Michelle Espinoza, Rosa Gonzalez, Samantha King

Title of Lesson: The Importance of Personal Hygiene By Hand-washing 

Grade Level: Third Grade

California Content Standards: 

NHES. 1.5.1. Describe the relationship between healthy behaviors and personal health.

California ELD Standard:

5. Interpretive 5. Listening actively to spoken English in a range of social and academic contexts.

Learning Goals:

• Students will learn to wash their hands through personal hygiene practice.
• Students will understand what materials are necessary for proper hand-washing.
• Students will develop a good grasp on the importance of personal hygiene practices in the classroom.

Materials:

• Poster board and/or slide presentation
• Classroom sink/water
• Antibacterial soap
• Paper towels

Language Objective: 

• Writing skills: Students will engage their writing skills through either their graphic organizer, and or written description of the steps to healthy hand-washing at the end of the lesson.
• Speaking Skills: Students will be asked to engage in a group discussion about what they learned from the demonstration, as well as sharing their key ideas with the class during the teacher facilitated discussion.
• Listening Skills: Students are engaging their listening skills during the instructor presentation, as well as during the group and whole class discussion.

Academic Language & Vocabulary:

• Personal health: the wellness of one’s self
• Hygiene: routines we do to prevent disease through cleanliness  
• Antibacterial: active against destroying bacteria, or suppressing the growth and/or reproduction of bacteria
• Bacteria/germs: Very small organisms that cause disease

Content of The Lesson:

Students will enter third grade knowing that hand-washing is something they need to do anytime they get their hands dirty and/or after using the restroom. Most students have been introduced to hand-washing by their parents/guardians. Other than understanding that hand-washing will remove marker from craft time or dirt from recess, they might not understand the more important aspects of why we regularly wash our hands. 

After engaging in the lesson, Students will have a deeper understanding of bacteria and how it can cause disease and or infections. They will be able to make the connection between practicing good and frequent personal hygiene (specifically hand-washing) and staying healthy through the school year. 

Instruction to Support Learning:

• The lesson will be introduced to the students by reviewing the content objectives. The students will be provided with a visual aid (i.e. Poster or slides) with the key vocabulary for the lesson in english as well as the first languages of the ELL students within the class (i.e. Spanish and/or Vietnamese). 
• Students will then be broken into small groups of three or four. Each small group will then take turns gathering around the sink area while the instructor demonstrates proper hand-washing techniques. It is important to ensure that one group watches the demonstration at a time so that everyone has a clear view of the demonstration. The instructor will briefly explain the materials needed for proper hand-washing. As the professor reviews the materials needed, she is actively pointing to, or if possible holding up each item as she explains. During the instructor’s explanation, he/she will review the academic language and vocabulary related to proper hand-washing.
• The instructor will demonstrate hand washing (visual learners) and orally state the step-by-step procedure (auditory learners). 
• The instructor will sing the ABC song during her hand-washing demonstration to show students the necessary amount of time it takes to properly wash their hands in order to remove and prevent bad bacteria. 
• After each group watches the demonstration, they will be asked to return to their seats and have a discussion with their group members about why they think personal hygiene practices such as thoroughly washing hands, is very important, especially at school. 
• After all groups have had a chance to watch the demonstration and have a group discussion, the instructor will then facilitate a whole class discussion based on what each group talked about. 

Assessment/Checking for Understanding: 

• Formative Assessment:

• The formative assessment is the class discussion. The instructor will have a clear understanding of what the students learned during the lesson, based on what they share with the rest of the class about their group discussion. 

• Summative Assessment:

• Individually, students will be given the options to create a graphic organizer (i.e. comic strip) or write out in words a step-by-step guide on proper hand-washing. 

Enduring Understanding:

Proper personal hygiene is extremely important for young children to grasp at an early age. By Practicing personal hygiene, students will begin to reduce the spread of sickness and disease within the school. Aside from the many personal hygiene strategies that should be practiced at home (i.e. regularly washing hair and brushing teeth), hand-washing is something that can and should be practiced outside of the home, especially at school. Students need to be aware of the connection between washing hands and the prevention of spreading diseases to their peers. By engaging them in an informative, yet interactive activity, students are encouraged to continue the practice of hand-washing both at school and out of school. 

Kate Kelly Aso, Hannah Blevins, Tamara Evans, Joy Ishii

Lesson Plan Title: Healthy & Unhealthy Foods  (UDL Color like this)  

Grade Level: Kindergarten

Enduring Understandings:  

(1) Choosing to eat healthy foods helps our bodies stay strong and healthy and grow to be healthy adults.

(2)  Eating a mix of foods from the five food groups provides our bodies with essential vitamins and minerals to grow strong and stay healthy.

Important Health Unit Question:  Are you what you eat?

Curriculum Standard: 1.1.N – Name a variety of healthy foods and explain why they are necessary for good health.

Content Objective:  Students will be able to classify different food items as either healthy or unhealthy.

ELD Standards:

• Content Objectives: Students will be able to identify different types of foods as either healthy or unhealthy, as well as understand the importance of healthy food.

• Language Subjectives: 

• L.K.5 – With guidance and support from adults, explore word relationships and nuances in word meanings. 
  • a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. 
  • c. Identify real-life connections between words and their use (e.g., note places at school that are colorful).
• L.K.6 – Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

Teaching Plan:

1.  Opening:

a. Read a book called Jack and the Hungry Giant by Loreen Leedy (here is a video of another teacher reading the book; to have a good idea of what the content of the book)Jack and the Hungry Giant 

b. Active Listening – Students are fully engaged to the speaker and concentrate on what is being said. Students will use proper body position, listening ears, and response techniques to maximize their understanding of what the speaker is saying.

i. While reading, pause and ask questions about the story:

1. 1. Out of all of the fruits on this page, what is your favorite fruit? What is a fruit that you don’t like? What is a fruit that you would like to try?
   2. Ask the same questions for vegetables, protein, grains, and dairy. 
   3. What are foods with “empty calories”? What are some “empty calorie” foods that you’ve eaten? Should we eat a lot of these types of foods?

1. c.   After reading, have a further discussion about different types of food.  For each question, provide Auditory Wait Time, in which students are provided with time to process information presented orally.
   1. What can we do to help our bodies stay healthy?(exercise, eat healthy, sleep, brush our teeth, take baths, wash our hands often)
   2. What kinds of food help to keep us healthy?(fruits, vegetables, meat, eggs, milk)
   3. Should we eat a lot of sweet foods and snacks? Why or why not? (cavities and they are not good for us)
   4. What is your favorite food to eat?? (pizza, cookies, chicken)
   5. What is a fruit?
   6. What is a vegetabled. Peer Interview – Students find a partner, and they ask each other questions regarding the discussion about healthy and unhealthy foods. After 2 minutes, they find another partner and ask questions. Repeat around 5-6 times, depending on time.

2. Modeling:

a) Do a K-W-L chart and ask students what they know about healthy and in healthy foods. Do this as a class to incorporate a safe classroom community and practice group norms, allow students to offer foods from their cultures and backgrounds to tap into prior knowledge and diversity.          i. Write down what they know and write questions they have

b) Write healthy and unhealthy in columns on the board. Pull pictures of different foods and place them in their corresponding food group. As you go through each food, discuss why they go in this category and what the benefits of these are. Write the name and provide a picture to allow multiple entry points for learning and supports for ELLs. 

i. Ask students where they think it would go. After you get a few in each category, do a check for understanding to see if students can place similar foods in each category

3.  Shared and/or Guided Instruction:

a) Healthy vs Unhealthy Food Class Activity:

i. After learning about healthy and unhealthy food from the class discussion, students will use their knowledge to sort food into two categories: healthy & unhealthy.

ii. Have two big, empty boxes with the label “healthy food” and “unhealthy” food on each box. Have another box full of food toys, or cut out pictures of food.  Consider using realia such as food models or actual food items such as apples and wrapped Hostess Twinkies.

iii. Call on students to pick a food from a box, and have them sort it into the correct box.  The teacher can use Equity Sticks when calling on students to ensure an equal chance of participation.

iv. Ask the students to name the food out loud and to share with the class whether it is healthy or unhealthy.  Use Preferred Modes of Expression to allow a student to choose whether they will name and classify the food orally or provide an acting/movement demonstration of what the food is and whether it is healthy or unhealthy.

v. Repeat until all foods have been sorted in the boxes.

4.  Independent:

a. Healthy Food Collage Activity.  Provide directions to students, then ask them to Repeat the Directions in their own words to a nearby classmate to help them internalize the instructions.

i. Students will create a healthy food collage independently.

ii. Have enough magazines from grocery stores for the students.

iii. Have the students look through magazines and see all of different pictures of food. 

iv.  On a construction paper, students will cut and glue healthy foods they see onto their paper. Students can glue the pictures in any design they’d like.  Make both standard and loop scissors available.

v. Once finished, have students pair share and talk with a partner about their collage.

vi. After the pair share, have a couple of students share their collage with the entire class.

vii. Ask the students to compare and contrast their collages with their peers.

5. Closing:

a. Assessment Criteria: Formative Assessment

i. After the lesson, return to your K-W-L chart and ask students what they learned. This will help solidify and emphasize the key ideas that they have learned, draw from different experiences in the lesson, prompt them with questions and ask them to visualize what they had seen in the activities to help draw upon their memory. 

ii. As an exit ticket you can have students make two columns on paper. Call out a fruit, vegetable, grain, etc. and ask them to put it in the correct column “healthy” or “unhealthy” or you can do it by food group. You can let children represent the information in various ways: allow them to draw the food, write the word, say which category it belongs to, etc. 

6.  End-of-lesson Assessment:

a. Assessment Criteria: Summative Assessment

i. Lunch Box Activity

1. Students will have a print out of a lunch box and pictures of both healthy and unhealthy foods and snacks.
2. Students will color and cut all of the pictures of foods.
3. Student will glue their choice of healthy lunch food items into their lunch boxes.

https://sjsu.instructure.com/files/55613689/download?download_frd=1&verifier=7sOH9VPvbVdp4rQcZPxgGGWn6hWSjBxyHrM7xUBU

Citations:

http://lessons.atozteacherstuff.com/94/nutrition-unit/

https://goalbookapp.com/toolkit/v/strategies 

Nicole McPherson, Rachel Cherry, Mathea Turkalj, Liz Hogan

NHES 4: Interpersonal Communication

4.2.1        Demonstrate healthy ways to express needs, wants, and feelings.

4.2.2        Demonstrate listening skills to enhance health.

4.2.3        Demonstrate ways to respond in an unwanted, threatening, or dangerous situation.

4.2.4        Demonstrate ways to tell a trusted adult if threatened or harmed.

Grade(s): TK-2

Objective:

Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid and reduce health risks.

Students will demonstrate their listening skills when listening to the book, and when pair-sharing. 

Students will brainstorm and come up with multiple ways to solve different scenarios in healthy ways and how they can help each other as a class. 

Language objective 

The students will demonstrate their writing skills by writing an entry in their journal about a time they experienced a strong emotion. 

The students will demonstrate their speaking skills while discussing ways to handle different scenarios and feelings with classmates.

The students will demonstrate their listening skills while listening to the book, their teacher and their classmates. 

Opening:  

Read “Quit Calling Me a Monster” by Jory John. The story is about a monster who does not like being called a monster because it hurts his feelings. He knows he is one and he knows he can be scary “but he can’t help it, he was born this way”.  

Support for emergent bilinguals, IEPs, and advanced students:

• Teacher will use facial expressions, noises, and different intonations to help bilinguals and IEPs further understand the book. 
• For the formative assessment, the teacher can allow time for students to share with a partner before sharing out loud.  The teacher should also have the questions written down and provide visuals when they can. The teacher can provide sentence frames and a word bank if needed.  

Formative Assessment: 

Discuss the book with the students: How did the monster feel? Why did he feel this way? Could he help the fact that he was a monster? How would you feel if you were the monster? How can we help people (or monsters) who feel this way? 

Modeling:

Students will be divided into groups. Each group will be assigned a different skit to perform addressing different ways in which to tell trusted adults if they feel threatened or harmed (e.g. “Johnny and his friend Jane have not been feeling comfortable in their classroom because their classmate has been making threatening comments. They decide to tell someone about what happened.”)  Students will perform skits in front of the rest of the class.

Support for emergent bilinguals, IEPs, and advanced students:

• ESL students will be paired with advanced students.  Prompts will also be translated if necessary. Modeling also allows for visual learners to better understand the point. Repetition and rehearsal can benefit emergent bilinguals as well as students with IEPs.

Formative Assessment: 

Students will discuss each skit after it is performed, reflecting on the choices that were made and why they chose the person they did to report to. Students who did not perform the skit will be asked what they would have done in that situation if it was them.   

Shared and/or guided instruction: 

Come together as a class and make an anchor chart of good interpersonal communication skills they want to have. Come up with ideas as a class on what to do when someone is feeling sad, angry, excluded, etc. and write those down as well. Most, if not all students should be able to participate in this.  Students should be able to come up with a list of 10-20 ideas collectively. Teacher will be able to assess who is participating and who isn’t as well as how good each student’s understanding is.  

Support for emergent bilinguals, IEPs, and advanced students.

• Allow students time to share with a partner next to them before they share outloud, which will take a lot of pressure off of ELs and students with IEPs.  

Closing & Summative Assessment: 

-In their journals, students will select a time where they felt a strong emotion (happy, sad, angry, scared, etc). The student will then describe how they handled it (e.g. angry = hitting) and what they will do next time instead (e.g. i will take deep breaths, walk around my backyard, listen to music and then talk to my parents about it).

-Have students pair-share what they wrote.  Their partners will practice listening and they can discuss even more ways to solve this issue. Anyone who wants to share out to the class can.  The teacher will be walking around and checking in to assess students’ understanding. 

Support for emergent bilinguals, IEPs, and advanced students:

• Teachers can have sentence frames for emergent bilinguals and IEPs.  They can also have the opportunity to draw the scenario out and what they would do.  If needed, the student can also speak one on one with the teacher (or another IEP or emergent bilingual) about the situation and how the dealt with it/will deal with it next time. 
• For advanced students, they can pretend they are writing a book (similar to the monster book).  They can use dialogue, draw pictures, include different POVs, etc. 

Assessment Criteria: 

To receive full credit, the student’s writing will clearly demonstrate their ability to use interpersonal communication skills. To receive partial credit, the student will recognize their need to use a skill, but is unable to identify an appropriate skill in the given situation

Enduring understanding:

Apply interpersonal communication skills to express needs, wants, and feelings productively. 

Important health education question:

Why is it important to communicate effectively?

Sources:

Online reading of the book:🎃 Quit calling me a Monster

https://www.teacherspayteachers.com/Product/Problem-Scenario-Cards-3109011 

https://www.naeyc.org/resources/pubs/yc/mar2018/promoting-social-and-emotional-health#activities 

This lesson can be very encompassing and teaches students the joys of responsibility. While it is focused for 1st grade, minor adaptions would allow it to be great for K-3, or to create it into a whole unit! Yay responsibility!!!!

By: Erin Gsoell, Eugene Kong, Sobia Khan

Health Standard: 

NHES 5 Decision Making: Students will demonstrate the ability to use decision making skills to enhance health

Other Standards:

CCSS.ELL

 Part 1.A.1- Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics

Part 1.C.9- Expressing information and ideas in formal oral presentations on academic topics

CCSS.ELA (Links to an external site.)

L.3.4- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.

L.3.6- Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal  relationships (e.g., After dinner that night we went looking for them). 

RI.3.7- Use information gained from illustrations  (e.g., maps, photographs) and the words in a text to demonstrate an understanding of the text (e.g., where, when, why, and how key events occur). Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). 

SL.3.1.a,c,d- (a)Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. . (c)Ask questions to check understanding of  information presented, stay on topic, and link their comments to the remarks of others. (d)Explain their own ideas and understanding in light of the discussion. 

SL.3.4- Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant,  descriptive details, speaking clearly at an understandable pace.

SL.3.6- Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 for specific expectations.)

W.3.4- With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.) 

Objectives Related to Health Standard: 

• Examine both in-person and online responsibilities and the importance of controlling one’s actions
• Describe the Rings of Responsibility as a way to think about how our behavior affects ourselves and others. Students will learn how to “evaluate positive and negative consequences” (Telljohann, 2016, pg. 141)
• Identify examples of online responsibilities to others.
• “List Alternatives: Brainstorm a list of all possible alternatives. Try to think of all the different ways this situation could be handled” (Telljohann, 2016, pg. 66)

Assessments: 

For a summative assessment, students will complete the “My Rings of Responsibility (Links to an external site.)” handout at the end of the lesson. For formative assessment, students’ participation throughout the discussions and guided activities will be observed, and they be able to describe how each given action affects the rings of responsibility

Lesson plan:

https://www.commonsense.org/education/digital-citizenship/lesson/your-rings-of-responsibility (Links to an external site.)

Warm Up: Rings Metaphor (5 mins.) 

Before the lesson: Use masking tape to create a large, physical version of the Rings of Responsibility on your classroom floor. Alternatively, you can create the rings with chalk on an outdoor blacktop.

1. Invite your students to gather around you. Drop a pebble or a penny into a bowl of water and watch the concentric circles grow.
2. Ask: What do these circles remind you of?

Students may respond with: a bull’s eye, the Target company logo, rings in a tree stump, etc. Explain that the circles remind you of the Rings of Responsibility. Clarify that a responsibility is a duty you have to yourself or others. (Slide 4 (Links to an external site.))

Learn: The Rings of Responsibility (15 mins.)

1. Show the Rings of Responsibility video on Slide 5  and ask: According to the video, how could throwing a bottle out of your window be similar to something you do online? Take turns sharing with your partner. 

Invite students to respond. Clarify that littering is similar to doing something online because they both show how your actions affect not only you, but also your community and your world.

1. Ask: According to the video, what are the Rings of Responsibility?

Invite students to respond. Clarify that each ring represents a person or group you are responsible to (yourself, your community, and your world) and that being responsible to someone means that you think about how your actions will impact them.

1. Show students the Rings of Responsibility framework on Slide 6 and explain what each ring represents:

• Self: The center ring represents responsibilities you have to yourself, such as keeping yourself safe and healthy.
• Community: The middle ring stands for responsibilities you have to your community, including the people you know and interact with on a regular basis. This can include both friends and family. But it can also include people you don’t know well, but with whom you interact with (e.g., grocery store clerks, a friend in an online gaming community, etc.).
• World: The outer ring stands for your responsibilities to the larger world. This would include people you don’t know but whom your actions might affect.

(If necessary, define the vocabulary term community.)

1. Pair students up and assign each to be “A,” “B,” or “C.” Have each pair answer one of the questions on Slide 6  according to their letter.

Call on pairs to share out their answers. Example answers include:

• Self: I eat healthy food, I keep my bedroom clean, I don’t watch too much TV before bed.
• Community: I help my neighbors with yard work, I follow rules like using the crosswalk.
• World: I don’t litter, I don’t say mean things to others online.

Explore: Our Responsibilities (10 mins.)

1. Ask: Have you ever heard the term “digital citizen”? What comes to mind when you hear that term?

Invite students to share out any words or ideas that come to mind. Clarify that a digital citizen is someone who uses technology responsibly to learn, create, and participate. Say: As digital citizens, we have responsibilities to ourselves, our communities, and our world as we learn, create, and participate on the internet. (Slide 7)

UDLifying: To prepare for a share out on a new possibly new topic, allow students time to pair/group share. This will give students more time to develop their thoughts into words they feel comfortable sharing to the large group. Also, you should break down the parts of the phrase “digital citizen” and provide multiple definitions, phrasings, and examples to support second language learners or students who have trouble understanding figures of speech.

1. Direct students to stand outside the physical Rings of Responsibility you’ve marked in your classroom. If space is an issue, you can also designate corners or areas of your room to represent the three rings. 

UDLifying: For a student who is physically disabled, and not able to move around the classroom freely, the teacher can offer sings that the student can hold up indicating their choice of ring of responsibility. The teacher can also ask another classmate to help the physically diabled student, if possible, move around the classroom.

1. Say: As I read each statement, move silently to stand inside the ring you think best fits with that statement. For example, if I said “I never tell anyone my full name online,” you would walk to the center ring — Self — because that’s a way that you can protect your own privacy.
2. Read the following statements aloud, pausing after each one so students have time to move around. If you have time, discuss and reflect when students have different answers. Some examples may fit into multiple rings.

I only use apps and websites that are OK for someone my age. (Self)

I never share things about my friends that they wouldn’t want other people to know. (Community)

I don’t post or share information online if I’m not sure that it’s true. (World)

I treat others with respect, in person or online. (Community or World)

Wrap Up: My Rings of Responsibility (15 mins.)

1. Have students return to their seats, and distribute the My Rings of Responsibility student handout. Read the directions aloud and pass out crayons, colored pencils, or markers. (Slide 8 )

Allow five to seven minutes for students to complete the handout.

1. Invite students to share out their answers. (See the Teacher Version for reference.)
2. Invite students to select one statement from the handout and write an explanation for which ring(s) it belongs in and why. They can write this either on the back of the handout or by adding a second page to the document. Collect handouts to assess student learning. (Slide 9)
3. Have students complete the Lesson Quiz . Send home the Family Activity and Family Tips.

UDLifying: These final steps of the lesson can be adapted to meet the needs of particular students. Students can be given the option to draw a picture for step 3 or sentence frames can be provided to accommodate this written opinion. Also, the quiz should be available as a physical handout for students who are unable to focus or produce their best work when using a screen and keyboard.

Enduring Understanding:

Making healthy decisions for yourself also means making healthy decisions for the people around you. The reverse is also true; the decisions other people make have an affect on you. We want the students to know that the decisions they make in their lives can change what someone else does in their lives. We want them to think about and evaluate their actions before they act upon them in order to make the best possible decisions. 

Essential Questions:

“Do my choices affect other people?”

“Am I protecting myself and/or my community in my decision making?”

References:

California Department of Education. (2013). California Common Core State Standards English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. California Department of Education. https://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf (Links to an external site.)

California Department of Education. (2014). California English Language Development Standards. California Department of Education. https://www.cde.ca.gov/sp/el/er/documents/eldstndspublication14.pdf (Links to an external site.)

California Department of Education. (2009). Health Education Content Standards for California Public Schools. California Department of Education. https://www.cde.ca.gov/be/st/ss/documents/healthstandmar08.pdf (Links to an external site.)

Telljohann, S. K., Symons, C. W., Pateman, B., & Seabert, D. M. (2019). Health education: elementary and middle school applications (8th ed.). New York: McGraw-Hill Education

Slides: https://docs.google.com/presentation/d/1v6gQu3ZUZBjertg3D1IHQoMh-OaJngjf4cLkUl8jDZ0/edit#slide=id.g3b95a16d1e_0_25 (Links to an external site.)

Worksheets: LESSON PLAN WORKSHEETS.docx

Resources: How Can We Teach Health Standards?.pdf

Throwing is often over-looked in the world, but it is a skill that children (and adults) desperately need. So let’s teach them how to do it in a low stakes, fun environment!

By: Mathea Turkalj

Grade: 2-3

Objective: Students will practice stepping with the opposite foot while throwing underhand to a target.

Materials:

• Hula hoops
• Containers
• Red/blue yarn balls (or any two colors)
• Floor tape

Activity: Set up tic tac toe boards using 9 hula hoops (3×3). If there are students in wheelchairs, use poly spots instead and those with limited upper mobility can hold a bucket to catch.  Fill containers with yarn balls and set near the board. Use floor tape to mark a throwing line at an age appropriate distance from the boards for children to throw and catch.
Model the correct form of throwing and catching which is beneficial for visual learners and EL students.  Volunteers will be taken to demonstrate their throwing and catching, giving those who prefer kinesthetic learning to have hands on experience trying the new skill before actually performing it in the game.
Assign and have two sets of teams go to a tic tac toe board (four students per board).  Assign each team a color to mark the X’s and O’s.  Alternate thrower and catcher.
Team 1: One student will choose which hoop to stand in and their teammate will stand behind the marked throwing line and toss the yarn ball of their teams color to them.  If the partner catches the ball, they place it down in the hoop to mark their spot.
Team 2: Repeats the same as team 1.
The game continues until one team gets their yarn balls in a tic tac toe pattern (3 in a row either diagonal or straight across). 

Formative Assessment: After the activity, discuss what the most challenging parts were for students and why.  Have students self assess how they felt they did both catching and throwing using thumbs up.  Thumbs up = I feel very confident in my throwing and catching.  Thumb in the middle = I feel kind of confident in my throwing and catching.  Thumbs dumb = I need more practice with my throwing and catching.

Purpose: This activity aligns with NHES 4 Interpersonal Communication: Students will demonstrate the ability to use interpersonal communication skills to enhance and avoid or reduce health risks.  Students demonstrate effective verbal and nonverbal communication to enhance health.  Students also demonstrate listening skills to enhance skills.  This activity involves much communication with their teammates, allowing them to work on their communication.  The activity also requires listening skills as rules are important and winning requires good strategy. 

Relation to Health Unit: This lesson can be used in a unit that explores muscles and strength.  It can be explained how important development of the muscles are as well as what muscles we use when catching and throwing.  Working to improve strength through these skills can also be addressed with this activity.

Resources: https://www.pecentral.org/lessonideas/ViewLesson.asp?ID=132690#.XcEkpEVKhmA 

I chose this activity because it is a good way to incorporate math into P.E. and allows for students to get their wiggles out in an educational setting. Students will begin to see how things learned in class, can be applied outside of the classroom in a fun and exciting way!

From: Hannah Blevins

Grade: Kindergarten
Standard: 1.10 Travel in straight, curved, and zigzag pathways.
Objective: Students will be able to understand what straight, curved, and zigzag lines look like and how to travel using them as pathways.
Materials:

• Tape
  
• Cones
  
• Rope
  
• Jump rope
  
• Visual cue cards with different lines
  
• Music
  
• Hula hoops
  

Activity: Pathway Racers

      To pre-assess the students understanding of lines, the teacher will have students spread out in the room. The teacher will ask students to travel in a straight line. He/She will begin playing music and allow students to travel across the room demonstrating their understanding of straight pathways for 30 seconds to 1 minute. The teacher will repeat this process for curved lines and zigzag lines. The teacher should remind the students not to bump into their peers and to be mindful of their surroundings.
      The class will come together as a group to review what each line is and how we can travel in these different pathways. The teacher will model how to travel in each of these paths. Teacher modeling will be a good visual for students who might be EL’s. The teacher can also provide pictures of the different types of pathways and demonstrate a person walking along these. The teacher will explain that the class is going to do a relay activity practicing these pathways. On the ground, the teacher will have placed tape in alternating pathways for the students to follow. The class is split into three to four groups. The students will line up behind a cone at the starting point. When the teacher plays music, the first student in line follows the pathway. As they are traveling along the line, they must say/call out what type of path they are traveling on. When they get to the end, they must tag the next person in line. The group sits down when the entire team finishes. By using tape, this activity becomes accessible to students with wheelchairs. If you have students who have visual impairments, you can have a rope along the path that indicates the various pathways that they can hold onto to follow along. The tape is also good for ELs because it is visual and they can follow along.
      After this, the teacher will place “obstacles” in a way that will guide children to walk in a certain pathway. For example, cones in a straight line on both sides of you forces you to go straight, hula hoops staggered has you travel in a curved/wavy line, and jump ropes lined in a zigzag pattern on each side of you has you travel in a zigzag pattern. The entire class will line up at the start and one will go at a time. The following student will begin when the first student reaches a certain point that the teacher has designated. This will be used as a formative assessment to understand if the students know the various pathways. The teacher should make the obstacles wide enough that wheelchairs can navigate through the path. Students who are visually impaired can use these tactile obstacles to navigate the path as well.
      To assess the students at the end of the lesson, the teacher will have the students line up against one side of the wall. The teacher will say that the students are cars and they are trying to get to their destination (the wall across from them). However, the route is very crazy. The teacher will call out a pathway and the children will have to move towards their destination in this way. The teacher should remind students not to bump into their peers and to be mindful of those around them. The teacher will say “When I say go, move to your destination on a (curvy, straight, zigzag) road.” The teacher can hold up pictures of different lines or roads that are curvy, straight, and zigzag for English Learners. Continue to do this, varying the types of pathways, until then students make it to their destination.

This lesson can be used in a math unit to explore how different lines create different shapes. This can also be tied to a unit on locomotor activities and how we can use movement to travel distances. This lesson focuses on answering the questions, “How can we get to places using different pathways? Which ways are the most efficient?” This second question can be used in a follow up activity where students have to time their peers when traveling a distance using the different pathways. The enduring understanding question is, “What is the importance of locomotor skills? Why is it important to develop these for use in other physical activities?”

Resources:
https://allysonpageportfolio.weebly.com/uploads/1/0/8/2/10828259/pathways_of_travel_lesson.pdf https://www.ssww.com/blog/pathways-directions-stations-pe-activity-grades-k-2/

I like this activity because it can be used from K-5 with some minor adaptations! Having a game like this up your sleeve can help keep any teacher in a pinch!

Written by: Angela Thao, Isabelle Lim, Jean Back and Rachel Burnette

P.E. Lesson: And Freeze!

Grade: 2nd and 3rd grade  

Overview of the PE lesson:

                    Students will engage in physical activities that will require them to apply listening skills to physical concepts. Students will practice balance and coordination while listening to musical cues. 

Objectives: 

• Students will be able to:
  • Execute basic physical concepts such as skipping, jogging, jumping jacks, squatting, dancing, etc. 

• listen and follow commands
• Hold a position for 5-8 seconds. 

Materials needed 

• CD Player
• Upbeat Music
• Large open space for students 

UDL Connection: Include Projector for projecting images and videos for additional support. Teachers can also include a hand signal in addition to “Freeze.” 

Opening

                    The teacher starts the lesson by prompting the students to jog in place and explains that when he/she says “Freeze” they have to immediately stop and not move at all. The teacher can act out the word “Freeze” to support the English Language Learners as well as the children with special needs in the class. The teacher prompts the students to move again, but this time for a round of jumping jacks and again for a round of skipping, each time prompting the children to stay still when they hear, “Freeze!” The teacher will explain that this is how we will be playing the game today. 

UDL Connection: We can add technology such as projector and video access for students who may benefit from visual aid in executing exercise. In addition to teachers verbal instructions, students may also refer to visual aid projected on the screen. This will allow other students to maximize their performance.

Body of the lesson

                    As this is a highly physical activity with a lot of moving parts, the students will be asked to spread out throughout the open space so that everyone will have space to move. The teacher will explain that once the music starts, the students should start moving according to the moves decided by the teacher, e.g. jogging, jumping jacks or skipping. They should continue to move until the music stops. If the music stops, the students must freeze in whatever position they happen to be in at the time and hold the position until the music starts again. If they move, they are out and must sit until the next round. 

                    Accommodations will be made for children with special needs. For example, if a child has Tourette’s syndrome and is unable to stay still the whole time, the teacher will adjust for that student.

UDL Connection: Provide flexible opportunity to demonstrate skills. Offer opportunities for students to create their own “And Freeze” routine. Students can work in small groups and use their knowledge of various exercise moves to create a new routine. We can add it to our class list and use it for the exercise game. This will allow teachers to assess other variety of ways students are learning. In addition, students can also provide modification alternative to their routine(s). 

Closing and Formative Assessment

                    After they complete physical activities, the teacher asks students to pair share and the teacher listens to them. It is better to do this 10 minutes before the class ends.  The goal for this assessment is that the students can identify their challenges and the teacher can modify the activity in the future according to the students’ ability to complete the activity.

1. One Formative Assessment:

Some example questions are below.

1) What activities were really easy and what activities were hard for you? (was activity easy or hard for you?)

2) Why was it hard?

3) How can you get better with this activity?

2. Analyzing each student’s work during the class

                    Another formative assessment is analyzing each student’s work. This assessment will take place during that class by the teacher through observing students’ performance.  The teacher writes down each student’s name and takes notes on how well each of them succeeded in the physical activity of freezing. For example, if the student continued to move instead of freezing, the teacher makes a check mark the table box of “performs without control”. If the student is able to hold for 5-10 seconds without moving, the teacher checks the table box of “performs with control.”

Additional Unit incorporation

                    This activity could be a part of the locomotor and non-locomotor movement unit that serves to answer the overarching question: “What are different ways we can move our bodies to engage in physical activity?.”  In this unit, students will learn what locomotor (i.e., movement that involves traveling) and non-locomotor movement (i.e., movement while stationary) are. For locomotor movement, the students will think of ways to move their bodies from point A to point B.  For instance, a student may suggest that skipping can take you from one place to another. For non-locomotor movement, students will imagine ways to move the body while staying stationary (i.e., squatting, stretching, etc.). Students will practice non-locomotor and locomotor movements in the classroom.  For example, we will infuse physical activity within performing arts (i.e., dance, music) to ensure that students are actively learning about the various movements and becoming physically active.  

UDL Connection: Teachers can show videos of various dances and exercises that incorporate the use of moving from point A to point B.  Furthermore, students can take the previous task of creating their own movements and incorporate and locomotion factor. Students can peer teach their class routine using creative methods. This will allow them to use a method of preference as well as challenge them to make modifications. Furthermore, teachers can expand the space in order to accommodate for students of various abilities to move more freely. 

                    The “Freeze” activity, within the unit, will be introduced at the beginning of the school year, since it is less rigorous and demanding.  Furthermore, students will learn how to move their bodies with simple movements as well as develop spatial awareness. This lesson will help create a foundation for students to build upon their skills to acquire more competence in physical activity (i.e., hand-eye coordination, dancing, etc.).  Overall, our unit will incorporate locomotor and non-locomotor skills, balance, coordination, movement, and spatial awareness to help students engage in physical activity.  

References: https://www.teacher.org/lesson-plan/and-freeze/