BlendEd Best Practices: I am Healthy! PreSchool Unit
Overview
This resource was created by Brandee Drahota in collaboration with Rick Meyer as part of the 2019-20 ESU-NDE Digital Age Pedagogy Project. Educators worked with coaches to create Unit Plans promoting BlendEd Learning Best Practices. This Unit Plan is designed for Pre-School Health.
In addition to the Kindergarten standards addressed, this lesson also meets the following Nebraska Core Academic Content Standards:
SE.01: Develops self-awareness and sense of self
HP.03: Child develops an awareness and understanding of health, physical activity and safety
HP.04: Develops healthy eating habits and exhibits increasing independence in eating abilities
LL.02: Develops functional skills to communicate effectively for a variety of purposes
Unit Plan
BlendEd Learning Best Practices
Unit Template
Unit Title: I am Healthy
Content Area Skills:
Early Learning Guidelines:
SE.01: Develops self-awareness and sense of self
HP.03: Child develops an awareness and understanding of health, physical activity and safety
HP.04: Develops healthy eating habits and exhibits increasing independence in eating abilities
LL.02: Develops functional skills to communicate effectively for a variety of purposes
Digital Age Skills:
Knowledge Constructor
3c: curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions
3d: build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.
Creative Communicator
6b: create original works or responsibility repurpose or remix digital resources into new creations
6c: communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations
Global Collaborator
7c: contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.
Duration of Unit: 22 days
Unit Author: Brandee Drahota
BlendEd Coach: Rick Meyer
Overview of Unit: In this unit students will learn and be able to explain different aspects of being healthy. Students will learn about healthy food, design a healthy meal,and learn about the role handwashing plays in keeping them healthy.
Empower Learners | |
Empower Learners is a transitional segment to Cyclical Unit Design. The purpose is to both Review prior learning and Preview upcoming learning. |
Learning Objectives | |
Content Area Skills: For Standards, please include # and description (add or delete rows as needed) | Student Friendly Learning Objectives: |
SE.01: Develops self-awareness and sense of selfHP.03: Child develops an awareness and understanding of health, physical activity and safetyHP.04: Develops healthy eating habits and exhibits increasing independence in eating abilitiesLL.02: Develops functional skills to communicate effectively for a variety of purposes | I can tell 3 ways to be healthy.I can explain why exercise is important and give two examples of exercise.I can explain why sleep is important. |
SE.01: Develops self-awareness and sense of selfHP.03: Child develops an awareness and understanding of health, physical activity and safetyHP.04: Develops healthy eating habits and exhibits increasing independence in eating abilitiesLL.02: Develops functional skills to communicate effectively for a variety of purposes | I can tell or select 5 healthy foods that I like to eat.I can describe at least 2 fruits and 2 vegetables. |
SE.01: Develops self-awareness and sense of selfHP.03: Child develops an awareness and understanding of health, physical activity and safetyHP.04: Develops healthy eating habits and exhibits increasing independence in eating abilities | I will use My Plate and create a meal I want to eat including all 5 categories. |
SE.01: Develops self-awareness and sense of selfHP.03: Child develops an awareness and understanding of health, physical activity and safetyLL.02: Develops functional skills to communicate effectively for a variety of purposes | I will demonstrate correct hand washing procedure and tell why washing hands keeps me healthy. |
Empower Learner Activity | |
Detailed Description (self-assessment, goal sheet, action plan) | |
Link to Empower Learner Activity https://docs.google.com/document/d/1AdiuaplI8b2zYOfWSyRerHHrgGdoOUBuk4lzqtCturM/edit ( student self assessment) https://docs.google.com/document/d/117PNVrbgzBXWDYu0EXfWDTGVU0KHdC8tgV2JpcqbjBY/edit (student goal sheet) |
Knowledge Application | |
The purpose of Knowledge Application is to promote deeper-level learning through student creation of learning artifacts demonstrating both Content Area and Digital Age Skills. A key goal is to provide some degree of control over how students will show what they know. |
Artifact Profile | ||
Title of the Artifact: Food Groups | ||
Detailed Description: Sort food into different categories (fruit, vegetables, meat, grains, dairy). Play food or real food can be used. Students use digital cameras or ipad to take picture of the different food groups, then use those pictures to create a book or poster. | ||
Content Area Skills Addressed:HP.04: Develops healthy eating habits and exhibits increasing independence in eating abilitiesSE.01: Develops self-awareness and sense of self
| Digital Age Skills Addressed:Creative Communicator:6c: communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulationsGlobal Collaborator7c: contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.
| Link to Rubric: https://docs.google.com/document/d/1FKGcVT-4kriAbXWfvkIMSgcVwXolojL4utpCZUNm_VU/edit
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Knowledge Deepening | |
During Knowledge Deepening, the Content Area Skills required of the Learning Artifact are broken down into bite-sized tasks. A key goal is to provide some degree of choice over how students practice the Content Area Skills. |
Task 1: Placemats or My Plate. | ||
Description:
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Student choices:1.Create a healthy food placemat that can be laminated and used at home.2.Cut and paste My Plate worksheet activity shorturl.at/aHT45
| Resources: The choice board for these tasks will be a teacher held example of the two activities. Students will be able to visually see the actual project they are choosing to work on.
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Task 2: Games | ||
Description: 1. Students play a game on the smartboard, computer or ipad where they choose healthy food. 2. Students play a game where they place healthy food into a cut out of a Happy person's mouth and unhealthy food into a cut out of an Unhappy person's mouth. 2. Students use the smartboard, computer or ipad to look at different foods and see a visual representation of the amount of sugar in each food. If time allows, students can rotate between each of the activities. | ||
Student Choices:
| Resources: The choice board for these tasks will be visual. Three teachers will position themselves around the classroom, quickly demonstrate each activity then ask students to move to the activity of their choice.
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Direct Instruction | |
Direct Instruction scaffolds the learning process for all students. A key goal is to incorporate BlendEd strategies to effectively differentiate instruction in order to maximize learning. |
Learning Path | |||
Day # | Description | BlendEd Model | Resources |
1 | Empower Learner: Students will sit in small groups of 6-7 and work with a teacher to choose an answer that fits them for each question the teacher presents. | Small group | Student self assessment |
2 | Empower Learner: Teachers will work individually with students to help them choose a smart goal. Smart goal sheets will be sent home and posted in the classroom as a reference and to tally student success. | Individual | Smart goal sheet |
3 | Students will create a web of what they know and questions they have. Display this in the classroom and refer to it throughout the study. | Large Group | Large chart paper, markers |
4 | Following the creative curriculum philosophy, students will choose which part of the study they want to learn about first. This can be done with a class vote | Large group | Chart paper, or white board indicating the various choices. A color coded example is shown herehttps://docs.google.com/document/d/1yU9HoKxCSNZDNMXTwqm4I0VTXmLUeKfGJCGNa5E5F7o/edit. |
Days 5-21 are color coded according to the Voting chart. Complete all of one color before moving onto the next color. Colors are interchangeable according to student choice | |||
5 | Question of the Day: How many times a day do you brush your teeth?Group discussion about how and why to brush teeth. Break into small groups, use small mirrors and look and teeth, counting them | Individual upon arrival then, reference during Lg Group. Small groups | Question of the day chart Individual mirrors |
6 | Question of the Day: Can you guess who our special visitor is today? (make a list of possible visitors)Students listen to a dental presentation given by a dentist or the school nurse. | Individual upon arrival then, reference during Lg Group. Lg Group | Question of the day chart none |
7 | Question of the Day: Tell your grownup why you think we have eggs in the classroom today? Have eggs sitting in small cups of a dark soda like Pepsi or Coke. Complete the toothbrush demonstrationhttps://docs.google.com/document/d/1HjAK8l3CsJwsULh872wNIOffBxyEEVqy6biJUBP9-hI/edit#heading=h.no4ktbqy428e | Individual with parentSmall group | Question of the day chart 1 hard boiled egg for each student, toothpaste, old toothbrushes, soda, small cups |
8 | Question of the Day: I exercised today. Yes/No Have a group discussion about how exercise helps keep our bodies healthy. Sing My heart says thanks. https://www.youtube.com/watch?v=eVsFfkr9LK8 Students discuss different ways to exercise at home and at school. Make a list on chart paper. Demonstrate different ways to exercise. | Individual upon arrival then, reference during Lg Group.Lg Group | Question of the day chart |
9 | Question of the Day: I like rest time. Yes/No Have a group discussion about how sleeping helps keep our bodies healthy. Read one of the following books. Vooks - Animated Storybooks in Your ClassroomBooks suggestions: Slumber sloth How do dinosaurs say goodnight? Teachers can get one year of free access to Vooks by filling out this form. | Individual upon arrival then, reference during Lg Group.Lg or small groups | Question of the day chart |
10 | Question of the Day: Tell your grownup how you will be a good friend today. Have a group discussion about being a good friend. Brainstorm ideas on how to be a good friend (share, take turns, use kind words, help etc). Role play different ways to be a good friend. | Individual with parentLg Group | Question of the day chart |
11 | Question of the Day: Point to one body part that you washed today. Have a group discussion about keeping clean. Discuss when and how to bathe, materials needed, who helps, how often, baths or showers. Vocabulary: shampoo, conditioner, soap, washcloth, scrunchie, hot, cold, warm, towel. | Individual with parentLg group or small groups | Question of the day chart |
12 | Question of the Day: Display a domino. Tell your grownup what shape a domino is. Try to describe it. Build a pyramid with dominoes, discuss how your body needs healthy foods to grow and if you remove one of the food groups (remove a domino) the pyramid falls (your body can’t get bigger and stronger) | Individual with parent | Question of the day chart dominos |
13 | Question of the Day: Do you like to drink milk? Yes/No Make a giant My Plate on the floor. Students use play food to fill up the plate according to the guidelines | Individual upon arrival then, reference during Lg Group. Lg Group | Question of the day chart Masking tape to create the plate, play food in all the food groups |
14 | Question of the Day: I like to eat vegetables like carrots, peas and broccoli. Yes/No Sort food into different categories (fruit, vegetables, meat, grains, dairy)Students use digital cameras or ipad to photograph the food categories. Students use the photographs to create a book or poster. | Individual upon arrival then, reference during Lg Group. Sm Group | Question of the day chart Play food for each small group |
15 | Question of the Day: My favorite fruit is….
| Individual with parentSm Group choice | Question of the day chart Magazine or add with food pictures, My Plate worksheet |
16 | Question of the Day: I plan to drink juice at breakfast today. Yes/No
| Individual upon arrival then, reference during Lg Group.Sm Group choice | Question of the day chart healthy/unhealthy laminated foods show boxes with holes cut out for mouths. Draw eyes, nose and hair. One box will have a happy face, one will have a sad face. |
17 | Question of the Day: Do you wash your hands before you eat? Watch one of the hand washing videoshttps://www.youtube.com/watch?v=NoxdS4eXy18https://www.youtube.com/watch?v=b09luE7z2qYhttps://www.youtube.com/watch?v=uMbCZfb5k3M Discuss “Why” we need to wash hands.
| Individual upon arrival then, reference during Lg Group. Lg GroupIndividual practice | Question of the day chart none |
18 | Question of the Day:Do you have germs on your hands right now? Watch on of the hand washing videos https://www.youtube.com/watch?v=NoxdS4eXy18https://www.youtube.com/watch?v=b09luE7z2qYhttps://www.youtube.com/watch?v=uMbCZfb5k3M Discuss “why” we need to wash hands.
| Individual upon arrival then, reference during Lg Group. Lg groupIndividual practice | Question of the day chart |
19 | Question of the Day:Did you wash your hands before supper last night? Rub petroleum jelly in the palms of children's hands, and then rub with glitter. Let each student choose how to get clean: wipe with a towel, dip in water, wash with soap, or other methods they might invent. Compare results. What did we learn? | Individual upon arrival then, reference during Lg Group. Small groups | Question of the day chart Petroleum jelly, Glitter, Soapwater |
20 | Question of the Day:What do you think we will do with bread today? Complete Invisible Germs science experiment https://docs.google.com/document/d/1MHcRQre5ZBrjJp8b06vt1cxxb8JC_iiBJ3Ac9E2DwAE/edit | Small group | Invisible germs experiment paper, sandwich baggies, and bread |
21 | Question of the Day: Tell your grown up when you need to wash hands. 1.Students use ipads or digital cameras to photograph peers completing the hand washing steps. Print and post these photos near the sinks and in the bathrooms. 2. Students create a hand washing poster, drawing or selecting pre printed pictures of the different steps of handwashing. 3.Students create a hand washing social story using pictures or drawings. | Small group choice | Digital cameras iPads Papermarkers |
22 | Review Smart Goal chart and praise student efforts. Repeat student self assessmentLink to Teaching Strategies Gold lesson objectives. https://docs.google.com/document/d/1SWKX5qQCSytDvNXiL0xK3rMOlGCS_m4y_1K6m9o2Pzs/edit | Small groups | Goal chart Student self assessment |