Lesson Plan for P.E. Essay

This is a gr kill activity that my kids loved after a solid analyze of what is in a First Aid Kit. erstwhile your students pass on been introduced to these contents and understand their phthisiss, have them f all told in their association to real life situations with this activity. 1. Have students break into gatherings of 3-5.2. I assigned students roles in their groups. (Time Keeper, Writer, Speaker, etc.) They all enquire to admirer deal however. 2. Each group willing receive an index peak with a scenario on it. 3. Based on the scenario, students must decide which item(s) from their First Aid Kit they would spend. They should write d testify the items they could usage on the back of the note card. I have a spelling enumerate on the plank for younger grades. If supplies allow it, give separately group a first charge fit out so that they may simply grab the item for their scenario.Example of a Scenario One of your friends cuts their leg and it begins to bleed. Y ou impoverishment to help them clean the wound. What do you need to use fromthe First Aid Kit? Answer Rubber Gloves, n eaten Pads, Gauze, Antibacterial Ointment, etc. 4. Have to each(prenominal) one group go through their list and discuss with the caste why its important to have each certain item. How does it help both the helper and whoever is injure? Make sure that you stress the importance to always find an adult first in the lead solveacting first aid. judicial decision IdeasPerform assessment and evaluation through discover the entire lesson by having the students interact with heedful discussion based lecture and apply what they have learned by putting the index card into the correct spots and answering why its important to know first aid asylum.Tuesday pay heed of Activity Counting on Groceries Purpose of Activity The purpose of the activity is for the students to comprehend concepts related to wellness promotion by moving in the gymnasium and knowledge about heal thy victuals cho icings as well as doing a little basic math. Prerequisites Counting to 6. Have some basic ideas of what grave nourishments look like. Student will tell healthy practice and behaviors to maintain or improve face-to-face health.Suggested Grade Level 2Materials Needed Enough foam dice so that each electric razor has one Lots of plastic nutriments Two reus adequate to(p) shopping bags 4 kibibyte baskets (depending on how a good deal go fare you have) 2 red baskets (depending on how much whoa sustenance you have)Description of Idea do on shopping bag with lots of food choices in it toward one end of the play space. short letter the other shopping bag also with lots of food choices in it toward the other end of the play space. This allows for to a greater extent activatement and less traffic jams. Place the color baskets in the center of the play space. The green baskets represent the Go Foods healthy food choices and the red baskets represent Whoa Foods fo ods we stick out solo eat any once in a while. Each child will get 1 asphyxiate. They will get the murmur to a self-space and roll the die one meter. After rolling the die they need to count the spots. Each spot represents a piece of food they brush aside get at the foodstuff store (shopping bags). Once they collect the correct amount of food from the bag to match the roll of the die they shoot in the food back to the baskets. Once at the baskets they look the food into the green basket for go foods and red basket for whoa foods. After sorting the foods they go back to their die and roll again. They continue to do this until the shopping bags atomic number 18 empty and the food is all sorted. After all food is sorted bring the children back to the center of the play atomic number 18a. Have them sit in a circle so they can all see the baskets. As the children to identify the foods in the basket and evaluate to see if they placed the foods in the correct baskets.Assessmen t IdeasI was able to assess if the students could count to sextette by watching their die roll and seeing how more pieces of food they took when going away to the shopping bag. I was able to watch the children sort the food and see if they were sorting correctly for the food choices they had. As a group I was able to assess the overall outcome by how successful they were overall with the sorting activity.Adaptations for Students with DisabilitiesKids with mobility problems could have an adult bring a basket to them so they could sort easier. Kids with visual difficulties could have the food identified for them and therefore have them tell another child or adult what basket to place to the food in. Kids could excogitate in pairs if a child has trouble counting the spots on the die.Wednesday detect of Activity Learning the food guide gain Purpose of Activity The learner will apply knowledge and behavior self-management skills to beas of livelihood and physical activity for heal thy growth, development, and maintenance. Prerequisites The student will choose habits that prevent hearth disease. Students should have knowledge of the tail fin food groups, how much of each food group they should be getting every day, and what makes up a serving of food. 115.2 Health Edu.(b)(1) (A) Suggested Grade Level 2Materials needed -white board, -white board markers. -Class set of food calendar worksheets, -multiple sets of pyramid go fish game, -deck of cards Description of IdeaFocusWhat is everyones favorite(a) food? (Make a chart on the white board, placing students favorite foods under the family line of the food pyramid in which it belongs) Explain which material body the students favorite foods fall under, which category we should have the most of (grains) and which the least of (fats and oils)?Statement of ObjectivesTo learn about the food guide pyramid and what foods are best for our bodies teacher Input piece of ass anyone lean all the categories of the foo d guide pyramid? (Grains, vegetables, fruits, draw/dairy, meats & beans, and fats/sugars) Tell your neighbor what your favorite food is and which category it fell under? Now how much of all the other categories, as well as the one your favorite food falls under, do you ideate you should be eating each day? Grains- 6 ouncesVegetables- 2 ouncesFruits- 1 cupsMilk/dairy- 3 cupsMeats & beans- 5 ouncesFats/sugars- know your limitsOils (although not a good group, they are needed in small amounts for good health) We eat these foods because they provide our bodies with the nutrients we need to do things. To run, walk, talk, think, smile, and GROW big and strong All the categories of the food guide pyramid are like a puzzle, and if our body doesnt have all the pieces, it isnt complete channelize PracticeCan we discuss as a build, what are some healthy choices that we could eat from each of these categories. Examples Grains (pasta, bread, rice), Vegetables (lettuce, spinach, broccoli, cucu mbers, peppers), Fruits (bananas, strawberries, oranges, apples), Milk/dairy (milk, yogurt, cheese) Meats & beans (chicken, fish, lean beef, soybeans, dried beans). One important thing to know when deciding what you are going to eat for your each food guide pyramid portion size. We need six ounces of grains per day, and tailfin ounces of meat/bean.What does this mean? Well three ounces can be described as the aforesaid(prenominal) comprehensiveness and size of a deck of cards (show example of a deck of cards). So remember that when eating. Now, lets fill in this chart all together (the same food calendar worksheet passed out to class already) to help us think about what kinds of foods we would all eat throughout our meals to ensure we are eating all of the correct foods and serving amounts that the food guide pyramid tells us to. Who would like to energise their hand first, to tell me, what is a food we could eat with breakfast, which would help us reach our goal of face-off th e food guide pyramid daily servings?Independent PracticeWith three of your neighbors, take a a couple of(prenominal) minutes to play Pyramid Go Fish The dealer of your group shuffles the cards, then gives each thespian quadruplet cards, and puts the remaining cards in a stack in middle of everyone. Each actor takes a develop asking another player if he/she has the pair to one of the four cards that they currently have in their hands. If two of the same cards are obtained, then the pair is located dget and counted as one point. When asking another player if he/she has a card and is answered no, go fish then the player who was denied must draw another card from the deck in the middle. If answered Yes, then the player is given the card, lays down his/her pair, and gets to ask again if a fellow player has a card he/she needs. Whoever ends up with the most pairs wins?ClosureRaise your hand to tell me a food that may not be your favorite, but you like a lot, that falls into the food guide pyramids categories. How much of this food do you usually eat when you have it? What are some fats/sugars that would be better to choose, rather than candy, ice cream and items like that? Make sure to go home tonight and talk to your family about what should be on your plate in order to have a well-balanced, healthy dinner tonightAssessment IdeasPsychomotor The student will be able to play games related to the food guide pyramid. cognitive The student will be able to remember what the food guide pyramid categories are, what types of foods belong to each, how umpteen servings pertain to each category, and why we should eat these foods. Affective The student will be able to discuss good choices to eat from the food guide pyramid, determine how much of each pyramid category they should eat daily, and also be able to teach others about what they learned from the food guide pyramid.Thursday draw of Activity Creating a First Aid Kit Purpose of Activity The student should know how to work in groups while making the first aid kit. They should also be able to list five items that should in a first aid kit and explain how they are used, as well as, go home and make a first aid kit. Prerequisites Student should have had prior practice. The students should know the name of the items in the recession and how to use all content in the box, also where it should be kept. And be dexterous in common first aid procedures. 115.2 Health Edu (b) (1) (A)Suggested Grade Level 2Materials Needed first-aid manual, impotent gauze, adhesive tape, adhesive bandages in several sizes, elastic bandage, antiseptic wipes, soap, antibiotic cream (triple-antibiotic ointment), antiseptic solving (like hydrogen peroxide), hydrocortisone cream (1%), acetaminophen and ibuprofen, extra prescription medications (if the family is going on vacation), tweezers, sharp scissors, safety pins, disposable instant cold packs, calamine lotion, alcohol wipes or ethyl alcohol, thermometer, plastic glov es (at least 2 pairs), flashlight and extra batteries, mouthpiece for administering CPR (can be obtained from your local Red Cross), your list of indispensability visit numbers blanket (stored nearby), Plastic box, construction melodic theme cut to 35 in., markers, sandwich bags, take home handouts with the list of items for kit and how to make a kit, First aid assessment sheet, the in class worksheet for with blank spaces for students to fill in descriptionsDescription of IdeaStatement of ObjectivesOnce we have finished creating our schoolroom first aid kit you will be able to go home and make your own first aid kit with your parents and identify all the parts that are found in the kit.Teacher InputAsk students, Have you ever seen a first aid kit? ask them to burn their hand. Where do you usually see first aid kits? call on a hardly a(prenominal), give positive degree feedback. Tell the students that a first aid kit is a good thing to have anywhere. institutionalise example s in the car, at home, at the playground. Tell the children how you never know when you may have a emergency that will require immediate action. Put up a slide showing the standard list of items, with their descriptions, found in a kit. Point to each item say the name and have the class repeat the name. Guided Practice After going through the list once give each student the handout that matches the slide telling them to follow along and take notes of the descriptions of use as you move down the list. Tell the classroom that this information was provided to them by the White Lake Fire Department.This time instead of pointing only to the slide use the items you have already sat on the desk that will go in your kit to show the students a visual of the item as you describe it while they take notes. After going over an item start passing it through the class giving each student an probability to look closely at each item. Once you reach the end have them fill in the last three spaces wi th things they think would be nice to have in a first aid kit. This can be something serious like glow sticks, matches or fun such as a coloring book or small stuffed animal.Independent PracticeAssign children into groups of no more than five. apportion each group a sandwich bag and the construction paper squares. Tell the students to make their own first aid kit by writing the name of each item on the paper provided. Tell the groups to switch bags and empty the contents equaliseing to make sure each piece is there. Before they check the new bags explain to the students the importance of going through the first aid kit every few months to make sure all the items are still there and that none of the items are out of date stamp or damaged.ClosureGive positive feedback on what a wonderful job they have through so far. Go back to the table with all the items for the first aid kit and have each child come up and pick and item to go in the class box. Ask the student, Can you tell every one what this item is and what we would use this item for? Let each child have a turn if possible. Pass out the First Aid Lesson assessment and have the children complete and hand in. After the box is complete encourage the children to go home and talk to their parents about making their own kit FridayName of Activity Nutrition Scooter Relay Purpose of Activity The students will be able to demonstrate safe scooter locomote and will be able to correctly identify foods from the six food pyramid groups. Prerequisites Students should have knowledge of the five food groups, how much of each food group they should be getting every day, and what makes up a serving of food.Suggested Grade Level 2Materials Needed 1. four wheeled scooters (enough for half your class) 2. Pictures of foods from the six food groups (around 100-150 pictures) Description of IdeaI like to use this pass as a culminating activity for learning about the six food groups. Divide the students into pairs and have them library paste out along one side of the gym with one scooter per pair. Spread out pictures of food from the six food groups along the opposite side of the gym. I like to use food group pictures that I ordered from a Dairy Council catalog that allots free monies to teachers every year, but any mixture of pictures will work. It is also nice to tack up a picture of the food pyramid on the same side of the gym that you spread out the pictures for struggling students to use as a resource. Once the gym is set up, give the signal to begin.One student from each group must travel on the scooter down to the opposite end of the gym while the other student runs/skips/gallops/etc. beside his/her partner on the scooter. The partner on the scooter must travel on his/her bottom or knees. Once they have made it to the opposite side each group must pick six different foods pictures of food that fit into the six food group categories before returning. Partners can check with each other and the food p yramid poster to make sure they have all six before returning. They must go back the same way they came, with the same partner on the scooter and the same partner moving alongside the scooter.Once the first group has returned, begin counting down from 30 seconds, signaling to the other groups that they need to get back to the other side of the gym before time runs out with whatever pictures they have. Once everyone is back, they can take 30 seconds to show their items to another group to doubled check their choices. Once the 30 seconds are up, collect all the food from the students, have them switch places and go again While they race down, replace the food you have collected so that they can use those pictures again for the following round. The kids LOVE this game, and it gives the students multiple opportunities to check their knowledge with other students while giving me many opportunities to walk around and assess student learning levels.Assessment IdeasI have assessed student learning and comprehension levels in different ways for this game. Sometimes I use a check-sheet to mark that can correctly identify and place foods within the correct food groups, and sometimes (with the second graders) I use self-assessment charts where students can mark their own levels of understanding. Since this activity takes place at the end of my nutrition unit I usually already have a pretty good idea of who can and cant identify foods and correctly place them within the six food groups, so this just gives me one more opportunity to check for understanding.