Weekly Unit Plan
Hannah Spencer
April 11th 2011
Green = Physically Active
Blue = Physical Activity Plan
Yellow = Health Lesson
Miss. Spencer’s First Grade Class
Time
Monday
Tuesday
Wednesday
Thursday
8:00
Friday
Morning
Work
Calendar
Morning
Work
Calendar
Morning
Work
Calendar
Morning
Work
Calendar
Morning
Work
Calendar
Bathroom/
Snack
Reading
Bathroom/
Snack
Reading
Bathroom/
Snack
Reading
Bathroom/
Snack
Reading
Bathroom/
Snack
Reading
10:30
Phonics/
Centers
Science
Phonics/
Centers
Grammar
Lunch
Lunch
Phonics/
Centers
Social
Studies
Lunch
Phonics/
Centers
Science
11:00
Phonics/
Centers
Social
Studies
Lunch
11:30
Activity
Activity
Activity
Activity
Activity
11: 45
Recess
Recess
Recess
Recess
Recess
12:00
1:00
Math
Workshop
Pack Up
Math
Workshop
Pack Up
Math
Workshop
Pack up
Math
Workshop
Pack up
Math
Workshop
Pack Up
1:25
Specials
Specials
Specials
Specials
Specials
2:10
Dismissal
Dismissal
Dismissal
Dismissal
Dismissal
8:10
8:40
8:55
9:30
Early Arrival at 7:30
Specials
Monday
Tuesday
Wednesday
Thursday
Friday
A Week
P.E
Music
Art
P.E
P.E.
Lunch
B Week
P.E.
Art
P.E.
Computer Lab with Music Teacher
Art
Daily Physical Activity Plan
Monday
Subject: Calendar
Name: Good Morning To You
Materials: None
Estimated Time: 15 minutes
Activity: Calendar usually consists of students sitting on the carpet and answering
questions about the days of the week, weather, months of the year, money and time.
Allow students to become more engaged by physically acting out answers for
example using their arms to represent the hands on a clock. If the day is sunny, have
the students represent with their bodies how the sun makes them feel. If the date is
Tuesday April the 12th 2011, have students complete 2 skips, four jumping jacks and
twelve seconds of holding a good stretch. If students answers ten pennies makes up
a dime, have them run in place for ten seconds. Music is also incorporated into
calendar time. Children love to dance! Allow students to move and act out lyrics in a
safe manner.
Reference: Original
Tuesday
Subject: Reading
Name: Stop and Scribble
Materials: Paper, Pencil and flash cards
Estimated Time: 10 minutes
Activity: Students will pair up with a partner using the back-to-back pairing method.
Once they have a partner the students will be given a piece of paper and a pencil.
The students will take turns being the writer and the reader. The writer will write a
word the teacher announces. While the writer is writing the reader is engaged in a
physical exercise until the word is correctly written. Then the reader will turn over a
flash card. While the reader is reading the word the writer is engaged in a physical
activity until the word is read correctly. Then the partners switch roles.
Reference: Modified energizer presented in ‘Health and Physical Activity in
Elementary School’ class PHED 4650
Wednesday
Subject: Phonics
Name: Race on Phonics
Materials: Matching phonics cards
Estimated Time: 15 minutes
Activity: Student’s chairs are arranged into even rows facing the front of the
classroom. Tables with matching phonics cards will be placed face down on the
tables in front of the children’s chairs. The students in the first chair will race to the
front of the room where the tables are located. Before the students flips over two
cards they must complete ten exercises for example jumping jacks, push-ups or
running in place. Once the cards are turned over if the beginning letter matches the
ending blend to make a complete word (not including nonsense words) they can
leave the cards facing up and be seated at the end of the line. If they do not match,
the cards will be flipped back over. The next person will repeat the action until all
the cards are matched.
Reference: In ‘Health and Physical Activity in Elementary School’ class activity PHED
4650
Thursday
Subject: Social Studies
Name: History Holiday Hustle
Materials: None
Estimated Time: 20 minutes
Activity: Students can choose to play games significant to different time eras or
simple energizers. In the game “Turkey Trot”, students play tag by normal rules but
walk instead of run. They must choose a team name related to the content area.
When studying the history of Thanksgiving team names could be the turkeys,
pilgrims or Indians. Once the students start to play, if they “get out” they must
answer a history question correctly in order to get back in the game. After each
round every student has the opportunity to answer a question correctly until they
can resume play.
Reference: How to integrate social studies and physical education activities. (2010).
Retrieved from http://www.ehow.com/how_7697237_integrate-studies-physicaleducation-activities.html
Friday
Subject: Math Workshop
Name: Active Aerobics and Arithmetic
Materials: None
Estimated Time: 10 minutes
Activity: Gives arithmetic questions and physical exercises to students. Read aloud a
math problem and a physical activity. The problem's solution is the number of times
the students need to perform the exercise. Allow the children to warm up with easy
questions and slow, stretching movements. Once the children have stretched, go on
to more difficult problems. Do not forget to cool down. An example would be twenty
subtract seven, the correct answer is thirteen, so the students would complete
thirteen spring jumps.
Reference: Physical math games for children. (2010). Retrieved from
http://www.ehow.com/list_6471674_physical-math-games-children.html
Hygiene
Monday: Self-Worth and Appearance
Subject: Phonics/Centers
Name: You Are So Very Special
NHES Standard: (7) Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks. (4) Students will
demonstrate the ability to use interpersonal communication skills to enhance health
and avoid or reduce health risks.
Estimated Time: 1 hour
Materials: “I Am Special” worksheet
Small decorative box
A mirror
Activity and Strategy: Stand in front of the class holding a box. Inside holds the
mirror. Explain that every student will have the opportunity to see what is inside
but they must a) not repeat to another student what they see and b) identify what is
special about what is inside the box. Move around the class showing each student
what is inside. After students have the chance to see their faces reflected in the
mirror, have them share what was special about what they saw. Explain what is
inside the box is a gift. Gifts make people feel good, and we must have good hygiene
to be healthy, positive gifts for people. Define hygiene and examples of how students
can stay healthy by using good hygiene. Then have the students brainstorm ways to
use good hygiene. Distribute the “I Am Special” worksheet. Have the students draw
their faces and show their pictures to the class. Then on the back of the paper they
are to write sentences about a) what makes them special and important b) how they
look c) how others are different and c) how they can have good hygiene. To close the
lesson, show the students the short YouTube video related to self-esteem.
Technology: http://www.youtube.com/watch?v=b9eB3Zbaaqw&feature=related
Reference: LInda Meeks, P. H. (2011). Comprehensive School Health Education. New
York: McGraw-Hill.
Wednesday: Dental Hygiene
Subject: Math
Name: Teeth with a Bite
NHES Standard: (1) Students comprehend concepts related to health promotion and
disease prevention to enhance health. (6) Students will demonstrate the ability to
use goal-setting skills to enhance health.
Estimated Time: 1 hour
Materials: “How I Care for My Teeth” worksheet
“Which Do My Teeth Need” worksheet
A carrot or hard vegetable
Pictures of white clean teeth and dark dirty teeth
Toothbrushes, Dental Floss, Toothpaste
Activity and Strategies: Tell the class that they are going to review why having
healthy teeth is important. Call on a student to be used for a demonstration. Ask the
student to take a bite of a carrot, chew well and then swallow. Then ask the student
to bite the carrot as is he or she did not have any teeth. Placing the lips over the
front of the teeth does this. The student will not be able to bite the carrot because he
or she is not using teeth. Explain to the students that they have just observes what it
is like to try to eat or bite without teeth. What is the purpose of our teeth? One
purpose of teeth is to help people chew food. Next show the students a picture of a
person with teeth that are bright, white and clean. Ask the students what they notice
about the person in the picture. Then show the students a picture of a person with
teeth that are dull, drowning and dirty. Ask the students what they notice about the
person in the picture. Compare the two pictures and give examples of things that are
different. Explain that another purpose of teeth is to help people have a nice
appearance. Talk about the number of teeth a person is born with and how that can
change over time and in time. Remind students that it is normal for students their
age to loose teeth, but they must pay extra attention to the permanent adult teeth so
they can stay healthy and not fall out. Write the tongue twister “She sells seashells
by the seashore” on the board and have the students repeat after you. Then have the
students cover their teeth with their lips again and repeat the saying. Ask the
students why you could not understand what they said the second time they
pronounced the tongue twister. Indicate that another purpose of teeth is to help
people speak clearly. Remind students that there are behaviors students can follow
to help ensure that their teeth remain healthy. Emphasize brushing teeth, flossing,
avoid sticky foods but eat dairy products. Distribute the “How care for My Teeth”
worksheet and have students. After the students have completed the worksheet
have them fill out the “Which Do My Teeth Need?” worksheet and close by watching
a YouTube clip on when to brush your teeth.
Technology: http://www.youtube.com/watch?v=5ifXiGOawEg&feature=fvwrel
Reference: LInda Meeks, P. H. (2011). Comprehensive School Health Education. New
York: McGraw-Hill.
Friday: Spreading of Germs
Subject: Science
Name: Don’t Cough Any Closer
NHES Standard: (7) Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks.
Estimated Time: 30 minutes
Materials: Glitter in several colors
Lotion or Petroleum Jelly (Vaseline)
Baby whips
“Germ Buster” Worksheet
Activity and Strategies: The teacher will ask for 2 volunteers. The two students will
each receive lotion the must put on their hands but not rub in all the way. One
student will receive a color glitter and the other student will receive another. Once
the glitter is sprinkled in each hand the students will shake hands. When they shake
hands the glitter mixes together. Explain to the students they have just witnessed
what it is like when germs are exchanged when we touch other people. After the
two students have cleaned their hands, ask the students what a germ is and how
they spread. When germs spread it causes sickness, which affects our bodies in
negative ways. Students will then be reminded of how to cover their mouths when
they sneeze and cough by using their elbow. Discuss with students when to wash
their hands and for how long. Have the students complete the “Germ Busters”
worksheet where they draw each step when washing hands. Close the lesson by
watching a video on washing hands.
Technology: http://www.youtube.com/watch?v=iDe3wmOLvk0
Reference: Modified health lesson presented in ‘Health and Physical Activity’ class
PHED 4650
Reflection
After completing the weekly unit plan, I am confident in producing activities
for my students to become more physically active and apply health into their lives
outside the classroom. Energizers are incorporated into almost all the content areas,
one for each day of the week, and are engaging and exciting. Physical activity will
not be viewed as punishment in my future classroom but as a toll to help students
learn. The health lessons are seamlessly placed into content areas three days a week
and are designed to make students think about taking care of themselves with pride
instead of one more thing their guardians suggest they do. Incorporating health into
my future classroom will be a less difficult because of the experience gained from
completing the weekly unit assignment. I also have a greater knowledge of NHES
Standards and how to better help students apply each one.
Resources where not only found in the text but also online. The Internet has a
variety of resources to integrate health into all subjects and grade levels. Because
students are so young in the first grade, they have a better chance of grasping the
material because they can be easily manipulated. Collaboration was implemented
into a majority of the activities so students could work together and share ideas.
Each lesson or energizer was designed to stay in the original class schedule and to
not exceed those limits. Materials were inexpensive and could easily be made,
brought from home, or found in the classroom in order to save money. The
energizers where designed to keep the students engaged by moving while each of
the health lessons incorporated technology. YouTube videos are a different way to
keep a student focused on a lesson instead of listening to a teacher talk.