Health Unit Plan- Elementary

7/26/2019 Health Unit Plan- Elementary

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Cody Ross

Health Unit Plan- Tools for Learning

Taught 9/9/14 - 9/30/14

5thGrade- Highland Elementary


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Unit Outcomes, State Standards & Assessment Template

Grade Level____5thGrade_______

Unit Outcomes

Students will be able to

Reference

MACF

Standards

by

number

Assessments

(B) Demonstrate skills to improve learning and

interpersonal communication between peers

through listenings skills, self-talk, and feelings.

MA CF #7.2 Students will participate in multiple

turn and talks with partners

throughout the unit. Students will

complete worksheets to showcase

their knowledge of the subject. The

teacher will observe if the students

demonstrate understanding of the

topic.

(C) Develop knowledge of skills to improve

learning and interpersonal communication

with peers, through using self-talk having

empathy for others by being able to predict

ones feelings.

MA CF #7.2 Teacher will evaluate the

worksheets completed by the

students, and observe the turn and

talks sessions. Also the teacher will

use checking for understanding

questions throughout the unit to

check the students level of

understanding of the content.

(A) Show respect for the teacher and

classmates by using their listening skills and

showing good PAWS behavior by respecting

others opinions during discussions.

MA CF #7.2 Teacher will observe the students

ability to listen and interact

respectfully with students

throughout the lesson. The PBIS

PAWS class expectations poster will

be hung up in every class. Students

exemplifying the expectations will

be given a red ticket.


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Block Plan/Sequencing of Lessons

Day ____1______

Focus/Outcomes/Essential Qs:

(C) SWBAT Define empathy

and respect through class

discussion and partner

discussion by the end of class

(A) SWBAT Show respect to

the teacher by listening to

instruction throughout the

class.

(B) SWBAT Display empathy

for classmates by being

respectful and listening to

them by the end of class.

Supplies/Materials/Technology:

DVD Player

Television

Second Step Materials:

Grade 4 and 5 DVDLesson 1 Teaching and Lesson

card

Empathy Poster

Listening cards

Learning activities including

pedagogical strategies :

-Second Step Introduction

-Key Terms

-Instructional DVD

-Discussion- Teacher leaddiscussion with students

-Share Time

-Review of key terms

Assessment(s):

-Teacher observation of

listening skills


students ability to answer

Day ____2______

Focus/Outcomes/Essential Qs :

(C) SWBAT Describe

strategies for self talk to

ignore distractions and

improve listening skills

C) SWBAT List something that

they learned from the lesson,

either a self talk strategy, a

key word, or how to listenwith attention.

(A) SWBAT Show respect to

the teacher by listening to

instruction throughout the

class.

(B) SWBAT Practice self-talk

strategies during the final

activity of the class by

memorizing a phone number

while ignoring distractions.

Supplies/Materials/Technology

DVD Player

Television


Grade 4 and 5 DVD

Lesson 4 Teaching and

Lesson card

4thgrade feeling handout

Empathy poster

Blank pieces of big paperExit Slip

PBIS Expectations Poster



-Whos Talking

-Key Terms

-Rules for Turn and Talk

-Instructional DVD

Day_____3______

Focus/Outcomes/Essential Qs :

(C) SWBAT Discuss with a

partner the importance of

predicting someones feelings

and how that will impact how

you talk to them.

(A) SWBAT Show respect for

partner when working on the

worksheet listening to theiropinion and coming to a

decision on what feeling fits

the situation.

(B) SWBAT Demonstrate

knowledge of different

feelings when working with a

partner to complete a

worksheet describing

feelings for different

situations.

Supplies/Materials/Technology

DVD Player

Television


Grade 5 DVD

Lesson 4 Teaching and

Lesson card

Feelings worksheet


Learning activities includingpedagogical strategies:

-Review from last class

-Key Terms

-Rules for Turn and Talk

-Instructional DVD

-Discussion with Turn and

Talk

-Wiggle Time

-Instructional DVD


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questions properly. -Discussion with Turn and

Talk

-Wiggle Time

-Instructional DVD

-Discussion with Turn and

Talk

-Using Self-Talk Activity-Exit Slip

Assessment(s):


listening skills



questions properly.

-Exit slip

-Discussion with turn and

talk

-Feelings Worksheet

-Worksheet Share Time

Assessment(s):


listening skills



questions properly.

-Feelings worksheet


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Day ____4______

Focus/Outcomes/Essential Qs:

(C) SWBAT Discuss different

skills for learning through a

class brainstorm by coming up

with topics covered in the unit.

(A) SWBAT Work

cooperatively with classmates

when working in small groups

in class.

(B) SWBAT Demonstrate

knowledge of skills for

learning by representing

different concepts in image

form on a poster with a small

group.

Supplies/Materials/Technology:


Posters for Graffiti activityBig sheet of paper for

Brainstorm

Music



-Key Terms from Entire Unit

-Group Brainstorm

-Graffiti Posters

-Poster Sharing Time

Assessment(s):

-Teacher observation on

students ability to contribute

to class brainstorm

-Group graffiti art poster.


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Grading SystemClass worksheets 30%

Class Participation 50%

Graffiti Project 20%

Resources

Empathy. (n.d.). Retrieved October 19, 2014, from

http://www.merriamwebster.com/dictionary/empathy?show=0&t=1413741788

Gibbs (1987) Tribes: a process for social development and cooperative learning. (as in

Bennett, B., Rolheiser, C., and Stevahn, L. (1991) Cooperative Learning: Where Heart

Meets Mind.

Massachusetts Comprehensive Health Curriculum Framework. (1999). Malden, MA:

Massachusetts Department of Education.

Meeks, Linda Brower., and Philip Heit. Comprehensive School Health Education: TotallyAwesome Strategies for Teaching Health. 7th ed. Blacklick, OH: MeeksHeit Pub., 2011.

Print.

National Health Education Standards. (2013). Retrieved from Center for Disease Control

and Prevention website:http://www.cdc.gov/HealthyYouth/SHER/standards/

Second Step Health Curriculum- Teaching cards, Handouts, DVDs.
http://www.merriamwebster.com/dictionary/empathy?show=0&t=1413741788http://www.merriamwebster.com/dictionary/empathy?show=0&t=1413741788http://www.merriamwebster.com/dictionary/empathy?show=0&t=1413741788http://www.cdc.gov/HealthyYouth/SHER/standards/http://www.cdc.gov/HealthyYouth/SHER/standards/http://www.cdc.gov/HealthyYouth/SHER/standards/http://www.cdc.gov/HealthyYouth/SHER/standards/http://www.merriamwebster.com/dictionary/empathy?show=0&t=1413741788http://www.merriamwebster.com/dictionary/empathy?show=0&t=1413741788


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Assessment Analysis

The students were given a worksheet during class on feelings. The goal of the

worksheet was to identify different feelings that one might feel during different

situations. My objective of giving them the worksheet was to assess their ability to

identify what feelings might come up in different situations. They worked in pairs

with on the worksheet; I have 22 students in the class. The students did very well on

the worksheet.

The first scenario that was given was forgetting your lines when youre in a

play. Seven groups put embarrassed with the others putting nervous, scared and

unsure. There were no right or wrong answers; I was looking for a variety of

answers for all of them. The question that received the most interesting array of

answers was the last one. The scenario was a friend getting a new video game that

you had wanted. Six pairs put jealous, this is what first popped into my head when

reading the scenario. Two other groups put mad, and angry. A little harsher then

jealous but made sense to me. The other two pairs put happy and excited. This was

not what first popped into my head but both are great answers. These students put a

positive outlook on the situation instead of a negative one. It was very interesting

seeing what perspective students had on the situation, maybe some of the situations

had happened to them and that's why they choose the feelings. The assessment

showed the students were very capable of identifying feelings in a variety of

situations.


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SPRINGFIELD COLLEGE HEALTH LESSON PLAN TEMPLATE

Name_Cody Ross____________________________________ Date _____9/9/14_____

School_____Highland Elementary school____________ Lesson # ___1______________

Grade___5_ Class size__18-25___ Class/Time_____9:25-10:05 and 10:05- 10:45_____

Unit/Theme ___Feelings____________ Lesson Focus ____Empathy and Respect_______

Objectives (must be measurable, use action verbs and include elements of success)

Cite appropriate standards from MA Comprehensive Health Curriculum

Frameworks

By the end of the lesson, students should be able to:

(C) SWBAT Define empathy and respect through class discussion and partner

discussion by the end of class NHES: 4.2.2; MACF: 7.2

(A) SWBAT Show respect to the teacher by listening to instruction throughout

the class. NHES: 4.2.2; MACF: 7.2

(B) SWBAT Display empathy for classmates by being respectful and listening

to them by the end of class. NHES: 4.2.2; MACF: 7.2

Materials/Supplies/Lesson Preparation

DVD PlayerTelevision


Grade 4 and 5 DVD

Lesson 1 Teaching and Lesson card

Empathy Poster

Listening cards

Special Accommodations (How will the special needs of individual students be

met?)

Key terms will be written in multiple languages so that every student can

understand them.

References/Resources (include books, articles, websites, etc.)


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Second Step: Skills for social and academic success. Unit 1 Lesson 1 Grades 4-5

Opening (activator/instant activity)

Review of the three facts that the students learned about the teacher during

previous class.

Procedures Step by step description of teaching strategies/methods/pedagogy to

be used. (Include time frame for each activity, transitions, extensions/adaptations,cooperative learning techniques jig saw, pair/share, etc.)

Preparation:

Key terms will be put on board

DVD will be set up.

1) 2 min- Second step Introduction: The teacher will talk about the second

step program, and mention that it will be used most of the time in class

with additions from the teacher, like books, films and activities.

2)

3 mins- Key terms: The teacher will go over the key terms and explain

that they will be covered throughout the lesson.a. Respect

i.

Respeto-Spanish

ii. Uvazhenie- Russian

b.

Empathy

i. Empatia-Spanish

ii.

Uvazhenie-Russian

3)

5 mins- DVD: The proper DVD for the class will be shown.

4)

10 mins- Discussion: The teacher will use discussion questions from the

Second Step teaching cards. When a question is read the students will

have a brief moment to turn and talk to their neighbor about the

question. Then the teacher will ask a couple students to share theiranswers.

5)

2 mins- Wiggle time: Teacher will have all students stand up and lead

them through a mid class wiggle time to help them refocus.

6)

3 mins- DVD: Show the Walk, Walk, Walk music video

7) 8 mins- Discussion: The teacher will write some of the lyrics up on the

board. And pose the following questions:

a.

What do these lyrics mean to you?


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b.

Think of a time you have helped another person or have shown

empathy to someone.

8)

5 mins- Share Time: The teacher will share a story showing empathy for

someone else with the students and allow 1 or 2 students to share

depending on how much time is left in class.

List Assessment(s) informal or formal how do you know they have learned the

desired content and you have achieved your objectives?

Teacher observation of listening skills

Teacher observation of students ability to answer questions properly.

Closure/Summarizer

2 mins- The teacher will review the key terms of the day with the students

along with the listening skills cards.

Notes/Reflection (to be completed right after you finish teaching a particular

lesson)

What did you accomplish? How much did the students learn? What would youleave the same and what might you change in the future to improve this lesson?

Having the translation of respect and empathy in Russian worked really well. I

could see that the students who spoke Russian really appreciated me giving

them the word in Russian. Also the others students were able to learn a new

word in two languages.

I think if I taught the lesson again I would have had the students dance to the

music video or at least act out he walking to have a bigger impact. Try and

make it more enjoyable then just listening to it. It was geared towards ayounger age.

Also I would have had the students think of a story showing empathy for HW

and bring it to the following class.


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Grade___5_ Class size__18-25___ Class/Time_____9:25-10:05, 10:05-10:45__

Unit/Theme __Skills for Learning__ Lesson Focus ___Respecting Similarities and

Differences_



Frameworks


(C) SWBAT Describe strategies for self talk to ignore distractions and improve

listening skills NHES: 4.2.2; MACF: 7.2

C) SWBAT List something that they learned from the lesson, either a self talk

strategy, a key word, or how to listen with attention. NHES: 4.2.2; MACF: 7.2

(A) SWBAT Show respect to the teacher by listening to instruction throughout

the class. NHES: 4.2.2; MACF: 7.2

(B) SWBAT Practice self-talk strategies during the final activity of the class by

memorizing a phone number while ignoring distractions. NHES: 4.2.2; MACF:

7.2


DVD Player

Television


Grade 4 and 5 DVD


4thgrade feeling handout

Empathy poster

Blank pieces of big paper

Exit SlipPBIS Expectations Poster


met?)


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understand them.


Second Step: Skills for social and academic success. Unit 1 Lesson 1 Grades 4-5


5 min- Whos Talking: Everyone will form a circle. The teacher will explain the

rules of the game. 1. Everyone must keep their eyes closed. 2. Focus your attention

on who is talking. Rules three Use one hand to point out who is talking. 4. Use other

hand to show thumbs up or thumbs down if you know who is talking.


be used. (Include time frame for each activity, transitions, extensions/adaptations,

cooperative learning techniques jig saw, pair/share, etc.)

Preparation:


DVD will be set up.

1) 2 mins- Key terms: The teacher will go over the key terms and explain that

they will be covered throughout the lesson.

a.

Similaritiesb. Differences

c.

Distractions

2) 2 mins- Rules for Turn and Talk:Turn to the person sitting next to you, if

no one is sitting next to you then move and find a partner. If you still cant

find a partner then come find the teacher. Both people get a chance to talk.

Keep voices down, no yelling. Respect each others opinions.

3)

5 mins- DVD: The proper DVD for the class will be shown. 4th grade DVD

will be shown to 3rdgrade.

4) 5 mins- Discussion: The teacher will use discussion questions from the

Second Step teaching cards. When a question is read the students will have a

brief moment to turn and talk to their neighbor about the question. Then theteacher will ask a couple students to share their answers.

5)

1 mins- Wiggle time: Teacher will have all students stand up and lead them

through a mid class wiggle time to help them refocus.

6)

5 mins- DVD: The second part of the DVD will be shown to the appropriate

class. 4thgrade DVD will be used with 3rdgrade.

7)

5 mins- Discussion: The teacher will read off the questions from the Second

Step teaching cards. The discussion will be based on self-talk methods to


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increase listening ability. Students will turn and talk with a partner. The

teacher will call on certain students to share answers.

8)

8 mins- Using Self-Talk Activity: Rules will be explained to the students. 1.

Students will be paired up by the teacher randomly using playing cards (if

there is a student who does not speak English they will be paired with

another student who speaks their language) 2. Partner A will stay at desks,partner B will come to the board. 3. Partner A will have to memorize the

phone number listed. 4. Partner B will play hangman with the teacher at the

board. 5. After 2 minutes the teacher will say stop and partner B will return

to the desk. 6. Without looking at the sheet of paper, partner B has to tell

partner A the phone number. 7. Then the partners will switch places and do

the same thing. After the activity the teacher will pose questions for a class

discussion.

a.

What self-talk strategies did you use to help memorize the phone

number?

b.

Was it hard to memorize the phone number with everyone playing

hangman?List Assessment(s) informal or formal how do you know they have learned the




Exit slip

Closure/Summarizer

2 mins- The teacher will hand out an exit slip. The exit slip will ask the students to

write down one thing that learned from the lesson.


lesson)

What did you accomplish? How much did the students learn? What would you

leave the same and what might you change in the future to improve this lesson?

The video did not work due to the remote having bad batteries. This was

something I should have checked before hand. I reenacted the story with one

of the students in the class. I still think the message got through to the

students. They showed me through answering my questions that they

understood the importance of ignoring distractions and focusing your

attention on someone. They were able to give me some self-talk strategies.


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We did not reach the phone number activity. I promised the students we

would do it during the next class.

There were many students in the third grade class that were causing

distractions making It so I could not cover all the material I wanted to. I ended

up stopping class and going over the PBIS poster reminding them of theexpectations I have for them. The material will need to be revisited next week.


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Name____________________ Date____________________

Write down 1 thing you learned today.


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Grade___3_ Class size__18-25___ Class/Time_____9:25-10:05__

Unit/Theme __Skills for Learning__ Lesson Focus ____Predicting someones feelings_



Frameworks


(C) SWBAT Discuss with a partner the importance of predicting someonesfeelings and how that will impact how you talk to them. NHES: 4.5.1; MACF: 7.2

(A) SWBAT Show respect for partner when working on the worksheet

listening to their opinion and coming to a decision on what feeling fits the

situation. NHES: S4.E4.5; MACF: 7.2

(B) SWBAT Demonstrate knowledge of different feelings when working with a

partner to complete a worksheet describing feelings for different situations.

NHES: 4.2.2; MACF: 7.2


DVD Player

Television


Grade 5 DVD


Feelings worksheet



met?)


understand them.

If a student has a IEP they will be given the accommodations needed to be

successful in class. Feelings, predicting.


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Second Step: Skills for social and academic success. Unit 1 Lesson 4 Grade 5


5 min- Review from last class. Students will share what they learned from the last

class. The teacher will ask students to come up to the front of the room and

share with the class one thing they learned from the last class.




Preparation:Key terms will be put on board

DVD will be set up.

1)

2 mins- Key terms: The teacher will go over the key terms and explain that

they will be covered throughout the lesson.

a.

Listening with Attention

b. Respect

c.

Self Talk

2) 2 mins- Rules for Turn and Talk:Turn to the person sitting next to you, if

no one is sitting next to you then move and find a partner. If you still cant

find a partner then come find the teacher. Both people get a chance to talk.Keep voices down, no yelling. Respect each others opinions.

3)

5 mins- DVD: The DVD for the 5th grade will be shown, the 4thlesson video.

4) 5 mins- Discussion: The teacher will use discussion questions from the

Second Step teaching cards. When a question is read the students will have a

brief moment to turn and talk to their neighbor about the question. Then the

teacher will ask a couple students to share their answers.The questions will

be focused on identifying the problems in the video, and what the students

did wrong.

5) 1 mins- Wiggle time: Teacher will have all students stand up and lead them

through a mid class wiggle time to help them refocus.

6)

5 mins- DVD: The second part of the DVD will be shown.7) 5 mins- Discussion: The teacher will read off the questions from the Second

Step teaching cards. The discussion will be based on self-talk methods to

increase listening ability. Students will turn and talk with a partner. The

teacher will call on certain students to share answers. The questions will be

focused on what the students did write and why he was being more

respectful and listening.


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8)

10 mins- Feelings worksheet- Students will be partnered up. Each group

will receive a worksheet. The worksheet will have the students reading

different situations that they could be in and they have to choose a word that

will show how they might feel in the situations.

List Assessment(s) informal or formal how do you know they have learned thedesired content and you have achieved your objectives?



Feelings worksheet

Closure/Summarizer

2 mins- The teacher will ask the students to share a couple feelings they put down

for different situations.


lesson)



The class did very well with the material in this lesson. I was very pleased with

how they worked together when completing the worksheet. Some students

would trade off question by question and others would discuss the answer

together. I liked both strategies and made sure to praise the students for using

them.

We did not have time in this lesson again to do the umbers worksheet. I made

a note to make sure to complete it next week.


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Name_______Cody Ross___________________________ Date _____9/30/14_____


Grade___5_ Class size__18-25___ Class/Time_____10:50-11:35__

Unit/Theme __Skills for Learning__ Lesson Focus ____Culminating activity _



Frameworks


(C) SWBAT Discuss different skills for learning through a class brainstorm bycoming up with topics covered in the unit. NHES: 4.5.1; MACF: 7.2

(A) SWBAT Work cooperatively with classmates when working in small

groups in class. NHES: 4.5.1; MACF: 7.2

(B) SWBAT Demonstrate knowledge of skills for learning by representing

different concepts in image form on a poster with a small group. NHES: 4.5.1;

MACF: 7.2


PBIS Expectations PosterPosters for Graffiti activity

Big sheet of paper for Brainstorm

Music Player

IPod with Health Playlist


met?)

Key terms will be written in multiple languages so that every student canunderstand them.

If a student has a IEP they will be given the accommodations needed to be

successful in class.



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Second Step: Skills for social and academic success. Unit 1 lessons 1-4 grades

1-5


1) Phone number activity. Using Self-Talk Activity: Rules will be explained to

the students. 1. Students will be paired up by the teacher randomly using

playing cards (if there is a student who does not speak English they will be

paired with another student who speaks their language) 2. Partner A will

stay at desks, partner B will come to the board. 3. Partner A will have to

memorize the phone number listed. 4. Partner B will play hangman with the

teacher at the board. 5. After 2 minutes the teacher will say stop and partnerB will return to the desk. 6. Without looking at the sheet of paper, partner B

has to tell partner A the phone number. 7. Then the partners will switch

places and do the same thing. After the activity the teacher will pose

questions for a class discussion.

a. What self-talk strategies did you use to help memorize the phone

number?

b. Was it hard to memorize the phone number with everyone playing

hangman?


be used. (Include time frame for each activity, transitions, extensions/adaptations,cooperative learning techniques jig saw, pair/share, etc.)

Preparation:


DVD will be set up.

2)

Key terms: The teacher will go over all the key term from the entire unit

with the class. Asking the students to verbally define them and give

examples.

a.

Empathyb. Respect

c.

Similarities

d. Differences

e.

Feelings

f. Self-Talk

g.

Distractions

h.

Listening Skills


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3)

Group Brainstorm:While the class is defining the key terms the teacher will

write the definitions up on a big piece of paper. After writing the definitions

the teacher will lead a group brainstorm about everything that has been

learned in the class so far.

4)

Graffiti posters:The class will be split up into groups. Each group will be

given a poster. On the poster they will be drawing images that represent anyof the concepts that have been written up on the big sheet of paper, or any

other concepts they can think of. The teacher will give an example of images

they can draw on the posters. The teacher will be playing music while the

students are working on their projects.

5) Poster Sharing:Students will share their posters if there is time with the

class and explain what they did and what concept areas they chose to

represent.



Teacher observation on students ability to contribute to class brainstorm

Group graffiti art poster.

Closure/Summarizer

Next Unit Preview- The teacher will preview the next unit for the students. Grades

3-5 will be learning more about the health benefits of exercise. Grades k-2 will be

learning about how to not get sick.


lesson)What did you accomplish? How much did the students learn? What would you


We finally got the phone number activity in at the beginning of class. Then we

moved onto creating the poster. I ended up talking a little to much and due to

the fact that we did the opening activity the students did not have much time


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to create the posters. I promised the students that I would give them time to

finish and present during the next class.

I was very pleased with how the students were able to draw images that

represented the material we were learning. This really showed me that they

received the information and could convey their knowledge through images.


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Sub Plans

Unit/Theme: Skills for Learning

Lesson Focus: Sub Plans



Frameworks


(C) SWBAT Discuss the importance of being respectful and using listening

skills. NHES: 4.5.1; MACF: 7.2

(A) SWBAT Respect others opinions during a class discussion by listening to

them and responding positively. . NHES: 4.5.1; MACF: 7.2

(B) SWBAT Demonstrate understanding of the importance of respect andlistening when deciding on the top ten reasons why they are important. NHES:

4.5.1; MACF: 7.2


Top Ten list

Discussion Topic and Guiding Questions Sheet


met?)

Repeat instructions so those with language issues can understand. Any

student who has trouble listening can have preferential seating in the front of

the room.



1)

Introduce your self as the substitute. Let the teachers know that you

will be reporting back to me their ability to participate in class.


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Preparation:

Have Discussion Qs handy.Have Top Ten worksheets ready but don't hand out yet.

Key terms: Write these Key terms up on the Board: Listening Skills, Respect

1)

Key terms: Go over the key terms and ask the students to define them. They

should be able to define them with no issue.

a.

Listening Skills

b. Respect

2)

Class Discussion:Use the discussion questions on the handout provided to

lead a class discussion. Make sure to get all the students input and call oneveryone. Keep the discussion on topic; if they start talking about something

off topic refocus them with a new question.

3) Top Ten Reasons Worksheet:Have a student who has been behaving well

hand out the worksheet. Explain to the students that they will be writing

down the top ten reasons why it is important to be respectful and use their

listening skills. Give them the rest of class to work on the worksheet. If they

finish they can write on the back of the worksheet examples of being

respectful. Try and give them at least 7minutes for the worksheet. But value

the discussion first. Collect the sheets at the end of class.



Teacher observation on students ability to contribute to class discussion

Teacher will evaluate the worksheets

Closure/Summarizer

Homework: If the students did not complete the worksheet in time give it to

them as homework to complete.


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lesson)



Use this page to let me know how the lesson went:


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Discussion Qs

What is Respect?

Why is it important to be respectful?

Who do you respect most in your life?

Why do you respect that person?

Is listening a part of respect?

Who do you show the most respect to in your life?

Why this person?

Feel free to add in any questions you feel are relevant.


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Top Ten reasons why being respectful and listening are

important.

1)

2)

3)

4)

5)

6)

7)

8)

9)

10)

Documents

Health Unit Plan- Elementary