’t. For example: We have continuing with the to go to work and school but it is our choice how activity. hard we work. Explain that sometimes we make good choices Ensure all students and sometimes we make bad choices. are actively Give each student a hand sign. On the front it will participating and say good choice and the back it will say bad select particular 10 choice. The teacher will read a list of scenarios students to answer min and students will hold their signs to whether it why it is a good was a good choice or a bad choice. choice or bad choice.Development 5 min Read ‘Scaredy Squirrel’ by Melanie Watt with Ask a wide range of students at the front of the class. After reading, students questions. ask the students what the character was afraid of? What choices did he? How did the squirrel deal with being afraid? What did they do? Ask students to return to their seats and in their If students are writing journal tell me one thing they are afraid of struggling writing in and what choice did they make to deal with it. their journals the 20 Give an example: When I was younger I was teacher can adapt min afraid of the dark and I would never sleep so at the activity and allow school the next day I was always tired. This was them to draw a not very healthy for me, so a healthy choice I picture of their fear made was to ask my mom to leave the night light and write what they on for me and then I slept all the time. did to overcome it.ClosureEnsure all students Have students sit at the front of the classroom. are listening. Explain to students that we don’t always make good choices and when we do make a bad choice we can learn from it. Introduce ‘Stop, talk about it, fix it’ into the 15 classroom here. (have poster form to put on the min walls for students to see) Explain to students that when we make a bad choice and we realize we can do three things. Stop, Talk about it, and then fix it. Explain how we can use this in our everyday life to make healthy choices.Review traffic light with students and explain the ‘stop, talk about it, fix it’ links to this as you are stopping to think, talking about it to create a deeper understanding and fixing it by ‘doing something’. Assessment: The journals will form the main part of the assessment for this lesson. They will be collected in by the teacher to determine how each student used their own choices to overcome a fear. Teacher will observe students throughout to make sure they are contributing and engaging in the lessonAdaptive Dimension: For those students struggling during the journal writing, the teacher can adapt the activity so that students can draw pictures of their fear and describe it briefly rather than attempting to write sentences. Questions for lesson 12 These statements are to be used at the beginning of the lesson during the choice game. The teacher will read out these scenarios and students will decide whether it was a good choice or a bad choice.I went to the store this morning and bought two cans of pop and 3 bags of chips. My friend asked if I wanted a pop but I said no I would like water please. I was going to go for a walk in the park but instead I decided to sit on the couch and watch cartoons. I went outside in shorts and tshirt when it was -14 outside. I wash my hands every time I go to the washroom. I regularly get exercise outside. (If there is more time the teacher can add questions to this in the lesson) Lesson Plan #13 Name: Miss Finch Date: November 15, 2012 Subject: Health Education Grade: One Title: Super Healthy Hero’s Description of lesson: This is the last lesson of the first unit in grade one health. Students will be making their super hero bracelet, sharing what they learnt and placing in on the bulletin board and will be presented with a healthy living certificate. The bulletin board will stay up as a reminder that students should practice being healthy every day and that they are part of a healthy team. Instructional Strategies: Lecture is used at some points in this lesson as students are listening to their teacher review important healthy ideas. Outcomes: Indicators: Outcome: USC1.1 Illustrate how one can keep themself healthy and who Examine healthy behaviors and opportunities and begin they can seek for support. ( exercise with a sibling etc.) to determine how these behaviors and opportunities may affect personal well-being. Cross Curricular Competences: Developing Social Responsibility : Take Social action - Support individuals in making contributions toward achieving a goal Students will be develop their social responsibility as they commit to being part of a team and working together to reach a healthy goal with each other.Inter-disciplinary: This lesson plan can be incorporated into the Arts Education curriculum. Students can use their creativity to help create a healthy bulletin board.Prerequisite Learning: Students must understand healthy learning habits and support systems. This lesson is the final lesson on this unit.Differentiation (Adaptive Dimension): For students who are unable to draw they can glue pictures of healthy activities onto their circle provided by their teacher. Advanced students can write words along with their pictures, or write a sentence of how they promise to be a healthy teammate.Preparation: (Equipment/ materials/ set-up)  Bulletin board  Super hero bracelet cut outs ( self- made ) or from kidshealth.org ( http://classroom.kidshealth.org/ classroom /cc/ EveryDayIsAHealthyDay .pdf )  Healthy habits certificates for each student ( self-made ) or from kidshealth.org (http://classroom.kidshealth.org/classroom/cc/EveryDayIsAHealthyDay.pdf)  Camera  Circle paper cut outs.Set ( 10 min) Student engagement/ Classroom Tell the students that they have done such an awesome management job learning about being healthy that they are now all Once the students have cut out their “super healthy heroes” bracelets tape the bracelet around their They will each get a paper bracelet (sheet attached) . wrists. Which they will color in and then cut out.Development ( 10 – 15 min)  Draw the student’s attention to the back bulletin board Students will be working in the classroom. The bulletin board will have a title independently at their desks. Music on it (The name the students decided to name their can be playing in the background to “Healthy team”) The rest of the bulletin board is keep the students focused. empty and ready for the students to add to.  Each student will be given a Circle. On the circle each student will write their name and draw or write ways they can be healthy & ways someone can help them be healthy.(They can draw a tooth brush , a friend , etc.).  While this is going on the students will be taken aside one by one to get their super hero picture taken. The pictures will be developed and placed beside each of the students healthy circles.Closure (5 min)  Refer back to the essential questions in the unit. Ask the students if they feel like those questions have been answered throughout this unit.  Each student will be presented with a Sesame street healthy habits for life certificate with their name on it.  Once each student has their certificate a group picture will be taken of everyone. This picture will be placed in the middle of the bulletin board once it is developed.  Refer back to the traffic light model and have students understand how they can use that through the day for now on even though this unit is done.Assessment: Exit Slip: With the following questions: 1) What are three ways I can be healthy every day? 2) Who are 3 different people who can help me be healthy? 3) Why is it important to be healthy? 4) Who is in control of my own health? The student’s answers to these questions will be a review of some components of this unit. Their answers connect to the indicator as well. 4- Exceeds expectations 3- Good Understanding of topic 2- Needs improvement 1- does not understand topic

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