Guam District Level Lesson Plan Quarter...
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Guam District Level Lesson Plan Quarter 3 Name: 2 nd Grade Teachers Room: C Quad/D-103 Content: Health Grade: 2nd Timeline: Weeks 5-6 Common Core State Standard: Health Content Standards: Content Standard 8: Health Advocacy – 2.8.1 : Demonstrate the ability to seek assistance encouraging healthy behaviors. (Example: Ask a parent to take a walk after school to increase physical activity and/or suggest a healthy meal to be prepared at home.) 2.8.2: Show how to help others make positive choices. (Example: Design a poster to encourage peers to eat healthy snack foods.) CCSS ELA Standards: 2.W.8 Recall information from experiences or gather information from provided sources to answer a question. Lesson Overview: A checkup is a check by your doctor to learn how healthy you are. Your teeth help you chew your food. They help you smile. They help you speak. Don’t forget o take care of your teeth. Lesson Objectives/I CAN: I can… -tell what happens during an eye checkup. -tell ways to protect your vision. -tell what happens during an ear checkup. -tell ways to protect your hearing. -tell what to write in your health record. -tell ways to take care of your teeth. -make a health plan to floss each day. Vocabulary: Checkup, vision, hearing loss, health record, cavity, floss, mouthguard, safety belt Focus Question: What is a checkup? What happens during an eye checkup? What happens during an ear checkup? How can I take care of my teeth? Description of Lesson (including instructional strategies) Anticipatory Set: Read the poem “Check Me Out” aloud. When finished, explain that it is about having a check up. Ask students if they have been to their doctor for a checkup. Have students take turns discussing what happens during a check up.
Transcript of Guam District Level Lesson Plan Quarter...
GuamDistrictLevelLessonPlanQuarter3Name:2ndGradeTeachersRoom:CQuad/D-103Content:Health
Grade:2nd
Timeline:Weeks5-6
CommonCoreStateStandard:HealthContentStandards:ContentStandard8:HealthAdvocacy–2.8.1:Demonstratetheabilitytoseekassistanceencouraginghealthybehaviors.(Example:Askaparenttotakeawalkafterschooltoincreasephysicalactivityand/orsuggestahealthymealtobepreparedathome.)2.8.2:Showhowtohelpothersmakepositivechoices.(Example:Designapostertoencouragepeerstoeathealthysnackfoods.)CCSSELAStandards:2.W.8
Recallinformationfromexperiencesorgatherinformationfromprovidedsourcestoansweraquestion.
LessonOverview:Acheckupisacheckbyyourdoctortolearnhowhealthyyouare.Yourteethhelpyouchewyourfood.Theyhelpyousmile.Theyhelpyouspeak.Don’tforgetotakecareofyourteeth.
LessonObjectives/ICAN:Ican…-tellwhathappensduringaneyecheckup.-tellwaystoprotectyourvision.-tellwhathappensduringanearcheckup.-tellwaystoprotectyourhearing.-tellwhattowriteinyourhealthrecord.-tellwaystotakecareofyourteeth.-makeahealthplantoflosseachday.
Vocabulary:Checkup,vision,hearingloss,healthrecord,cavity,floss,mouthguard,safetybelt
FocusQuestion:Whatisacheckup?Whathappensduringaneyecheckup?Whathappensduringanearcheckup?HowcanItakecareofmyteeth?
DescriptionofLesson(includinginstructionalstrategies)
AnticipatorySet:Readthepoem“CheckMeOut”aloud.Whenfinished,explainthatitisabouthavingacheckup.Askstudentsiftheyhavebeentotheirdoctorforacheckup.Havestudentstaketurnsdiscussingwhathappensduringacheckup.
InstructionandStrategies:(HealthtextbookUnit5,Lessons18-19,pages108-115)1. Callondifferentstudentstoread.DiscusstheLifeSkills,whattheywillbeable
todo,andthewordstheywilllearn.2. Discusstheimportanceofhavingcheckups,keepinghealthrecords,andtaking
careofyourteeth.3. Engageclassinadiscussiontoensuretheyunderstandwhatisbeingread.Ask
questionstocheckforunderstanding.4. GooverandreviewHealthQuestionsonpages111and115.
GuidedPractice:Havethestudentssummarizewhattheyhavelearned.Havethemgetintosmallgroupstotalkaboutwhathappensduringeyeandearcheckupsandwaystotakecareoftheirteeth.
FormativeAssessment:Askthestudentstolistwayssettinggoalscanhelpinkeepingupwiththeirhealthrecordsandtakingcareoftheirteeth.
IndependentPractice:Studentswillanswerintheirnotebooks/sheetofpapertheHealthQuestionsonpages111and115.AnswerLesson18and19Testinassessmentbook.
Classproject(ArtIntegration):*HavestudentsmakeaHealthRecordsimilartotheoneonpage111.**MyTeethBookActivityonpg.115(seetoothoutline)Accommodations/Modifications:
Simplifiedinstructions,Teacherguidedpractice,1on1instruction,pairwithclassmateofhigherlevel,RepeatedInstructions
Resources(TextbookandSupplemental):TotallyAwesomeHealthstudenttextbook,studentworkbook,constructionpaper,coloringmaterials
GuamDistrictLevelLessonPlanQuarter3Name:2ndGradeTeachersRoom:CQuad/FT1Content:Health
Grade:2nd
Timeline:Week7-8
CommonCoreStateStandard:HealthContentStandards:ContentStandard8:HealthAdvocacy–2.8.1:Demonstratetheabilitytoseekassistanceencouraginghealthybehaviors.(Example:Askaparenttotakeawalkafterschooltoincreasephysicalactivityand/orsuggestahealthymealtobepreparedathome.)2.8.2:Showhowtohelpothersmakepositivechoices.(Example:Designapostertoencouragepeerstoeathealthysnackfoods.)CCSSELAStandards:2.W.8
Recallinformationfromexperiencesorgatherinformationfromprovidedsourcestoansweraquestion.
LessonOverview:Tolooksharpistolookyourbest.Yourhairandskinarecleanandclothesareneat.Youlookandfeelalert.Exerciseismovingyourmuscles.Exerciseisfun.Butyoucangethurtifyoudonotdoitinsafeways.
LessonObjectives:Inthislesson,studentswillbeableto:-tellwaysyoucanlooksharp.-tellreasonsyouneedsleepandrest.-tellwaystohelpyousleep.-explainwhyyouneedtogetplentyofexercise.-showhowtostretchmusclesthecorrectway.-tellexercisesthatmakemusclesstrong.-tellthecorrectwaytobuildheartfitness.-tellsafewaystoexercise.-tellhowtobeagoodsport.
Vocabulary:Grooming,sleep,rest,exercise,fitness,stretch,heartfitness,warm-up,cool-down,cooperate
FocusQuestion:HowcanIlooksharp?WhydoIneedsleepandrest?Whatisexercise?WhydoIneedtogetplentyofexercise?HowcanIexerciseinsafeways?
DescriptionofLesson(includinginstructionalstrategies)
AnticipatorySet:Lesson20-Explainthatpartofstayinghealthyistobeneatandclean.Groomingisatakingcareofyourbodyandappearance.Gettingplentyofrestandsleephelpsyoustaysharpaswell.Lessons21&22-Havestudentsstandupandperformafewsimplestretchesorexercises(jumpingjacks,armcircles,jogginginplace).Askthemwhytheythinkyouhadthemdothat.Explainthatexerciseisoneofthewaystokeeptheirbodieshealthy.
InstructionandStrategies:(HealthtextbookUnit5,Lessons20-22,pages116-131)1. Callondifferentstudentstoreadeachpage.DiscusstheLifeSkills,whatthey
willbeabletodo,andthewordstheywilllearnduringthelesson.2. Havestudentscontinuereadingstoppingeverysooftentodiscussand
summarizewhathasbeenread.EncourageclassdiscussiononthetopicsofLookingSharp,ExercisingandGettingFit,andExercisinginSafeWays.
3. AnsweranyquestionsstudentsmayhaveandreviewtheHealthQuestionsonpages119,127,and131.
GuidedPractice:Havethestudentssummarizewhattheyhavelearned.Havethemgetintosmallgroupstotalkaboutwaystolooksharp,whyitisimportanttogetplentyofexerciseandhowtheycanexerciseinsafeways.
FormativeAssessment:Askthestudentstolistwayssettinggoalscanhelpthemstaysharp,getplentyofexerciseandhowtoexerciseinsafeways.
IndependentPractice:Studentswillanswerintheirnotebooks/sheetofpapertheHealthQuestionsonpages119,127,and131.HavestudentsanswerLesson20,21,and22TestintheAssessmentBook.
Classproject(ArtIntegration):HavestudentsmakeandfollowanExercisePlanfora
week.IncludingaHealthyMealPlate—ThreeDimensionalFoodPyramid(PEIntegration)ChooseseveralExercisePlansandhavestudentsmodelitandthewholeclassparticipates.
Accommodations/Modifications:Simplifiedinstructions,Teacherguidedpractice,1on1instruction,pairwithclassmateofhigherlevel,RepeatedInstructions
Resources(TextbookandSupplemental):TotallyAwesomeHealthstudenttextbook,studentworkbook,constructionpaper,coloringmaterials
GuamDistrictLevelLessonPlanQuarter3Name:2ndGradeTeachersRoom:CQuad/FT1Content:Health
Grade:2nd
Timeline:Week9-10
CommonCoreStateStandard:HealthContentStandards:ContentStandard8:HealthAdvocacy–2.8.1:Demonstratetheabilitytoseekassistanceencouraginghealthybehaviors.(Example:Askaparenttotakeawalkafterschooltoincreasephysicalactivityand/orsuggestahealthymealtobepreparedathome.)2.8.2:Showhowtohelpothersmakepositivechoices.(Example:Designapostertoencouragepeerstoeathealthysnackfoods.)CCSSELAStandards:2.W.8
Recallinformationfromexperiencesorgatherinformationfromprovidedsourcestoansweraquestion.
LessonOverview:Someinformationyouseeorhearabouthealthiswrong,Youneedhealthfactstodecidewhattobuy.Entertainmentissomethingyouseeordothatinterestsyou.TVshows,computergames,andboardgamesareentertainment.Healthfulentertainmentkeepsyourmindandbodyhealthy.
LessonObjectives:Inthislesson,studentswillbeableto:-telltheplacesyoucangethealthfacts.-listquestionstoaskwhenyoucheckoutanad.-choosesafeandhealthfulproducts.-listguidelinesforchoosingcomputergames.-makeahealthplantochooseTVshowsthatfollowguidelinesforhealthfulentertainment.
Vocabulary:Healthfact,website,healthhelper,ad,entertainment,healthfulentertainment
FocusQuestion:Whatarehealthfacts?WherecanIfindhealthfacts?WhatquestionsshouldIaskwhenIseeorhearanad?Whatishealthfulentertainment?Whatareguidelinesforchoosinghealthfulentertainment?
DescriptionofLesson(includinginstructionalstrategies)
AnticipatorySet:Lesson30-ShowstudentsaTVorprintadthattriestosellcereal.Askthemtopointoutsomethingstheynoticeonthead.Afterafewstudentsanswerpointoutsomehealthfactslocatedonit,ifany.Lesson31-Askstudentswhataresomeoftheirfavoritethingstodo.Aftertheyhaveshared,explainwhatentertainmentisandthatdoingtheirfavoritethingisformsofentertainment.InstructionandStrategies:(HealthtextbookUnit8,Lessons30-31,pages172-179)
1. Callondifferentstudentstoread.DiscusstheLifeSkills,whattheywillbeabletodo,andthewordstheywilllearn.
2. Discusstheimportanceofnotfallingforwronginformation,wherehealthfactscanbefound,andwhatquestionsshouldwhentheyseeorhearanad.
3. Engageclassinadiscussiontoensuretheyunderstandwhatisbeingread.Askquestionstocheckforunderstanding.
4. GooverandreviewHealthQuestionsonpages175and179.
GuidedPractice:Havethestudentssummarizewhattheyhavelearned.Splitthemintosmallgroupstotalkaboutplacestheycanfindhealthfact,typesofquestionstoaskwhentheyseeorhearanad,waystochoosehealthfulentertainmentandmakingwisechoicesabouttimeandmoney.
FormativeAssessment:Askthestudentstorecall/listwaysthatsettinggoalscanhelpinchoosinghealthfulproductsandentertainment.
IndependentPractice:Studentswillanswerintheirnotebooks/sheetofpapertheHealthQuestionsonpages175and179.AnswerLessons30and31Testinassessmentbook.
Classproject(ArtIntegration):DesignandcreateHealthyHabitsads.
Accommodations/Modifications:
Simplifiedinstructions,Teacherguidedpractice,1on1instruction,pairwithclassmateofhigherlevel,RepeatedInstructions
Resources(TextbookandSupplemental):TotallyAwesomeHealthstudenttextbook,studentworkbook,constructionpaper,coloringmaterials
GuamDistrictLevelLessonPlanQuarter3Name:2ndGradeTeachersRoom:CQuad/D-103Content:Health
Grade:2nd
Timeline:Week1
CommonCoreStateStandard:HealthContentStandards:ContentStandard7:Self-Management–Studentsdemonstratetheabilitytopracticehealthenhancingbehaviorsandavoidorreducehealthrisks.2.7.1:Demonstratehealthypracticesandbehaviorstomaintainorimprovepersonalhealth.(Example:Showhowtoproperlycleananminorabrasion,skinnedknee,scrapes)2.7.2:Describebehaviorsthatavoidorreducehealthrisks.(Example:Demonstratebicyclesafetyskillsbyusinghelmet,handsignals,wheretoridesafely.)CCSSELAStandards:2.W.8
Recallinformationfromexperiencesorgatherinformationfromprovidedsourcestoansweraquestion.
LessonOverview:Acheckupisacheckbyyourdoctortolearnhowhealthyyouare.Yourteethhelpyouchewyourfood.Theyhelpyousmile.Theyhelpyouspeak.Don’tforgetotakecareofyourteeth.
LessonObjectives/ICAN:Ican…-tellwhathappensduringaneyecheckup.-tellwaystoprotectyourvision.-tellwhathappensduringanearcheckup.-tellwaystoprotectyourhearing.-tellwhattowriteinyourhealthrecord.-tellwaystotakecareofyourteeth.-makeahealthplantoflosseachday.
Vocabulary:Checkup,vision,hearingloss,healthrecord,cavity,floss,mouthguard,safetybelt
FocusQuestion:Whatisacheckup?Whathappensduringaneyecheckup?Whathappensduringanearcheckup?HowcanItakecareofmyteeth?
DescriptionofLesson(includinginstructionalstrategies)
AnticipatorySet:Readthepoem“CheckMeOut”aloud.Whenfinished,explainthatitisabouthavingacheckup.Askstudentsiftheyhavebeentotheirdoctorforacheckup.Havestudentstaketurnsdiscussingwhathappensduringacheckup.InstructionandStrategies:(HealthtextbookUnit5,Lessons18-19,pages108-115)
1. Callondifferentstudentstoread.DiscusstheLifeSkills,whattheywillbeabletodo,andthewordstheywilllearn.
2. Discusstheimportanceofhavingcheckups,keepinghealthrecords,andtakingcareofyourteeth.
3. Engageclassinadiscussiontoensuretheyunderstandwhatisbeingread.Askquestionstocheckforunderstanding.
4. GooverandreviewHealthQuestionsonpages111and115.
GuidedPractice:Havethestudentssummarizewhattheyhavelearned.Havethemgetintosmallgroupstotalkaboutwhathappensduringeyeandearcheckupsandwaystotakecareoftheirteeth.
FormativeAssessment:Askthestudentstolistwayssettinggoalscanhelpinkeepingupwiththeirhealthrecordsandtakingcareoftheirteeth.
IndependentPractice:Studentswillanswerintheirnotebooks/sheetofpapertheHealthQuestionsonpages111and115.AnswerLesson18and19Testinassessmentbook.
Classproject(ArtIntegration):*HavestudentsmakeaHealthRecordsimilartotheoneonpage111.**MyTeethBookActivityonpg.115(seetoothoutline)Accommodations/Modifications:
Simplifiedinstructions,Teacherguidedpractice,1on1instruction,pairwithclassmateofhigherlevel,RepeatedInstructions
Resources(TextbookandSupplemental):TotallyAwesomeHealthstudenttextbook,studentworkbook,constructionpaper,coloringmaterialsReflection:
GuamDistrictLevelLessonPlanQuarter3Name:2ndGradeTeachersRoom:CQuad/FT1Content:Health
Grade:2nd
Timeline:Weeks2-3
CommonCoreStateStandard:HealthContentStandards:ContentStandard7:Self-Management–Studentsdemonstratetheabilitytopracticehealthenhancingbehaviorsandavoidorreducehealthrisks.2.7.1:Demonstratehealthypracticesandbehaviorstomaintainorimprovepersonalhealth.(Example:Showhowtoproperlycleananminorabrasion,skinnedknee,scrapes)2.7.2:Describebehaviorsthatavoidorreducehealthrisks.(Example:Demonstratebicyclesafetyskillsbyusinghelmet,handsignals,wheretoridesafely.)CCSSELAStandards:2.W.8
Recallinformationfromexperiencesorgatherinformationfromprovidedsourcestoansweraquestion.
LessonOverview:Tolooksharpistolookyourbest.Yourhairandskinarecleanandclothesareneat.Youlookandfeelalert.Exerciseismovingyourmuscles.Exerciseisfun.Butyoucangethurtifyoudonotdoitinsafeways.
LessonObjectives:Inthislesson,studentswillbeableto:-tellwaysyoucanlooksharp.-tellreasonsyouneedsleepandrest.-tellwaystohelpyousleep.-explainwhyyouneedtogetplentyofexercise.-showhowtostretchmusclesthecorrectway.-tellexercisesthatmakemusclesstrong.-tellthecorrectwaytobuildheartfitness.-tellsafewaystoexercise.-tellhowtobeagoodsport.
Vocabulary:Grooming,sleep,rest,exercise,fitness,stretch,heartfitness,warm-up,cool-down,cooperate
FocusQuestion:HowcanIlooksharp?WhydoIneedsleepandrest?Whatisexercise?WhydoIneedtogetplentyofexercise?
HowcanIexerciseinsafeways?
DescriptionofLesson(includinginstructionalstrategies)
AnticipatorySet:Lesson20-Explainthatpartofstayinghealthyistobeneatandclean.Groomingisatakingcareofyourbodyandappearance.Gettingplentyofrestandsleephelpsyoustaysharpaswell.Lessons21&22-Havestudentsstandupandperformafewsimplestretchesorexercises(jumpingjacks,armcircles,jogginginplace).Askthemwhytheythinkyouhadthemdothat.Explainthatexerciseisoneofthewaystokeeptheirbodieshealthy.
InstructionandStrategies:(HealthtextbookUnit5,Lessons20-22,pages116-131)1. Callondifferentstudentstoreadeachpage.DiscusstheLifeSkills,whatthey
willbeabletodo,andthewordstheywilllearnduringthelesson.2. Havestudentscontinuereadingstoppingeverysooftentodiscussand
summarizewhathasbeenread.EncourageclassdiscussiononthetopicsofLookingSharp,ExercisingandGettingFit,andExercisinginSafeWays.
3. AnsweranyquestionsstudentsmayhaveandreviewtheHealthQuestionsonpages119,127,and131.
GuidedPractice:Havethestudentssummarizewhattheyhavelearned.Havethemgetintosmallgroupstotalkaboutwaystolooksharp,whyitisimportanttogetplentyofexerciseandhowtheycanexerciseinsafeways.
FormativeAssessment:Askthestudentstolistwayssettinggoalscanhelpthemstaysharp,getplentyofexerciseandhowtoexerciseinsafeways.
IndependentPractice:Studentswillanswerintheirnotebooks/sheetofpapertheHealthQuestionsonpages119,127,and131.HavestudentsanswerLesson20,21,and22TestintheAssessmentBook..
Classproject(ArtIntegration):HavestudentsmakeandfollowanExercisePlanforaweek.(PEIntegration):HavestudentsperformanddemonstratetheirExerciseplanstotheirclassmates.Accommodations/Modifications:Simplifiedinstructions,Teacherguidedpractice,1on1instruction,pairwithclassmateofhigherlevel,RepeatedInstructions
Resources(TextbookandSupplemental):TotallyAwesomeHealthstudenttextbook,studentworkbook,constructionpaper,coloringmaterialsReflection:
GuamDistrictLevelLessonPlanQuarter3Name:2ndGradeTeachersRoom:CQuad/FT1Content:Health
Grade:2nd
Timeline:Week4
CommonCoreStateStandard:HealthContentStandards:ContentStandard7:Self-Management–Studentsdemonstratetheabilitytopracticehealthenhancingbehaviorsandavoidorreducehealthrisks.2.7.1:Demonstratehealthypracticesandbehaviorstomaintainorimprovepersonalhealth.(Example:Showhowtoproperlycleananminorabrasion,skinnedknee,scrapes)2.7.2:Describebehaviorsthatavoidorreducehealthrisks.(Example:Demonstratebicyclesafetyskillsbyusinghelmet,handsignals,wheretoridesafely.)CCSSELAStandards:2.W.8
Recallinformationfromexperiencesorgatherinformationfromprovidedsourcestoansweraquestion.
LessonOverview:Aruleisaguidetohelpyoudotherightthing.AsafetyruleIsaruletohelpyoustaysafe.Safetyruleskeepyouandothersfromgettinghurt.Violenceisharmdonetopeopleortheirbelongings.Thewronguseofaguncancauseviolence.Gangsalsocauseviolence.Firstaidishelpforsomeonewhoissuddenlyhurtorsick.
LessonObjectives:Inthislesson,studentswillbeableto:-tellsafetyrulestoprotectyou.-tellwaysyoucanbesafefromabully.-tellwaysyoucanstaysafefromstrangers.-tellwhattodoifyougetanunsafetouch.-explainrulestostaysafeifyoufindagun.-explainrulestostayawayfromgangs-makeahealthplantocallforhelpifsomeonegetshurt.-tellwhattodoforacut,nosebleed,animalbite,andbeesting.
Vocabulary:safetyrule,poison,safetybelt,violence,bully,stranger,unsafetouch,gang,law,firstaid,9-1-1
FocusQuestions:Whatisasafetyrule?HowcanIstaysafeathome?HowcanIstaysafewhenItravel?HowcanIstaysafewhenIplay?
Whatisviolence?Whatisabully?Whatisastranger?Whatisanunsafetouch?Howcanyoustaysafefromguns?Whatisagang?Howcanyoustayawayfromgangs?Whatisfirstaid?
DescriptionofLesson(includinginstructionalstrategies)
AnticipatorySet:Askstudents“Whatdoesbeingsafemeantoyou?”Havethemdiscussandsharewhataresomewaysofbeingsafe?Whyisitimportanttobesafe?
InstructionandStrategies:(HealthtextbookUnit10,Lessons36-39,pages204-223)1. Callondifferentstudentstoread.DiscusstheLifeSkills,whattheywillbeable
todo,andthewordstheywilllearn.2. Discusstheimportanceofstayingsafe,beingawareofbullies,stayinggunsand
gangs,andlearningfirstaid.3. Engageclassinadiscussiontoensuretheyunderstandwhatisbeingread.Ask
questionstocheckforunderstanding.4. GooverandreviewHealthQuestionsonpages209,213,217and223.
GuidedPractice:Havethestudentssummarizewhattheyhavelearned.Splitthemintosmallgroupstotalkaboutwaystostaysafe,whattodowhentheyencounterbullies,waystostayawayfromgunsandgangsaswellaswaystogivefirstaid.
FormativeAssessment:Askthestudentstorecall/listwaysthatwillhelpthemavoidhealthriskswhilehelpingthempracticesafebehaviors.
IndependentPractice:Studentswillanswerintheirnotebooks/sheetofpapertheHealthQuestionsonpages
Classproject(ArtIntegration):SafetyRulesPosters
Accommodations/Modifications:
Simplifiedinstructions,Teacherguidedpractice,1on1instruction,pairwithclassmateofhigherlevel,RepeatedInstructions
Resources(TextbookandSupplemental):TotallyAwesomeHealthstudenttextbook,studentworkbook,constructionpaper,coloringmaterialsReflection:
