Objective: SWBAT comprehend concepts related to health promotion and disease prevention to enhance health, pertaining to physical activity.
Criteria for Success (CFS): Students will be successful in today’s lesson if they can... ❏ Categorize how much time they typically spend daily on physical activities and how much time they spend on sedentary activities ❏ Analyze how culture, media, and other influences impact physical activity ❏ Differentiate myths from facts with regard to physical activity and exercise ❏ Hypothesize how their life would be different if they lived over 100 years ago, and consider how this would impact their level of physical activity. Do Now: Technological advances have reduced our levels of physical activity. How do you think your life would have been different if you lived 100 years ago? (Journal) Direct: ● In the 1960s, President John F. Kennedy stated, “We are under exercised as a nation. We look instead of play. We ride instead of walk. Our daily lifestyle deprives us of the minimum of physical activity essential for healthy living.” Even over 50 years ago, Kennedy was concerned that our nation’s children and adults were not getting enough exercise. ● Debrief Do Now Journals ● In 1900, there were no cars, TV, iPhones, computers or video games. Discuss: What do you think you would be doing with all that time that you currently spend on those activities or devices? How would your physical, mental, and social health be different? How might your overall health be better? ● Teachers will ask students to list as many things as they can think of that they do in a typical day. How do students spend time during school? After school? At night? On the weekends? During vacations? Record answers on the board. Collaborative/Independent: ● Physical Activity Brainstorm. Students will classify their answers from the board as either ACTIVE or INACTIVE. (Being active can mean anything that gets the body moving, like walking, climbing stairs, carrying backpack around, sports, etc. Inactive things may include watching TV or texting.) Students should be able to justify why they listed an activity as ACTIVE or INACTIVE. ● Students will complete the two unfinished sentences at the bottom of the page. Consider having students share their answers with an elbow partner or whole group. ● Students will complete the Physical Activity Myth and Fact worksheet. When finish, teachers will facilitate a review and discussion. Exit Ticket:
More resources: https://www.youtube.com/watch?v=hmFQqjMF_f0 https://www.youtube.com/watch?v=BHY0FxzoKZE https://www.youtube.com/watch?v=-vNVG7XJpVE&list=PLU_X4iz4VBkqSGlk2geO4spKCK5zCKy7n https://ed.ted.com/lessons/why-sitting-is-bad-for-you-murat-dalkilinc#watch
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Objective: SWBAT demonstrate the ability to access valid health information, products, and services to enhance health, and practice health-enhancing behaviors.
Criteria for Success (CFS): Students will be successful in today’s lesson if they can... ❏ Accurately identify the parts and portion sizes of the MyPlate. ❏ Sort various foods into food groups. ❏ Set a personal nutrition goal to improve dietary choices. Do Now: During yesterday’s lesson, we learned about the importance of following the dietary guidelines for good health.
Direct: ● In 2011, the United States Department of Agriculture (USDA) changed the food guide pyramid to do a better job of telling Americans how to eat healthy. Today, we are going to be exploring the USDA MyPlate. ● MyPlate illustrates the five food groups that are the building blocks for a healthy diet: grains, dairy, protein, fruits, and vegetables. It also graphically represents the recommended portions or amounts of each food group that should be consumed. ● Oils are NOT a food group, and are not included in MyPlate. However, oils DO provide essential nutrients and can be a part of a healthy diet when consumed in moderation. Collaborative: ● In pairs, students will access information regarding the MyPlate illustration at: https://www.choosemyplate.gov/ ● MyPlate Guided Notes in Google Classroom Independent: ● Set a nutritional goal for the remainder of class. More resources/ideas: https://www.choosemyplate.gov/quiz https://www.choosemyplate.gov/teens https://www.choosemyplate.gov/kids-activity-sheet Objective: SWBAT articulate the importance of the Dietary Guidelines for healthy eating, analyze their own eating habits, and comprehend the concept of empty calorie foods and beverages.
Criteria for Success (CFS): Students will be successful in today’s lesson if they can...
Do Now: “You are what you eat.”
Direct:
Collaborative:
Independent/Exit Ticket:
More resources on the Dietary Guidelines: https://health.gov/dietaryguidelines/2015/resources/infographic/Press/DGA_Static-Fig-ES-1.jpg https://health.gov/dietaryguidelines/2015/resources/infographic/Press/DGA_Static-Fig-2-8.jpg https://health.gov/dietaryguidelines/2015/resources/infographic/Press/DGA_Static-Fig-2-2.jpg Objective: SWBAT identify personal hygiene practices and health and safety issues related to puberty.
Criteria for Success (CFS): Students will be successful in today’s lesson if they can…
Do Now: What are some of the changes that happen during puberty that would make you want to practice good hygiene? Direct:
Exit Ticket Write a short reflection on what you learned over the past two weeks More resources: https://kidshealth.org/en/teens/hygiene-basics.html#catemotion Objective: SWBAT identify the physical, social, and emotional changes that occur during puberty.
Criteria for Success (CFS): Students will be successful in today’s lesson if they can…
Do Now: Last class, we began our unit on puberty. What are 2-3 facts that you remember from last class' lesson? Journal, then debrief. Direct: Hormones: Chemicals released by the glands into the bloodstream that control or regulate body functions. Puberty: The stage of growth when males and females experience bodily changes and become physically capable of reproduction.
Exit Ticket:
Optional homework/above-and-beyond assignment: Interview with Someone Who Used to be a Teenager Follow up questions: Did you learn anything surprising through the interview? Did you receive any special “words of wisdom” that you would like to share? More Resources: https://www.pgschoolprograms.com/uploaded_files/program_download_materials/AlwaysChanging_5thGradeGirlsBooklet.pdf https://www.pgschoolprograms.com/uploaded_files/program_download_materials/AlwaysChanging_5thGradeGirlsBooklet_Spanish.pdf https://www.pgschoolprograms.com/uploaded_files/program_download_materials/AlwaysChanging_5thGradeBoysBooklet.pdf https://www.pgschoolprograms.com/Educators https://always.com/en-us https://tampax.com/en-us/tips-and-advice https://www.youtube.com/user/beinggirl http://www.health.wa.gov.au/docreg/Education/Population/Youth_Health/HP010368_boys_and_puberty_booklet.pdf Objective: SWBAT identify the physical, social, and emotional changes that occur during puberty.
Criteria for Success (CFS): Students will be successful in today’s lesson if they can…
Do Now: Puberty is a time of physical, mental, and social changes. What do you already know about puberty? What have you learned about it in school in the past? Direct:
Independent/Exit Ticket:
Objective: SWBAT explain the structure, function, and major parts of the human body.
Criteria for Success (CFS): Students will be successful in today’s lesson if they can…
Do Now: List as many body systems as you can! If you can, describe what the system you listed does for your body. Direct:
Collaborative:
HELPFUL RESOURCES AND WEBSITES FOR STUDENTS: https://www.youtube.com/watch?v=uBGl2BujkPQ&list=PL8dPuuaLjXtOAKed_MxxWBNaPno5h3Zs8&t=0s Crash Course: Anatomy and Physiology Body Systems Packet Contains readings and supplemental worksheets (in Unit 1 folder) https://www.stem.org.uk/resources/elibrary/resource/35233/human-body https://www.healthline.com/human-body-maps#circulatory-system Objective: SWBAT assume responsibility for helping to take care of the school community.
Criteria for Success (CFS): Students will be successful in today’s lesson if they can…
Do Now: Yesterday, we learned the definition of bullying, and how to recognize bullying behavior.
Direct:
Here’s a poster for your classroom: http://headsup.scholastic.com/sites/default/files/NIDA15_CDC_poster_full-size.pdf https://www.youtube.com/watch?v=ltun92DfnPY ^^this is an excellent spoken word piece. Objective: SWBAT assume responsibility for helping to take care of the school community.
Criteria for Success (CFS): Students will be successful in today’s lesson if they can…
Do Now: What is your definition of “bullying?” Direct:
Bullying is a form of violence among two or more children/youths that can include physical attacks or emotional or social abuse, comprising verbal or written actions such as name-calling, teasing, threats, spreading rumors, or excluding someone from a group. Bullying is unwanted aggressive behavior that involves an observed or perceived imbalance of power and occurs repeatedly over time. Bullying may inflict harm or distress on the targeted youth.
Independent/Collaborative:
More Resources: https://www.stopbullying.gov/what-you-can-do/index.html Objective: SWBAT resolve conflicts in a positive, constructive way.
Criteria for Success (CFS): Students will be successful in today’s lesson if they can…
Do Now: During the past two lessons, we have learned that some relationships are unhealthy because they control, disrespect, or abuse others. Healthy relationships take work! In your journal, write about a relationship that they have worked hard to keep healthy. Direct:
Collaborative:
Exit Ticket:
More resources: https://classroom.kidshealth.org/classroom/6to8/personal/growing/conflict_resolution.pdf https://www.youtube.com/watch?v=EABFilCZJy8 https://www.youtube.com/watch?v=1N2tvpW0eoI https://newsela.com/read/suspension-policy/id/6962/ NewsELA article: “Los Angeles school suspensions drop as students talk out their problems” https://newsela.com/read/students-conflicts/id/301/ “A school’s ‘peace room’ aims to end fighting in the halls” If you choose to assign the articles, you could also have students brainstorm ways that the school community can reduce conflict among students. I would also suggest facilitating some sort of Community Circle around this time in the course. |
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March 2020
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