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Angela

In: Other Topics

Submitted By ahall
Words 1508
Pages 7
|
|*Subject(s) |Life Size body outlines |
|Topic or Unit of Study |Health |
|*Grade/Level |1st Grade |
|*Summary |The child will lay down on a piece of butcher paper and the teacher will trace an outline of their body with a marker. After the outline|
| |is done the children will use crayons or markers to color their outfits onto their body outline. They should draw the clothes and colors|
| |they are wearing. The children will name body parts such as legs, arms, mouth, nose, eyes and stomach. They will then label the parts |
| |on their outline. |
|STANDARDS AND DIFFERENTIATED INSTRUCTION: |
|*Standards |Concept 1, strand 5: Structure and logic |
|Differentiated |Parent Volunteers |
|Instruction | |
|EEI (ESSENTIAL ELEMENTS OF INSTRUCTION) - LESSON PLAN ELEMENTS REQUIRED: |
|Objective |To learn the parts of the body |
|Anticipatory Set |Name the parts of your body with the song, head, shoulders, knees and toes |
|Teach Lesson / Model |Outline of teacher with body parts labeled |
|Guided Practice |Pair up with a friend |
|Independent Practice | Using a friend’s outline, name the body parts of a classmates outline. |
|Closure |The child will show their outline to the class and explain the body parts they labeled. It will be then hung up in the classroom. |
|Evaluation |Could the child explain the body parts to the class? Did they label the body parts correctly? |
|*Assessment/Rubrics | |
|MATERIALS AND RESOURCES |
|Instructional Materials |large sheets of butcher block paper (child-sized) |
|(handouts, etc.) |crayons/markers |
| |black permanent marker |
|Resources |Teacher outline |

|VITAL INFORMATION |
|
|*Subject(s) |Neat and Clean |
|Topic or Unit of Study |Health |
|*Grade/Level |1st Grade |
|*Summary |The children will be shown items from the neat and clean kit. When the item is called such as floss they will point to where they would |
| |use the floss and name the item. They will be asked questions such as |
| |How often should we use this item? |
| |Why is it important to use this item? |
| |What could happen if we do not use these items? |
|STANDARDS AND DIFFERENTIATED INSTRUCTION: |
|*Standards |Stand 2: Health Concept 1: Hygiene and Health Practices |
|Differentiated |Parent Volunteers |
|Instruction | |
|EEI (ESSENTIAL ELEMENTS OF INSTRUCTION) - LESSON PLAN ELEMENTS REQUIRED: |
|Objective |Student will be able to identify basic cleanliness habits |
|Anticipatory Set |What do you do to stay clean? |
|Teach Lesson / Model |Neat Clean kit containing objects to keep us clean |
|Guided Practice |Group of 2 |
|Independent Practice | Practice using items from the neat clean kit |
|Closure |The child will be able to name items from the neat clean kit such as floss, comb, toothpaste, Kleenex, etc. |
|Evaluation |Could the child name what we use the items in the neat clean kit for? Did they know what the product was? |
|*Assessment/Rubrics | |
|MATERIALS AND RESOURCES |
|Instructional Materials |Bar of soap, comb, hairbrush, Shampoo, conditioner, Ear Swabs, Kleenex, hand towel, nail clippers, lotion, nail file, liquid hand soup, |
|(handouts, etc.) |washcloth, floss, toothpaste, hand wipes, laundry detergent, Band-Aids, Clean Kit for every child. Healthy Habits homework parent letter|
|Resources |Keeping us clean |

|
|*Subject(s) |Health Food Gregory the terrible eater. |
|Topic or Unit of Study |nutrition |
|*Grade/Level |1st Grade |
|*Summary | The children will learn about healthy nutrition. The children will read the book Gregory the Terrible Eater by Mitchell Sharmat. This |
| |will help the students understand more about the four basic food groups and the importance of a well-balanced meal. |
|STANDARDS AND DIFFERENTIATED INSTRUCTION: |
|*Standards |Strand 2: Health Concept 1: Hygiene and Health practices B Demonstrates healthy practices |
|Differentiated |Individual story read |
|Instruction | |
|EEI (ESSENTIAL ELEMENTS OF INSTRUCTION) - LESSON PLAN ELEMENTS REQUIRED: |
|Objective |Students will be introduced to the four basic food groups while listening to the story Gregory the Terrible Eater by Mitchell Sharmat |
|Anticipatory Set |Healthy foods |
|Teach Lesson / Model |Food Pyramid |
|Guided Practice |Healthy food choices |
|Independent Practice | Make a healthy food choice for lunch |
|Closure |Draw a picture of your favorite healthy food |
|Evaluation |Did the student pick out a healthy snack for lunch? Can they name the four basic food groups? |
|*Assessment/Rubrics | |
|MATERIALS AND RESOURCES |
|Instructional Materials | Book Gregory the Terrible Eater by Mitchell Sharmat, healthy snack choices |
|(handouts, etc.) | |
|Resources |Book | |
|*Subject(s) |Food group sort |
|Topic or Unit of Study |nutrition |
|*Grade/Level |1st Grade |
|*Summary | The students will complete a activity called “My first food group sort. They will be given a worksheet with three columns they will be |
| |called Dairy, protein and vegetable. They will each be given picture cars of items such as eggs, milk, potato, chips, etc. They will |
| |sort these products into the right column. |
|STANDARDS AND DIFFERENTIATED INSTRUCTION: |
|*Standards |Strand 2: Health Concept 1: Hygiene and Health practices B Demonstrates healthy practices |
|Differentiated |One on one help from teacher, or groups of 2 |
|Instruction | |
|EEI (ESSENTIAL ELEMENTS OF INSTRUCTION) - LESSON PLAN ELEMENTS REQUIRED: |
|Objective |Sorting foods |
|Anticipatory Set |Naming food and grouping them |
|Teach Lesson / Model |Food Pyramid |
|Guided Practice |Naming items on picture cards |
|Independent Practice | Make your own food choice and then decide with category it should go in. |
|Closure |Go over as a class each food and which column it belongs in and why. |
|Evaluation |Where the students able to place the foods into the right column? Did the ask questions? |
|*Assessment/Rubrics | |
|MATERIALS AND RESOURCES |
|Instructional Materials |Worksheets for each child, a set of picture cards for each child, pencils |
|(handouts, etc.) | |
|Resources |Food Pyramid |

|
|*Subject(s) |Welcome to the jungle |
|Topic or Unit of Study |Fitness |
|*Grade/Level |1st grade |
|*Summary | The classroom will be divided into 6 stations. At each station, students will act out the movement of an animal. Students should be at |
| |each station for a minute and then rotate. |
| |Frog: jump from lily pad to lily pad (poly spots) |
| |Caterpillar: put each foot on a bean bag and slide feet into hands like a caterpillar inching along |
| |Flamingo: balance on one foot, stretching the quads Note: This could be used as a "rest" station. Students may need a wall nearby to |
| |assist with balance. |
| |Snake: slither like a snake under hurdles (or jump ropes hung from cones) |
| |Horse: gallop and leap over the hurdles |
| |Kangaroo: jump with a hula hoop as if jumping rope |
| | |
| |Fish: lay on a scooter, abdomen down, and pretend to swim |
|STANDARDS AND DIFFERENTIATED INSTRUCTION: |
|*Standards |Strand 2: Health Concept 1: Hygiene and Health practices B Demonstrates healthy practices Physical Activity |
|Differentiated |Parent helpers, teacher aide |
|Instruction | |
|EEI (ESSENTIAL ELEMENTS OF INSTRUCTION) - LESSON PLAN ELEMENTS REQUIRED: |
|Objective |To increase cardiovascular endurance. |
|Anticipatory Set |Heart beats |
|Teach Lesson / Model |Listen to your heartbeat |
|Guided Practice |Can a heartbeat fast or always slow |
|Independent Practice | Make your heart beat fast while playing at recess |
|Closure |Who’s heart beat fast graph |
|Evaluation |Could the student feel their heartbeat? Did they know where their hear was located? |
|*Assessment/Rubrics | |
|MATERIALS AND RESOURCES |
|Instructional Materials |poly spots, cones, bean bags, hurdles, hula hoops, scooters, and music |
|(handouts, etc.) | |
|Resources |Fitness PE |

|
|*Subject(s) |Scooter boats Fitness |
|Topic or Unit of Study |Fitness |
|*Grade/Level |1st grade |
|*Summary | Students will choose partners or small groups of three. Students place the folded-up mat on top of the evenly-spaced scooters. They |
| |decide who will ride first and who will push/pull first. The "rider" lies on their back on the mat; the other student(s) pushes and/or |
| |pulls them around the playing area. |
| |We will talk about safety aspects before allowing students to play: no crashes into other "boats" or the walls are allowed. Students to |
| |assemble their "boats" and begin play. Students can either change riders when they are ready to, or at your signal. At the end children |
| |will be asked which muscles were working hardest in this activity. What component of fitness was the activity helping them to increase? |
|STANDARDS AND DIFFERENTIATED INSTRUCTION: |
|*Standards |Strand 2: Health Concept 1: Hygiene and Health practices B Demonstrates healthy practices Physical Activity |
|Differentiated |Parent helpers, teacher aide |
|Instruction | |
|EEI (ESSENTIAL ELEMENTS OF INSTRUCTION) - LESSON PLAN ELEMENTS REQUIRED: |
|Objective |To improve students' arm muscular strength by using pushing and pulling actions. |
|Anticipatory Set |Using muscles |
|Teach Lesson / Model |Chart and display of muscles in your body |
|Guided Practice |What are muscles? |
|Independent Practice | Run a lap on the playgroup do where do you feel your muscles the most? |
|Closure |Class graph what part of your muscles do you feel the most? |
|Evaluation |Could the student feel their muscles? Could they name any? |
|*Assessment/Rubrics | |
|MATERIALS AND RESOURCES |
|Instructional Materials |One folding-up panelled gymnastics mat and 2 or 3 scooters for each group and helmets for each child. |
|(handouts, etc.) | |
|Resources |Fitness PE |

Wellness Week Event

Attention parents at the end of our wellness week we will be having a “Wellness week event. All parents are welcome!

We will be talking about: [pic]
[pic]

• Stanger danger • Stop, drop and roll • Keeping safe at home • Keeping safe on the playground

[pic]Come and enjoy our Healthy foods![pic]

- Apples - Carrots - Ants on a log - Oranges

We will be playing
-Tug of war - Scooter boats Fitness
-Tag
- Welcome to the jungle

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