Kindergarten Grade Level Health and Physical Education/Activities ProjectKimber Walker, Kylynn Pisani, and Layla Keele

University of North Carolina AshevilleEducation 219 Physical Activity and Healthful Living

Kimber WalkerStrand-Interpersonal Communication and RelationshipsStandard- Understand healthy and effective interpersonal communication and relationships. Compare people in terms of what they have in common and how they are unique.http://www.learnnc.org/lp/pages/3754?ref=search

Name of Activity: Attributes by kids This activity requires the student to demonstrate an understanding of classification, patterning, and seriation. The students will complete the project based on personal characteristics.A lesson plan for grades K–1 Guidance, Healthful Living, and Social StudiesBY BUNNIE R. BREWER

Learning outcomesStudents will:· Learn to demonstrate an understanding of classification, patterning, and seriation.

Teacher planningTIME REQUIRED FOR LESSON· 60 minutesMATERIALS/RESOURCES· handout with a simple picture of a house· crayons

Pre-activitiesSTUDENTS WILL HAVE:· Discussed attributes.· Talked about personal characteristics.· Discussed likeness and differences.

Activities· Distribute the handout with a simple picture of a house to each student. Make sure that students do not put their name on the front of their paper. Call out the following directions:· If you have a brother, color the door red. If you do not have a brother, color the door blue.· If you ride a bus to school, color the windows yellow. If you do not ride a bus to school, color the windows orange.· If you are six, draw a sun in the sky. If you are not six, draw a cloud in the sky.· If you have a pet, draw a tree beside of your house. If you do not have a pet, draw a flower beside of your house.· After the students have finished the picture, have them put their name on the back of the paper. Tell them to take their picture and find a partner who has an identical picture. Next, have them find a person whose differs by one attribute. Then make a “train” on the floor. One student puts his/her picture on the floor. The next person places a picture that differs by one attribute.

This continues until everyone has put their picture on the train. Take the papers up and mix them together. Hold up one picture and ask students to tell four things about the “illustrator.” Ex. They have a brother. They do not ride a bus to school. They are six and have a pet.

Assessment· Teacher observation of the “train” activity.· Student answers to naming the “illustrator.”· Completed house drawing.

Supplemental informationCOMMENTSAttributes by Kids can be adapted for any topic or unit that you are studying. Be careful that you always use “do not” as the second choice for attributes. This ensures that everyone will qualify for each attribute. (Example If you said “If you have blue eyes…,” you would have to next say, “If you do not have blue eyes” so that people with green eyes and brown eyes would both be involved.NORTH CAROLINA CURRICULUM ALIGNMENT· GUIDANCE (2001)o Grade K–5o Goal 7: Acquire the attitudes, knowledge and interpersonal skills to help understand and respect self and others.o Objective 7.09: Consider individual differences.· SOCIAL STUDIES (2003)o Grade Ko Understand healthy and effective interpersonal communication and relationships Objective K.ICR.1.2 Compare people in terms of what they have in common and how they are unique.o North Carolina Essential StandardsKindergartenK.C.1 Understand how individuals are similar and different. K.C.1.1 Explain similarities in self and others. K.C.1.2 Explain the elements of culture (how people speak, how people dress, foods they eat, etc.).

Works CitedBrewer, B. (2003). Attributes by kids. Retrieved from http://www.learnnc.org/lp/pages/3754?

ref=search

Strand- Health Related FitnessStandard- Understand the importance of achieving and maintaining a health-enhancing level of physical fitness. Identify opportunities for increased physical activity.Reading: Foundational Skills

Name of Activity: Movement ABCsBasic Activity Outline: Notecards with upper and lower case letters are placed under cones. Students hop, skip, or jump to a designated cone, find a letter, then continue using the locomotor movement to find the student with a match to their letters.A lesson plan for grade K English Language Arts and Healthful LivingBY LISA WATLINGTON

Learning outcomesStudents will:· demonstrate various movement forms in an activity· increase their letter recognition skills

Teacher planning:TIME REQUIRED FOR LESSON· 20 minutesMATERIALS/RESOURCES· note cards, cones, or poly spots· activity area· music is optional (boom box)

Pre-activities:STUDENTS WILL HAVE:· practiced various forms of locomotor movements through games, relay, and activities appropriate for their grade level· studied upper/lower case letters in their classrooms

Activities· The teacher will have placed the cones or poly spots with note cards under them ahead of time.· There will be enough spots for each student. Under each spot or cone will be five to eight cards (or whatever the teacher deems necessary.) Some of the cards will have an upper case letter on them, while others will have a lower case letter.· Each student is asked to go to a cone and wait for directions.· The teacher will call out a specific locomotor movement (skip, hop, gallop, etc.).· Once the signal is given (I prefer music), the students look under their cone and pick up a note card.· Using the locomotor movement specified, they hold their letter in front of them and find the other person who is holding the correlating letter, matching the lower case with the upper case.· The two students pair up to see if they are correct. Then they return their letters, and move to another cone where they repeat the activity.

Assessment· Students demonstrate locomotor movements in beginning and advanced stages.· Students recognize and correctly pair upper and lower case letters.· Supplemental informationThe Physical Education teacher will participate in grade level planning with classroom teachers.COMMENTSMy students enjoy this lesson. I have also incorporated the use of scooters with 1st and 2nd grade students. Also, once students find letters, call out a vocabulary word and have them get with others to spell that word. The possibilities are endless.NORTH CAROLINA CURRICULUM ALIGNMENT· ENGLISH LANGUAGE ARTS (2004)o Kindergarteno Goal 1: The learner will develop and apply enabling strategies to read and write.o Objective 1.03: Demonstrate decoding and word recognition strategies and skills:§ Recognize and name upper and lower case letters of the alphabet.§ Recognize some words by sight including a few common words, own name, and environmental print such as signs, labels, and trademarks.§ Recognize most beginning consonant letter-sound associations in one-syllable words.

HEALTHFUL LIVING EDUCATION (2006)· Kindergarteno Goal 6: The learner will demonstrate competency in a variety of movement forms and proficiency in a few to gain competence towards lifetime physical activities (NASPE Standard 1).o Objective 6.02: Demonstrate a variety of beginner locomotor and combination skills in a movement pattern.

COMMON CORE STATE STANDARDS· ENGLISH LANGUAGE ARTS (2010)o Reading: Foundational Skillso K.RFS.1 Demonstrate understanding of the organization and basic features of print. K.RFS.1.1 Follow words from left to right, top to bottom, and page by page. K.RFS.1.2 Recognize that spoken words are represented in written language by specific sequences of...

NORTH CAROLINA ESSENTIAL STANDARDS· HEALTHFUL LIVING (2010)o Motor Skills Development§ K.MS.1 Apply competent motor skills and movement patterns needed to perform a variety of physical activities. K.MS.1.1 Execute recognizable forms of the basic

locomotor skills. K.MS.1.2 Use recognizable forms of the basic manipulative skills. K.MS.1.3 Create...o Health Related Fitness§ K.HF.3 Understand the importance of achieving and maintaining a health-enhancing level of physical fitness. PE.K.HF.3.2 Identify opportunities for increased physical activity.MOVEMENT CONCEPTS· K.MC.2 Understand concepts, principles, strategies and tactics that apply to the learning and performance of movement. K.MC.2.1 Understand the meaning of words and terms associated with movement. K.MC.2.2 Identify one or more of the essential elements of correct· K.RFS.1 Demonstrate understanding of the organization and basic features of print. K.RFS.1.1 Follow words from left to right, top to bottom, and page by page. K.RFS.1.2 Recognize that spoken words are represented in written language by specific sequences of.

Works citedWatlington, L. (n.d.). Movement ABCs. Retrieved from http://www.learnnc.org/lp/pages/3054?

ref=search

Strand- Nutrition and Physical ActivityStandard- Understand the importance of consuming a variety of nutrient dense foods and beverages in moderation. Recognize nutrient-dense foods in a list of foods that are culturally diverse.

Name of Activity: Around the world with foodMany traditional foods of different cultures have become staple foods that we eat in the United States, too. In this kindergarten lesson plan from the Food for Thought nutrition curriculum, students learn about the MyPyramid food groups and about foods of different cultures.BY KIDSHEALTH.ORG

Learning outcomesStudents will:

● Learn the difference between food and non-food items.● Learn about the food groups in MyPyramid.● Learn about the traditional foods of different cultures.

Teacher planning:TIME REQUIRED FOR LESSON· 45 minutesMATERIALS/HANDOUTS

· Meet the five food groups

Provided by Nutrition Services Branch of the North Carolina Division of Public Health and published in the Food for Thought curriculum.Open as PDF (421 KB, 1 page)· Is it food?

Provided by Nutrition Services Branch of the North Carolina Division of Public Health and published in the Food for Thought curriculum.Open as PDF (294 KB, 1 page)· Around the world with food

Provided by Nutrition Services Branch of the North Carolina Division of Public Health and published in the Food for Thought curriculum.Open as PDF (13 KB, 1 page)

Activities1 Using a world map or globe, talk about foods from around the world or read a

storybook that highlights food and eating. Talk about favorite foods. Discuss color, size, shape, and texture of those foods. Once several students have shared, inform students that some foods are alike and some foods are different.

2 Read Let’s Eat! What Children Eat Around the World by Beatrice Hollyer. This book will need to be paraphrased for kindergarten reading and comprehension level.

3 Display the “MyPyramid for Kids” poster and use the “Food Guide Pyramid” website information to discuss each of the five food groups. Ask students to name foods from each group and have them identify the group in which their favorite food belongs.

4 Discuss with the students items that are food and items that are not food. Ask the students:

a What things can we eat?b Why do we need to eat?c Why can’t we eat items that are not food?d What would happen if we did?

5 Using a world map or a globe, talk about children in different parts of the world. Ask students if children in other parts of the world eat the same kinds of foods we eat. Choose two to three different cultures and discuss the kinds of food they eat and how they prepare it. Ask students how it is different from the food that we eat.

6 Distribute and follow the instructions given to complete the “Meet the Five Food Groups” handout.

7 Distribute and follow the instructions given to complete the “Is it Food?” handout.8 Using the “Around the World with Food” handout, discuss where each of the

foods listed comes from and record the different foods each child has tried. Optional: Create a large version of the chart using poster board and pictures of the foods. Additional foods can be added. Origins of the foods are:

a Taco – Mexicob Croissant – Francec Egg Roll – Chinad Mango – India, now common to all tropical climatese Pizza – Italyf Kiwi – New Zealandg Avocado – Central America

AssessmentAssessment can be done from the students’ completed handouts and verbal responses during the classroom discussion.

NORTH CAROLINA CURRICULUM ALIGNMENTHealthful Living Education (2006)· Kindergarten

● Goal 4: The learner will apply knowledge and behavior self-management skills to areas of nutrition and physical activity for healthy growth, development, and maintenance.

● Objective 4.02 : Explore a variety of foods and beverages for good health, including unfamiliar and culturally diverse foods.

§ K.NPA.2 Understand the importance of consuming a variety of nutrient dense foods and beverages in moderation. K.NPA.2.1 Recognize nutrient-dense foods in a list of foods that are culturally diverse. K.NPA.2.2 Summarize the importance of a healthy breakfast.

Works CitedKidsHealth.org. (2006). Around the world with food. Retrieved from

http://www.learnnc.org/lp/editions/nutrition/6653

Kylynn Pisani

Activity Name: This is How We Brush Our TeethStrand: Personal and Consumer HealthStandard: K.PCH.1.2 Illustrate proper tooth brushing techniquesIntegrated Standards: Language Arts

● 3.01 Connect information and events in text to experience● 3.02 Discuss concepts and information in a text to clarify and extend knowledge● 3.4 Use speaking and listening skills to connect experiences and text by

dramatizing storiesOverview:

● Students will read a book in which describes proper teeth brushing. They will also be given a calendar that they will take home to mark daily when they brush their teeth. After reading the book, students will be handed out a tooth brush to practice their newly learned skills.

Materials Needed:● Shoe box cut to look like teeth● Marshmallows, gummy bears, gum drops or other sticky candy● Toothbrush or nail brush to use as toothbrush● Brush Your Teeth Please by Leslie McGuire, Jean Pidgeon● Appendix 1 - How to Brush My Teeth - copies● Appendix 2 - I Brush My Teeth Every Day Chart - copies● Optional - a toothbrush for each student [Note: Local dentist offices are usually

willing to donate brushes when asked. The local public health department or school dental hygienist are other options to look for donations.]

Focus:● Before class create “teeth” by cutting one side of a shoebox and place candy

between teeth. Ask students if they have ever seen a mouth like this. Ask students how they might clean these teeth. Allow to students to demonstrate or practice using cardboard model.

Teacher Input: ● Explain to students that the best toothbrush to use is a gentle brush with soft

bristles. Remind them of the importance of using toothpaste and water when brushing your teeth. Distribute the handout How to Brush My Teeth (Appendix 1) and review the proper toothbrushing steps.

● Gently brush teeth and the top of the gum line in short up and down and side-to-side strokes. Begin brushing the chewing surface of the teeth. Begin in the back of the mouth and move to the front. Encourage the students to use more of a

circular motion as they brush the outside of their teeth. Brush the inside of the teeth and gently brush the tongue to remove bacteria and freshen breath.

● Remind the students to brush their teeth twice a day (at least once in the morning and once before bed) and to use a new toothbrush when the old toothbrush looks worn (approximately every 3-4 months).

● Send the handout home with the students to remind parents of the proper technique to use when brushing their teeth.

● Read aloud Brush Your Teeth Please by Leslie McGuire. This pop-up book encourages students to help the animal brush his teeth. As a class, review the steps for brushing your teeth properly again letting the students give the directions. Ask students if the lion shared his toothbrush? Discuss why it is important not to share a toothbrush.

Practice & AssessmentActivity 1:

● If toothbrushes for each student are available, distribute the brushes and allow them to practice brushing their teeth using the procedures learned in class. (This tends to go smoother without toothpaste and water. Emphasize this is just for practice. At home you would use water and toothpaste.) For fun use the following song as you practice

○ (To the tune of “Twinkle, Twinkle, and Little Star”)Here’s my toothpaste (raise toothpaste)Here’s my brush (raise toothbrush)I won’t hurry, I won’t rush.Working hard to keep teeth cleanFront and back and in between (pretend to brush teeth)When I brush for quite a whileI will have a happy smile. (big smile)

Following the song, tell the students they can keep the toothbrush and remember to use them every day.

Activity 2: ● Distribute My Teeth Everyday calendar (Appendix 2) to students. Students

should take their chart home and put a check in the box for every time they brush their teeth on a given day.

Works CitedHealth Education: An Integrated Approach. nchealthyschools.org. Retrieved December

1, 2012, from http://www.nchealthyschools.org/docs/lessonplans/k/grade02.02.pdf

Activity Name: Brainstorming for Consensus

Strand:● Personal/Social Responsibility

Standards:● PE.K.PR.4.1 Use basic strategies and concepts for working cooperatively in group

settings.● PE.K.PR.4.2 Understand how social interaction can make activities more enjoyable.

Integrated Standards: Math

● CCSS.Math.Content.K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality.

● CCSS.Math.Content.K.CC.C.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.1

● CCSS.Math.Content.K.MD.A.2 Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference.

Writing● CCSS.ELA-Literacy.W.K.5 With guidance and support from adults, respond to

questions and suggestions from peers and add details to strengthen writing as needed.

Grade Levels:● Pre-K - 2

Objectives● Students will learn how to brainstorm.● Students will learn how to come to a consensus.

Materials● An ordinary object such as a box, a wooden spoon, or a cardboard tube

Procedures1 Explain that the purpose of brainstorming is to come up with as many ideas as

possible in a short period of time, using the following rules:a During the brainstorm no one says whether the ideas are good or bad,

sensible or silly, workable or not workable.b The point is simply to get out as many ideas as they can.

c Tell students that after the brainstorm is finished, they will evaluate the ideas.

2 Set the object in front of the group.3 Ask students to suggest all the things that they could do with the object.4 Write their suggestions on the board.5 After a few minutes, or after energy for the brainstorm runs down, end the

brainstorm.6 Tell students they will be reviewing each idea individually and voting with a

thumbs-up or thumbs-down sign to signify whether they think an idea is workable or unworkable.

7 Put a mark by each idea that the majority of the group thinks could work.8 Allowing students to vote only once, conduct a poll in which students give a

thumbs-up for their favorite idea.9 Tally the marks to find the students' favorite idea.

**Excerpted from Early Childhood Adventures in Peacemakingby William J. Kreidler and Sally Tsubokawa.

What I would add to this activity:● When reflecting on the activity, ask the students questions such as how it felt that

everyone’s ideas were accepted and why it is important to make people feel comfortable speaking up in class.

● When reflecting on the activity, point out that although most people voted for the top choice, not everyone did, does this seem fair to them?

● When the tally marks are up, ask the students how they can tell which one has the most tallies, which has the least, and the numerical differences between two ideas.

● An additional assessment, the students could make a small book or fill out a worksheet of some sort that has them copying the marks and making them into addition and subtraction problems. Also included, they could write the top choice and bottom choice, as well as why it is important to listen to everyone’s ideas.

Works CitedKreidler, W., & Tsubokawa, S. (n.d.). Brainstorming for Consensus.TeacherVision.com.

Retrieved December 1, 2012, from http://www.teachervision.fen.com/study-skills/ lesson-plan/2959.html?detoured=1

Activity Name: ● Musical Forest

Strand:● Motor Skills

Standards:● PE.K.MS.1.1 Execute recognizable forms of the basic locomotor skills● PE.K.MS.1.4 Use non-locomotor and locomotor skills in response to even and

uneven rhythms in order to integrate beat awareness.Integrated Standards:

● K.P.1.2 Give examples of different ways objects and organisms move (to include falling to the ground when dropped ):

Purpose of Activity: ● To reinforce specialized motor skills and habitats.

Prerequisites: ● The science and physical education teacher will work together to teach the

named specialized motor skill (alligator crawl, bear walk, crab walk, frog jump, gorilla walk, inchworm, penguin walk, rabbit jump, snake, turtle) and habitats (rain-forest, desert, forest, oceans).

Suggested Grade Level: ● K-2

Materials Needed: ● one polyspot per student in class● cd player● music

Description of IdeaSetup:

● Scatter polyspots throughout the activity area.Musical Forrest:

● The teacher will explain that the students are animals roaming their habitats: rainforest, desert, forest, or oceans. When the music starts, students will start moving around in space performing the specialized motor skill the instructor has chosen: alligator crawl, bear walk, etc. When the music stops, students will move to the nearest polyspot and sit on it, knowing that this area is a safe place to rest. Once they have had enough rest, change the motor skill and repeat activity.

Assessment Ideas:● Informal observation of specialized motor skills.

Works Cited:

Lesson Plans for Physical Education. (n.d.). PECentral.org. Retrieved December 1, 2012, from http://www.pecentral.org/lessonideas/ ViewLesson.asp?ID=10888#.ULqo0eT7KZc

Layla Keele 1. Strand: Movement Concepts Standard:

● PE.K.MC.2.1 Understand the meaning of words and terms associated with movement.

● PE.K.MC.2. Identify one or more of the essential elements of correct form for the five fundamental manipulative skills.

Integrated Standard: (This comes from the Common Core State Standards: Mathematics)Strand: Measurement and Data Standard:

● K.MD.2 Directly compare two objects with a measurable attribute in common, to see which object has “more of”/”less of” the attribute, and describe the difference.

● K.MD.3 Classify Objects into given categories. http://www.learnnc.org/lp/pages/3859?ref=search

Activity Name: Animals Move!This lesson plan introduces students to the different ways animals move. This is a lesson plan for grade K Healthful Living and Mathematics By: Michelle Tesiero

Learning outcomesStudents will:

● Discuss the ways that animals move.● Accurately represent animal movement.● Create a graph of animal movements.● Sort the animals by the given trait, their type of movement.

Materials and Resources● Chart paper● Markers● Movement cards● Animal picture cards● Floor graph or large pocket graph

Teacher’s Notes This is a lesson that could take a couple of days to finish or could be done in one day. Throughout the lesson Mrs. Michelle Tesiero gives a very detailed description of the activity, Animals Move. She goes through the activity step by step. This step by step process also adds to the understanding of the Assessment. Tesiero offers clear questions a teacher should ask oneself while going through each step of the activity.

However, what she does leave out is considerations for special need students. This forgetfulness might just be because the activity does not call for too much movement that could not be done from sitting down as well as standing up. If a student who is unable to stand or do a movement due to special needs the teacher can easily modify the movement around their disability so the student can still be involved in the process. If the student cannot do the movement another student can model the movement so that student is not missing out on any learning.

Also this activity would work quite well with students that are English Language Learners due to the fact that much of this activity is about movement and pictures. This makes the activity a bit more universal. The student could still be involved in the activity because the teacher would simply point to a picture and model the movement.

Activities1 The activity should open up through a discussion: “Let’s see all the different ways

we can move.” Allow a few minutes for free movement. Then lead the students into a more focused area, “Now pretend you are an animal and move as that animal would.” After the students have moved for a bit choose a student to model a movement. Have the other students copy the movement.

2 Brainstorm and list all the different ways they know animals can move. Also introduce new terms at this time. Some examples of new terms are: walk, crawl, slither, gallop, jump, swim, leap and fly. Act out each these animal movements so the students can not only learn a new word but also a new movement.

3 “Zip around the Circle”: Make cards with the movement words from step 2 written on them. Ask students to sit in a circle. Give each student one movement card. As students show their cards, the teacher reads the movement and the student will act out the movement and name an animal that moves in such a way.

4 Discussion: How many different ways can a _______ move? Examples: duck, bird, bear, etc. In what ways can animals move that people cannot?

5 Sorting: Have a bag filled with animal pictures and allow each student to select a picture from the bag. Without students knowing the categories, begin grouping them according to how their animal moves (fast or slow). Let the students

observe the groupings, and discover the similarities and differences in each group. Discuss which group has more/less.

6 Graphing: Using a floor graph, choose five ways that animals move and label the graph. Using the pictures from step 5, have students place their animal into the proper row that shows how their animal moves. Discuss which row has more, less, or the same. Which is longer, shorter, the same or equal? Which movement is common to more animals? Are there any animals which could go in more than one row?

Assessment● Observe students choosing proper placement of their animal cards in step 6. Can

they put their animal in the correct classification?● Do students demonstrate the correct movement when given the animal?● Do they demonstrate the movement according to the directions during step 3?● Can they read the graph to obtain information?● Can students create a graph using the information collected in step 4 and 5?● Can students identify the group of animals that has more, less or the same after

sorting them out?● Can students identify the characteristic by which the animals are sorted?● Can they sort the animals by the given trait (type of movement)?

Supplemental information● Videos—Monkey Moves and How the Animals Move● Book—Pretend You’re a Cat by Jean Marzollo and Jerry Pinkney

Works CitedTesiero, M. Animals Move. Retrieved from

http://www.learnnc.org/lp/pages/3859?ref=search

2. Strand: Mental and Emotional Health Standard:

● K.MEH.1.1 Recognize feelings and ways of expressing them. Integrated Standard:Language Arts Objective 5.01

● Develop spelling strategies and skills by representing spoken languagewith temporary and/or conventional spelling.http://www.nchealthyschools.org/docs/lessonplans/k/grade01.01.pdf

Unlike the first lesson plan I found this activity does not give the specific teacher that made this plan. This plan came from the website: http://newdev.www.nchealthyschools.org/This website was made by Paula Hudson Hildebrand, MHDL, R.H. Ed. Hildebrand is a Chief Health and Community Relations Officer and part of the NC Department of Public Instruction. The Senior Advisor of this site is Jennifer Toller Erausquin, PhD, MPH. Erausquin is part of the NC Department of Health and Human Services and the Division of Public Health. This lesson came from their “Lesson Plan” section of the website under Kindergarten.

Activity Name: The Way I Feel Learning outcomes:Students will:

● Be able to identify specific feelings by name. ● Demonstrate the ability to verbalize these feelings in an appropriate manner. ● Through reading the book “The Way I Feel” they will develop spelling strategies. ● Develop skills by representing spoken language with spelling.

Focus:Review questions:

● How do you feel when● You get a gift?● A toy breaks?● You are sick?● You meet someone new?● You get in trouble?

Materials Needed:● The Way I Feel by Janan Cain● Mirrors for each student

Teacher Input:1 Introduce the book, The Way I Feel, by Janan Cain. 2 Begin to ask students questions about the cover of the book such as, “What kind

of face is the person on the cover making?” “How do you think she feels by what you can see?” “Do you have any ideas what the book might be about?”

3 After discussing the cover, begin reading the book.4 While reading the book, ask the following questions:● Show me your silly face. (pg.1)● Describe a time when you were scared at night. (pg. 3)● This girl looks sad. Do you know what could be bothering her? (pg. 6)● Are the colors on the happy pages different from the colors on the scared pages?

If so, how? (pg. 8)● How do you express your sadness? Do you cry, talk, think, rest with quiet time?

(pg.10)● How do you act when you’re angry? (pg. 12)● Do you say “thank you” when someone does something nice for you? How do

you think it makes them feel? (pg. 13)● What makes you frustrated? (pg. 16)● Have you ever felt shy? (pg. 17)● Have you ever been bored? What do you do? (pg. 19)● Do you ever feel like this character when you are excited? (pg. 22)● Have you ever been jealous? What is an appropriate way to respond to jealousy?

(pg.23)● What are you proud of? (pg. 26)● What does the author mean when she says, “They are all a part of me”? (pg. 27)

5. Discuss how emotions and feelings are natural parts of life and it is normal to have lots of different feelings. 6. Make a list of feelings and brainstorm different ways people express these feelings. Discuss the positive and acceptable ways that we express feelings at home and in school.

Assessment:Activity 1

1 Give each student a mirror or pair students if mirrors are not available.2 Call out a feeling for situation which would evoke an emotional response.3 Allow students to look in the mirror or at their partners while demonstrating these

expressions.Activity 2

1 Provide children with paper.2 Have each student write:

I feel _____________ when _________________.I express this feeling by _____________________.

3. Allow students to use inventive spelling and transcribe later.

Modifications:If a student has special needs either use another student as a model to help support them. Or work around their needs so that they will be able to achieve useful information from the assessment. I feel as though this activity could work for these students due to the mixture of pictures and context clues. For English Language Learners I feel the same. Use another student as a model and also help them understand the context clues. However, I feel that this activity could help in understanding and learning the english language.

Works CitedHealth Education: An integrated Approach.nchealthyschools.org. Retrieved December 1, 2012, from http://www.nchealthyschools.org/docs/lessonplans/k/grade01.01.pdf

3. Strand: Alcohol, Tobacco, and Other Drugs Standard:

● K.ATOD.1.1 Explain what is likely to happen if harmful household products are ingested or inhaled.

● K.ATOD.1.2 Classify things found around the house as medicinal drugs or other (e.g. candy).

Integrated Standard: Language Arts:

● 1.03 Demonstrate decoding and word recognition strategies and skills: recognize some words by sight including a few common words, recognize most beginning consonant letter sound associations in one syllable words.

http://www.nchealthyschools.org/docs/lessonplans/k/grade05.015.02.pdfUnlike the first lesson plan I found this activity does not give the specific teacher that made this plan. This plan came from the website: http://newdev.www.nchealthyschools.org/This website was made by Paula Hudson Hildebrand, MHDL, R.H. Ed. Hildebrand is a Chief Health and Community Relations Officer and part of the NC Department of Public Instruction. The Senior Advisor of this site is Jennifer Toller Erausquin, PhD, MPH. Erausquin is part of the NC Department of Health and Human Services and the Division of Public Health. This lesson came from their “Lesson Plan” section of the website under Kindergarten.

Activity Name: Yes/No

Learning Outcomes:1 Demonstrate how to recognize and be careful with medicines.2 Distinguish between medicinal and non-medicinal drug use.

Materials Needed:● 1 sheet of poster board● Examples of various candies and medicines (see Focus step)● Appendix 1 – Yes/No Cards – copy and cut apart - one set for each student

(Save these because they are used in multiple lessons within this resource.)● Appendix 2 – Medicine Safety handout

Teacher Input:● Have students brainstorm reasons why people take medicines. ● Examples might include chronic conditions such as diabetes and asthma and

incidents of illness such as a cold, the flu, or headache, broken bone.● Explain to students that there are different types of medicine that people take.

For instance,if you have a cold you can purchase a medicine off the shelf at a local drug store to make you feel better.

● However there are other illnesses or conditions that require medicine that only a doctor can prescribe. There are some medicines that we take to prevent illness or help us stay healthy such as vitamins.

● These medicines are purchased from a pharmacy, grocery store, or drugstore. ● It is important to note that regardless of the type of medicine or the reason for

taking medicine that all medicines have directions that should be followed. ● For example, some medicines need to be taken with food others should be taken

at a certain time off the day. ● Parents and doctors will explain the directions for taking medicines. It is

important to always follow directions when taking medicines and never take someone else’s medicine or use someone else’s directions when taking your own medicine.

● Explain to the class, some people take medicine when they are not sick and this is dangerous for their health.

● Describe words that people use for medicines (drugs, pills, prescriptions).● Most drugs are designed to help people; however there are some drugs that are

not intended to help people when they are sick. These drugs are illegal and should never be purchased or taken.

● Remind students that it is important to tell a trusted adult if they ever see or hear about these drugs.

Focus:Tape or glue the following items to a piece of poster board:(Modification: The lesson asks for these to be taped to a poster board, however I wonder about the safety of the actual pieces of some of these items to be around children. If you don’t feel comfortable I feel as though pictures could work as well for the poster board. The teacher can always have the actual pieces as examples to show the students, but to have these items in their hands at all times. )

● Different types of colorful candies (Skittles, M&Ms, Sweet Tarts)● Different shaped breath mints (Tic-Tacs, Lifesavers, Certs, Velaments)● Red Hot candies● Sudafed (regular – looks very similar to Red Hot candy)● Vitamins (both children’s and adult)● Antacids (Tums or Rolaids)● A variety of Over The Counter pain relievers (aspirin, Tylenol, Advil)● If a prescription medicine is available

Distribute the Yes/No card sets (Appendix 1) and display the medicine/candy poster board. As the teacher points to each item on the poster board the student should decide if the item is a medicine or something safe to eat. If the item is safe to eat, the students should raise the smiley face card and if the item is a medicine or unsafe then they should raise the ‘X’ card. Ask the students to explain how they made their decisions. Explain that it can be difficult to distinguish medicine from candy and that if there is ever a question, they should not eat the item.

Appendix 1 Example:

YES

NO

Assessment:1 Have the class brainstorm a list of rules to use when identifying medicine and to

help people be safe with medicine. 2 Rules might include: Don’t ever take medicine from anyone other than your

parents, your doctor, or nurse; Follow all directions when taking medicine properly; Don’t eat candy unless you see the package from which it came and you know and trust the person sharing with you.

3 Record the rules on chart paper or on the blackboard for students to see.4 Read the following scenarios and have the students decide if the person in the

story is following the rules for safely taking medicine or not. 5 After reading each scenario, allow the students to raise either the yes (smiley

face) or no (‘x’) card. 6 Process each scenario as a class and discuss proper ways to handle scenarios

in which a bad choice was made.

Scenarios:

1 Joey finds a small box on the playground. When he opens it, he finds tiny red dots that smell like cinnamon. He thinks it must be candy so he decides to eat a few. Is this safe? Why or why not?

2 Maria has been sick for a few days and her doctor gave her mom a prescription for medicine that would make her feel better. Maria’s mother said the medicine should be taken with food so she gives it to Maria every morning after breakfast. Instead of swallowing the medicine, Maria spits it out into her napkin because she thinks it tastes bad. Is this safe? Why or why not?

3 Calvin’s dad gives him a vitamin every day. Calvin’s vitamin is purple and it tastes good. Shawn is Calvin’s brother and their dad also gives Shawn a vitamin everyday but Shawn’s is red. Shawn decides that he likes the purple vitamin better and wants to try Calvin’s vitamin, so he asks Calvin to switch with him. Should Calvin switch vitamins with Shawn? Why or why not?

4 Karen told her friend Antoinette that one of her neighbors shared his medicine with her to try. Karen is curious to see what will happen if she takes this medicine. Is this safe? What should Karen do? What should Antoinette do?

5 Distribute copies of Medicine Safety and read the sentences aloud, allowing the student to use spelling strategies (such as phonic or inventive spelling) to fill in the blanks.

Example of the Worksheet:

Medicine Safety1 ___________ all directions when taking medicine.2 If you see a medicine that is not being used properly you should ______ a

trusted adult.3 Do not _______ anyone else’s medicine.4 Only take medicine that is given to ______ by parents or a doctor.

WORD BANK:tellFollowyoutake

Works CitedHealth Education: An integrated Approach. nchealthyschools.org. Retrieved December 1,

2012, http://www.nchealthyschools.org/docs/lessonplans/k/grade05.015.02.pdf