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Health and Wellbeing Revised

Checklist

CHECK LIST FOR Infant  One: Unit Two: Health and Wellbeing- A Clean Green Scene           Activity 2 of 3: Let’s Recycle

Students’ Names

Can recognize recycling symbol

Can classify and recycle trash into appropriate categories

Can create simple addition word problems

Can create simple subtraction word problems

Can solve simple addition word problems

Can solve simple subtraction word problems

Contributes relevant information to class discussion

Can write at least one sentence about recycling in learning log

         
         
         
         
         
         
         
         
         
         
         
         
         
         
         
         
         
         
         
         
         
         
         
         
         
         
         

CHECKLIST:

 

Infant 1: Learning Unit 2 – Health and Wellbeing: A Clean Green Scene   

Activity 3 of 3: Trash to Treasure-

Construction of Hydroponic Pot

Students’ Names

Followed instructions for construction of pot

Plant roots are in the water

Maintains water level

    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    

CHECKLIST:

Infant 1:LU 2 – Health and Well being: A Clean Green Scene    Activity 3 of 3: Trash to Treasure: Jewellery

Student Names

Correct pattern was used

Can orally identify differences in length

Can count to five  using one to one correspondence

Work was neat

Final product was functional

      
      
      
      
      
      
      
      
      
      
      
      
      
      
      
      
      
      
      
      
      
      
      
      
      
      
      
      
      
      
      
      
      
      
      
      

CHECKLIST:

Infant 1: Learning Unit 2 – Health and Wellbeing: A Clean Green Scene   

Activity 3 of 3: Trash to Treasure

Students’ Names

Paper is dry

Paper is of even thickness

Card is decorated

Card has a greeting expressed in words

     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     

CHECKLIST:

Infant 1: LEARNIG UNIT 2 – Health and Wellbeing: A Clean Green Scene    Activity 3 of 3: Trash to Treasure: Pierrot

Student Names

Costume 75 to 100% covered

Wrappers were neatly stuck

Space was effectively utilized

Chant contained relevant lyrics

Maintained a steady beat while chanting

      
      
      
      
      
      
      
      
      
      
      
      
      
      
      
      
      
      
      
      
      
      
      
      
      
      
      
      
      
      
      
      
      
      
      
      

CHECKLIST:

Infant 1:LEARNING UNIT 2 – Health and Well being: A Clean Green Scene    Activity 1 of 3: Puppet Talk

Student Names

Puppet had at least three facial features

Puppet was able to state at least one way to keep a clean environment

Can state at least one reason why a clean environment is necessary.

    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    

Term 1

Learning Unit 1:  Making Healthy Choices

 

Class: Infants – Year 1         Theme: Health and Well-Being              Topic:            Estimated Frame:  2 weeks

 

Context

Students’ well-being is directly related to their lifestyles and eating habits. Fast food is slowly replacing home-cooked meals and a sedentary lifestyle has taken the place of outdoor activities. Diseases-related nutritional deficiencies in children are now very prevalent.  As the country embraces Spanish as a second language, the curriculum is now mandated to provide opportunities for our students to communicate in Spanish.

Outcomes

At the end of this learning unit/experience students will:

  1. describe ways in which persons achieve health and well-being
  2. understand the need for food as a source of energy
  3. develop an awareness of healthy eating practices as an essential part of wellbeing
  4. understand that information can be represented in a variety of ways
  5. show willingness to communicate thoughts and feelings about health and well-being in both oral and written form
  6. use appropriate vocabulary when describing activities associated with time
  7. produce drawing, painting and writing in response to stories and rhymes.

Learning Plans of Activities:

  • A Healthy Me
  • Hello How Are You?
  • Time to Eat
  • Hokey Pokey
  • My Big Book of Healthy Choices
  • Healthy Hugh and Greedy Gemma

Resources

1.    Internet Resources (movie clips, interactive animation activities and games) –

a.    Animal Hospital – A fun activity to help students learn about health and growth. For example http://www.bbc.co.uk/bitesize/ks1/science/health_and_growth/play/

b.    Health and Growth – An interactive science clip the helps students learn about what the body needs to stay strong and healthy. For example http://www.bbc.co.uk/schools/scienceclips/ages/6_7/health_growth.shtml

2.    Paper, pencils, crayons, glue, scissors, markers, coloured pencils, poster paints

3.    Magazines, pictures, newspapers

4.    Books – teacher/student created or store bought books on staying healthy (topics on hygiene, exercise, food etc.)

5.    Food items (real or fake)/Food pictures – healthy food items and “junk” food items.

6.    Flash Cards/Picture cards

Assessment

  • Observation Checklists – student’s performance on various activities.
  • Oral and written assignments.
  • Performance Tasks
  • Summative Assessment

 

 

UNIT 1: Making Healthy Choices

Learning Plan: 1 of 6

Class: Infants Year 1     

Theme: Health and Well-Being 

Duration:   1 day       

Topic: A Healthy Me!

Context: In order to make healthy choices, children must be aware of the appropriate life style practices that will enhance their health and wellbeing.

CONSIDERATIONS:

 

HFLE

 

Literacy

☒Reading

☒Writing

☐Literary Appreciation

☒Oral Communication

☒Media & Information Literacy

 

Numeracy

☒Problem Solving

☒Critical thinking

☒Communication

☒Representation

☒Reasoning

 

ICT Skills

 

Differentiated Instruction

 

Assessment for learning

Outcomes:

At the end of this learning experience, students will:

 

·         differentiate between healthy and unhealthy lifestyles

·         classify pictures into those that depict healthy and unhealthy practices

·         sing a  song about “a healthy me” and collaborate in groups to create appropriate actions to depict lyrics

·         compose new lyrics for a familiar melody

·         write sentences in their learning logs about healthy choices

·         create word problems involving addition and subtraction

 

Activities:

Which will I choose?

1.    Students view a power point or pictures depicting healthy and unhealthy life styles and discuss the activities that were observed. Teacher ensures cultural relevance of pictures.

2.    They classify the activities into ‘healthy’ and  ‘unhealthy’

3.    Students orally share some of their own lifestyle practices with their peers and with the help of the teacher, assess whether they are healthy or unhealthy.

4.    Students are given 10 pictures depicting a variety of lifestyles (e.g. swimming, overeating) and stick them on worksheets in appropriate columns entitled ‘Healthy/Unhealthy’

5.    Students will create and solve two addition and two subtraction word problems involving lifestyle activities (e.g. Two boys are swimming in a pool. Two boys join them. How many boys are there in all?)

6.    Students draw and colour/paint pictures of themselves depicting “A Healthy Me”.

7.    Students write two sentences in their learning logs about healthy choices and select two words that they would like to place on the word wall

Let’s Make a Puzzle!

8.    Students are placed into groups and each group is given one picture representing a healthy lifestyle activity that is cut into jigsaw puzzles pieces. Students will put together the jigsaw puzzle.

9.    Groups will take turns to solve one another’s puzzles and will write one sentence about the activity depicted in each puzzle.

Let’s Sing!

10.  Students sing three verses of the song ‘I am Healthy’ to the tune ‘Bits of Paper’ (see Health Choices Resources folder in CD)

11.  They collaborate in groups to create a fourth verse by substituting the third line of the song with their own lyrics.

12.  Students accompany themselves by maintaining a steady beat on untuned percussion instruments

13.  They count the number of steady beats played for EACH line of the song

14.  They create actions to represent the lyrics of the song

 

Resources:

·         Large pictures of varied lifestyle activities. (eg. Swimming, sleeping, cricket)

·         Paper, glue, folder, scissors, markers, crayons, poster paints, brushes

·         Computer, multimedia projector

·         Portfolios

·         6 small pictures of varied lifestyle activities

·         Learning logs

·         Lyrics for song “I am Healthy” (see attached)

·         Website: search words ‘jigsaw puzzles’

Assessment:

·         Observation Checklists: of student’s performance on class activities.

·         Performance Tasks

o   Classification of healthy/unhealthy lifestyles (work sheets)

o   Singing of song entitled “I Am Healthy” (lyrics and melody)

o   Playing a steady beat on un-tuned percussion instruments

   

 

 

I AM HEALTHY (to the  tune of Bits of Paper)

Vs.1    I am healthy (x2)

Look at me (x2)

I eat my fruits and veggies,

Eat my fruits and veggies

Healthy me! (x2)

 

Vs. 2   I am healthy (x2)

Look at me (x2)

I exercise each morning

Exercise each morning

Healthy me! (x2)

 

Vs. 3   I am healthy (x2)

Look at me (x2)

I say my prayers at night time

Say my prayers at night time

Healthy me! (x2)

 

 

 

 

  UNIT ONE: Making Healthy Choices

Learning Plan: 2 of 6

Class: Infants Year 1     

Theme:  Health and Well Being

Duration: 1 hour       

Topic:  Hello, How are you?

Context: Children need to learn basic courtesies from early. Encouraging children to enquire about others’ wellbeing fosters caring and concern for others. This lesson also encourages students to use a variety of words to describe their states of being.  

CONSIDERATIONS:

HFLE

Literacy

☒Reading

☒Writing

☐Literary Appreciation

☒Oral Communication

☐Media & Information Literacy

Numeracy

☐Problem Solving

☐Critical thinking

☐Communication

☐Representation

☐Reasoning

ICT Skills

 

Differentiated Instruction

Assessment for learning

Outcomes: At the end of this learning experience, students will,

1.    Ask someone how they are in English and Spanish.

2.    Respond appropriately to the question in English and Spanish.

3.    Share personal experiences of different emotions.

Activities:

        How are you? Song

1.    Students stand and sing a song, Hello, How are you? As the song is being sung, students move rhythmically around the classroom, role playing the different feelings that are told in the song.

2.    Students express their feelings about the activity.

          Word Wall

3.    Students identify the question that was asked in the song. This question is written and placed on a word wall.

4.    Students then list the words used to identify feelings in response to the question. These words are posted on the word wall under the question. Students may distinguish between “good” feelings and “not so good” feelings.

5.    Students read words from word wall.

6.    Student take turns to stick smiley faces next to the appropriate words on the word wall.

Talk Time

7.    Students review the question from the word wall. Students suggest additional ways people may ask others how they are. (These may include the non-standard English questions).

8.    Students then review the feelings words. They suggest other ways that people may express feelings. These may include gestures.

9.    Students talk about incidents that would cause them to feel the different emotions.

            Hola y ¿Qué tal?

10.  Students volunteer How are you? questions that they may know/have heard from other languages.

11.  Students sing along to the song   Hola y ¿Qué tal? Students follow the gestures of the teacher.

12.  Students repeat the question they ask in Spanish when they want to ask someone how they are. They repeat the responses they learned for the question.

13.  Students sing both English and Spanish versions to the Hello, How are you? song.

Resources: Songs, flashcards, word wall, smiley faces

 

Assessment:

1.    Observation

2.    Checklists

3.    Discussion

   

Hello, How are you ? Song

Hello (wave right hand)

Hello (Wave right hand)

How are you? (gesture to someone)

I’m good (one thumb up)

I’m great (two thumbs up)

I’m wonderful (jump up and down)

Hello (wave right hand)

Hello (Wave right hand)

How are you? (gesture to someone)

I’m sad (sad face)

I’m mad (stomp feet)

I’m tired (droopy shoulders)

Hola, ¿Qué tal?

Hola (wave right hand)

Hola (Wave right hand)

¿Qué tal? (gesture to someone)

Bien (one thumb up)

Bien (one thumb up)

Mal (one thumb down)

Mal (one thumb down)

               Sad                                                   Happy 

               Hungry                                                Sleepy

                        Good                                                      Great

                   Not so good                               Mad

 

 

 

 

 

 

 

 

UNIT 1 : Making Healthy Choices

Learning Plan: 3 of 6

Class: Infants Year 1     

Theme: Health and Well-Being 

Duration:  1 day        

Topic:  Time to Eat!   

Context:

One of the major components of a healthy lifestyle is eating well.  Healthy eating should be encouraged early in life so that children could develop lifelong commitments to health.  Learning to make healthy food selections early in life can greatly impact students’ long-term health habits.

CONSIDERATIONS:

 

HFLE

 

Literacy

☒Reading

☒Writing

☐Literary Appreciation

☒Oral Communication

☐Media & Information Literacy

 

Numeracy

☒Problem Solving

☒Critical thinking

☒Communication

☒Representation

☒Reasoning

 

ICT Skills

 

Differentiated Instruction

 

Assessment for Learning

Outcomes:

At the end of this learning experience, students will:

·         differentiate between healthy and unhealthy foods

·         create and analyse a pictograph representing their favourite foods

·         create number sentences

·         create and solve word problems

·         utilize appropriate vocabulary when describing activities associated with meal time.

·         sequence events using language related to time.

·         demonstrate effective leadership and team work skills.

Activities:

What Do We Eat?

1. Students colour their favourite foods/snacks from a sheet containing ten pictures.

2. They share their selections with their group/table.

3.  Students are given guidelines about what makes food healthy/unhealthy. (Food is needed to build our bodies, protect our bodies and give us energy.) and discuss which selections were healthy/unhealthy. Teacher demonstrates how to create a pictograph by sticking pictures of the foods selected in the relevant columns of the chart on the board.

4. Students work in groups to create their own pictographs using miniature pictures and the information from the selections of their favourite foods/snacks. They discuss their results.

5. Groups orally present their findings to the class, expressing themselves in complete sentences.

6. A Word Wall is created using relevant vocabulary from the activity.

7. Students assist in creating number sentences and word problems using information from their pictographs.

When Do We Eat?

8. Students list the times they eat during the day and read the recorded responses    from the board. They talk about the three mealtimes and discuss at what time during the day they occur.

9. They read picture flash cards, which are on display, with words such as morning, midday, evening, night and afternoon; breakfast, lunch, dinner and supper.

10. Students match pictures of meals, mealtime words (dinner, breakfast) and the respective times (evening, morning) that they occur. 

11. Students are given new “time words” (earlier, later, before, after) flash card and they read them with the help of the teacher.

12. They draw and label pictures of three meals in their notebooks and write two sentences using any two “time words” E.g. Breakfast comes before lunch. I eat dinner later in the day.

How much time to eat?

13. Students are given pictures of a variety of food items including meals.  They discuss how much time it takes to eat each item in the pictures.  They use phrases such as “more time” and “less time” to compare the amount of time taken to eat two different food items.

14. Students read the words more time and less time from flash cards distributed by the teacher.  They select pictures of two food items (pictures of food items including meals should be given to students for comparison activity) and compare them by placing the appropriate flash card under each picture.  They explain their comparisons.

Resources:

·         Labelled pictures/cards of food items such as; ; meals; etc.

·         One large pictograph (for teacher’s use)

·         Several small pictographs (for students’ use)

·         Pencils, paper, glue, folder, scissors, markers, crayons, poster paints, brushes, notebooks

·         Picture, flash cards – morning, afternoon, midday, evening, night, breakfast, lunch, supper and dinner.

·         Word flash cards – earlier, later, more time, less time

·         Word Wall

·         What am I? Puzzle Cards: two – three line riddles (take into consideration meals, mealtimes, time words and sequencing when creating riddles) written on cards. E.g.  I am the meal that comes before lunch. What am I?

 

Assessment:

·         Observation checklists of students’ performance of class activities.

·         Performance Tasks –

o   What am I? Puzzle Cards – Solving the riddle: Children stick pictures, draw pictures or write words to complete the riddle

o   Construction of number sentences and word problems

o   Creation and analysis of group pictographs

 

   

 

  UNIT ONE: Making Healthy Choices

Learning Plan: 4 of 6

Class: Infants Year 1     

Theme:  Health And Well Being

Duration: ½ day       

Topic:  Hokey Pokey

Context:  Students need to develop healthy lifestyles from a very early age. The first step towards achieving this goal is to make students aware of the different parts of their bodies. This lesson introduces students to the written word names for body parts. Children also get the opportunity to learn the Spanish word names for parts of the body.

CONSIDERATIONS:

 

 

HFLE

 

Literacy

☒Reading

☒Writing

☐Literary Appreciation

☒Oral Communication

☐Media & Information Literacy

 

Numeracy

☒Problem Solving

☒Critical thinking

☒Communication

☒Representation

☒Reasoning

 

ICT Skills

 

Differentiated Instruction

 

Assessment for learning

Outcomes: At the end of this learning experience, students will,

1.    Name selected parts of the body in English and Spanish.

2.    Sing and move their bodies to the song Hokey Pokey.

3.    Label parts of the body on a given body template.

4.    Create and name a character using body parts.

5.    Orally share information about their created characters.

6.    Write simple sentences on their character.

Activities:

Hokey Pokey

1.    Students sing and perform body movements to the song Hokey Pokey.

2.    Students list the body parts mentioned in the song.  The words are posted on the board. 

3.    Students name other body parts not mentioned in the song.

4.    On a large body cut-out, students label the body parts with the correct word names.

5.    Students identify the body parts that are plural. Students note the difference in the spelling of the words that are plural.

 

Spanish Hokey Pokey

6.    Students sing the Hokey pokey song again, this time with the body parts in Spanish. Students identify the Spanish body parts words.

 

My Monster

7.    With teacher’s assistance, students review basic shapes (Squares, rectangles, circles, triangles, ovals)

8.    Students, in groups, use cut-outs of different shapes of varying sizes to create different body parts. For example they use  rectangles, a square and small triangles to create an arm.

9.    Using the body parts created, students put parts together to create a character. Students are encouraged to be creative, using as many parts as they wish.

10.  In the groups, students name their character. They justify their character’s name.

11.  The characters are displayed and student orally report on their characters. They describe their character, saying how many of each body part the character has. Students are encouraged to use the English and Spanish names for the different body parts.

12.  Individually, students, with the help of the teacher, write simple sentences about their character. They use as many words as possible from the word wall to write their sentences.  For example, Scary Monster has three eyes/ Four legs etc.

 

 

Resources:  Song, Shapes cut-outs, glue, sticky tape, flashcards, body cut out, word wall,

 

Assessment:

1.    Observation

2.    Checklists

3.    Oral Presentations

 

 

   

                                                                                   

 

 

                                                                       

Hokey Pokey

You put your right hand in,

You put your right hand out,

You put your right hand in and shake it all about

You do the hokey pokey and you shake yourself about and that’s what it is all about.

 

You put your left hand in,

You put your left hand out,

You put your left hand in and shake it all about

You do the hokey pokey and you shake yourself about and that’s what it is all about.

 

(Repeated for different body parts).

HAND

You put your mano in,

You put your mano out,

You put your mano in and shake it all about

You do the hokey pokey and you shake yourself about and that’s what it is all about.

 

FOOT

You put your pie in,

You put your  pie out,

You put your pie in and shake it all about

You do the hokey pokey and you shake yourself about and that’s what it is all about.

 

EYES

You put your ojos in,  (point to eyes while indicating in and out)

You put your ojos out,

You put your ojos in and shake head about

You do the hokey pokey and you shake yourself about and that’s what it is all about.

 

NOSE

You put your nariz in, (point to nose while indicating in and out)

You put your nariz out,

You put your nariz in and shake it all about

You do the hokey pokey and you shake yourself about and that’s what it is all about.

 

MOUTH

You put your boca in, (point to mouth while indicating in and out)

You put your boca out,

You put your boca in and shake it all about

You do the hokey pokey and you shake yourself about and that’s what it is all about.

 

 

 

UNIT 1 : Making Healthy Choices

Learning Plan: 5 of 6

Class: Infants Year 1     

Theme: Health and Well-Being 

Duration: 2 days       

Topic:  My Big Book of Healthy Choices

Context:  

Children need to be aware of the impact their life style choices have on their health and wellbeing.

CONSIDERATIONS:

 

HFLE

 

Literacy

☒Reading

☒Writing

☒Literary Appreciation

☒Oral Communication

☒Media & Information Literacy

 

Numeracy

☐Problem Solving

☐Critical thinking

☐Communication

☐Representation

☐Reasoning

 

ICT Skills

 

Differentiated Instruction

 

Assessment for Learning

Outcomes:

At the end of this learning experience, students will:

·         differentiate between healthy and unhealthy foods

·         classify foods into appropriate categories

·         create a big book

·         role-play scenarios (e.g. conflict management, sharing).

 

Activities:

I Can Make a Book.

1.    Students collect/draw/colour pictures of foods that are good for them or select relevant clip art from the internet

2.    They discuss the types of food collected and classify them into breakfast/lunch/dinner/snacks.

3.    They stick the pictures on the page of their big book entitled “Eating Right” or design a page in their digital book entitled same.

4.    They write/type a caption under the picture  – e.g. “Eating right makes me bright”.

5.    They repeat steps 1-4 for each of the following pages: 

“Early to Bed, Squeaky Clean, Getting Along, Touch Your Toes”

6.    Students discuss ideas for captions in the picture page “Getting Along”

7.    Students design a cover for their book.

8.    Students with digital books can record their voices and music to create an audio book.

9.    Teacher assists students with punching holes in the spine of the non-digital book.

10.  Students use needles/hairclips to thread the wool through the holes of the spine to bind the book.

11.  Students take turns reading their books aloud to the class.

12.  Students are placed in small groups for paired, shared  and group reading.

13.  Teacher assists students with creating and answering oral questions on each other’s books.

14.  Students are assisted with writing two of their questions on sentence strips for reading comprehension. These are placed in a pool of questions and answers

Matching Game

15.  Students are placed in groups of 3-5 and each is given one answer strip.

16.  Their question strips are placed face down in the centre of the table.

17.  Moving in a clockwise direction, each child takes a question strip one at a time and reads the question aloud. The question strip is then placed face up under the stack of questions.

18.  The student holding the correct answer strip will read his/her answer aloud and place it to the right of the question strip.

19.  The procedure is repeated for each question until all of the questions have been answered.

20.  The teacher checks the answers and corrects any errors through further questioning of pupils.

Resources:

·         Worksheets featuring legal sized paper (or larger), Bristol Board,

·         Coloured pencils/crayons/markers/pastels

·         Wool and hairclips/large needles for threading wool

·         Laptop, multimedia projector

·         Blank strips of Bristol board/paper for question and answer sentence strips

·         Un tuned percussion instruments

Assessment:

·         Observation Checklists – of student engagement on Matching Game.

·         Performance Tasks –

o   Classification of healthy/unhealthy foods (work sheets)

o   Process and product of Big Book

   

 

UNIT 1 : Making Healthy Choices

Learning Plan: 6 of 6

Class: Infants Year 1     

Theme: Health and Well-Being 

Duration:   3 days     

Topic:  Healthy Hugh and Greedy Gemma  

Context: Students must be able to critically assess the impact of their life choices on their health and wellbeing and make the necessary adjustments.

CONSIDERATIONS:

 

HFLE

 

Literacy

☒Reading

☒Writing

☒Literary Appreciation

☒Oral Communication

☒Media & Information Literacy

 

Numeracy

☒Problem Solving

☒Critical thinking

☒Communication

☒Representation

☒Reasoning

 

ICT Skills

 

Differentiated Instruction

 

Assessment for Learning

Outcomes:

At the end of this learning experience, students will:

·         critically analyse their life choices and those of others

·         create a graphic organizer to compare similarities and differences in the lifestyles presented in the story

·         make predictions about the story

·         make recommendations to improve poor lifestyle practices

·         draw pictures or digitally represent their understanding of the characters in the story

·         dramatize excerpts from the story presented

·         write sentences about each character in the story

·         sequence pictures from the story

·         retell the story in their own words

·         create and solve word problems

·         create a short story of their own.

Activities:

It’s Story time!

1.    Students are introduced to the title of the story entitled “Healthy Hugh and Greedy Gemma”.

2.    Students make predictions about the characters and their actions through guided questioning.

3.    Students listen to the story, answering questions and making predictions at various intervals, giving reasons for their answers.

4.    Students compare the lifestyles of both characters, listing the similarities and differences.

5.    In groups, students create a Venn Diagram to represent the similarities and differences that were identified.

6.    Students discuss how their lifestyles are similar or different from those of the characters in the story

7.    Students suggest lifestyle changes for Greedy Gemma to improve her health and wellbeing.

Let’s Draw

8.    Students draw and colour/paint pictures or create pictures digitally to depict Greedy Gemma and Healthy Hugh.

9.    In groups, students draw or digitally select a series of pictures to represent the sequence of events in the story.

10.  Students mix the pictures up and take turns arranging them in sequential order while orally retelling the story.

11.  Groups exchange pictures and repeat the process.

The Doctor’s In

12.  Students work in groups of four to dramatize and present the scenario in the doctor’s office, using appropriate costumes.

I Can Move!

13.  In groups, students create a short exercise routine of four different exercises to help Greedy Gemma to improve her life style (include spatial awareness concepts such as ‘up, down, left, right).

14.  Students accompany the routine by maintaining a steady rhythm on un- tuned percussion instruments (drums, tambourines).

15.  Students devise a method to notate their routine on a chart using appropriate symbols.

16.  Students videotape their routines to present to the class.

17.  Students count the number of repetitions and create word problems (e.g. Hugh eats one banana every day for breakfast. How many bananas will he eat in three days?)

I can Write!

18.  Students create and illustrate a short story of their own featuring two contrasting elements (e.g.  Mr Triangle and Mr Square).

19.  They construct a graphic organizer to show similarities and differences.

Resources:

·         A copy of the story “Healthy Hugh and Greedy Gemma”

·         Paper, scissors, markers, crayons, poster paints, brushes

·         Portfolios

·         Computer, multimedia projector, video camera/camera phone

·         Large Venn diagram for teacher’s use

·         Small Venn diagrams for students’ use

·         Un-tuned percussion instruments

·         Chart paper/Bristol board

Assessment:

·         Observation Checklists – of student’s performance on class activities

·         Performance Tasks –

o   Oral retelling of story

o   Presentation of exercise routine

o   Playing a steady beat on un-tuned percussion instruments

   

 

I AM HEALTHY (to the  tune of Bits of Paper)

Vs.1       I am healthy (x2)

Look at me (x2)

I eat my fruits and veggies,

Eat my fruits and veggies

Healthy me! (x2)

 

Vs. 2       I am healthy (x2)

Look at me (x2)

I exercise each morning

Exercise each morning

Healthy me! (x2)

 

Vs. 3       I am healthy (x2)

Look at me (x2)

I say my prayers at night time

Say my prayers at night time

Healthy me! (x2)

 

 

 

Healthy Hugh and Greedy Gemma

 

Long, long ago Healthy Hugh lived in the countryside while Greedy Gemma lived in the middle of the city. Healthy Hugh loved to eat healthy foods. He was a strong character; he could lift a truck all alone just like Hulk. Gemma only ate unhealthy foods and  was so weak that she couldn’t even walk without feeling sleepy.

Although they lived far apart with their parents, it was school vacation time and so they came to know each other while visiting at their grandparents who lived next-door to each other in the countryside of Matelot.

Healthy Hugh’s granny was always thinking about living healthily and so she marched Hugh and Gemma to see the doctor before returning to school. Hugh was happy to visit the doctor but Greedy Gemma was not. “I’m afraid of injections!” she cried. Nevertheless Granny took them both.

When they entered the doctor’s office, the friendly doctor greeted them warmly. As they took their seats, they saw a table with beautiful yellow bananas, lovely red apples and chocolates wrapped up in silver wrappers sitting on a small table. Along with these goodies were a bouquet of flowers and a sign which read, “You may have one.” Greedy Gemma was the first to grab three chocolates. After a while, Healthy Hugh took a banana.

Although Dr. Zing was speaking with Granny he observed the children’s choices of snacks. He now addressed them and asked each of them the following questions: “Do you eat enough fruits and vegetables and drink lots of water every-day?”  He wrote down their answers. “Do you  wash your hands before eating and after using the toilet?” Do you bathe, brush your teeth and comb your hair every day?” They each responded and Dr. Zing noted it. “What about sleep, do you get at least eight hours of sleep every night?” Again he wrote. “Do you exercise or play actively: running, jumping or skipping?”  “Do you get along well with people around you. Dr. Zing questioned them and noted it in his book.

“Now Granny,” he said. “This is what I have found.”

Term 3

Learning Unit: (Suggested for Term 3)

Class:  First Year Infants     Theme: Health and Wellbeing            Topic: A Clean Green Scene    Estimated frame:  3 weeks

Context

 

The well-being of students is often negatively affected by poor lifestyle choices and environmental practices. Many students already have varied experiences with reusing and recycling. A deeper awareness of the importance of these practices will result in positive attitudes towards the environment.

 

Outcomes:

At the end of this learning experience students will:

1.    Appreciate how a clean environment helps to maintain good health and wellbeing

2.    Identify and classify the main types of litter in their immediate environment, and explore ways in which they can be reduced

3.    Create functional items and works of Art from discarded materials

4.    Compose a simple chant

5.    Count objects (1-10)

6.    Compare lengths of various objects

7.    Create learning logs

Activities

·         Puppet Talk

·         Let’s Recycle!

·         Trash to Treasure

Resources:

Coloured paper bags, buttons, googly eyes, markers/crayons, poster paints, glue, wool, bristol board, scissors, laptop, printer, multimedia projector, paper making materials (see tool kit), pictures of sources of litter (eg snack wrappers, soft drinks bottles), used magazines and newspapers, DVD entitled “Garbage In, Garbage Out, digital cameras, video camera, discarded items to be reused (plastic bottles, snack wrappers) items for creation of costume snack wrappers, large garbage bags)

Assessment:

·         On-going observation and documentation via checklists

·         Questioning

·         Oral presentations (puppet talk and pierrot chants)

·         Pierrot Grenade costumes created

·         Paper and works of art created

·         Learning logs

 

 

  UNIT 2: A clean green scene

                                                                    Learning Plan: 1of 3

Class: Infants Year 1     

Theme:    Health and wellbeing

Duration:…1 hour

Topic:  Puppet Talk

Context:

Children have seen puppets in action on children’s television programmes. Puppets are used to facilitate learning because students enjoy interacting with them and they learn easily whilst having fun. Making the puppets also affords pupils a sense of ownership and success.

CONSIDERATIONS:

 

HFLE

 

Literacy

☐Reading

☐Writing

☐Literary Appreciation

☒Oral Communication

☒Media & Information Literacy

Numeracy

☐Problem Solving

☐Critical thinking

☐Communication

☐Representation

☐Reasoning

ICT Skills

 

Differentiated Instruction

 

Assessment for learning

Outcomes:

At the end of this learning experience students will:

·         create a puppet using a paper bag

·         orally communicate through his/her puppet how a clean environment can be achieved

·         record electronically one reason why a clean scene is necessary.

Activities:

Class discussion

  1. Students view clips of puppet conversations from a children’s television programme to observe how puppets may be used (or teacher presents a brief puppet show sharing ideas about how a clean environment can be achieved by speaking through puppets).
  2. Teacher may record ideas in simple sentences or in drawings.

 

Creation of Puppets

  1. Each pupil selects one bag from a collection of several colours of paper bags.
  2. Each pupil selects crayons, coloured pencils, paints or chalk to colour the puppet’s face or varying other 3D media for facial features.
  3. Discusses designs that fits feelings e.g. raised eyebrow for surprise.
  4. Student designs a facial expression on his/her puppet and then adds hair to it.

 

Presentation of ideas

  1. Students use puppets to state orally, taking turns, one way in which a clean scene can be kept.

 

(Where equipment is available, students’ puppet shows may be videotaped and shown to class).

Resources:

Coloured paper bags, paint, crayons, coloured chalk, video recorders, yarn, video clip, buttons, construction paper, video.

 

Assessment:

·         Observation

·         Oral Presentations

·         Performance Tasks

·         Learning Logs

   

 

  UNIT 2:  A Clean Green Scene

Learning Plan: 2 of 3

Class: Infants Year 1    

Theme:  Health and Wellbeing

Duration:        2 days

Topic:   Let’s Recycle!

Context:

 Students reuse many of their everyday items for convenience, but are not aware of the deeper and long- term impact of recycling. They often confuse the terms ‘reuse’ and ‘recycle’.

CONSIDERATIONS:

 

HFLE

 

Literacy

☒Reading

☒Writing

☐Literary Appreciation

☒Oral Communication

☒Media & Information Literacy

 

Numeracy

☒Problem Solving

☒Critical thinking

☐Communication

☒Representation

☒Reasoning

 

ICT Skills

 

Differentiated Instruction

 

Assessment for learning

Outcomes:

At the end of this learning experience students will:

·         differentiate between the terms ‘reuse’ and ‘recycle’

·         develop an awareness of the negative impact of improper disposal of garbage

·         sort and classify items and pictures of trash into categories to be recycled

·         begin to demonstrate a positive attitude toward the environment

·         become aware of the symbols associated with recycling

·         locate and utilize recycling bins in their community

·         create and solve simple word problems

 

Activities

Building awareness of the effect of improper disposal of garbage

  1. Students view a DVD entitled “Garbage In-Garbage Out” (or any video that depicts improper disposal of garbage in waterways). Alternatively, students may view pictures of garbage in waterways.
  2. Students name the types of trash seen discuss the ways in which they were disposed
  3. They chat about some of the negative impacts of the improper trash disposal depicted in the video (e.g. flooding)
  4. Through guided questioning, students identify other ill effects of improper trash disposal (e.g. diseases)

 

Sorting Litter and class discussion

  1. In groups students sort pictures and items of litter into 3 broad categories – paper, plastic and glass
  2. They decorate and label 3 empty boxes with the words ‘glass, plastic and paper’ and place the pictures/items into the relevant boxes
  3. Students draw, colour and cut out a large recycling symbol and place it over the area where the boxes will be displayed
  4. The teacher initiates a discussion to elicit students’ understanding of recycling vs. reusing and clarifies where necessary
  5. Students continue to place litter in the relevant boxes and at the end of each week, the boxes are emptied in larger recycling bins located at various points in the community (e.g. supermarket car park)
  6. Students collect a variety of labels and containers or photographs of everyday items that are purchased , and examine them for the recycling symbol
  7. The labels/photographs are classified in their books into 2 categories:

Can be recycled/ Cannot be recycled

Solving word problems

  1. Students create and solve 2 simple addition, and 2 simple subtraction word problems, using vocabulary and information from their recycling activities (e.g. I have 8 wrappers. I recycle 5. I now have _____ wrappers.)
  2. They share their problems with their peers and worksheets of word problems are created and used for independent seat work.

 

Journaling

  1. Students write 2 sentences in their learning log about what they have learnt about recycling

 

Resources:

Garbage In-Garbage Out (produced by D/Vale Gov’t Primary School), pictures/items of trash, coloured pencils/markers/crayons/pain/ paintbrushes, 3,  empty boxes, 1 large sheet white paper/Bristol board, labels from boxes/containers and other items at home, learning logs.

 

Assessment:

·         Oral questioning

·         Observation

·         Performance tasks

 

 

   

 

  UNIT 2: A Clean Green Scene

 Learning Plan: 3 of 3

Class: Infants Year 1    

Theme: Health and Well-Being

Duration: 2 days

Topic: .From Trash to Treasure 

Context:

Students have used glass and plastic bottles previously for a variety of purposes. In their naturally creative moments they sometimes dabble with making new play objects from discarded items. Students also feel a sense of accomplishment and esteem when they look at what they have created.

 

CONSIDERATIONS:

 

 

HFLE

 

Literacy

☒Reading

☒Writing

☒Literary Appreciation

☒Oral Communication

☐Media & Information Literacy

 

Numeracy

☐Problem Solving

☐Critical thinking

☐Communication

☐Representation

☐Reasoning

 

ICT Skills

 

Differentiated Instruction

 

Assessment for learning

Outcomes: At the end of this learning experience students will:

·         Craft treasured items from discarded items.

·         Use crafted items in a functional way

 

Activities:

 

Making Paper-Produce recycled paper from old discarded newspapers.

1.    Shred old newspapers finely and soak overnight to liquefy. Dip sieve into stirred up mixture to lift a thin layer of pulp on sieve and drain off excess water. Place a similar piece of mesh over pulp and squeeze out water evenly all over. Place in sun to dry. Remove only when well dried. Write/draw the process involved in paper making with guidance.

 

Crafting a Greeting Card- from the recycled paper.

2.    Fold paper, cut to required size, then write a word, sentence or phrase of appropriate greeting.

3.    Decorate with drawings or pictures.

 

Construct a Hydroponic Pot- from a discarded 5-litre plastic water bottle.

 

4.    Stick tape (to aid with straight cutting) around highest point of flat sides of bottle. Cut away and invert into larger part. Fill with water and one tbsp. soluble fertilizer. Place seedling into funnel shaped top with roots of plant touching water. Write/draw/take photos of the procedure for making the hydroponic pot. 

 

Nurture a plant

5.    Students may plant a  green leafy vegetable (lettuce, patchoi or other) in the hydroponic pot- Keep water levels high for robust growth.

 

Decorate a costume for a “Pierrot Grenade”- using snack wrappers .

6.    Use a suitable size garbage bag to cut out armholes and neckline. Stick snack wrappers and colourful magazine pages, methodically, to completely cover the “clothes”. Next write/draw the method used to make costume with guidance.

 

Compose a chant

7.    Students may compose a Simple Chant- about importance of recycling for “Pierrot” to perform. Students may contribute ideas for chant and repeat rhythmically.

Creating a Hand band from Discarded  Straws

 

8.    Students work in pairs to prepare the items for stringing together; they take photos at each stage to enable the writing of their learning log. Next they cut and count 5 short pieces then 2 shorter pieces. They lay out the pattern then string them into a band using a hair clip. Tie ends together. Pieces of coloured paper may be used to cover straws for a more colourful band. Students are then guided to write or draw in the learning log, the process involved in making their bands. .They put on their band for all to see.   

 

 

 

Resources: old newspapers, bucket, sieve, mesh, scissors, crayons. 5-litre plastic bottles, seedlings, water, fertilizer, snack wrappers, garbage bags, glue-sticks, glue gun,  marker, flip chart paper, masking tape, big straws, smaller straws, coloured   paper to cover straws clear tape ,camera.

 

Assessment:

·         Observation

·         Learning logs

·         Oral questioning

·         Performance Tasks