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Gr2 Caring for Bodies and Minds

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Gr2 Caring for Bodies and Minds Powered By Docstoc
					2011
Grade 2- Pre-Internship

Karli Masker




 CARING FOR OUR BODIES AND
           MINDS
This grade 2 thematic unit explores what it means to have a healthy body and mind. Students must learn
at a young age the importance of nutrition and fitness and the cause-effect of their actions and
decisions. Topics such as respect, kind words and gestures, fears will also be taught to ensure that
students understand that a healthy mind is just as important as a healthy body. Lessons regarding
kindness, respect and kind gestures were created in hopes that students will be able to make
connections and relate the information to their lives. Main goal for this unit is to encourage and inspire
students to be kind, respectful and motivated to be healthy and to learn about oneself. This unit will
examine the overall well-being of the students.
                                Table of Contents

1. Mind Map                                          3
2. Introduction of Unit                              4
3. Abstract                                          4
4. Rationale                                         4
5. Background Information                            5
6. Essential Question                                5
7. Big Ideas of the Early Childhood Education        6
8. Curriculum Outcomes/Indicators                    7
9. Interdisciplinary Connections                     10
10. Cross Curricular Connections                     15
11. Aboriginal Content and Perspective               15
12. Adaptive Dimension                               16
13. Assessment                                       16
14. Instructional Strategies                         17
15. Classroom Management and Engagement Strategies   19
16. Integration of Technology                        20
17. Resource List                                    20
18. Professional Development Plan(s)                 21
19. Lesson 1                                         23
20. Lesson 2                                         26
21. Lesson 3                                         28
22. Professional Development Plan for Lesson 3       31
23. Lesson 4                                         32
24. Professional Development Plan for Lesson 4       35
25. Lesson 5                                         36
26. Professional Development Plan for Lesson 5       39
27. Lesson 6                                         40
28. Lesson 7                                         43
29. Lesson 8                                         45
30. Lesson 9                                         48
31. Lesson 10                                        50
31. Math Handout- Lesson 6




                                                          2
                                    1. KWL Chart/
                                  Healthy Body Chart

                  10. Promising
                     Pebbles                                  2. Healthy Snacks




9. Kind Words                                                                      3. Healthy
                                                                                      Living




                                  Caring for our bodies and
                                            minds

                                                                                Have you Filled a
8. Energy Blast
                                                                                 Bucket Today?




                  7. Pyramid
                  Relay (Time                                  5. Kind Shirts
                  Permitting)
                                  6. Measurements
                                     of our bodies




                                                                                             3
                                         Introduction

       Throughout this unit, students will explore different ways they can care for their bodies
and minds. Students will learn about what it means to care for our bodies through nutrition and
fitness. Students will also discover what it means to have a healthy mind by keeping positive
thoughts about themselves and others. Some of the lessons in this unit touch on topics such as
respect, being kind and caring and investigating what it means to be a ‘healthy and kind
person’. The goal of this unit is to teach students three main ways of keeping yourself healthy
through nutrition, fitness and a caring mind. The three topics will be broken up into the 3 weeks
to ensure that students are getting a full understanding of each topic.


                                            Abstract

       Caring for our bodies and minds is a thematic unit that involves lessons based on fitness,
nutrition and feelings and emotions. Students will develop an understanding of basic healthy
food and meal choices through the food pyramid, literature and other resources. Lessons
included in this unit will also display information about fitness and the importance of daily
exercise. Other lessons discuss emotions and feelings and what it means to be respectful of
each other’s feelings and emotions. A main goal for this unit is to encourage students to take
responsibility and make healthy choices about their behaviours and actions. The unit allows the
children to learn in multiple ways by providing differentiated instruction strategies. These
strategies include inquiry, class discussions, group work, individual work, charts as well as
hands-on experiences.


                                           Rationale
       Young children are capable of making their own choices regarding their bodies and
minds. Therefore, I chose to do a unit based on caring for our bodies and minds to help children
identify what it means to care for our bodies, inside and out. The media tends to have a major
impact on our society and especially young children and unfortunately the impact in negative.
Through this unit, students will be given multiple opportunities to acquire knowledge about

                                                                                                   4
caring for themselves in a healthy manner. Another reason for the unit is the high number of
over-weight and obese children. It is important that we educate our students, especially at the
young age, about the importance of fitness and exercising. If students learn at a young age the
importance of daily exercise then we are encouraging them to continue that lifestyle and lead a
healthy life in the future. Students will also investigate what it looks like, sounds like and feels
like to be a good person. The main purpose for this unit is to have my students express kindness
and love for themselves and also to others.
       The Grade 2 unit focuses on “Discovering Connections between Self and Wellness”
through the Health Curriculum. Students will extend their knowledge of health-related
concepts by building on what they already know so they can make and implement decisions to
embrace healthy behaviours.


                                 Background Information
       This unit reviews basic understanding of nutrition, fitness and feelings and emotions so
depending on the background knowledge of the teacher preparing to teach this unit will vary.
Information on the importance of a healthy diet is importance. Become familiar with the food
pyramid and what type of food goes into each category is crucial. The food pyramid consists of
5 categories, dairy and alternatives, grain and alternatives, fruit and vegetables, meat and
alternatives and oils and sweets. More information can be found at Health Canada
(http://www.hc-sc.gc.ca/fn-an/food-guide-aliment/basics-base/index-eng.php).


                                     Essential Question

       The essential question that is used along with this unit is, “What does it mean to care for
our bodies and minds? This question is very broad to ensure that students can go in many
different directions with it, hence the nutrition, fitness and emotions directions.
       Guiding unit questions are, “What can you do to keep your body and mind healthy? Do
your actions and behaviours influence your health?”
       Each lesson will present a question(s) to the students to reinforce the big idea of our
essential question.

                                                                                                       5
         The following big ideas have been reviewed and taken into consideration when creating
my questions as well as my lessons.




                    Big Ideas of the Early Childhood Principles
1. Children are capable
2. Children are born with innate and unique gifts which provide a foundation for their learning
and interactions with their environment
3. Children construct knowledge from their experiences, in a social environment and through
processes, which are developmental, integrative and interactive
4. Classrooms should reflect authentic, respectful human relationships and opportunities for
active learning, negotiation of viewpoints, and the development of a sense of community
5. Learning environments for young children should extend from prepared classrooms
environments to the natural and social contexts within the children’s community/ecological
region
6. Prepared classrooms environments should offer children opportunities for full and balanced
development of all human abilities
7. Societies construct educational and child care practices that reflect the dominant values,
attitudes and beliefs of their particular time and place
8. The adult is responsible for creating a learning environment that reflects the principles and
attitudes of anti-bias curriculum
9. Teacher’s practices are a reflection of their beliefs and values


* Taken from Patrick Lewis’s ECE 205 course.




                                                                                                   6
                         Curriculum Outcomes/Indicators


Lessons                       Outcomes (Health)                Indicators (Health)
1. KWL Chart/ Healthy Body    USC2.1 Demonstrate a basic       B. Examine daily
Chart                         understanding of how             habits/routines that are
                              thoughts, feelings and actions   healthy/unhealthy
                              influence health and well-
                              being

                              AP2.1 Act upon health-related    C. Document the action that
                              understandings, skills and       was taken
                              confidences to make healthy      D. Reflect on the action in
                              connections related to           order to guide future
                              personal thoughts-feelings-      application
                              actions and healthy snacking
2. Healthy Snacks             USC2.2 Determine how             D. Discuss how to determine if
                              healthy snacking practices       a snack is healthy/unhealthy
                              influence personal health        I. Examine personal
                                                               preferences for snacking
3. Healthy Lifestyle          USC2.2 Determine how             B. Investigate the role food
                              healthy snacking practices       and water play in being
                              influence personal health        healthy
4. Have You Filled a Bucket   USC2.1 Demonstrate a basic       A. Develop a common
Today?                        understanding of how             understanding and use of
                              thoughts, feelings and actions   respectful language to talk
                              influence health and well-       about thoughts, feelings and
                              being                            actions
                                                               C. Investigate and illustrate
                                                               how particular thoughts make
                                                               one feel
                                                               F. Discuss the basic ‘cause-
                                                               effect’ relationship among
                                                               thoughts, feelings and actions

                              USC2.4 Examine social and        D. Illustrate what respect
                              personal meanings of             looks like, feels like and
                              “respect” and establish ways     sounds like
                              to show respect for self,        J. Discuss and provide
                              persons, living things,          examples of treating others as

                                                                                             7
                         possessions and the              one would like to be treated
                         environment
5. Kind Shirts           USC2.1 Demonstrate a basic       A. Develop a common
                         understanding of how             understanding and use of
                         thoughts, feelings and actions   respectful language to talk
                         influence health and well-       about thoughts, feelings and
                         being                            actions
                                                          D. Examine various ways to
                                                          appropriately share thoughts,
                                                          feelings and actions

                         USC2.4 Examine social and        C. Determine how to show
                         personal meanings of             respect for own and other’s
                         “respect” and establish ways     material possessions
                         to show respect for self,
                         persons, living things,
                         possessions and the
                         environment
6. Measurements of our   USC2.2 Determine how             E. Investigate benefits of
bodies                   healthy snacking practices       healthy snacking (including
                         influence personal health        growth and development of
                                                          our bodies)
7. Pyramid Relay         USC2.2 Determine how             B. Investigate the role food
                         healthy snacking practices       and water play in being
                         influence personal health        healthy
8. Energy Blast          USC2.4 Examine social and        I. Discuss basic individual
                         personal meanings of             responsibilities for showing
                         “respect” and establish ways     respect
                         to show respect for self,
                         persons, living things,
                         possessions and the
                         environment

                         USC2.1 Demonstrate a basic       B. Examine daily
                         understanding of how             habits/routines that are
                         thoughts, feelings and actions   healthy/unhealthy
                         influence health and well-
                         being

9. Kind Words            USC2.1 Demonstrate a basic       C. Investigate and illustrate
                         understanding of how             how particular thoughts (e.g.
                         thoughts, feelings and actions   “I am good at..”, “I can’t
                         influence health and well-       do…”) make one feel

                                                                                          8
                        being                         - Examine ways students can
                                                      empathize with others
10. Promising Pebbles   AP2.1 Act upon health-related D. Reflect on the action in
                        understandings, skills and    order to guide future
                        confidences to make healthy   application
                        connections related to
                        personal thoughts-feelings-
                        actions and healthy snacking




                                                                                    9
                                            Interdisciplinary Connections


   Lessons             Social             English                   Physical           Arts Education         Mathematics
                                       Language Arts               Education
1. KWL Chart/                                                   2.2 Active Living H.
Healthy Body                                                    Share a personal
Chart                                                           experience of
                                                                promoting the
                                                                importance of
                                                                being physically
                                                                active
2. Healthy
Snacks
3. Healthy        DR2.2 C.            CR2.3 A. Listen and       2.2 Active Living F.
Lifestyle         Inventory ways in   demonstrate               Brainstorm how
                  which the natural   comprehension by          foods and fluids
                  environment         retelling key points in   support
                  influences          grade-appropriate         participation in
                  lifestyles of the   literary and              movement
                  local community     informational texts       activities
                                      including First Nations
                                      and Metis resources
4. Have you       PA2.2 B. Review     CR2.1 C. Connect                                 CP2.3 A.
Filled a Bucket   processes for       situations portrayed                             Demonstrate a
Today?            resolving           in texts (including                              willingness to enter
                  conflicting         First Nations and                                into the fiction
                  interests in the    Métis texts) to                                  provided by the
                  classroom and       personal experiences                             drama C.

                                                                                                                        10
                   school.   and prior learning.     Collaborate with
                                                     others and
                                                     recognizes the need
                                                     to work together
                                                     within dramatic
                                                     contexts D. Listen to
                                                     and respect the
                                                     contributions of
                                                     others.
5. Kind Shirts               CC2.2 A. Design a       CP2.7 H. Reflect and
                             visual representation   discuss to help make
                             (e.g., a picture,       decisions about own
                             puppetry, a chart, a    art works.
                             model, physical          J. Recognize, with
                             movement, a             guidance, how own
                             concrete graph, a       visual images
                             pictographic, a         communicate non-
                             demonstration, an       verbally.
                             advertisement for a
                             toy) to demonstrate
                             understanding.
6. Measuring our                                                             SS2.1 A. Defend the
Bodies                                                                       choice of a non-
                                                                             standard unit for
                                                                             measuring a length in a
                                                                             situation relevant one
                                                                             one’s self, family or
                                                                             community. C.
                                                                             Compare estimates of
                                                                             the same length made
                                                                             by different units and

                                                                                                 12
                                          provide reasons for
                                          different values being
                                          stated for the
                                          measurement
7. Pyramid Relay   2.2 Active Living F.
                   Brainstorm how
                   foods and fluids
                   support
                   participation in
                   movement
                   activities
8. Energy Blast    2.1 Health Related
                   Fitness C. identify
                   and participate in
                   movement
                   activities that
                   challenge and
                   support muscular
                   endurance and
                   muscular strength
                   2.9 A. Apply
                   general and
                   specific safety
                   guidelines for
                   participating in
                   movement
                   activities and
                   respectful
                   behaviours that are
                   appropriate for
                   own age and ability

                                                              13
9. Kind Words   PA2.2 H. Apply     CC2.1 B. Create
                successful         spoken, written, and
                approaches to      other representations
                resolving          that include:
                conflicting        • a specific message
                interests in the
                classroom and
                school
                communities
10. Promising                      CC2.1 B. Create
Pebbles                            spoken, written, and
                                   other representations
                                   that include:
                                   • a specific message




                                                           14
                            Cross Curricular Competencies

Lessons              Developing         Developing          Developing         Developing
                     Thinking           Social              Literacies         Identity and
                                        Responsibility                         Interdependence
1. KWL                                                                          
Chart/Healthy
Body Chart
2. Healthy Snacks                                                                
3. Healthy                                                                       
Lifestyle
4. Have You                                                                      
Filled a Bucket
Today?
5. Kind Shirts                                                                   
6. Measuring Our                                                                 
Bodies
7. Pyramid Relay                                              
8. Energy Blast                                                                 
9. Kind Words                                                                     
10. Promising                                                                   
Pebbles




                         Aboriginal Content and Perspective

       I have incorporated Aboriginal Content into my unit through children’s literature. I am
using the story, Eat, Run and Live Healthy by Karen Olson. I will also reference back to the Circle
of Courage throughout my lessons promoting a healthy holistic individual. Students are already
familiar with the Circle of Courage so I will continue to encourage the students to demonstrate
each of the 4 aspects of the circle, generosity, mastery, independence and belonging. During
closures in my lessons students and I will form circles to debrief. Students will use a talking
stone to ensure turn taking and respect is given to every child. Students will learn that talking
stones are used to bring connectedness to the individual and the land.



                                                                                                    15
                                    Adaptive Dimension

       The lessons included in this unit allow for multiple adaptations. Students will be able to
work in individual, pairs or in small groups on most assignments. Many of the lessons provide
hands-on experiments to ensure that the students who learn best visually and kinaesthetically
will experience the learning in a positive manner. Other multiple intelligences have been taken
into consideration and included where possible. I used numerous instructional strategies and
differentiated teaching techniques to assure that every child will have their needs met. Each
lesson provides a more detailed explanation of the adaptive dimensions within that lesson.




                                          Assessment

       Throughout this unit I will use a variety of ways to assess my students. Assessment tools
that I will include anecdotal note taking, rubrics, self-assessment, tickets to go, portfolios and
documentation.
    Anecdotal Notes- I will have each child’s name on paper (chart form) and walk around
       with a clipboard to jot down quick notes about each student. I will briefly reflect and
       review the notes that I have taken to assess what areas my students have improved and
       where there could be more improvement.
    Rubrics- I will use rubrics mainly with written documents and use the rubrics from the
       Health and English Language Arts Curriculum Guides.
    Tickets to Go- Tickets to go will be similar to an exit slips that I will ask for throughout
       the unit. Tickets to go will have some reflection questions such as, ‘What was one thing
       that you liked about your work?’ Other questions may be more specific to the lesson
       and ask for detailed answers.



                                                                                                     16
    Self- assessment- The students will be filling out a chart daily that has to do with healthy
         choices and behaviours. All students must fill out the Healthy Body chart and if they
         want they can fill out the other 2 charts provided. Charts will be in duo-tangs for each
         child.
    Portfolios- I will have a folder for each child that will be set up in a box. After each lesson
         the students will place their work (unfinished or not) in the folder to ensure that papers
         do not go missing or mixed up with other work. Once an assignment is finished it will
         stay in the folder as well. Near the end of the 3-week block and if time permits students
         will go through their folder and find one piece they enjoyed or did the best on and one
         piece of work that they think they could have done better on.




                                  Instructional Strategies

Lesson            Direct           Indirect         Experiential    Independent      Interactive
                  Instruction      Instruction      Learning        Study            Instruction
1 KWL Chart/                       Inquiry                          Learning         Brainstorming
Healthy Body                                                        Contracts
Chart
2. Healthy   Questioning                            Conducting
Snacks                                              experiments
                                                    Survey
3. Healthy        Listening and    Reading for                      Assigned
Lifestyle         viewing          meaning                          questions
                                   Reflective
                                   Discussion
4. Have you                        Reading for      Role play
Filled a                           meaning
Bucket
Today?
5. Kind Shirts                     Reflective       Project Work
                                   discussion
6. Measuring                       Problem          Conducting                       Problem
our Bodies                         Solving          experiments                      Solving
                                   Inquiry          Simulation
7. Pyramid                                          Games                            Cooperative
Relay                                                                                learning

                                                                                                    17
                                                             groups
8. Energy   Demonstration                Games
Blast
9. Kind                     Reflective                       Circle of
Words                       discussion                       knowledge
10.         Demonstration                        Learning    Brainstorming
Promising                                        Contracts
Pebbles




                                                                       18
Classroom Management and Engagement Strategies

       Throughout the unit I will use a variety of strategies to manage the class and keep them
engaged. When I introduce my fourth lesson, Have you Filled a Bucket Today, I will have a class
bucket that will be used to encourage students to be kind, respectful and help one another out.
I will take out a bean bag if a student does something that is not respectful and add a bean bag
if a student demonstrates the meaning of filling a bucket. I will also use the Circle of Courage
which is similar to the bucket idea. Students who demonstrate one the four aspects of the circle
will receive a puzzle piece to help fill in the circle. Using these techniques will hopefully
encourage students to become aware of their behaviours and actions and how they can be
hurtful.
       I will also engage students with finger plays and songs from Kevin Mackenzie’s
Fingersplay DVD.
   o I’m Hiding
   o A Circle and a Square
   o Hands in the Air
   o Jump in a Banana Peel
If the students are able to work quietly and enjoy music playing I will play instrumental music. I
will use the left hand, right hand song with the students to get their attention. The students are
familiar with this as they use it with their teacher.
       I will organize my papers and materials prior to the lesson to ensure that everything is in
order and done. I will have materials photocopied and examples done. If I feel that I need que-
cards for my lessons those will also be done prior to teaching my lesson. Students will place
their materials after each use in their folder to assure that their belongings do not go missing.
       Each day students will fill out their charts in their duo-tangs. Students will fill out their
Healthy Body Chart and have the option of filling out the exercise and nutrition dairies. This will
be a routine that we will establish on the first day. I will also send home a calendar that will
have activities that the students and families can participate in incorporate nutrition, fitness
and being kind to others.

                                                                                                       10
                               Integration of Technology

       Throughout the unit I will use a camera and flip camera to document the student’s
progress. At the end of my three week block I will put together a slide show of the students
work to show the class. I will also video tape the students while they are doing their role plays
in lesson 4. I will put the videos together to create one large video to also show on the last day
of my three week block. I will use music into the classroom during certain lessons. I will also
show the students the fingersplay demonstrations on the projector in the classroom.
Unfortunately, the students do not have access to computers in their classroom. There are a
few computers outside the classroom but internet access is not guaranteed considering the
classroom is in a portable.


                                           Resource List

Children’s Literature (Books used in read-a-louds)
   -   Eat, Run and Live Healthy by Karen Olson
   -   Have you Filled a Bucket Today? By Carol McCloud
   -   Gregory The Terrible Eater by Mitchell Sharmat

For Students (Students will have access to the following books for Daily 5 reading)
   -   Little Mouse’s Big Book of Fears by Emily Gravett
   -   Everyone Matters by Pay Thomas
   -   Snail Started It! By Katja Reider
   -   Human Body by Caroline Bingham
   -   My Book about Me by Dr. Seuss and Roy McKie
   -   The Magic School Bus Inside the Human Body by Joanna Cole
   -   The Day Leo Said I Hate You by Robie H. Harris
   -   Pink! By Lynne Rickards
   -   Eat, Run and Live Healthy by Karen Olson


                                                                                                  20
   -    Have you Filled a Bucket Today? By Carol McCloud
Websites
   -    http://www.nourishinteractive.com/kids/kidsarea.html
   -    http://www.kidnetic.com/Kore/
   -    http://www.nutritionexplorations.org/kids/nutrition-pyramid.asp
   -    http://kidshealth.org/kid/closet/games/game_nutrition.html#cat122


For Teachers
Books
   -    Healthy Choices –Diet, Exercise and Self-Management (Reproducible Activities)
        Published by World Teachers Press
   -    Power to Play- Healthy Eating and Active Fun (Innovative integrated curriculum for
        Ontario teachers)
   -    Saskatchewan Curriculum Guide- All subjects
DVD
   -    Fingersplay by Kevin Mackenzie
Websites
   -    http://www.nourishinteractive.com/hco/lesson_plans
   -    http://www.kidnetic.com/Kore/


                      Professional Development Plan(s)

        I have included my professional development plans after a few of my lessons. The main
focus for my professional development plans are classroom management and time
management. I want to focus on how I interact with my students that are not focusing and
what I can change with my teaching strategies to improve student’s focus levels. I also want to
learn more about my attentiveness in the classroom. Am I aware of behaviours that go on in
the classroom or do I focus on one thing at time. I want to become a teacher that is very
attentive and able to ‘see’ what is going on the classroom at all times. I also want to make sure
that my lessons are in the time slot provided and not going over. Often, I find that my lessons

                                                                                                  21
will take longer so time management is a goal that I have for myself during my three week
block.




                                                                                            22
                                       Lessons Plans

                                         Lesson Plan #1

Name: Miss Masker                                   Date: Tuesday March 22, 2011
Subject: Health                                     Grade: 2

Content: (Topic)                                Instructional Strategies: (Specific)
What does it mean to care for our bodies        Independent Study- Learning Contracts
and minds?                                      Indirect Instruction- Inquiry
Health Body Chart                               Interactive - Brainstorming
Outcomes:                                       Indicators:

USC2.1 Demonstrate a basic understanding        B. Examine daily habits/routines that are
of how thoughts, feelings and actions           healthy/unhealthy
influence health and well-being

Interdisciplinary Connections
Physical Education- 2.2 Active Living-            H. Share a personal experience of promoting the
Analyze daily habits and actions that             importance of being physically active
demonstrate personal engagement in, and
taking personal responsibility for, leading a
physical active life
Cross Curricular Competencies
Developing Literacies- Students will explore health literacies through the KWL chart and
personal charts that I provide
Developing Thinking- Students will think and learn creatively and critically
Developing Identity and Independence- Students will value, understand and care for one’s self
and environment
Developing Social Responsibility- Students will use moral reasoning and engage in
communitarian thinking and dialogue through the KWL chart and personal charts
Prerequisite Learning:
Students must be able to brainstorm ideas with the class.
Adaptive Dimension
Students have an option of filling out 2 charts. Students who are done finished can fill out their
own KWL chart that I will provide. Students can work in pairs to complete their charts.
Preparation: (equipment, materials, set-up)
Health Body Chart (Each child needs a copy for each week- 3 copies per child)
Exercise Chart (copy from the Healthy Choices book) Each child for 3 weeks
Nutrition Chart (copy from the Healthy Choices book) Each child for 3 weeks
Duo-tangs to hold student’s charts- charts already inserted
Chart paper- KWL chart done with the class
Set ( 25 mins)                                                       Student Engagement/

                                                                                               23
                                                                   Classroom Management
   -   Explain that the class is going to do a KWL chart           Strategies
       together. What do we know, want to know and what did            - Assign Aiden and/or
       we learn. We will come back to the chart at the end of             Alex to hand out the
       the three weeks                                                    duo-tangs to the class

   -   Tell the students that for the next three weeks we will        -   Left Hand, Right Hand
       be focusing on caring for our bodies and minds                     song to get the
                                                                          students attention
   -   Pose the question, What does it mean to take care of
       our bodies and minds? What can you do to keep your             -   Introduce the Hand
       body healthy? Do our actions and behaviours influence              Up Finger Play
       our health?
                                                                      -   Students will go back
   -   Complete the KWL chart with the students                           to their desks if they
                                                                          are able to answer
   -   Tell the students that we are going to document our                “yes” to specific
       daily actions that influence our health.                           questions that I ask
   -   Show the students the chart and discuss why the                -   I will monitor the
       following ideas on the chart have to do with staying               classroom by walking
       healthy                                                            around while
   -   Why do we need to wash, how often should we wash                   students are working
       our bodies? Why do we brush our teeth and how often                on their charts
       should we brush our teeth. Why do we brush our teeth           -   While doing the class
       and how often should we brush our teeth? What does it              KWL chart, I will pull
       mean to eat healthy? How often do you exercise? How                popsicle sticks from
       often should you exercise to maintain a healthy                    the jar to call on
       lifestyle?                                                         students
   -   Share the other 2 charts in the duo-tang (exercise and
       nutrition). Make sure the students know that they only
       need to complete one of the charts if they do not feel
       comfortable completing both.


Development ( 10 mins)

   -   Send students back to their desks (head back to your
       desks if you brushed your teeth this morning, head back
       to your desk if you are well rested, if you ate breakfast
       this morning, if you exercised in the past few days)
   -   Handout the students duo-tangs (children’s names and
       charts will already be in the duo-tangs)

   -   If you kept your body healthy by washing every day or
                                                                                               24
       every 2nd day then you can give yourself a happy face or
       a star. If you don’t feel that you didn’t do one of the
       activities on the chart successfully then you can leave it
       blank.

   -   Give time for the students to complete Sunday to
       Monday.

   -   If students are done then they can go onto the other
       charts in the duo-tang
   -   Repeat that students must complete the Healthy Body
       Chart and one of the other charts in the duo-tang

Closure (5 mins)

   -   Pose questions- Why do you think it is important to
       record your daily habits? (Because we will have a visual
       and a better understanding of our habits. We will be
       able to determine what we can work on and what
       behaviours are keeping me healthy)
   -   Have students hand in duo-tangs to the teacher




                                                                    25
                                        Lesson Plan #2

Name: Miss Masker                                  Date: Thursday March 24, 2011
Subject: Health                                    Grade: Two

Content: (Topic)                               Instructional Strategies: (Specific)
Health- Healthy Snacks                         Experiential Learning- Conducting experiments
                                               and survey
                                               Direct Instruction- Questioning
USC2.2 Determine how healthy snacking          D. Discuss how to determine if a snack is
practices influence personal health            healthy/unhealthy
                                               H. Recognize a variety of snacking patterns (e.g.
                                               three meals a day with a few snacks, times of
                                               day/night for snacking
                                               I. Examine personal preferences for snacking
Cross Curricular Competencies
Developing Thinking- Students will think creatively, and critically when examining healthy and
unhealthy snacks
Developing Social Responsibility- Students will learn respect for themselves and others while
working in groups
Developing Identity and Interdependence- Students will understand, value and care for one’s
self and the diversity within the classroom
Prerequisite Learning
Discuss what was taught last class about healthy/unhealthy eating
Adaptive Dimension
 Students can work individually, in pairs or in small groups (3 or 4 max). Students can draw
instead of write on their survey.
Preparation: (equipment, materials, set-up)
    - Images of Healthy/Unhealthy snack choices

   -   Correct amount of sugar (in Ziploc) for the healthy/unhealthy snack choices

   -   Brown bag – place images of snacks and sugar amounts in each bag for groups

   -   Chart paper (White board will work too)

Set (15 mins)                                                     Student Engagement/
    - Brainstorm with the class various snacks that are           Classroom Management
        healthy/unhealthy                                         Strategies
                                                                      - While estimating
   -   What does a healthy/unhealthy snack look like, smell              sugar amounts with
       like, taste like?                                                 snack choices, I will
   -   Ask students what types of snacks they eat that are               ask frequently, do
       healthy/unhealthy                                                 you agree? If so
                                                                         shake your ankles or

                                                                                              26
   -   What does sugar do to our body?                                   do 5 jumping jacks.
                                                                         Do you disagree? If
Development (10 mins)                                                    so, stand up and
                                                                         reach up and reach
   -   Next Activity- How much sugar is in your snacks?                  down.
   -   Students will have to guess and work collectively to          -   Busy students can
       estimate what sugar amount is correct with the snacks             help hand out
   -   Students will work in small groups                                surveys
   -   To demonstrate, I will ask the students which have more       -   Busy student can be
       sugar- a glass of chocolate milk or a fruit roll up. I will       chosen to help pick
       show pictures of both snacks. Then I will show the                students to come up
       amount of sugars in each snack and students will have to          to the front and
       guess which sugar amount goes with the snack.                     estimate what sugar
       (Chocolate milk has more sugar than a fruit roll up)              goes with what image
   -   Hand out each group with a bag filled with sugar              -   Ticket to Go
       (measured out in plastic bags) and pictures of snacks)            collectors- student
   -   Students will work together in their group and discuss            can help collect
       why they matched the sugar amount with the snack              -   Left Hand, Right Hand
                                                                     -   Circle of Courage
Closure (3 mins)                                                         reminders

   -   Have students return to story corner and review their
       findings. What bag of sugar did you match with Lays
       Chips?
   -   Ticket to Go- What is one healthy snack that you will try
       and replace with an unhealthy snack?




                                                                                           27
                                           Lesson Plan #3

Name: Miss Masker                                     Date: Friday March 25, 2011
Subject: English Language Arts                        Grade: 2

Content: (Topic)                                  Instructional Strategies: (Specific)

Healthy Lifestyle- Gregory The Terrible Eater     Indirect Instruction- Meaning for Reading and
                                                  Reflective Discussions
                                                  Independent Study- Assigned Questions
Outcomes:                                         Indicators:

CR2.3 Listen and retell (with support from        A. Listen and demonstrate comprehension by
the text) the key literal and inferential ideas   retelling key points (who, what, where, when,
(messages) and important details heard in         and why) in grade-appropriate literary and
small- and large-group activities, and follow     informational texts including First Nations and
oral directions and demonstrations                Métis resources.

Interdisciplinary Connections

Health- USC2.2 Determine how healthy              B. Investigate the role food and water play in
snacking practices influence personal health      being healthy

Physical Education- 2.2 Active Living. Analyze F. Brainstorm how foods and fluids support
daily habits and actions that demonstrate      participation in movement activities
personal engagement in, and taking
personal responsibility or, leading a
physically active life                         C. Inventory ways in which the natural
                                               environment influences lifestyles of the local
Social Studies- DR2.2 Analyze the influence
                                               community
of the natural environment on the local
community

Cross Curricular Competencies:
Developing Literacies- Students will become knowledgeable regarding a healthy lifestyle
Developing Identity and Interdependence- Students will understand, value and care about
one’s self and others
Developing Thinking- Students will think creatively, critically and contextually to develop their
thinking skills while filling out their sandwich booklet
Prerequisite Learning:
Students will need to know how to work independently or in pairs. We will previous lesson
regarding healthy/unhealthy snacks
Adaptive Dimension:

                                                                                                    28
Students will be able to draw or write their answers in their sandwich booklet. Students are
completed already will be able to fill out their chart in their duo-tang, read silently or help a
friend. I will challenge students who are faster writers to write as much as possible in their
books
Preparation: (equipment, materials, set-up)

Gregory The Terrible Eater by Mitchell Sharmat
Sandwich handout book for each child (make copies)
Set (10 mins)                                                         Student Engagement/
                                                                      Classroom Management
   -   Have students come sit in the story corner
                                                                      Strategies
   -   Read Gregory The Terrible Eater by Mitchell Sharmat
   -   There will be questions following the read so make sure            -   I will roam the room
       your listening ears are on                                             making sure students
   -   Briefly discuss what it means to be healthy with the                   are on task
       students
                                                                          -   Alex and Aiden may
   -   Ask questions, “What do you do to stay healthy?” “What
                                                                              be partnered with a
       are other ways you can help your body become
                                                                              student that can
       healthy?”
                                                                              encourage them to
   -   Explain the sandwich book (Now we are going to make a
                                                                              stay focused
       sandwich book with questions from the book)
                                                                          -   After class place your
Development (25 mins)
                                                                              book in your folder
   -   After the story, I will a hand out the sandwich books.
                                                                          -   Writing Portfolio
       Once you have a book you may move to your desk. Ask
                                                                              Folders can be set up
       the child, “What is one way you stay healthy?” If they
                                                                              around the students
       answer successfully or prompt them to a successful
                                                                              desk to prevent
       answer they will receive a book.
                                                                              talking and
   -   Each student will complete the insides of the book prior               distractions
       to the ‘bread’ pieces
                                                                          -   Left hand, Right hand
   -   The ‘bread’ pieces will have the title and author written
                                                                          -   Finger plays
       on it (title and author’s names will be written on the
       board)                                                             -   Brain break- Yoga
                                                                              poses
   -   If students are done early they can draw an image
       relating to the story

Closure (10 mins)


                                                                                                    29
   -   Students will be able to share their Sandwich books with
       the class if they chose

   -   Question the students by asking, “What ways can you
       make healthy choices?” “Is eating healthy and exercise
       the only way to stay healthy?”




See attached Professional Development Plan




                                                                  30
                            Professional Development Plan
Topic: Health-Gregory The Terrible Eater              Date
Teacher: Miss Masker                                  Observer:
   1. Professional Goal                                2. Steps to Achieve Goal
   A. Classroom Management                             A. Be firm with the students in the class
                                                          by giving them consequences if needed
                                                       B. Use the Circle Of Courage as positive
                                                          reinforcement
                                                       C. Use the “Smile Faces” technique with
                                                          specific students


3. Instructions for Observer: (Be Specific) List the times that I was and was not firm with the
students. List times that I used the Circle of Courage in my lesson. List the times that I used
positive reinforcement with the students.


4. Data Collection
A) When was I firm with giving out consequences for student’s behaviour. Please include
student’s behaviour.




B) When did I incorporate the Circle of Courage? What behaviour and child did I positively
reinforce?




C) What techniques did I use with Kale, Aydan and Alex that were successful?




5. Other comments:




                                                                                                  31
                                         Lesson Plan #4
Name: Miss Masker                                   Date: Monday March 28, 2011
Subject: Health                                     Grade: 2
Content: (Topic)                                Instructional Strategies: (Specific)
Have You Filled a Bucket Today?                 Experiential Learning- Role playing
                                                Indirect- Reading for meaning
Outcomes:                                       Indicators:
USC 2.1- Demonstrate a basic understanding      A- Develop a common understanding and use of
of how thoughts, feelings, and actions          respectful language to talk about thoughts,
influence health and well-being                 feelings, and actions
                                                C- Investigate and illustrate how particular
                                                thoughts make one feel
                                                F- Discuss the basic ‘cause-effect’ relationship
                                                among thoughts, feelings and action
Interdisciplinary Connections
Social- PA2.2 Assess and practise various       B. Review processes for resolving conflicting
approaches to resolving conflicting interests   interests in the classroom and school
within the community

English Language Arts- CR2.1 Comprehend         C. Connect situations portrayed in texts
and respond to a variety of grade-level texts   (including First Nations and Métis texts) to
(including contemporary and traditional         personal experiences and prior learning
visual, oral, written, and multimedia) that
address: social responsibility (e.g.,
Friendship) and make connections to prior
learning and experiences

Arts Education- CP2.3 Adopt roles and           A. Demonstrate a willingness to enter into the
collaborate with others in role within          fiction provided by the drama
dramatic contexts, using community as           C. Collaborate with others and recognizes the
inspiration                                     need to work together within dramatic contexts
                                                D. Listen to and respect the contributions of
                                                others
Cross Curricular Competencies:
Developing Thinking- Students will think contextually, critically and creatively to apply the
knowledge they learnt through the story and into a role-play with their group members
Developing Identity and Interdependence- Students will learn to understand, value and care for
one’s self and the diversity in the classroom
Developing Social Responsibility- Students will respect and listen to others while role-plays are
being presented
Prerequisite Learning:
Students will need to know how to work cooperatively with others. Students will need to know
                                                                                                32
the basic idea of role-playing
Adaptive Dimension
I will assign groups to students ensuring that groups are equally distributed and behaviours are
not stimulated by others. Students will be encouraged to share but if some feel uncomfortable
then they will not have to.
Preparation: (equipment, materials, set-up)
    - Have You Filled a Bucket Today? By Carol McCloud
    - Bucket
    - Bean Bags or other objects to fill the bucket
    - Scenarios the students can act out (On que-cards)
    - Flip camera to record student’s performances
    - Popsicle sticks with student’s names
Set (8 mins)                                                        Student
   -  Tell the students that we are going to have a classroom       Engagement/Classroom
      bucket that will represent how we treat each other and        Management Strategies
      ourselves. What do you think this bucket could
      represent?
   - Read Have you Filled a Bucket Today? By Carol McCloud             -   Alex will be given a
   - Discuss the meaning of a bucket filler and a bucket                   task to help fill the
      dipper (What is the importance of havinga bucket)                    bucket
                                                                       -   Aiden can be in
   - Brainstorm ideas on the board in a web form or chart
                                                                           charge of picking
      form that will exemplify a bucket filler or bucket dipper            what group will show
Development (20 mins)                                                      the class
   -   Distribute students into groups of 3 or 4 (use their name       -   I will use the
                                                                           popsicles to
       popsicle sticks to make groups)
                                                                           determine the groups
   - Explain that the students will be doing a role-play to            -   Left hand, Right Hand
       show us different examples of what it looks like, sounds        -   What are we?
       like and feels like to be a bucket filler and a bucket              Friends! (I will call
       dipper. Everyone should be included in the role-play.               out, what are we and
   - Allow 5-10 minutes for students to create their role-play             students will respond
   - Students will share their role-plays with the class after             with friends) This
                                                                           means that you stop
Closure (7 mins)
                                                                           and freeze after
   -   Pose questions to students – Why do you think it is             -   We will share role-
       important that we are all bucket fillers in our classroom?          plays in a circle at the
       If one person is a bucket dipper, will it affect others in          back of the classroom
       our room?
   -   Return back to the classroom bucket. “If I hear, see or
       feel that someone in our class in being a bucket dipper

                                                                                                33
       then I will empty out the bucket and if I see, hear and
       feel that someone is being bucket filler then I will fill the
       bucket with bean bags. Do we want our bucket to be full
       or empty? What could our classroom goal be? Do we all
       participate in this activity?
   -   Challenge the students to set an achievable but
       challenging goal. If they fill the bucket then there may be
       a reward (try and motivate intrinsically rather than
       extrinsically)




Professional Develop Plan to follow




                                                                       34
                            Professional Development Plan
Topic: Have You Filled a Bucket Today?           Date:
Teacher: Miss Masker                             Observer:
   1. Professional Goal                           2. Steps to Achieve Goal
Classroom Management- Withitness               I will try to be more aware of individual
                                               student’s actions
                                               If someone is off-task I plan to use eye
                                               contact, gestures or move towards the
                                               individual to refocus him or her


3. Instructions for Observer: (Be Specific)
Please make a note of the time, student name, and student action. Record the time and my
response. What type of effect did my response have?
4. Data Collection
Student Actions                                                    Teacher Response
Time           Student                Action             Time            Student           Action




5. Other comments:




                                                                                               35
                                         Lesson Plan #5
Name: Miss Masker                                    Date: Monday March 28, 2011
Subject: Arts Education                              Grade: 2
Content: (Topic)                                 Instructional Strategies: (Specific)
Kind Shirts                                      Experiential Learning- Project work
                                                 Indirect Instruction- Reflective Discussion
Outcomes:                                        Indicators
Health- USC2.4- Examine social and personal      C. Determine how to show respect for own and
meanings of “respect” and establish ways to      other’s material possessions
show respect for self, persons, living things,
possessions, and the environment
                                                 A. Demonstrate a common understanding and
USC2.1- Demonstrate a basic understanding        use of respectful language to talk about
of how thoughts, feelings, and actions           thoughts, feelings and actions
influence health and well-being                  D. Examine various ways to appropriately share
                                                 thoughts, feelings and actions
Interdisciplinary Connections
English Language Arts- CC2.2 - Use a variety     A. Design a visual representation to
of ways to represent understanding and to        demonstrate understanding
communicate ideas, procedures, stories, and
feelings in a clear manner with essential
details
Arts Education- CP2.7 Create visual art works    H. Reflect and discuss to help make decisions
that draw on observations and express ideas      about own art works.
about own communities                             J. Recognize, with guidance, how own visual
                                                 images communicate non-verbally.
Cross Curricular Competencies:
Developing Thinking- Students will think critically and contextually when writing on classmate’s
shirts
Developing Identity and Interdependence- Students will understand, value and care for one’s
self and others in their environment
Developing Social Responsibility- Students will develop respectful behaviours and language
when speaking about a classmate




                                                                                                 36
Prerequisite Learning:
Students need to be able to express respectful language about their classmates. Students need
to understand what a meaningful compliment looks like, feels like and sounds like

Adaptive Dimension
Students who take longer to write or do not to enjoy writing can use one word compliments
“fun”. Students who feel more comfortable writing can use a full sentence(s).
Preparation: (equipment, materials, set-up)
    - paper towel, fabric and permanent markers, t-shirts for each student (letter will be sent
        home previous to lesson to encourage parents to send a shirt for their child), paint
        shirts, chart paper or whiteboard to use for brainstorming
    - Students will have their hands traced on the front of the shirt prior to the lesson (trace
        hands with fabric paint)
Set (20 mins)                                                      Student Engagement/
    - Have the students help with moving the desks to form         Classroom Management
        one large circle                                           Strategies
    - Explain to the students that they will be doing an art           - After students have
        project that involves writing compliments of each                  painted their hands
        student on their shirts                                            on their shirts they
    - Each student will receive a shirt that they must put flat            will wash up
        on their desk                                                  - Students will rotate
    - Students will already have their hands traced on the                 through every shirt to
        front of the shirt (done in the morning or previous day)           ensure that every
    - hand out a marker to each student                                    child is receiving
Development (40 mins)                                                      equal amounts of
    - What does it mean to respect other individuals? What                 compliments (desks
        does it mean to respect other people’s properties?                 will be placed in a
    - Brainstorm compliments that students can use for the                 circle)
        project (what does a compliment sound like? What does          - Finger play will done
        it feel like to receive a compliment? What does giving a           to focus the children
        compliment look like? Should they be meaningful?)                  prior to discussing
    - Write student’s answers on the board so children can                 compliments
        reference back to it while writing on the shirts               - Chime will be used to
    - Explain that the students will be using the markers                  transition students
        provided to write a compliment on each other’s shirts              from each shirt
    - Students can either write a short sentence or one word           - Remind students that
        to express their compliment                                        I will be watching for
    - Students will stand inside the circle in front of their              bucket fillers and

                                                                                              37
       desks, and move one person to the right. They will have       bucket dippers
       1 minute to write a compliment. When they hear the        -   Will write the
       chime they will move to the next person and write             directions on the
       another compliment.                                           board for students
   - Depending on time students will write as many
       compliments as they can
Closure (10 mins)
   - How does it make you feel when you read your
       compliments? Are we filling our friend’s buckets when
       we give compliments?
   - Clean up all materials
   - Write the student’s name on the front of the shirt at
       night




                                                                                          38
                            Professional Development Plan
Topic: Kind Shirts                                   Date: Monday March 28, 2011
Teacher: Miss Masker                                 Observer:
1. Professional Goal                              2. Steps to Achieve Goal
    - Give clear directions so that all the           - I will give 3 concise directions at one
        students understand what they are                time
        supposed to do                                - I will also write the directions on the
                                                         mini-board and refer to them as I am
                                                         explaining what to do (will physically
                                                         show them the paper folding)
                                                      - I will check their understanding by
                                                         asking the students to repeat the
                                                         directions of the task

3. Instructions for Observer:
Are my directions clear?
Please list any points throughout the lesson where the pupils are really following. Please list any
points throughout the lesson where the pupils were not following.




4. Data Collection
A) Directions that are clear-                                B) Directions that are not clear-




C) Pupils following-                                         D) Pupils not following-




5. Other comments:




                                                                                                  39
                                         Lesson Plan #6
Name: Miss Masker                                    Date: Tuesday March 29, 2022
Subject: Math                                        Grade: 2
Content: (Topic)                                Instructional Strategies: (Specific)
Measuring Our Bodies- Determine our             Interactive Instruction- Problem Solving
heights and estimating heights with multiple    Experiential Learning- Conducting Experiments
non-standard units                              Indirect- Inquiry
Outcomes:                                       Indicators
SS2.1 Demonstrate understanding of non-         A. Defend the choice of a non-standard unit for
standard units for linear measurements by       measuring a length in a situation relevant to
estimating, measuring and comparing and         one’s self, family or community
analyzing measurements                          C. Compare estimates of the same length made
                                                by different units and provide reasons for
                                                different values being stated for the
                                                measurements
Interdisciplinary Connections
Health- USC2.2 Determine how healthy            E. Investigate benefits of healthy snacking
snacking practices influence personal health    (including growth and development of our
                                                bodies)
Cross Curricular Competencies
Developing Thinking- Students will think creatively and contextually when using standard and
non-standard units of measurements
Developing Literacies- students will explore and be able to identify terminology such as non-
standard and standard units of measurements
Developing Identity and Interdependence- Students will value, understand and care for one’s
self and others in the classroom while working with others
Prerequisite Learning:
Students need to know the basic meaning of estimation. Students need to be able to work
collectively with others
Adaptive Dimension
Students will be able to work in pairs or in partners. Students can use as many non-standard
and standard units of measurement while doing this activity. If they finish early they can
measure other things on their bodies (arm, finger etc)
Preparation: (equipment, materials, set-up)
    - Paper clips, rulers, meter sticks and foot prints, base 10 blocks, cube-a-links, small cubes
        and number strips
Set (10 mins)                                                        Student Engagement/


                                                                                               40
                                                               Classroom Management
   -  Have a volunteer come up to the front of the room        Strategies
   -  Ask the students to estimate how many handprints the         - Remind students that
      student is                                                      I will be watching for
   - Explain the math handout and demonstrate how to                  bucket fillers and
      complete the handout                                            bucket dippers
   - Students will get into pairs and complete the handout         - I will walk around the
      using non-standard units provided                               class while students
   - Ensure that the students understand that they need to            are using different
      estimate first “What do you need to do before actually          measurement units
      measuring your partner? Estimate                             - Students can work on
Development (25 mins)                                                 the floor in the
   - Pass out the handout                                             classroom
   - Students will find a partner and use non-standard units       - Finger play- Hands in
      provided to measure each other’s heights and body               the air
      parts (Arms, legs, fingers etc)
   - Students first must estimate then measure
   - Enforce students to use multiple non-standard units
      while measuring

Closure (10 mins)
   - Have students discuss their results with the class
   - Ask, Why did you chose to use those measurement
       units? Why do answers vary among measurement units?
       (Not all measurement units are the same therefore
       answers will vary)
   - Share with an elbow buddy, What units did you use and
       why?
   - What can we do to help our bodies grow? What can we
       drink to assist in our bone growth and development?
       (Milk)




                                                                                         41
                                        Lesson Plan #7

Name: Miss Masker                                  Date: Wednesday March 30, 2011
Subject: Health                                    Grade: Two

Content: (Topic)                               Instructional Strategies: (Specific)
Pyramid Relay                                  Experiential- group work and hands-on


Outcomes:                                      Indicators:
USC2.2 Determine how healthy snacking          B. Investigate the role food and water play in
practices influence personal health            being healthy

Interdisciplinary Connections
Physical Education- 2.2 Active Living-           F. Brainstorm how foods and fluids support
Analyze daily habits and actions that            participation in movement activities
demonstrate personal engagement in, and
taking personal responsibility for, leading a
physical active life
Cross Curricular Competencies:
Developing Thinking- Students will think contextually and critically while determining what
foods go into what food group
Developing Social Responsibility- Students will show respect for each other while working
collectively
Developing Literacies- Students will develop an understanding of the Canadian Food Guide
Prerequisite Learning:
Students will need to know how a relay game works. Students should be familiar with the Food
Pyramid and what foods go into each category

Adaptive Dimension:
 If students are not able to read the food item they can ask their team for help. If they are
unsure where the food item goes they can also ask their team mates for advice. Once we look
at the envelopes students can help me categorize the food items correctly
Preparation: (equipment, materials, set-up)
The Food Pyramid (drawn on board with labels and amounts of each food group)
Envelopes will be taped onto the board
Tape, envelopes, 2 paper bags, 2 sets of index cards( each set different colour)
Write food items on both sets of the index cards and place in paper bag (one set in the bag and
the other in another bag)
Markers for white board
- Brainpopjr- movie (Health-food- food pyramid)
Set (10 mins)                                                        Student Engagement/
     - Show the movie, Food Pyramid from Brainpopjr.                 Classroom Management

                                                                                                42
   -   Ask students if anyone knows what it is and the purpose    Strategies
       for the guide                                              - While students are in line
   -   Show the students the 5 categories and explain each        waiting for their turn I may
                                                                  ask them to demonstrate
   -   Split the class into two groups (number 1 and 2)
                                                                  with their bodies a banana
   -   Move the students into their line at the front of the      or a potatoe
       classroom                                                  - If a child is getting too loud
                                                                  or misbehaving then I will
Development (15 mins)                                             ask them to help pull out the
   - Have the food pyramid on the white board, labeling           index cards while reviewing
      each space with the proper food group name and              them after the relay
      number of servings needed each day                          - Remind students about our
   - Explain the relay- When I say go the first person in line    bucket
      will pick up an index card from the paper bag. It will      - Each team will start with 10
      have a food name written on it. He/she then goes to the     points, if you your team is
      white board and sticks the card into the corresponding      too loud you will lose points.
      envelope in one of the food groups. Once the first          You are able to gain points
      person is done, the second person in line goes and does     back if your team is quiet.
      the same thing. This continues until each team is
      completed (first team to finish earns 15 points and the
      other team earns 10 points) You do not need to use
      point system
   - The envelopes are now checked to be sure that the
      foods were placed in the correct food group. Each team
      will earn 2 points for each properly placed food item
      (team is determined by the colour of index card). If a
      index card is misplaced then the team will lose 2 points.
   - Check the index cards with the students and ask if it was
      correctly placed or misplaced

Closure ( 5 mins)
   - Ticket to go- “Tell me three foods that you ate today and
       what good group they belong to”
   - Students will place their ticket to go in their folder




                                                                                               43
                                          Lesson Plan #8
Name: Miss Masker                                     Date: Thursday March 31, 2011
Subject: Health                                       Grade: Two
Content: (Topic)                                 Instructional Strategies: (Specific)
Energy Blast                                     Direct- Demonstration
                                                 Experiential Learning- Games
Outcomes:                                        Indicators:
Health- USC2.4 Examine social and personal       I. Discuss basic individual responsibilities for
meanings of “respect” and establish ways to      showing respect
show respect for self, persons, living things,
possessions and the environment
USC2.1 Demonstrate a basic understanding         B. Examine daily habits/routines that are
of how thoughts, feelings and actions            healthy/unhealthy
influence health and well-being

Interdisciplinary Connections
Physical Education- 2.1 Health Related
Fitness- Apply a repertoire of strategies with C. Identify and participate in movement
guidance, for developing components oh          activities that challenge and support muscular
health related fitness, including               endurance and muscular strength
cardiovascular endurance, flexibility,
muscular endurance, and muscular strength
through participation in a variety of
movement activities
 2.9 Safe Behaviours- Examine and express       A. Apply general and specific safety guidelines
the purpose of rules, procedures, etiquette     for participating in movement activities and
and safe behaviours and apply them while        respectful behaviours that are appropriate for
participating in a variety of movement          own age and abilities
activities
Cross Curricular Competencies
Developing Thinking- Students will need to think contextually and critically about their
movements and behaviours while participating in this activity
Developing Social Responsibility- Students will demonstrate respect for one’s self, others and
personal space
Developing Identity and Interdependence- Students will understand, value and care for one’s


                                                                                                    44
self as well as others in their environment and remember safety rules
Developing Literacy- Students will become knowledgeable about movement literacy and the
importance for exercise
Prerequisite Learning:
Students will need to understand the concept of a circuit (centers) Moving from one activity to
the next in a respectful manner. Students must present respect while working in small groups
and respect the equipment provided
Adaptive Dimension:
This activity allows the students to go at their own pace depending on their gross motor skills
and their endurance levels
Preparation: (equipment, materials, set-up)
    - CD player and CD, skipping ropes, hula hoops, recycled paper, Super Station Sings
        (photocopy, enlarge and laminate), flip camera
Set (10 mins)                                                       Student Engagement/
    - If weather permits, go outside to complete this activity      Classroom Management
        or use the gym                                              Strategies
    - Discuss what exercise is and the importance of exercise           - When you hear
    - What happens when we exercise? (Heart rate increases                 ‘Super Strong
        which means it’s pumping more blood) What happens to               Students’, you will
        our muscles? Do they become stronger? The more we                  freeze and wait for
        exercise will it become easier?                                    the next instruction
    - Set up the posters around the gym or outside on the               - I will use the flip
        playground                                                         camera for
    - If instead, students can use the recycled paper to skate             documentation
        around the room, long strides, short strides, slow pace            purposes as well as
        and fast pace                                                      engagement
Development ( 15 mins)                                                  - As students are
                                                                           participating in circuit
    - set up stations around the room
                                                                           I will walk around
    - have students get into groups of 4 or5 (total of 6 groups)
                                                                           making sure I get to
        and have them all start at a different station
                                                                           each one
    - each group will stay at their station for 1:30- 2:00
                                                                        - May use a whistle if
        minutes
                                                                           outside
    - they will switch to the next circuit when they hear ‘super
        strong students’
    - when they hear super strong student they will move to
        the next station with the directions provided (Super
        strong students move to the next station like a hockey


                                                                                                45
       player, gymnast, soccer player)
       Station 1: Jogging on the Spot or run from point to point
       Station 2: Tuck jumps
       Station 3: Jumping Jacks
       Station 4: Wall pushups
       Station 5: Skipping (with or without a rope)
       Station 6: Hula Hoop
       Station 7: Hopping on one foot

Closure (5 mins)
   - Students will form a circle
   - How did your bodies feel after all that active movement?
       What happens to our heart when we are active? What
       happens to our muscles?




                                                                   46
                                        Lesson Plan #9

Name: Miss Masker                                  Date: Tuesday April 5, 2011
Subject: Health                                    Grade: Two

Content: (Topic)                              Instructional Strategies: (Specific)
Kind Words and actions                        Indirect- Reflective description
                                              Interactive- Circle of knowledge
Outcomes:                                     Indicators:

USC2.1- Demonstrate a basic understanding     C. Investigate and illustrate how particular
of how thoughts, feelings, and actions        thoughts (e.g. “I am good at..”, “I can’t do…”)
influence health and well-being.              make one feel
                                              - Examine ways students can empathize with
                                              others
Interdisciplinary Connections
Social PA2.2 Assess and practise various         H. Apply successful approaches to resolving
approaches to resolving conflicting interests conflicting interests in the classroom and
within the community                             school communities
English Language Arts- CC2.1 Compose and         B. Create spoken, written, and other
create a range of visual, multimedia, oral,      representations that include:
and written texts that explore: social           • a specific message
responsibility
Cross Curricular Competencies
Developing Thinking- Students will think critically and contextually to what it means to use
kind words and the importance of using them
Developing Social Responsibility- Students will be respectful to one’s self and to others
Developing Identity and Interdependence- Students will understand, value and care for one’s
self and for others in the class
Developing Literacy- Students will learn what the importance of kind words and what those
look like, sound like and feel like
Prerequisite Learning:
We will review and go over what a compliment is and how it makes someone feel
Adaptive Dimension:
Students can pass when we are talking in a circle about kind words if they do not feel
comfortable talking. Students can write as much or as little on their paper.
Preparation: (equipment, materials, set-up)
    - Stone for the circle talk
    - Large drawing of a person that is coloured (Tape onto board)
    - Sticky tack, camera

Set (10 mins)                                                     Student Engagement/

                                                                                                47
                                                                  Classroom Management
   -   We will introduce the talking stone and when a student     Strategies
       has the stone others will be respectful and listen             - Remind students
   -   Students will share what they believe it means to have            that I will be looking
                                                                         for bucket fillers and
       kind actions and words
                                                                         bucket dippers
   -   If you feel comfortable, share an example of words or an       - Use finger plays to
       action that hurt you and share something that made you            bring students back
       feel good                                                         to focus
   -   Introduce our new ‘friend’ – Image of person on the            - Left hand, Right
       board                                                             hand
                                                                      - Use popsicle sticks
Development (12 mins)                                                    with students
                                                                         names to decide
   -   Instruct 3-4 students to go up to our friend a rip small          who to pick for
       pieces off of her/her (ensure that every child gets a             answering questions
       piece of our friend)                                           - Take pictures of
   -   Write a message to on the back of the ripped paper that           students
       you have said to someone that you regret ( you wish you
       didn’t say something to someone because it was hurtful)
   -   Starting with the head, have students try and piece back
       our ‘friend’
   -   Give each student a piece of sticky tack to use to stick
       paper to the board

Closure (5 mins)
   - Ask the students, How do you think our friend feels?
       How does she look? Broken?
   - Do you think her feelings are broken too?
   - What are some ways to make our friend feel more
       welcome?




                                                                                             48
                                       Lesson Plan #10
Name: Miss Masker                                   Date: Thursday April 7, 2011
Subject: Health                                     Grade: Two
Content: (Topic)                               Instructional Strategies: (Specific)
Promising Pebbles                              Direct- Demonstration
KWL Chart- revisit                             Interactive Instruction- Brainstorming
                                               Independent Instruction- Learning contracts
Outcomes:                                      Indicators:
AP2.1 Act upon health-related                  D. Reflect on the action in order to guide future
understandings, skills and confidences to      application
make healthy connections related to
personal thoughts-feelings-actions and            -   Increasingly accept responsibility for
healthy snacking                                      their actions and words
Interdisciplinary Connections                     -

English Language Arts- CC2.1
                                               B. Create spoken, written, and other
                                               representations that include:
                                               • a specific message
Cross Curricular Competencies
Developing Thinking- Students will think contextually and critically about making promises to
one’s self and to the classroom
Developing Social Responsibility- Students will respect one’s self, others feelings and
possessions in their environment
Developing Identity and Interdependence- Students will understand, value and care for one’s
self as well as others in the class
Developing Literacy- Students will demonstrate an understanding of the meaning of making
healthy choices whether it is regarding nutrition, fitness or being kind to others.
Prerequisite Learning:
Students will use their previous knowledge to determine what promise they can make that is
effective
Adaptive Dimension:
If students do not want to write a full sentence on their ‘Promise Card’ they can write one
word. When they share their promise with the class they can also say their word if they feel
uncomfortable or they can say a full sentence.
Preparation: (equipment, materials, set-up)
     - Pebbles (1 for each student), Large clear bowl filled with water, “A Pebble” by Rick

                                                                                                49
       Masters (poem), “Promise Card” for each student, KWL Chart
Set (5 mins)                                                      Student Engagement/
    - Revisit the KWL Chart that we completed on the first        Classroom Management
       lesson                                                     Strategies
    - Ask students what we “learned” and fill it in on the chart      - At the end of the
    - Have students sit down and form a circle                           lesson I will have
Promising Pebbles                                                        each student turn to
    - Have students form a community circle at the back of               their elbow buddy
       the room                                                          and give each other a
    - Introduce some scenarios to students: How would you                high five
       feel if…                                                       - I will use the talking
    - You kept trying to tell your classmate or your teaching            stone to encourage
       something important, but he/she wouldn’t listen to you            students to listen and
    - Your teacher asked you to choose a partner, but                    be respectful
       everyone in the class that you asked said no, they did         - Remind students
       not want to be partners with you                                  about our goal to fill
    - At recess, a classmate kept pushing you when you                   the bucket
       walked by. Even though the problem was never solved,           - Finger play- Hands
       you still had to sit next to this person in class                 up, hands down…
    - Ask students, If that happened, how would you feel?
       Would it make it easier or harder for you to focus on
       your homework?
    - What happens if someone pushes you? Do you push
       back? If you are feeling sad or bad, would that affect the
       people around you?
    - Our actions affect the people around us.
    - If we take care of our bodies through healthy nutrition,
       fitness and being kind to ourselves and others we will
       actually be caring for others around us as well
    - Introduce the poem “A Pebble” by Rick Masters
    - Think of a pond of water. When you touch the water,
       what happens? (Demonstrate to the students with the
       bowl and water) When I touch the water in one spot,
       ripples are created, and those ripples make more
       ripples, which create more ripples until the entire bowl
       has been affected by me touching that one spot.
    - Our actions work like these ripples. When we do
       something, it can affect all the people around us

                                                                                            50
   - The pebbles represent our promises
Development (10 mins)
   - Tell the students we are going to make promises to one
      another in order to make our classroom a good place to
      be
   - Show the students the pebbles. I call these “pebbles of
      promise” because they represent the promises that we
      make to each other
   - Should you break a promise? A promise is something
      that lasts forever
   - Ask students to think of a promise they could make to
      their classmates and to us that could help our classroom
      be a nice place to be (Take possible answers on the
      board)
   - Hand out “Promise Cards” to each student and have
      them write their promise out
   - When students are done writing down their focus-
      refocus them
   - Explain that we are going to tell each other our
      promises. A promise is not something that should be
      broken. We are making promises to each other to
      ensure that we have a kind classroom which leads to
      healthy students
   - When you come up to read your promise, you may take
      a “pebble of promise” and drop it into the bowl (Teacher
      demonstrates reading a promise and dropping in a
      pebble)
   - Ask for volunteers
   - After a few pebbles are dropped in, draw student’s
      attention to the ripples. See? Each of our pebbles, and
      each of our promises, touches all of the other pebbles
      when the water ripples out to touch all of the pebbles

Closure (5 mins)
   - When every student has made their promise, thank the
       students. Show them where the pebbles of promise will
       stay in the classroom
   - If students need to be reminded of the promises they

                                                                 51
   made they can be shown their promise card displayed
   around the “Promise Pond”




I promise to…




                                                         52
* Work in partners                            Name: ______________________________


Measuring Our Bodies


1. Measure height using 2 different units (Paperclips, large cubes, hand prints or foot prints,
meter sticks or rulers)


What I Measured           Units that I Used       What I Estimated          Actual Measurement


Height




Why did you choose to use those units when measuring your partner’s height?




__________________________________________________________________.




                                                                                                  53
What is another unit that you could have measured your partner’s height?




__________________________________________________________________.
2. Choose another body part to measure (ex. arm, foot, leg, finger and/or head) and use 2
different units to measure.


What I Measured         Units that I Used       What I Estimated         Actual Measurement




3. Why did you choose to use those units when measuring different body parts?




__________________________________________________________________.



                                                                                            54
4. What other units could you have used instead of the ones you chose? Explain your answer.
__________________________________________________________________




__________________________________________________________________.




                                                                                              55

				
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