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Kathryn JohnsonStephanie Evans
Susel James
Utah Social Studies Core:Standard I Objective I
Grade Level 1
Content Concept: Exploring my Body through Health, Fun, and
Safety.
Description: Students will explore health fun and safety activities through hands on activities and reading. We will go into detail on washing hands and brushing teeth. Students will understand the concept of germs and how they affect them and their community through exciting science experiments and exploring certain internet sites.
Our Email:[email protected]
[email protected]@gmail.com
Checklist for Friday
Activities ready to add (Kath & Steph) Make sure we have all handouts/worksheets
o Hand washing songo Any handout from steph lessons and kath lessons
Kathryn – Purple Stephanie – Blue Susel - Green
Concept Map for 1st Grade Social Studies Core, Standard I Objective I
6. Build a concept ma
(health & hygiene ) (food pyramid, balanced diet) (Exercise, safety)
Exploring my Body through Health, Fun,
and Safety.
How do I keep my body clean and healthy?
How can nutritious foods benefit my
body?
How do I keep my body safe and use safe
procedures?
Grade 1: Essential QuestionsContent Concept: Exploring my Body
through Health, Fun, and Safety.Bag 1
How can I prevent germs?Why do I need to be clean?
Bag 2How does the dentist help me?
What are the steps to brushing my teeth?
Bag 3How does what I eat effect me?
Bag 4How can exercise be fun?
Bag 5How can I eat all the food groups in one day?
Bag 6How can I keep myself safe from people I don't know or from people
who are older than I am?
Content Concept: Exploring my Body through Health, Fun, and Safety.
Developing Literacy Bag Activities and Content Objectives
Literacy Bag 1 (strategy focus: Comprehension, ABK)E.Q.= How can I prevent germs? Why do I need to be clean? Why do we wash our hands? When do we need to wash our hands? How do we wash our hands?
Activity1: SWBAT explain the importance of washing their hands by observing a potato experiment with a parent.
Activity 2: SWBAT list 3 ways germs cause illness by reading Achoo: The Most Interesting Book
You'll Ever Read About Germs by Trudee Romanek , Rose Cowles
Activity 3: SWBAT name three times they should wash their hands by reading Wash Your Hands!, by Tony Ross with a parent.
Activity 4: SWBAT list the appropriate steps for washing their hands by creating a handing washing procedure chart with a parent. Activity 5: SWBAT list 3 ways we can fight transmission of germs by reading Germs Make Me Sick!
Literacy Bag 2 (strategy focus: QUE, S&R, VOCAB)E.Q.= How does the dentist help me? What are the steps to brushing my teeth?What do our teeth help us to do?
Activity 1: SWBAT explain basic teeth brushing techniques by listing the routine and keeping a chart to show how often you brush your teeth, individually.
Activity 2:
SWBAT define what is plaque and a cavity and explain how plaque contributes to cavities using a graphic organizer, with a parent, after reading I Know Why I Brush My Teeth (Sam's Science) by Kate Rowan.
Activity 3: SWBAT repeat why eating healthy foods helps keep your teeth and body healthy with a parent, and use the “things that keep your mouth healthy” worksheet to circle 3 things that keep your mouth healthy.
Activity 4: SWBAT Describe what it’s like to go to the dentist.
Activity 5: SWBAT tell what could happen if you don’t take care of your teeth
Activity 6: SWBAT list the parts of your mouth by using a mirror to look inside your mouth and draw a detailed picture of your teeth, tongue, and gums, individually.
Literacy Bag 3 (strategy focus: GO)E.Q.= How does what I eat effect me?
Activity 1: SWBAT identify characteristics of a healthy diet and lifestyle by brainstorming and recording notes on a graphic organizer with a parent.
Literacy Bag 4 (strategy focus: GO)E. Q.= How can exercise be fun?
Activity 1: Create a fun exercise game.SWBAT recognize fun exercise games by developing a game using a graphic organize guide, with a parent.
Literacy Bag 5 (strategy focus: GO)E. Q.= How can I eat all the food groups in one day?
Activity 1: Study and use the food pyramid.SWBAT familiarize themselves with the food pyramid by sorting pictures of food using the food graphic organizer with a parent.
Literacy Bag 6 (strategy focus: S&R, QUE)E.Q.= How can I keep myself safe from people I don't know or from people who are older than I am?
Activity 1: SWBAT explain what to do when you don’t feel safe and formulate a plan to stay safe by creating a list of proper safety procedures with a parent.
Literacy Take-Home Bag #1
Literacy bag #5: HealthContent Concept: Germs & CleanlinessStandards: K-2 Core Curriculum & Grade 1 Language Arts and Social Studies Core
Curriculum Grade Level: 1
Core Curriculum: Standard I: Students will develop a sense of self
Objective 1: Describe and practice responsible behaviors for health and safety.Math Core:Standard III: Students will understand simple geometry and measurement concepts as well as collect, represent, and draw conclusions from data.
Objective 2: Identify measurable attributes of objects and units of measurement, and use appropriate techniques and tools to determine measurements.Objective 3: Collect, record and organize data
Language Arts Core:Standard I
Objective 2: Develop language through viewing media and presenting.Standard VII:
Objective 2: Apply strategies to comprehend text.Standard VIII: Writing
Objective 1: Prepare to write by gathering and organizing information and ideas (pre-writing).
Intended Learning Outcomes:1. Demonstrate a positive learning attitude.4. Develop physical skills and personal hygiene.5. Understand and use basic concepts and skills.6. Communicate clearly in oral, artistic, written, and nonverbal form.
Literacy Bag Essential Question:How can I prevent germs? Why do I need to be clean?
Background information for parents to know about clouds:
Hand washing procedures: know basic hand washing procedures listed in activity 4 to be able to help your child understand how to properly wash hands.
Hand washing song: know the tune to twinkle, twinkle little star. Material Supplies: please make arrangements to have access to the
internet and miscellaneous cooking supplies for activities.
Also refer to: this website www.brainpopjr.com and the Hand Washing, Healthy B.A.S.I.C.S. brochure.
Activity 1: The importance of washing handsSWBAT explain the importance of washing their hands by observing a potato experiment with a parent. Materials: 3 potatoes Hand soap 3 plastic bags (large enough to put a potato in it) 1 sharpie Science journal Writing instruments (pencils, crayons, markers, etc)
1. Germy Potato Experiment: the first potato will be the control. After you and your child wash your hands and the potato, peel the patio and put it in a plastic zip lock bag without letting it touch anything else. The idea here is to keep all germs from touching the potato. Label this bag number one. The second potato will be the germy potato. For best results, it is best to handle this potato after you and your child have been playing. When you come back from playing, wash and peel the second potato and put it in the second zip lock bag. Label this bag number two. Next, wash your hands with soap and water for 30 seconds (singing the ABC’s to make sure you wash long enough). Once you have thoroughly cleaned your hands, wash and peel the third potato and put it in the third zip lock bag. Label this bag number 3.
2. Now have your child hypothesize: what will happen to the first potato? The second potato? The third potato? Your child should draw and/or write daily observations about changes in the potatoes over the course of one week.
3. Understanding the Potato Experiment: the control potato should look relatively clean and unchanged after one week. This is because it was not exposed to many germs. The second potato is the germy potato and should have grown multicolored patches and looks rather gross. This change is from the germs that you and your child had on your hands when you touched it from playing. This shows the transfer of germs from one object to another from contact. The third potato should hopefully look similar to the control potato. The germs should have been washed off from your hands before you both touched the potato, but since we cannot kill every germ, so there may be some growth on this potato.
4. If something seems to go wrong with your experiment, allow your child to think through the process and see if they can figure out what happened. For example, if you accidentally dropped the third potato on the floor, allow the experiment to continue without changing anything, in the end, the third potato, supposed to be clean, will actually be more colorful and germy than the second “germy” potato.
Activity 2:
Activity 3: Specifying when we should wash our hands. SWBAT name three times they should wash their hands by reading Wash Your Hands!, by Tony Ross with a parent. Materials: Wash Your Hands!, by Tony Ross
Hand Washing, Healthy B.A.S.I.C.S. brochure Internet access Science journal
1. Read Wash Your Hands!, by Tony Ross with your child. Have a discussion with your child about when to wash our hands (after using the toilet, before eating or touching good, after playing, after playing with animals, before handling or preparing food, before taking medicine, after blowing or wiping nose, after coughing, after taking out the garbage, before making a snack, after handling money, etc).
2. Use the Healthy B.A.S.I.C.S. brochure, Hand Washing, as a visual aid. Highlight reasons to wash hands and important times to wash hands. Discuss the following questions: Why do we wash our hands? When do we need to wash our hands? How do we wash our hands? Review steps for correct washing techniques. 3. Integrating with technology: go on www.brainpopjr.com with your child. Click on the health box, scroll down to the bottom of the page where it says “see all health movies” and lick on the “washing hands” and play the movie. Stop the video at every comprehension question. Help your child answer the comprehension questions by writing his/her responses in their science journal. Allow time to explore hand washing games and extended activities provided by the website.
Activity 4: Create a hand washing procedure chart SWBAT list the appropriate steps for washing their hands by creating a handing washing procedure chart with a parent. Materials: Art materials (crayons, makers, construction paper, etc.)
Hand washing song: Tune – “Twinkle, Twinkle Little Star"“I can wash my hands you see,Wash them clean as clean can be.Inside, outside, my fingers, tooAround my thumbs and then I'm through,Now rinse away the dirt and stains,Send those germs down the drain!”
1. Conduct a hand washing demonstration to your child with a return demonstration by your child.
Wet hands with warm water. Put soap on hands; create lather (bubbles, soap suds, foam). Rub hands together while singing hand washing song. Make sure to scrub your fingers, between your fingers, under your fingernails, the top and bottom of your hands (palm) and your wrist. Rinse off soap in warm water. Dry hands with towel. If using running water, turn off faucet with towel.
2. Orally review with your child proper hand washing procedures.3. Help them create a handing washing procedure chart to be posted in areas of where hand washing takes place (bathroom & kitchen).
Activity 5: Fighting transmission of germsSWBAT: SWBAT list 3 ways we can fight transmission of germs by reading Germs Make Me Sick! And explaining to parents what would happen if they didn’t wash their hands.
Materials: Germs make me Sick! By M. BergerCrayons, Markers¼ Cup of oil1/8 teaspoon of cinnamonSqueeze bottleColoring pages
1. Begin by asking them why they think we wash our hands? When do we need to wash our hands? How do we wash our hands? After they have given their thought about these questions read with your child Germs make me Sick! After reading the text go over the questions again to see if they have the same response. Relate how germs cause illness and how we can fight transmission of germs (i.e. cover mouth when coughing; don’t share straws, beverages, eating utensils, toothbrushes; AND good hand washing).
2. Mix the oil and cinnamon in the squeeze bottle. Squirt small amount of mixture on the hands to simulate germs. Compare the difference between unwashed hands, hands washed quickly in water, and hands washed with soap and water for 20 seconds.
3. Students may color the Hand Washing coloring sheets4. Demonstrate to your child how to wash their hands
o Wet hands with warm water.o Put soap on hands; create lather (bubbles, soap suds, foam).o Rub hands together while singing hand washing song. Make sure to
scrub your fingers, between your fingers, under your fingernails, the top and bottom of your hands (palm) and your wrist.
o Rinse off soap in warm water.o Dry hands with towel. If using running water, turn off faucet with towel.
Differentiation: Based on individual student’s strengths and weaknesses, the included texts
can be switched to those that are more appropriate (either more or less challenging). The list of Additional Resources provides an extensive choice of texts on a variety of levels. Activity pages can also be eliminated or added. The student can be asked to read the songs three times each night until they can read it with accuracy and expression. In addition, an advanced student can be asked to write a more complex journal entry about washing hands techniques and the importance of why we wash hands. Students could create their own hand washing song and teach it to someone else.
The parent and student feedback form also provides the classroom teacher with an opportunity to provide differentiated instruction. Comments and notes the parents offer about difficult activities or concepts will inform the teacher about the student’s need for additional skill instruction in specific areas.
Principles of Engagement:Engagement is developed through opportunities for children to collaborate
with an adult family member; to discuss and explore content topics through real-world experiences; to make choices by selecting texts and forming questions; to build their conceptual knowledge and recognize their own competence for comprehending and learning from texts.
Assessment: Students are accountable for returning the take-home bag on the assigned
day (usually a Friday) with all of the activity sheets and the feedback form completed. Several of the completed activity sheets and/or assignments are added to a class book. Students will need to show proper hand washing techniques to the teacher. Teacher will be looking through the science journal for comprehension.
Teacher resources and extensions for classroom:
Hand washing Procedures Students will help create proper hand washing procedures to hang around the school bathrooms Black Light Germs As the students learn about germs we will extend the potato and cinnamon lessons done at home with a black light activity to see germs on your hands
Class Cloud Book Assemble each student’s cloud picture and cloud poem into a class book about clouds.
Sensory Table: Add water to the sensory with bubblesScience Area Enrichment: Bring in a real microscope, if you can locate one, to magnify and look at germs. Also – bring in a black light (or black light bulb) to illustrate how some things are only visible under certain types of light; Look at fingerprints with a magnifying glass.Math Activities:
- Count to 20 while washing hands. - “How Many Fingers Am I Holding Up?” game - Estimate how many pumps of soap there are in a container of liquid
soap - Measure paper towel segments from a roll. How much do we need?
Discuss waste. Art Activities:
- Draw with a bar of soap on a dark piece of paper - Bubble Art. Add a drop of food coloring to bubbles. Children then blow
bubbles directly over their paper. As bubbles pop, they will create a design; Or Blow bubbles into a cup, using a straw. When bubbling over the top, lay a piece of paper on top of the cup. Bubbling will make a design on paper.
- Trace and cut out hands. Cut out a rectangle shape to glue on as a bar of “soap”
- Have children create/draw a picture of a bad germ - Make a handprint collage - Children can draw a face on a paper plate. Children can trace and cut out
one hand. Children can glue a tissue over the “nose”, held by the “hand” glued on
- Make bubble wands by bending craft/pipe cleaners - “Dirty Hands” Children trace and cut out hands. Brush thinned glue over
“hands”, then shake on sand (or cornmeal, etc); Or Sponge paint brown paint onto “hands”
- Fingerprint Art! - Make prints with bubble wands. Dip wands into paint and press onto paper. - Children can draw pictures of the hand washing steps. Post. - Finger paint with mud! Allow children to explore the sensory aspect
Additional Resources BooksWash Your Hands!, by Tony RossGerms make me Sick! By M. BergerGerms On Their Fingers by Wendy Wakefield FerrinThose Mean Nasty Dirty Downright Disgusting by Invisible Germs by Judith RiceGerms, Germs, Germs by Bobbi KatzAchoo: The Most Interesting Book You’ll Ever Read about Germs by Trudy Romanek,
Rose CowlesSoap Science: A Science Book Bubbling With 36 Experiments by J. L. Bell, William KimberThe Science of Soap Films and Soap Bubbles by Cyril Isenberg
Web siteshttp://science-fair-projects.suite101.com/article.cfm/science_lessons_at_homehttp://www.childrenshealthfund.org/publications/health-education-groups/healthy-basicshttp://www.brainpopjr.com/http://www.preschooleducation.com/shealth.shtml
Material Checklist for HEALTH Take-Home Bag
Please help make sure our bag returns to school with the following materials:Texts: Wash Your Hands!, by Tony RossGerms make me Sick! By M. Berger
Activity Supplies: 1 sharpie Writing instruments (pencils, crayons, markers, etc)
crayonsmakers construction papercinnamonSqueeze bottle
Student Activity and Reference Sheets:Hand Washing, Healthy B.A.S.I.C.S. brochureScience Journal
Hand washing song
Literacy Take-Home Bag #2
Literacy bag #5: Dentist/HygieneContent Concept: Teeth care, going to the dentistStandards: K-2 Core Curriculum & Grade 1 Language Arts and Social Studies Core
Curriculum Grade Level: 1
Core Curriculum: Standard I: Students will develop a sense of self
Objective 1: Describe and practice responsible behaviors for health and safety.Math Core:Standard III: Students will understand simple geometry and measurement concepts as well as collect, represent, and draw conclusions from data.
Objective 3: Collect, record and organize data
Language Arts Core:Standard VII:
Objective 2: Apply strategies to comprehend text.Standard VIII: Writing
Objective 1: Prepare to write by gathering and organizing information and ideas (pre-writing).
Intended Learning Outcomes:1. Demonstrate a positive learning attitude.4. Develop physical skills and personal hygiene.5. Understand and use basic concepts and skills.6. Communicate clearly in oral, artistic, written, and nonverbal form.
Literacy Bag Essential Question: How does the dentist help me? What are the steps to brushing my teeth?What do our teeth help us to do?
Background information for parents to know about teeth:
Basics of teeth brushing Parents need to understand the proper techniques for brushing teeth and proper oral care.
Proper Oral Hygiene parents need to understand proper oral hygiene. Going to the Dentist parents need to know what it’s like to go to a dentist’s
office.
Also refer to: Teeth Vocabulary sheet (included with take-home bag materials)
Activity 1: SWBAT explain basic teeth brushing techniques by listing the routine and keeping a chart to show how often you brush your teeth, individually.
Materials: Taking Care of Your Teeth, Cherrytree BooksBrush Your Teeth Please Pop-Up by Leslie McGuireHow to Brush Your Teeth ChartOld & New toothbrush ChartOral teeth Chart Science Journal
1. Skim through the pages, talk about the pictures and read parts of the
following books to your child:
Taking Care of Your Teeth, Cherrytree BooksBrush Your Teeth Please Pop-Up by Leslie McGuire
2. After reading, ask your child to write down any techniques they noticed in their science journals. Have them take notes as you discuss the
Activity 2:
Activity 3: Activity 4: Activity 5:
Differentiation: Based on individual student’s strengths and weaknesses, the included texts
can be switched to those that are more appropriate (either more or less challenging). The list of Additional Resources provides an extensive choice of texts on a variety of levels. Activity pages can also be eliminated or added. For instance, for a student who needs some fluency practice, a poem about clouds can be added to the bag. The student can be asked to read the poem three times each night until they can read it with accuracy and expression. In addition, an advanced student can be asked to write a more complex form of poetry or write a story about a thunderstorm rather than a simple recipe.
The parent and student feedback form also provides the classroom teacher with an opportunity to provide differentiated instruction. Comments and notes the parents offer about difficult activities or concepts will inform the teacher about the student’s need for additional skill instruction in specific areas.
Principles of Engagement:Engagement is developed through opportunities for children to collaborate
with an adult family member; to discuss and explore content topics through real-world experiences; to make choices by selecting texts and forming questions; to build their conceptual knowledge and recognize their own competence for comprehending and learning from texts.
Assessment: Students are accountable for returning the take-home bag on the assigned
day (usually a Friday) with all of the activity sheets and the feedback form completed. Several of the completed activity sheets and/or assignments are added to a class book. For example, in the Cloud Bag, the student’s cloud poem and painted cloud art activity based on It Looked Like Spilt Milk are added to the class book about clouds. Their Thunderstorm recipe is added to a class cookbook. Students are also required to present 1 activity to the class. For instance, in the Cloud Bag, students will share their weather report with the class on Friday morning.
Teacher resources and extensions for classroom:
Cloud Graph Make a class graph of each student’s favorite cloud. Have eachstudent draw his or her favorite cloud on a 3 x 3 inch square. Graph the class
results. Weather Pattern Graph As the students present their weather reports, keep a class graph of the weather patterns. How many rainy days have we had? How many sunny days?
Class Cloud Book Assemble each student’s cloud picture and cloud poem into a class book about clouds.
Class Weather Cookbook Assemble the student’s Thunderstorm recipes into a class cookbook. Create additional recipes for “Sunny Day”, “Cloudy Day” or “Snow Storm.”
Weather Station Create a classroom weather stations by helping students make several weather instruments (simple weather instrument instructions are available on the internet or from texts in resources list) and document weather measurements daily. Compare data from the classroom weather instruments with measurements from professional weather instruments. Use the local
television or internet sites to get professional data. Are the measurements different? the same?
© Michelle Roderick for TL5350 Fall 2009
Additional Resources
BooksMy wobbly tooth must not ever NEVER fall out by Lauren ChildDear Tooth Fairy by Alan Durant and Vanessa CabbanTaking Care of Your Teeth (Cherrytree Books)Titus's Troublesome Tooth by Linda Jennings and Gwyneth WilliamsonDave and the Tooth Fairy by Verna Allette Wilkins, illustrated by Paul Hunt Brush Your Teeth Please Pop-Up by Leslie McGuire No More Gunk & OUCH! Sunburn by Donna J. ShepherdThe Bernstein Bears Visit the Dentist (First Time Books(R)) by Stan Bernstein What to Expect When You Go to the Dentist (What to Expect Kids) by Heidi Eisenberg MurkoffI Know Why I Brush My Teeth (Sam's Science) by Kate RowanThe Tooth Book: A Guide to Healthy Teeth and Gums by Edward Miller
Web sites
Material Checklist for Dentist/Hygiene Take-Home Bag
Please help make sure our bag returns to school with the following materials:Texts: Taking Care of Your Teeth (Cherrytree Books)I Know Why I Brush My Teeth (Sam's Science) by Kate RowanThe Tooth Book: A Guide to Healthy Teeth and Gums by Edward MillerBrush Your Teeth Please Pop-Up by Leslie McGuire
Activity Supplies:
Student Activity and Reference Sheets:Teeth Vocabulary Sheet Science Journal Page – for taking notes
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