Guam District Level Lesson Plan Quarter...

GuamDistrictLevelLessonPlanQuarter2Name:2ndGradeTeachersRoom:CQuad/D-103Content:Health

Grade:2nd

Timeline:Week9-10

CommonCoreStateStandard:HealthContentStandards:2.4.1Demonstratehealthywaystoexpressneeds,wants,andfeelings.2.4.2Demonstratelisteningskills.CCSSELAStandards:2.W.8

Recallinformationfromexperiencesorgatherinformationfromprovidedsourcestoansweraquestion.

LessonOverview:Violenceisharmdonetopeopleortheirbelongings.Thewronguseofaguncancauseviolence.Gangsalsocauseviolence.

LessonObjectives:ICAN…-explainrulestostaysafeifyoufindagun.-explainrulestostayawayfromgangs.

Vocabulary:Violence,gang,law

FocusQuestion:Whatisviolence?Howcanyoustaysafefromguns?Whatisagang?Howcanyoustayawayfromgangs?

DescriptionofLesson(includinginstructionalstrategies)

AnticipatorySet:ReadstoryApieceofTrashaloudtostudentsanddiscussthefollowingquestions.1.HowdoyouthinkTheoandSamfeltaboutthegun?2.Whatdidtheydowiththegunthatwasnotsafe?

InstructionandStrategies:(HealthtextbookUnit10,Lesson38,pages214-217)1. Callondifferentstudentstoreadeachpage.DiscusstheLifeSkills,whatthey

willbeabletodo,andthewordstheywilllearnonpage214.2. Havestudentscontinuereadingstoppingeverysooftentodiscussand

summarizewhathasbeenread.EncourageclassdiscussiononthetopicofStayingSafefromGunsandGangs.

3. AnsweranyquestionsstudentsmayhaveandreviewtheHealthQuestionsonpage217.

GuidedPractice:Havethestudentssummarizewhattheyhavelearned.Havethemgetintosmallgroupstotalkaboutwhatviolenceis,rulestostaysafeifyoufindagun,andrulesforstayingawayfromgangs.

FormativeAssessment:Askthestudentstorecallwhataresomewaystostaysafeiftheyfindagunaswellasrulesforstayingawayfromgangs.

IndependentPractice:Studentswillanswerintheirnotebooks/sheetofpapertheHealthQuestionsonpage217.HavestudentsanswerLesson38test.

Classproject(ArtIntegration):

Accommodations/Modifications:Simplifiedinstructions,Teacherguidedpractice,1on1instruction,pairwithclassmateofhigherlevel,RepeatedInstructions

Resources(TextbookandSupplemental):TotallyAwesomeHealthstudenttextbook,studentworkbook,constructionpaper,coloringmaterials

Grade:2nd

Timeline:Week5-6

LessonOverview:Aruleisaguidetohelpyoudotherightthing.AsafetyruleIsaruletohelpyoustaysafe.Safetyruleskeepyouandothersfromgettinghurt.

LessonObjectives/ICAN:ICANtellsafetyrulestoprotectmyself.

Vocabulary:safetyrule,poison,safetybelt

FocusQuestion:Whatisasafetyrule?HowcanIstaysafeathome?HowcanIstaysafewhenItravel?HowcanIstaysafewhenIplay?

AnticipatorySet:Tellstudentsthattherearerulesthateveryonemustfollow.Havestudentssharesomerulesthattheyfollowathome,suchasgoingtobedwhentheyareasked,returninghomeontime,limitingtimewatchingtelevision,andsoon.Introduceanddefinesafetyrules.

summarizewhathasbeenread.EncourageclassdiscussiononthetopicofSafetyFirst.

GuidedPractice:Havethestudentssummarizewhattheyhavelearned.Havethemgetintosmallgroupstotalkaboutsafetyandrulesthatmustbefollowedwhenplaying,ridinginacar,orduringbadweather.

FormativeAssessment:Askthestudentstorecallwhataresomesafetyrulesforhomeandschool,whenplaying,whenridinginacar,orforbadweather.

Classproject(ArtIntegration):SafetyRulesPosters

GuamDistrictLevelLessonPlanQuarter2Name:2ndGradeTeachersRoom:CQuadContent:Health

Grade:2nd

Timeline:Week6-7

LessonOverview:Tobewareistobecareful.Youneedtobecarefularoundsomepeople.Somepeoplemightharmyou.Violenceisharmdonetopeopleortheirbelongings.

LessonObjectives:Inthislesson,studentswillbeableto:-tellwaysyoucanbesafefromabully.-tellwaysyoucanstaysafefromstrangers.-tellwhattodoifyougetanunsafetouch.

Vocabulary:Violence,bully,stranger,unsafetouch

FocusQuestion:Whatisviolence?Whatisabully?Whatisastranger?Whatisanunsafetouch?

AnticipatorySet:Useonesheetofposterpapertodrawatargetandinthemiddleofthetarget,drawabull’s-eye.Punchholesonbothsidessothatitcanbewornaroundtheneck.Usingtwoothersheetsofposterpaper,cutoutatleastfivearrows.Haveonestudentwearthetargetaroundhisorherneck.Thengiveeachofthearrowstofivestudents.Havethefivestudentswiththearrowstrytothreatenorhurtthestudentwiththetheirwordsoractions.Aftertheirdone,askthestudentshowtheythoughttheirclassmatefelt.Explaintostudentswhathappenediscalledbullying.Definebully.

GuidedPractice:Havethestudentssummarizewhattheyhavelearned.Havethemgetintosmallgroupstotalkaboutwhatbullies,waystostaysafefromabullyaswellasstrangers,andrulesifyougetanunsafetouch.

FormativeAssessment:Askthestudentstorecallwhataresomewaystostaysafefromabullyaswellasstrangers,andrulesifyougetanunsafetouch.

Grade:2nd

Timeline:Week6-7

LessonObjectives/ICAN:ICAN…-tellwaysyoucanbesafefromabully.-tellwaysyoucanstaysafefromstrangers.-tellwhattodoifyougetanunsafetouch.

Grade:2nd

Timeline:Week6-7

LessonObjectives/ICAN:ICAN…-tellwaysIcanbesafefromabully.-tellwaysIcanstaysafefromstrangers.-tellwhattodoifIgetanunsafetouch.

AnticipatorySet:Useonesheetofposterpapertodrawatargetandinthemiddleofthetarget,drawabull’s-eye.Punchholesonbothsidessothatitcanbewornaroundtheneck.Usingtwoothersheetsofposterpaper,cutoutatleastfivearrows.Haveonestudentwearthetargetaroundhisorherneck.Thengiveeachofthearrowstofivestudents.Havethefivestudentswiththearrowstrytothreatenorhurtthestudentwiththetheirwordsoractions.Aftertheirdone,askthestudentshowtheythoughttheirclassmatefelt.Explaintostudentswhat

happenediscalledbullying.Definebully.

Grade:2nd

Timeline:Weeks1-2

CommonCoreStateStandard:HealthContentStandards:2.2.1Identifyhowthefamilyinfluencespersonalhealthpracticesandbehaviors.2.2.2Identifywhattheschoolcandotosupportpersonalhealthpractices.2.2.3Describehowthemediacaninfluencehealthbehaviors.CCSSELAStandards:2.W.8

LessonOverview:Someinformationyouseeorhearabouthealthiswrong,Youneedhealthfactstodecidewhattobuy.Entertainmentissomethingyouseeordothatinterestsyou.TVshows,computergames,andboardgamesareentertainment.Healthfulentertainmentkeepsyoumindandbodyhealthy.Ahealthhelperisapersonwhohelpsyoustayhealthy.

LessonObjectives/ICAN:ICAN…-telltheplacesyoucangethealthfacts.-listquestionstoaskwhenyoucheckoutanad.-choosesafeandhealthfulproducts.-listguidelinesforchoosingcomputergames.-makeahealthplantochooseTVshowsthatfollowtheguidelinesforhealthfulentertainment.-tellwhathealthhelpersdo.-tellstepstobecomeahealthhelper.-tellwhatavolunteerdoes.

Vocabulary:Healthfact,website,healthhelper,ad,entertainment,healthfulentertainment,CD-ROM,cooperate,volunteer

FocusQuestion:Whatarehealthfacts?Whatishealthfulentertainment?Whatdohealthhelpersdo?Whatdovolunteersdo?

AnticipatorySet:ShowstudentsaTVorprintadthattriestosellcereal.Askthemtopointoutsomethingstheynoticeonthead.Afterafewstudentsanswerpointoutsomehealthfactslocatedonit,ifany.

InstructionandStrategies:(HealthtextbookUnit8,Lessons30-32,pages172-183)1. Callondifferentstudentstoread.DiscusstheLifeSkills,whattheywillbeable

todo,andthewordstheywilllearn.2. Discusstheimportanceofnotfallingforwronginformation,howtochoose

healthfulentertainment,andhowtoknowandcooperatewithhealthworkers.3. Engageclassinadiscussiontoensuretheyunderstandwhatisbeingread.Ask

questionstocheckforunderstanding.4. GooverandreviewHealthQuestionsonpages175,179,and183.

GuidedPractice:Havethestudentssummarizewhattheyhavelearned.Havethemgetintosmallgroupstotalkaboutplacestheycanfindhealthfacts,guidelinesforchoosinghealthfulentertainmentandstepstobecomingahealthhelperorvolunteer.

FormativeAssessment:Askthestudentstorecall/listwaysformakingresponsibledecisionsinchoosinghealthfulproductsandentertainmentaswellaswaystobecomeahealthhelperorvolunteer.

IndependentPractice:Studentswillanswerintheirnotebooks/sheetofpapertheHealthQuestionsonpage175,179,and183.

Classproject(ArtIntegration):Havestudentsthinkofotherhealthfulentertainmentstheycanenjoywiththeirfamiliesanddrawitonaposter.

Accommodations/Modifications:

Simplifiedinstructions,Teacherguidedpractice,1on1instruction,pairwithclassmateofhigherlevel,RepeatedInstructions

Resources(TextbookandSupplemental):TotallyAwesomeHealthstudenttextbook,studentworkbook,constructionpaper,coloringmaterials,http://www.jugglingwithkids.com/2011/10/mind-jar.html,

Grade:2nd

Timeline:Weeks3-4

CommonCoreStateStandard:HealthContentStandards:2.1.1Identifytrustedadultsandprofessionalswhocanhelppromotehealth(Ex:doctor,nurse,teacher,etc.)2.1.2Identifywaystolocateschoolandcommunityhealthhelpers.CCSSELAStandards:2.W.8

LessonOverview:Firstaidishelpforsomeonewhoissuddenlyhurtorsick.Youcanknowwhattodoifyouorsomeoneelseneedsfirstaid.

LessonObjectives/ICAN:ICAN…-makeahealthplantocallforhelpifsomeonegetshurt.-tellwhattodoforacut,nosebleed,animalbite,andbeesting.

Vocabulary:Firstaid,9-1-1

FocusQuestion:Whatisfirstaid?

AnticipatorySet:Askstudentsiftheyhaveeverbeeninjuredbefore.Aftergivingstudentstheirchancetoshare,explainthattherearemanydifferentkindsofinjuries.

summarizewhathasbeenread.Encourageclassdiscussiononthetopicsofusingfirstaidifyougetacut,haveanosebleed,getbittenbyananimalandstungbyabee.

3. AnsweranyquestionsstudentsmayhaveandreviewtheHealthQuestionsonpg.223.

GuidedPractice:Havethestudentssummarizewhattheyhavelearned.Havethemgetintosmallgroupstotalkusingfirstaidifyougetacut,haveanosebleed,getbittenbyananimalandstungbyabee.

FormativeAssessment:Askthestudentstorecallthefirstaidprocedurefornosebleeds.Havethemanswertheassessmentsheetprovided.

IndependentPractice:Studentswillanswerintheirnotebooks/sheetofpapertheHealthQuestionsonpage223.AnswerLesson39Testinassessmentbook.

Resources(TextbookandSupplemental):TotallyAwesomeHealthstudenttextbook,studentworkbook

Grade:2nd

Timeline:Week5-6

LessonObjectives:Inthislesson,studentswillbeableto:-tellsafetyrulestoprotectyou.

Grade:2nd

Timeline:Week6-7

LessonObjectives:Inthislesson,studentswillbeableto:-tellwaysyoucanbesafefromabully.-tellwaysyoucanstaysafefromstrangers.-tellwhattodoifyougetanunsafetouch.

Grade:2nd

Timeline:Week5-6

LessonObjectives/ICAN:ICANtellsafetyrulestoprotectmyselfandothers.

Grade:2nd

Timeline:Week6-7

LessonObjectives/ICAN:ICAN…-tellwaysIcanbesafefromabully.-tellwaysIcanstaysafefromstrangers.-tellwhattodoifIgetanunsafetouch.

Guam District Level Lesson Plan Quarter...

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Guam District Level Lesson Plan Quarter 3upielementaryschool.weebly.com/uploads/1/5/1/2/1512379/health_3r… · A checkup is a check by your doctor to learn how healthy you are. Your