Author:
Rick Meyer
Subject:
Nutrition
Material Type:
Unit of Study
Level:
Lower Primary
Tags:
  • ESUCC
  • NE Blended
  • Nebraska Department of Education
  • Open Washington
  • OpenWA
  • WA 100
  • Washington 100
  • ne-blended
  • open-washington
  • openwa
  • wa-100
  • washington-100
  • License:
    Creative Commons Attribution Non-Commercial Share Alike
    Language:
    English

    Education Standards

    BlendEd Best Practices: I am Healthy! PreSchool Unit

    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 purposesI 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 purposesI 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 abilitiesI 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 purposesI 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

     

     

     

     

     

     

     

    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:  
    1. Students may choose to create a healthy food placemat using magazine pictures, hand drawn pictures or photographs of food. All food groups must be represented. Teachers should have a visual example to show students to assist students in understanding the choice they are making.  Placements will be laminate and sent home to use during meal time.
    2. Students will complete a cut and paste activity where they glue food into the correct food group. Teachers should have a visual example to show students to assist students in understanding the choice they are making.

    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.

     

     

     

     

    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:
    1. https://www.youtube.com/watch?v=N4ALkwHjsos ( ipad/ smartboard game where you choose healthy food)
    2. Happy and Grumpy game. Students determine if the food is healthy or unhealthy and put it into the correct mouth.
    3. How much sugar? Students use the smartboard or ipads and look at picture of food visually represented with the amount of sugar it contains.
    http://www.sugarstacks.com/fruits.htm

    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.

     

     

     

     

    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 #DescriptionBlendEd ModelResources
    1Empower 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
    2Empower 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
    3Students 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 GroupLarge chart paper, markers
    4Following 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 voteLarge groupChart 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
    5Question 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 themIndividual upon arrival then, reference during Lg Group. Small groups

    Question of the day chart

    Individual mirrors

    6Question 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

    7Question 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.no4ktbqy428eIndividual with parentSmall group

    Question of the day chart

    1 hard boiled egg for each student, toothpaste, old toothbrushes, soda, small cups

    8Question 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 GroupQuestion of the day chart
    9Question 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  groupsQuestion of the day chart
    10Question 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 GroupQuestion of the day chart
    11Question 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 groupsQuestion of the day chart
    12Question 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

    13Question 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 guidelinesIndividual 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

    14Question 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

    15Question of the Day: My favorite fruit is….
    1. Create a healthy food placemat that can be laminated and used at home.
    2. Cut and paste My Plate  worksheet activity
     https://docs.google.com/document/d/1PAk_Rad49xpFIDai7SXbYQCrdoJCc1jhqyz6kd-kq8U/edit
    Individual with parentSm Group choice

    Question of the day chart

    Magazine or add with food pictures, My Plate worksheet

    16Question of the Day: I plan to drink juice at breakfast today. Yes/No
    1. https://www.youtube.com/watch?v=N4ALkwHjsos ( ipad/ smartboard game where you choose healthy food)
    2. Happy and Grumpy game. Students determine if the food is healthy or unhealthy and put it into the correct mouth.
    3. How much sugar? Students use the smartboard or ipads and look at picture of food visually represented with the amount of sugar it contains.
    http://www.sugarstacks.com/fruits.htm
    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.

    17Question 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.
    • Students verbalize hand washing steps as they wash their hands each day before meals.
    Individual upon arrival then, reference during Lg Group. Lg GroupIndividual practice

    Question of the day chart

    none

    18Question 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.
    • Students verbalize hand washing steps as they wash their hands each day before meals
    Individual upon arrival then, reference during Lg Group. Lg groupIndividual practiceQuestion of the day chart
    19Question 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

    20Question 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/editSmall group

    Invisible germs experiment

    paper, sandwich baggies, and bread

    21Question 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

    22Review 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/editSmall groups

    Goal chart

    Student self assessment