Grade 1 Healthy Body Unit

Healthy Body Unit

 Name: Stacey Mamer

Subject: Health Education

Grade Level: 1                                                                                                      

                                                                                                      

STAGE #1: IDENTIFY DESIRED LEARNING RESULTS (Begin with the End in Mind)

                               What will students know, understand and be able to do?

 

1. OUTCOMES

Saskatchewan Curriculum:

Health Education:

·         USC1.2: Determine, with support, the importance of the brain, heart, and lungs and examine behaviours that keep these organs healthy.

Physical Education:

·         PE1.1: Health-related Fitness Build a repertoire of strategies, with guidance, for developing components of health-related fitness, including cardiovascular endurance, flexibility, muscular endurance, and muscular strength.

·         PE 1.2: Active Living Examine and express what it means to live actively each day and the personal benefits of being active.

Treaty Education:

HC 1.3: Explain the many ways people meet their needs from nature and the land on which they live.

1.     CONCEPT (BIG IDEA)

·         Identify the main concept or topic

·         Draw a concept map to brainstorm ideas, to make connections, create a visual to guide unit

·         Brainstorm on concept map, working from concept to major ideas to supporting details, using the outcomes and indicators to guide you

 

 

 

 

 

 

 

 

 

 

2.     QUESTION(S) FOR DEEPER UNDERSTANDING (ESSENTIAL QUESTIONS)

ESSENTIAL QUESTION:

Why is it important to keep the brain, heart, and lungs healthy?

3. RESOURCES

What resources will be used to support teaching and learning?       

 Teacher Resources:
  1. My Healthy Body Unit Study- Teachers Pay Teachers

                 file:///C:/Users/mamer23s/Downloads/MyHealthyBodyUnitStudyforK2Learners.pdf

  1. Kids Health-This website has information about the respiratory system. It teaches about the lungs

and also ways to look after them.

http://kidshealth.org/en/kids/lungs.html#

  1. “My Amazing Brain.” This resource is focused on teaching about the brain. It includes back ground

information and teaching activities.

http://www.humanstress.ca/documents/pdf/My%20Amazing%20Brain/MAB-teacher-en.pdf

  1. Kids Health in the Classroom- this website is a huge resource with many different teaching topics.

It can be narrowed down to Healthy Body teaching resources.

https://classroom.kidshealth.org/index.jsp?Grade=pk&Section=body

  1. “Healthy body and healthy eating.” This resource has lots of information on nutrition and

maintaining a healthy body. It has background information for teachers and student activities.

http://www3.hants.gov.uk/bi4l-theme5.pdf

Student Resources:

Books:

  1. Your Brain-Terri DeGezelle
  2. The Respiratory System- Helen Frost
  3. Respiration and Circulation- The Human Body Series
  4. Human Body- Eyewitness Explorers Series
  5. Your Heart-Terri DeGezelle
  6. The Circulatory System- Helen Frost
  7. I Am a Living Thing-Bobbie Kalman
  8. Me and My Body- David Evans and Claudette Williams
  9. The Magic School Bus: Inside the Human Body- Joanna Cole
  10. How Bodies Work-Claire Llewellyn
  11. Your Lungs- Anne Ylvisaker
  12. This is My Body-Gina and Mercer Mayer
  13. Hear Your Heart- Paul Showers
  14. Me and My Amazing Body- Joan Sweeney
  15. Parts- Ted Arnold
  16. My First Body Book-Angela Wilkes
  17. A Drop of Blood- Paul Showers and Edward Miller
  18. The Heart- Seymour Simon
  19. The Brain- Seymour Simon
  20. Inside Your Outside- Tish Rabe
  21. The Amazing Human Machine- Lori C. Froeb
  22. The Human Body- Stacy Savron
  23. What’s Inside My Body?-Angela Royston
  24. Think, Think, Think- Pamela Hill-Nettleton
  25. See Inside Your Body- Katie Daynes and Colin King

Websites:

  1. Brain Pop
  2. Kidshealth.org -How the Body Works

http://kidshealth.org/en/kids/center/htbw-main-page.html

Community Resources:
  1. Public Health Nurse visit
  2. Elder visits
  3. Science Center visit

STAGE #2: DETERMINE EVIDENCE OF LEARNING (Assessment & Evaluation)

How will students & teachers know if the learning outcome has been achieved?

  1. Outcomes and Indicators

Outcomes

What a student is expected to know, understand and be able to do.

Indicators

Ways that students demonstrate their learning of an outcome; think ‘verb’; tells the story of outcome.

·         USC1.2: Determine, with support, the importance of the brain, heart, and lungs and examine behaviours that keep these organs healthy.

 

a.       Use common and accurate language to talk about the brain, heart, and lungs (e.g., heart beat, blood, oxygen, breath, thoughts).

b.      Identify where the heart, brain, and lungs are located.

c.       Recognize that the heart is a “pump” about the size of a clenched fist.

d.      Feel and describe the sensation of one’s heart beat (i.e. chest, neck, wrist) while standing still and after physical activity.

e.       Establish that blood is pumped through the body by the heart.

f.        Identify that people have two lungs.

g.      Illustrate the sensation of lungs filling with air (i.e., hold rib cage and take deep breaths).

h.      Describe the function of the lungs to breathe air/oxygen.

i.        Determine that blood carries “food” and oxygen for the body.

j.        Reflect on the connection between lungs and voice (i.e., breathe to make sounds, words, and songs – recognizing that many First Nations cultures have teachings about the “gift of breath”).

k.      Realize that the brain is the part of ourselves that helps us manage personal thoughts, feelings, and actions.

l.        Describe what happens if one or more of our brain, heart, and lungs is/are not healthy.

 

I Can Statements:

 1. I can talk about the brain, heart, and lungs.

2. I can locate my heart, brain, and lungs.

3. I can recognize that my heart is a pump and is about the size of a clenched fist.

4. I can feel my heart beat and talk about how it feels when I’m standing still and after physical activity.

5. I can talk about how blood is pumped through my body.

6. I can tell that people have two lungs and I can show how to fill them with air.

7. I can talk about the job of the lungs.

8. I can talk about how the blood carries food and oxygen for the body.

9. I can talk about the connection between my lungs and my voice.

10. I can talk about how the brain helps manage my thoughts, feelings and actions.

11. I can talk about what happens if one or more of my brain, heart and lungs aren’t healthy.

  1. Designing Summative Assessment Tasks

III.  Designing Instructional Scaffolding & Formative Assessments

 

Summative Assessment Task Instructional Scaffolding & Formative Assessments
The summative assessment for this unit is an interview with the teacher. During this conversation, I will ask the students the following questions one at a time and check off the boxes on the assessment tool attached to the end of this section as the students answer the prompts. This will give students the opportunity to share their learning with the teacher there to structure the conversation with questions.

 

Questions/Prompts:

1. Where is your heart? Your brain? Your lungs?

2. How big is your heart? What does it do?

3. How does your heart beat feel?

4. How is blood pumped through your body?

5. How many lungs do people have? Can you show me how to fill them with air?

6. What is your lungs’ job?

7. How does the blood carry food and oxygen for the body?

8. How are your lungs and voice connected?

9. How does the brain help manage your thoughts, feelings, and actions?

10. What happens if one of your heart, lungs or brain isn’t healthy?

 

1.Thumbs Up/ Sideways/ Down

This is a conversational approach of assessment that I would use periodically through this unit to see where each student is with their learning. I would explain to students that thumbs up means that they know it, thumbs sideways means they maybe know it but still have questions or are unsure, and that thumbs down means they don’t know it yet. Then I would ask them questions and ask them to just put a thumbs up in front of them as answers.  The questions that I would use from this unit for this assessment could be as simple as: “Do you know where the brain is?” and, “Do you know what the job of your lungs is?”

2. Journal Entry

This is an assessment product that I would use for students to share what they have learned that day. Near the end of the lesson, I would have students pull out their journals or hand them a piece of paper. I would instruct them to write one sentence or more about what they learned that day and then illustrate. For students who are unable to write on their own, I would have a conversation with them and ask them what they learned that day. I would then either scribe for that student, write a sentence they could trace, or write their sentence on a piece of paper or small personal white board for them to copy. This is a product that the teacher would take in as evidence of learning.

3. Observation

            I would use observation as a way to see where students are with their learning. I would walk around the classroom and listen to conversations that students are having, and watch as students participate in the learning activities in the lessons with this unit. I would write anecdotal records of what I observed and these records would then become evidence of learning. The records will include things such as: what the students were learning, what they were doing with the learning, the skill with which they were participating in their learning, and possible steps for future instruction.

4. Body Representation

          The students will create their own representation of themselves by colouring and filling in an outline of a body. The students will be instructed to include the brain, heart, and lungs in this representation. They can also include labels or words if they wish. The students will do this as I converse with them during the summative assessment.

STAGE 3: PLAN LEARNING EXPERIENCES & INSTRUCTION

What are the learning experiences for all students to achieve outcomes?

 What will the learning environment look like? What will the students do?

 


Lessons
Description of Teaching and Learning

 (including adaptive dimension and differentiation)

Assessment & Evaluation

1
Introductory
Lesson/ Pre-assessment

 

I can talk about the brain, heart, and lungs.

 

 

 

Essential Question: Why is it important to keep the brain, heart, and lungs healthy?

 

This is an introductory lesson to the Healthy Body unit. In this lesson, the teacher will firstly introduce the unit topic to the students and then do a KWL chart in the form of a group discussion with the students as a pre-assessment. After this, the teacher will share all of the I Can statements with the students as well as the essential question. At the end of the lesson, the students will sing the healthy body song that they will sing throughout this unit.

 

 

KWL chart
2

Healthy Body

 

I can talk about what happens if one or more of my brain, heart and lungs aren’t healthy.

           In this lesson, students will examine ways they can look after their bodies as a whole. They will brainstorm healthy and not healthy behaviours. After this, they will complete a journaling activity where they draw what they think they would look like if they did not look after themselves and then write about it. Journal Activity

3
Brain

 

I can locate my heart, brain, and lungs.

          In this lesson, the students will locate their brain. The teacher will show the students a model of the brain (online) so they can see what one looks like. After this, the students will colour and cut out a brain head band to wear.

 

 

 

 

 

Brain head band

4
Brain

 

I can talk about how the brain helps manage my thoughts, feelings and actions.

 

 

In this lesson, the students will explore how the brain helps manage their thoughts, feelings, and actions. The teacher will help students explore this by showing them a video about the function of the brain and talk about the importance of taking care of the brain. This lesson will also make connections to self-regulation strategies. After this, the students will do a cut and paste activity that includes many of the brain’s functions.

 

Written Product
 

5

Brain

          This lesson will give students the opportunity to learn more about the brain through experiential learning. The students will work through a series of centers with activities set up to help students explore more about the brain. The centers will include books, modelling play-doh, and self-regulation activities.

 

Observation of Experiential Activities
6

Heart and Blood

 

I can locate my heart, brain, and lungs.

 

I can recognize that my heart is a pump and is about the size of a clenched fist.

 

I can talk about how the blood carries food and oxygen for the body.

 

          In this lesson, students will learn where the heart is located, the size of it, and that it is a pump. The teacher will play a video that talks about how the heart pumps blood throughout the body. The students will explore how blood carries food and oxygen through the body by making their own “recipe” for blood. This includes mixing the following: red water beads (red blood cells), white ping pong balls (white blood cells), red pieces of foam (platelets), and water (plasma). After the students mix these all together to make “blood” they will be able to explore it by playing with it. Observation
7

Heart

I can talk about what happens if one or more of my brain, heart and lungs aren’t healthy.

         In this lesson, students will learn about what happens if the heart is not healthy. Then they will go further and investigate ways to keep their hearts healthy. Students will make a visual representation of the “healthy 7” on a paper plate wheel by using pictures of words to represent things they can do to take care of their hearts. Wheel of Ways to Take Care of the Heart

8&9&10
Heart

 

(3 Phys. Ed Lessons)

 

I can feel my heart beat and talk about how it feels when I’m standing still and after physical activity.

 

          This is a cross curricular lesson combined with physical education. This lesson is centered around active living and taking care of the body including the heart, lungs, and brain. Students will move through various exercises and mini games. As students start and stop movement, they will be prompted by the teacher to feel their heart beating before and after activity. Students will explore why their heart beats faster after activity and slower as they are standing still. They will also examine how their breathing is affected by doing activity.

 

Observation

11
Lungs

 

I can locate my heart, brain, and lungs.

 

I can tell that people have two lungs and I can show how to fill them with air.

I can talk about the job of the lungs.

 

           In this lesson, the teacher will start by having the students hold a hand over their chests as they breathe in and out deeply. They will be prompted to focus on what they are feeling and later we will discuss as a class what they felt. The teacher will show the students pictures of healthy lungs. To talk about the job of the lungs, the students will reflect back on what they felt as they held their hands on their chests as they breathed. After this, students will each be given a balloon and will fill it up and watch it empty symbolizing lungs filling with air and exhaling carbon dioxide.

 

 

 

 

Observation

12
Lungs

 

I can talk about the connection between my lungs and my voice.

            In this lesson, the students will explore the connection between the lungs and voice. They will start by plugging their noses and trying to speak. Then they will sing the healthy body song with plugged noses. After this, the students will learn about the “gift of breath” from many first nation cultures.

 

 

Observation

13
Lungs

 

I can talk about what happens if one or more of my brain, heart and lungs aren’t healthy.

 

           In this lesson, students will learn about what happens to lungs if they are not healthy and ways they can take care of their lungs. The teacher will read them a story about asthma in which they will do a story map. After this, the class will explore other ways in which the lungs can become unhealthy such as cancer and the teacher will show the students pictures of healthy lungs vs unhealthy lungs. Then they will discuss things they can do to take care of their lungs so they stay healthy.

 

Story Map
 

14

 

Letter to Body Part

 

I can talk about the brain, heart, and lungs.

 

           At the beginning of this lesson, students will review what they have learned about the brain, heart, and lungs through a class discussion. The teacher will record this discussion on chart paper for students to refer back to. Then the students will write a letter to themselves from one of their body parts. This will include why it is important and how to take care of it. Written Letter
 

15

 

Closing

Lesson

 

I can locate my heart, brain, and lungs.

 

 

Heart, lungs, and Brain Representation

 

          In this lesson, students will be given a printed out outline of the human body. There will also be outlines of the brain, heart, and lungs. The students will colour these and cut and paste them onto the body. Then they will decorate the rest of the outline as themselves. Outline of the human body with the heart, brain and lungs

 

Introductory Lesson/ Pre-assessment

 

Name: Stacey Mamer                                                             Date:

Subject: Health Education                                                     Grade: 1

Content: (Topic)

 

Introducing the Healthy Body Unit and Pre-Assessment

 

Instructional Strategies:

-Interactive Instruction

 

Outcome:

USC1.2: Determine, with support, the importance of the brain, heart, and lungs and examine behaviours that keep these organs healthy.

 

 

Indicators:

m.    Use common and accurate language to talk about the brain, heart, and lungs (e.g., heart beat, blood, oxygen, breath, thoughts).

 

 

Prerequisite Learning:

-This lesson will determine the students’ prior knowledge about the brain, heart, and lungs.

 

Adaptive Dimension:

-students will be scaffolded through the Healthy Body song with an “I do, You do, We do” approach.

-during the class discussion through the KWL chart, the students will sit in the class carpet area to promote discussion and inclusion.

 

Preparation: (Equipment/materials/set-up)

-Before the lesson, the teacher will copy the Healthy Body song onto large chart paper for students to be able to read.

-The teacher will copy a large KWL chart onto chart paper.

-The I Can statements and Essential question will also be copied onto chart paper, and later on separated so that during each lesson, the pertaining I Can statement will be put at the front of the room for students to see.

 

Set (5 min)

-The teacher will invite the students to meet her at the classroom carpet area.

-The teacher will show the students the KWL chart and explain how it works.

-The teacher will introduce the unit to the students by telling them that they will be learning about Healthy Bodies.

 

 

 

 

 

Development (20 min)

-Then the teacher will guide the students through the KWL chart and copy their answers onto the chart. The teacher will ask:

·         What do you know about the heart? Brain? Lungs?

·         What do you know about keeping your body healthy?

·         What do you want to know about these things?

-Then the teacher will bring out the copied I Can statements and Essential Question and share them with the students, explaining that they will be able to do all these things throughout this unit.

 

Closure (5 min)

-The students will sing the Healthy Body song.

Student Engagement/Classroom Management Strategies

-the teacher will use the singing bowl to gain the students’ attention

– “your eyes on my eyes”

-the students will gather on the carpet, this will create a learning atmosphere that allows all students to feel included. This hopefully will encourage participation.

 

 Healthy Body (As a Whole)

Name: Stacey Mamer                                                             Date:

Subject: Health Education, Physical Education                    Grade: 1

Content: (Topic)

 

Healthy Body

 

 

Instructional Strategies:

-Interactive Instruction

-Direct Instruction

Outcome:

 USC1.2: Determine, with support, the importance of the brain, heart, and lungs and examine behaviours that keep these organs healthy.

 

PE 1.2: Active Living Examine and express what it means to live actively each day and the personal benefits of being active.

 

 

Indicators:

l. Describe what happens if one or more of our brain, heart, and lungs is/are not healthy.

a. Explain the importance of exercise for supporting a healthy body (e.g., stronger, more energy), mind (e.g., think more clearly, stay focused longer), and spirit (e.g., happier, calmer).

Prerequisite Learning:

 

 

Adaptive Dimension:

-for the writing portion of this lesson, the teacher may have to scribe for some students

Preparation: (Equipment/materials/set-up)

-print outs of the hand out where students will draw themselves as unhealthy and write below

 

 

Set (10 min)

-The teacher will begin the class by asking the students to brainstorm some healthy and unhealthy behaviours.

-The students will decide as a class what is determined as healthy and non healthy and the teacher will copy the answers on the board in a t-chart.

-The teacher may have to prompt so that answers such as these are given: eating healthy food vs unhealthy food, washing hands, getting enough sleep, physical activity, drinking water and milk, limiting screen time

 

Development (15 min)

-the teacher will give students the instructions for the handout she will be passing around.

-the teacher will explain to the children to look at the list they just made and imagine if they only engaged in unhealthy behaviours, how sad and sick their bodies would be.

-in the box provided, the students will be instructed to draw how they think they would look if they didn’t make healthy choices

-in the lines below, students will write about it

 

Closure (2 min)

-The students will sing the Healthy Body song

 

Student Engagement/Classroom Management Strategies

-the teacher will use the singing bowl to gain the students’ attention

– “your eyes on my eyes”

 

 

  Introduction to The Brain

 

Name: Stacey Mamer                                                             Date:

Subject: Health Education                                                     Grade: 1

Content: (Topic)

 

Introduction to the brain

-location

-function

 

 

Instructional Strategies:

-Experiential Learning

-Interactive Instruction

-Direct Instruction

Outcome:

USC1.2: Determine, with support, the importance of the brain, heart, and lungs and examine behaviours that keep these organs healthy.

 

 

Indicators:

n.      Use common and accurate language to talk about the brain, heart, and lungs (e.g., heart beat, blood, oxygen, breath, thoughts).

o.      Identify where the heart, brain, and lungs are located.

 

Prerequisite Learning:

-Prior to this lesson, students will have begun to be familiar with talking about the body and the importance to keeping it healthy.

 

Adaptive Dimension:

-for the activity, the teacher may have to help students with cutting

-the pictures will engage visual learners while the activity will engage hands on learners.

 

Preparation: (Equipment/materials/set-up)

-projector

-loaded images of the brain

-printed out outlines of the brain and long strips of paper to make a head band

 

 

Set (10 min)

-The teacher will share with the students that they will be learning about a very important part of their body today: the brain.

– The teacher will ask questions like, Where is your brain?

-The class will determine that the brain is located in the skull.

-Then the teacher will show the students this picture of a real brain: http://anatomyofthefoot.com/real-picture-of-human-brain.html

 

Development (15 min)

-The students will be given an outline of the brain and they will colour it.

-They will then cut it out and glue it to a strip of paper.

-The teacher will help them staple the headband so it fits them.

-It should look like they have a brain on their fore head.

 

Closure (5 min)

-The students will put on their brain head bands and have the opportunity to share them with the rest of the class in a circle talk on the classroom carpet area.

Student Engagement/Classroom Management Strategies

-the teacher will use the singing bowl to gain the students’ attention

– “your eyes on my eyes”

-the students will gather on the carpet, this will create a learning atmosphere that allows all students to feel included. This hopefully will encourage participation.

 

 Function of the Brain

 

Name: Stacey Mamer                                                             Date:

Subject: Health Education                                                     Grade: 1

Content: (Topic)

 

Function of the Brain

 

 

Instructional Strategies:

-Experiential Learning

-Interactive Instruction

-Direct Instruction

Outcome:

USC1.2: Determine, with support, the importance of the brain, heart, and lungs and examine behaviours that keep these organs healthy.

 

 

Indicators:

p.      Use common and accurate language to talk about the brain, heart, and lungs (e.g., heart beat, blood, oxygen, breath, thoughts).

q.       Realize that the brain is the part of ourselves that helps us manage personal thoughts, feelings, and actions.

 

Prerequisite Learning:

-Prior to this lesson, students will have begun to be familiar with talking about the body and the importance to keeping it healthy.

-the students will be familiar with where the brain is and what it looks like.

 

Adaptive Dimension:

-for the activity, the teacher may have to help students with cutting

-the video will engage visual and auditory learners while the activity will engage hands on learners.

 

Preparation: (Equipment/materials/set-up)

-video and projector

-printed out handouts for the cut and paste activity

 

 

Set (10 min)

-The teacher will share with the students that they will be learning about a very important part of their body today: the brain.

-The teacher will play this youtube video that talks about the function of the brain: https://www.youtube.com/watch?v=-nH4MRvO-10

-The class will discuss what they saw in this video. The teacher will ask questions like, what does the brain do? Where is your brain?

-The class will talk about the importance of taking care of the brain: it controls your whole body and thoughts

-The class will discuss healthy behaviours such as getting enough sleep, and self regulation strategies such as the ones placed in the Calming Corner of the classroom

 

Development (15 min)

-The students will be given a handout with the functions of the brain that they will cut out and glue onto the brain.

-They will cut, glue and colour.

 

Closure (5 min)

-The students will sing the healthy body song.

Student Engagement/Classroom Management Strategies

-the teacher will use the singing bowl to gain the students’ attention

– “your eyes on my eyes”

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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