Subject Area: Health. Unit: Body Parts - Kindergarten

Transcription

1 Unit: Body Parts - Kindergarten Unit Outcomes: The students will be able to identify basic body parts and describe the function of body parts relating to the five senses. Following the introductory video the students will be able to identify body parts as characterized by placing a juggling scarf on the body parts named by the teacher B: Identify and know the location and function of the major body organs and systems. A. Body Parts Introduction Video 1. Partner Parts Activity B. Body Part Business, 5 Senses 2. 5 Senses Activity 3. 5 Senses Worksheet Remediation: None Enrichment: E-Books from Capstone Interactive Assessment Criteria: Partner Parts Observation Rubric, 5 Senses Worksheet (homework) Resources and Materials: Body Parts Video 5 Senses 5 Senses Coloring Worksheet (homework) 1

2 Unit: Growing Up - Kindergarten Unit Outcomes: The students will be able to identify and compare stages of growth; infancy, childhood, adolescents, adulthood, late adulthood. Following the lesson the students will be able to analyze images of various stages of human development and will paste the images into the correct order as characterized by infancy, childhood, adolescents, adulthood, late adulthood A: Identify and describe the stages of growth and development A. Stages of growth 1. Infancy a. Needs and Abilities 2. Childhood a. Needs and Abilities 3. Adolescents a. Needs and Abilities 4. Adulthood a. Needs and Abilities 5. Late Adulthood a. Needs and Abilities Remediation: None Enrichment: E-Books at Capstone Interactive Assessment Criteria: Stages of Growth, cut and paste worksheet Resources and Materials: Human Life Cycle Vocabulary Cards, Stages of Growth Work Sheet 2

3 Unit: Germs - Kindergarten Unit Outcomes: The students will be able to demonstrate practices to reduce the spread of germs. Following the lesson the class will be able to brainstorm ways a doctor helps people stay healthy A: Identify personal hygiene practices and community helpers that promote health and prevent the spread of disease. A. Germs 1. Definition of germs 2. Where are germs 3. How do germs get into your body 4. Ways to fight and avoid germs 5. Who helps us fight germs B. A Day in the Life of a Doctor, E-book. 1. Brainstorm Activity Remediation: None Enrichment: More E-books located at Capstone Interactive Assessment Criteria: Class Participation Rubric, Dr. Office worksheet Resources and Materials: Yatchyshyn, T (2014). What are germs. Photostory, Plainfield Elementary School, Pen Argyl Area School District. Adamson, H. (2004). A Day in the Life of a Doctor. Capstone. Mankato, MN. Retrieved at: 3

4 Unit: Staying Safe - Kindergarten Unit Outcomes: This unit of instructions will help students understand the importance of practicing safety in the community. The students will be able to analyze situations to identify potentially harmful circumstances including general indoor and outdoor safety, using various modes of transportation, and public safety. The students will participate in role play activities to demonstrate appropriate responses to unsafe circumstances A Recognize safe/unsafe practices in the home, school, and community B Recognize emergency situations and explain appropriate responses A. What does it mean to be safe 1. How are some ways you stay safe? a. Stranger Danger - definition b. Emergencies definition c. Who can help, E-Books B. What to Do role play scenarios Remediation: None Enrichment: More E-Books at Capstone Interactive Assessment Criteria: Role Play Rubric Resources and Materials: Doering Tourville, A. (2012). Community Helper Mysteries, Whose Gear is This Capstone Press, Mankata, MN. Retrieved at: 4

5 Doering Tourville, A. (2012). Community Helper Mysteries, Whose Equipment is This Capstone Press, Mankata, MN. Retrieved at: Yatchyshyn (2011). What to Do; Role play scenarios. Plainfield Elementary Health and Phys. Ed. Pen Argyl Area School Dist. 5

6 Unit: Food Groups - First Grade Unit Outcomes: The students will be able to identify each food group and provide one example of a food from that group. The students will be able to identify each food group defined by United States Department of Agriculture, and will explain how the food guide can help you eat a healthy diet C Explain the role of the food guide in helping people eat a healthy diet A. Favorite Foods 1. My Plate Food Guide a) Food groups I. Fruit II. Grains III. Vegetables IV. Protein V. Dairy 2. Food Item Sorting Activity a lot & a little Remediation: None Enrichment: Myplate.gov website activities, Food is Elementary Activities Assessment Criteria: MyPlate Homework Worksheet Resources and Materials: Serving Up My Plate, My Plate Homework Worksheet 6

7 Unit: Foods of Every Color First Grade Unit Outcomes: The students will be able to identify why it is important to eat foods of all colors The students will be able to identify why it is important to eat foods of all colors and provide at least two examples of food for 7 basic colors; yellow, orange, red, purple, blue, green, brown C Explain the role of the food guide in helping people eat a healthy diet A. Vitamins and Food Color 1. Vitamin A, a. What does it do b. What color gives me this vitamin 2. Vitamin B, a. What does it do b. What color gives me this vitamin 3. Vitamin C, a. What does it do b. What color gives me this vitamin 4. Vitamin D, a. What does it do b. What color gives me this vitamin 5. Vitamin E, a. What does it do b. What color gives me this vitamin 6. Vitamin K, a. What does it do b. What color gives me this vitamin Remediation: None Enrichment: Food is Elementary Activities Assessment Criteria: Foods of Every Color poster project Resources and Materials: 7

8 Unit: Body Systems First Grade Unit Outcomes: The students will be able to identify and describe the main function of each major body system including the circulatory, respiratory, muscular, skeletal and digestive systems. Following the lesson the students will be able to describe the major body system functions as charterized by responding that the: Circulatory system pumps blood Respiratory system breathes Muscular system moves our bodies Skeletal system is a frame for our body and protects our organs The digestive system takes energy for our body from food we eat B Identify and know the location and function of the major body organs and systems: Circulatory, Respiratory, Muscular, Skeletal, Digestive A. Body System Overview 1. Pebble GO Body Systems a. Circulatory System i. Major Parts ii. What does it do? b. Respiratory System i. Major Parts ii. What does it do? c. Muscular System i. Major Parts ii. What does it do? d. Skeletal System i. Major Parts ii. What does it do? e. Digestive System i. Major Parts ii. What does it do? 8

9 Remediation: None. Enrichment: Capstone Interactive E-Books Assessment Criteria: Body System Matching Worksheet Resources and Materials: 9

10 Unit: Drug Awareness First Grade Unit Outcomes: The students will be able to describe the purpose of drugs, definition of drugs, and unhealthy risks associated with the misuse of drugs. The students will be able to discuss ways to avoid misusing drugs. The students will demonstrate developmentally appropriate drug awareness strategies through role play activities D Know age appropriate drug information; definition of drugs, effects of drugs, proper use of medicine, healthy/unhealthy risk taking, skills to avoid drugs. A. Definition of medicine/drugs 1. Ways medicines help 2. Symptom Soothers and Pain Relief 3. Ways to take medicines B. Staying Safe Tips 1. Role Play Remediation: None Enrichment: None Assessment Criteria: Role Play Participation Rubric Resources and Materials: Gavin, M. (2014). What are medicines and what do they do. Kids Health. Retrieved from: 10

11 Unit: Food Groups 2 nd Grade Unit Outcomes: Students will be able to categorize various foods into the correct food groups. The students will be able to categorize foods into groups based upon the descriptions of food groups as defined by the United States Department of Agriculture C Explain the role of the food guide in helping people eat a healthy diet A. Food Group Review, Fruit, Vegetables, Grains, Protein, Dairy 1. Fruit: Helps fight germs and diseases and gives our body energy 2. Vegetables: Helps fight germs and diseases 3. Grains: Gives our body energy. 4. Protein: Builds and repairs muscles 5. Dairy: Keeps bones and teeth strong B. Group Food Cart Sorting Activity Remediation: food group galleries Enrichment: Food is Elementary Activities Assessment Criteria: Group Sorting Activity Rubric Resources and Materials: American Heart Association Food Group Sorting Activity 11

12 Unit: My Plate 2 nd Grade Unit Outcomes: Students will be able to describe and create balanced meals. The students will be able to analyze USDA MyPlate.gov standards to create healthy meal plans C Explain the role of the food guide in helping people eat a healthy diet A. create a plate assignment 1. At the bell - Rough Draft create a plate listing one food from each group 2. 5 minute - Think, Pair, Share 3. In-class create a plate assignment 4. Present plates to classmates Remediation: food galleries Enrichment: Food is Elementary Activities Assessment Criteria: My Plate Rubric Resources and Materials: 12

13 Unit: Fit Bodies 2 nd Grade Unit Outcomes: The students will be able to compare and contrast the positives and negatives of participation in regular physical activity. The students will be able to discuss the body s response to exercise as characterized by increases in heart rate, breathing rate, increases in perspiration, and increases in body temperature. The students will be able to discuss reasons why it is important to exercise. The students will be able to compare and contrast living an active and inactive lifestyle B Know the positive and negative effects of regular participation in moderate to vigorous physical activities C Know and recognize changes in body responses during moderate to vigorous physical activity C Identify media sources that influence health and safety A. 5 Elements of Fitness 1. Muscular Strength, the heaviest you can do 2. Muscular Endurance, the most in a row you can do 3. Cardiovascular Endurance, the longest you can do 4. Flexibility, how far can you stretch 5. Body Composition, what shape and firmness are the muscles in your body B. Body Responses to exercise 1. Temperature 2. Sweating 3. Heart Rate 4. Breathing Rate C. Positives and negatives of exercise, brainstorm 1. Why is it important to exercise 2. What is the most important thing about exercise 3. Active vs. Inactive- partner activity. D. Weekly Exercise Log 13

14 Remediation: Daily Tabatas Enrichment: Weekly Exercise Log Assessment Criteria: Tabata Participation Rubric Resources and Materials: Plainfield Elementary Physical Education Curriculum 14

15 Unit: Dealing with Anger 2 nd Grade (Cross-Curricular Guidance) Unit Outcomes: The student will be able to demonstrate walking away, I-statements, refusal skills, and seeking adult intervention through role play scenarios. See: Pen Argyl Guidance Curriculum Second Grade Classroom Guidance Unit: Talking About Anger C: Recognize conflict situations and identify strategies to avoid or resolve D Identify steps in a decision making process C Identify media sources that influence health and safety See Pen Argyl Guidance Curriculum Remediation: See Pen Argyl Guidance Curriculum Enrichment: See Pen Argyl Guidance Curriculum Assessment Criteria: See Pen Argyl Guidance Curriculum Resources and Materials: See Pen Argyl Guidance Curriculum See Pen Argyl Guidance Curriculum 15

16 Unit: 2 nd Grade All About Teeth Unit Outcomes: The student will be able to identify the four types of teeth and will be able to describe basic dental hygiene skills. Students will be able to demonstrate and explain proper dental hygiene A Identify personal hygiene practices and community helpers that promote health and prevent the spread of disease. A. Types of teeth 1. Baby Teeth 2. Permanent Teeth a. Incisor b. Canine c. Premolar d. Molar B. Dentist 1. E-Book C. Cleaning Your Teeth 1. Brushing 2. Flossing 3. Rinsing D. Poster Project Remediation: none Enrichment: Capstone Interactive E-Books Assessment Criteria: Poster Project Rubric Resources and Materials: 16

17 Unit: Nutrients 3 rd Grade Unit Outcomes: The students will be able to explain the reason individuals must eat foods from each food group to meet their dietary and nutrient needs. The students will be able to create menus featuring one week of balanced meals, offering a variety of foods for breakfast, lunch, dinner, and two snacks. Following the lesson the students will be able to describe their body s basic dietary needs as characterized by selecting words from the word bank to write descriptions of the nutrients found in foods from each food group C Explain the role of the food guide in helping people eat a healthy diet C Identify media sources that influence health and safety A. Food Group Review, Fruit, Vegetables, Grains, Protein, Dairy Food Group Galleries B. Fruit: potassium, dietary fiber, vitamin C, and folate 1. Rebuilds cells and body systems, fights and prevent diseases. C. Vegetables: potassium, dietary fiber, folate, vitamin A, and vitamin C 1. Fights and prevent diseases, helps repair body systems D. Grains: dietary fiber, several B vitamins: thiamin, riboflavin, niacin, and folate, minerals: iron, magnesium, and selenium 1. Gives our body energy, helps with digesting food, eating the right type of grains helps keep our heart healthy. E. Protein: protein, B vitamins (niacin, thiamin, riboflavin, and B6), vitamin E, iron, zinc, and magnesium 1. Building muscles, gives our body a second source of energy, repairs muscles, skin, and organs. F. Dairy: Calcium, vitamin D, potassium 1. Helps build bones, teeth, and muscle. G. Why I Eat Healthy reflective writing. Remediation: games and activities 17

18 Enrichment: Capstone Interactive E-Books, food tracker Assessment Criteria: Why I Eat Healthy Reflective Writing Rubric Resources and Materials: Why I Eat Healthy Reflection Guidelines, Why I Eat Healthy Note Sheet and Word Bank, 18

19 Unit: Build a Better Body 3 rd Grade Unit Outcomes: The students will develop and understanding of exercise principles. Following the lessons the students will be able to identify the body systems that work harder during exercise to meet the body s demands. Following the lesson the students will be able to reflect on why regular exercise improves motor skills. Following the lesson the students will be able to analyze the positive and negative effects of participation in moderate to vigorous physical activity B Know the positive and negative effects of regular participation in moderate to vigorous physical activity C Know and recognize change in body responses during moderate to vigorous physical activity E Identify reasons why regular participation in physical activity improves motor skills. A. Building a Better Body, Body Composition 1. Energy Balance 2. Building Muscles 3. Soreness B. Body in Motion 1. Changes in body responses a. Temperature, b. Heart Rate c. Breathing Rate d. Sweating C. Better Body Research Assignment 1. What will I improve? 2. What muscles groups are involved? 3. How will I meet my goal? 4. Describe how it will feel to make this change? 19

20 Remediation: none Enrichment: Daily Tabatas Assessment Criteria: Better Body Research Rubric Resources and Materials: none 20

21 Unit: Personal Hygiene 3 rd Grade Unit Outcomes: The students will be able to discuss and demonstrate strategies to prevent illness and reduce the transmission of germs. The students will be able to describe the importance of good hygiene A Identify personal hygiene practices and community helpers that promote health and prevent the spread of disease C Identify media sources that influence health and safety A. Skin Anatomy 1. Skin Care a. Goo Germ Activity B. Sun Protection C. Hygiene Products a. Soaps b. Shampoos c. Toothpaste d. Mouthwash e. Floss f. Deodorant g. Other Remediation: None Enrichment: Capstone Interactive Ebooks, EPA Sunwise Assessment Criteria: Goo Germ Reflection Resources and Materials: Goo Germ Glow and Black Light, EPA Sunwise Program 21

22 Unit: Environmental Health 3 rd Grade Unit Outcomes: The students will gain an awareness of environmental factors contributing to their health. The students will be able to reflect on pollution awareness videos shown in class and will develop action plans for addressing pollution in their community E Identify environmental factors that affect health; pollution, waste disposal, temperature extremes, insects/animals. A. Environmental Health 1. Awareness Videos 2. Defining Pollution 3. How Pollution effects us 4. What can I do? Assessment Criteria: What can I do reflection rubric. Resources and Materials: YouTube & Capstone E-Books 22