HEALTHY BODIES
Author(s):
Shannon Hobbs: EDUC W401.
Grade Level:
Third Grade
Timeframe:
Class periods? 10
Number of hours? Minutes? 60 minutes each day
Lesson Description or Explanation
Class periods? 10
Number of hours? Minutes? 60 minutes each day
Lesson Description or Explanation
In this lesson, children will be exploring and investigating the many parts of having a healthy body. These include the importance of good nutrition, safety, hygiene, drug awareness, medical care, fitness, as well as how our body systems works. The class will work in small groups together to present what they have learned to the entire class in a collaborative, creative way.
Indiana Curricular Standards
Language Arts 3.2.2: Students read and understand grade-level appropriate material. At grade 3, in addition to regular classroom reading, students read a variety of non-fiction, such as biographies, books in many subject areas, children’s magazines and periodicals, and reference and technical materials.
Language Arts 3.2.6 Locate appropriate and significant information from the text, including problems and solutions.
Reading Comprehension 3.3 Students read and respond to a variety of significant works of children’s literature.
Writing 3.6 Students write using standard English conventions according to this grade level.
Listening and Speaking 3.7 Students listen and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation (raising and lowering voice). Students deliver brief oral presentations about familiar experiences or interests that are organized around a coherent thesis statement (a statement of topic). Students use the same Standard English conventions for oral speech that they use in their writing.
Math 3.2 Students solve problems involving addition and subtraction of whole numbers. They model and solve simple problems involving multiplication and division.
Math 3.6 Students make decisions about how to solve problems and communicate their ideas.
Science 3.1 Students, working collaboratively carry out investigations. They question, observe, and make accurate measurements. Students increase their use of tools, record data in journals, and communicate results through chart, graph, written, and verbal forms.
ISTE Standards
Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:
a. promote, support, and model creative and innovative thinking and inventiveness.
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes.
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.
Design and Develop Digital-Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS-S. Teachers:
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources.
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching.
Model Digital-Age Work and Learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers:
a. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.
b. Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation.
c. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.
d. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support, research, and learning.
Assessments
Formative/Summative
Formative: This assessment will be done throughout the entire investigation. It is important to take notes on each child’s participation, how well the group collaborates and uses their class time, how they are applying their new knowledge, participation in large and small group discussions, and their efforts throughout the entire project.
Summative: This will be based on the creativity of each group, how well they present their knowledge, their accuracy to the subject, how well they recorded their sources, and the overall presentation as a collaborative group.
Rubric:
Participation: 4-5 Points: Full participation in all aspect of planning the project; assists group in any way that is needed; offers own ideas as well as listens to the ideas of others
2-3 Points: Some participation in planning the project; some assistance although does not always help when needed; offers ideas rarely and does not use active listening at all times
0-1 Point: Very little or no participation in planning the project; does not help, listen, or offer ideas to the group in order to collaborate
Use of Time: 4-5 Points: Stays on task throughout each planning session; works well and gets along with group during class time; shows effort in collaboration
2-3 Points: Stays on task some of the time during planning; works okay with others in the group, may have some difficulty; shows some effort in collaboration
0-1 Point: Has trouble staying on task; does not make effort to work or collaborate with others in group
Application of Knowledge: 4-5 Points- Shows how much they have researched and worked through new knowledge; applies what they have learned to effectively share with class
2-3 Points: Shows some new knowledge although could be more clear; applies what they have learned to prepare although needs some more enhancement
0-1 Point: Knowledge is very unclear during planning
Presentation: Creativity: 4-5 Points: Project shows a lot of time to put thought and new knowledge into it and is clear with their new knowledge; New ideas are displayed effectively, organized well, and use creativity
2-3 Points: Projects shows that some time was put into it although may not be as clear; some organization and creativity
0-1 Point: Little or no creativity; Little or no time spent trying new ideas
Sources: 4-5 Points: Displayed all sources used; Cited sources accurately and completely
2-3 Points: Displayed some sources; Some accuracy
0-1 Point: Little or no source cited; Cited sources not accurate or complete
Overall Presentation: 4-5 Points: Spoke with fluency or had illustrations that demonstrated knowledge effectively; Showed new knowledge with their confidence; Was able to effectively cover subject for the class
2-3 Points: Spoke with some fluency or illustrations demonstrated some knowledge; Some confidence and some effectiveness with covering subject
0-1 Point: Did not speak clearly or have effective illustrations; New knowledge not clear; Little or no confidence or effectiveness
Prior Knowledge
Curricular Knowledge or Skills: The first day is planned to get an initial assessment of how much the class already understands about this subject. This will allow you to plan the curriculum according to the children’s needs and make sure to build on their past knowledge. Most of them will probably know some things about each subject, but this project will allow them to dig deeper, conduct hands-on investigations, and will give them new knowledge in all the different aspects of a healthy body.
Technology Knowledge: Most of the children in the class will have a basic knowledge of how to use a computer, but this help them learn how many different topics they can investigate, how to search at the library, the importance of taking picture documentation, and will enhance their overall knowledge of the use and operation of technology.
Technology
Internet Resources: (please list URLs)
http://www.wmburgweb.com/Resources/Lesson/index.htm (This is the website from the OnCourse link that gave me this idea. After thinking about nutrition, I decided to do a study about the whole body being healthy in order to give them even more knowledge.)
http://www.cduniverse.com/productinfo.asp?pid=6876560 (Website where you can order the “Healthy Body Video.)
http://www.nsc.org/ (National Safety Organization Website)
http://www.nutrition.gov/nal_display/index.php?info_center=11&tax_level=1 (Provides current nutritional information and ideas)
http://www.factmonster.com/ipka/A0774536.html (Pictures and detailed explanations of our body systems)
http://www.drpbody.com/hygiene.html (Kid friendly website with hygiene information, ideas, and activities)
http://www.nsc.org/ (National Safety Council- Website with current safety topics and ideas)
http://www.drugabuse.gov/scienceofaddiction/addiction.html (Pictures, general information, and risk factors)
http://en.wikipedia.org/wiki/Health_care (Provides insight into what medical care is, history, and pictures)
http://www.fitness.com/ (Shows examples of exercises, BMI check, and general information
These are just a few examples of what the children will find will they begin their investigation.
Hardware: “Healthy Body” Video
Software:
Procedure
For this lesson, we will begin a Project Study called “Healthy Bodies.” This topic will be divided into seven different groups:
Body Systems
Nutrition
Hygiene
Safety
Drug Awareness
Medical Care
Fitness
Day 1: To introduce the topic, have the children gather in the reading area for a read-aloud of the book Healthy Me by Michelle O’Brian-Palmer. After finishing the book, ask the class open-ended questions such as: How would you describe someone who is healthy? How can we know if we are healthy? How can we investigate all the different ways to be healthy? Next, ask the children to brainstorm ideas with a partner on all the important parts about being healthy and write their thoughts on post-it notes. After they have discussed their ideas for about 10 minutes, bring them back together and put all of their post-it notes on a large poster board. Discuss how you could put all of these ideas into different categories for further investigation. Depending on how the children are thinking, you may need to guide them into the categories, or change some slightly, according to their interests. After the categories are classified, ask each child to write down the top three categories that they are interested in investigating. After the children have left for the day, divide the children according to their interests in diverse groups.
Day 2: Introduce the small groups of three or four students and tell them which category they will be exploring throughout the study. Next, hand out clipboards with paper for each group and lead them to the computer lab. Show them how to search for a subject on google.com or yahoo.com in order to prepare them for the next task. The groups will now search for their specific category, record any interesting and pertinent information they find, as well as the website URL. Some groups may need assist with this or there may need to be further discussion on how to search or record the URL. Please make sure that each group understands how to accomplish this search and take notes about each child’s part in the investigation and how the groups are working together.
Day 3: When the children arrive, invite them down to the library with you to show them how to search for specific subjects on the library computer to find books that will be relevant and helpful for their investigation. After answering any questions and making sure everyone understands, allow each group to demonstrate their comprehension by allowing them to try this out and search for books relating to their category. After everyone has finished, take them back to the classroom and give each group 30 minutes to go through the books and collaboratively share and record information. This is another opportunity for assessment on how each child is working by walking around and taking notes on how they are working.
Day 4: Since the class should be understanding more about their health subject now, explain to them that they will be doing a presentation on what they have found for the class using technology. For example, the body systems group could print off pictures of all the different systems and create their own model according to what they have learned. The nutrition group could investigate the calories in different foods at popular fast food restaurants and create a healthier alternative meal plan that we as a class can try to follow. The safety group could investigate current safety issues, such as at nsc.org, the national safety council, and brainstorm ideas on how they would help resolve these issues, as well as how we can make a difference. The drug awareness group could investigate the devastating effects of different drugs, print out pictures of how these can affect our bodies, and create a poster with these pictures. The medical care group could take a tour and pictures of the nurse facility at the school, interview the nurse, and present all of the ways medical care can help us. The fitness group could investigate different exercises, find out which ones provide the most long-lasting benefits, and create a fitness plan for the class.
Day 5: Take a class field trip to a local hospital to allow the children to really see the many ways these help people stay and become healthy, give them more ideas for their project, and give them more concrete knowledge during this hands-on investigation. Many hospitals will give small group tours, give lots of new information, answer questions, and give the class information to take with them to reinforce their learning experience. With permission, allow the children to take pictures for documentation of certain portions of the hospital.
Day 6: As a class, watch the “Healthy Body” video by Tell Me Why Sales Co. and discuss what they have learned.
Day 7: Give the children time to work together to finalize their presentations. Allow them access to cameras, computers, printers, art materials, and anything else they may need to complete their investigation.
Day 8: Have each group present their project to the class, actively observe and take notes, and offer feedback to each group. Assess how the investigations went, as well as the work of each child.
Day 9: Invite families in the afternoon to watch the children present their projects. The children should feel more comfortable with this since they have already tried it the day before and have received feedback.
Day 10: Celebration Day! Display all of the group work around the room, have healthy snacks, do a short fitness exercise, and give them more information about each topic, if needed. Ask the children to please write a short reflection on what they have learned, as well as how they helped in the investigation.
Differentiated Instruction
ESL
If there are children that are still learning English, I will show them how to change the language portion when they are searching in Google. I will also make sure that they have access to books with many pictures in them, as well as work with them to make sure they are understanding the investigation. They can draw pictures to go with the project, instead of doing a lot of writing.
Challenge/Extend
If there is a group that has conducted their investigation and finished early, I will challenge them to extend their project further by planning a short skit to show what they have learned. This will allow all children to participate and to be creative in showing their new knowledge.
Special Needs
If there are any children with special needs, I will make sure that they are able to use the computer, whether they need one with a speaker to hear the information, have the children read it to them, or need a special chair to sit In and be comfortable. I will also make sure they have books that they will be able to understand, such as large picture books. I will make sure that they can present in a way that will show their ability and they are comfortable with. For example, if they have trouble with their speech, they could draw a picture showing what they have learned, such as the nutrition plan. If we are doing our fitness portion, I will make sure they can participate such as having them help organize our plans, help with supplies, and do activities on the floor that they can do as well. It is vital that each member of the class knows how important they are to our success and feels part of the classroom community.
Indiana Curricular Standards
Language Arts 3.2.2: Students read and understand grade-level appropriate material. At grade 3, in addition to regular classroom reading, students read a variety of non-fiction, such as biographies, books in many subject areas, children’s magazines and periodicals, and reference and technical materials.
Language Arts 3.2.6 Locate appropriate and significant information from the text, including problems and solutions.
Reading Comprehension 3.3 Students read and respond to a variety of significant works of children’s literature.
Writing 3.6 Students write using standard English conventions according to this grade level.
Listening and Speaking 3.7 Students listen and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation (raising and lowering voice). Students deliver brief oral presentations about familiar experiences or interests that are organized around a coherent thesis statement (a statement of topic). Students use the same Standard English conventions for oral speech that they use in their writing.
Math 3.2 Students solve problems involving addition and subtraction of whole numbers. They model and solve simple problems involving multiplication and division.
Math 3.6 Students make decisions about how to solve problems and communicate their ideas.
Science 3.1 Students, working collaboratively carry out investigations. They question, observe, and make accurate measurements. Students increase their use of tools, record data in journals, and communicate results through chart, graph, written, and verbal forms.
ISTE Standards
Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:
a. promote, support, and model creative and innovative thinking and inventiveness.
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes.
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.
Design and Develop Digital-Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS-S. Teachers:
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources.
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching.
Model Digital-Age Work and Learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers:
a. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.
b. Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation.
c. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.
d. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support, research, and learning.
Assessments
Formative/Summative
Formative: This assessment will be done throughout the entire investigation. It is important to take notes on each child’s participation, how well the group collaborates and uses their class time, how they are applying their new knowledge, participation in large and small group discussions, and their efforts throughout the entire project.
Summative: This will be based on the creativity of each group, how well they present their knowledge, their accuracy to the subject, how well they recorded their sources, and the overall presentation as a collaborative group.
Rubric:
Participation: 4-5 Points: Full participation in all aspect of planning the project; assists group in any way that is needed; offers own ideas as well as listens to the ideas of others
2-3 Points: Some participation in planning the project; some assistance although does not always help when needed; offers ideas rarely and does not use active listening at all times
0-1 Point: Very little or no participation in planning the project; does not help, listen, or offer ideas to the group in order to collaborate
Use of Time: 4-5 Points: Stays on task throughout each planning session; works well and gets along with group during class time; shows effort in collaboration
2-3 Points: Stays on task some of the time during planning; works okay with others in the group, may have some difficulty; shows some effort in collaboration
0-1 Point: Has trouble staying on task; does not make effort to work or collaborate with others in group
Application of Knowledge: 4-5 Points- Shows how much they have researched and worked through new knowledge; applies what they have learned to effectively share with class
2-3 Points: Shows some new knowledge although could be more clear; applies what they have learned to prepare although needs some more enhancement
0-1 Point: Knowledge is very unclear during planning
Presentation: Creativity: 4-5 Points: Project shows a lot of time to put thought and new knowledge into it and is clear with their new knowledge; New ideas are displayed effectively, organized well, and use creativity
2-3 Points: Projects shows that some time was put into it although may not be as clear; some organization and creativity
0-1 Point: Little or no creativity; Little or no time spent trying new ideas
Sources: 4-5 Points: Displayed all sources used; Cited sources accurately and completely
2-3 Points: Displayed some sources; Some accuracy
0-1 Point: Little or no source cited; Cited sources not accurate or complete
Overall Presentation: 4-5 Points: Spoke with fluency or had illustrations that demonstrated knowledge effectively; Showed new knowledge with their confidence; Was able to effectively cover subject for the class
2-3 Points: Spoke with some fluency or illustrations demonstrated some knowledge; Some confidence and some effectiveness with covering subject
0-1 Point: Did not speak clearly or have effective illustrations; New knowledge not clear; Little or no confidence or effectiveness
Prior Knowledge
Curricular Knowledge or Skills: The first day is planned to get an initial assessment of how much the class already understands about this subject. This will allow you to plan the curriculum according to the children’s needs and make sure to build on their past knowledge. Most of them will probably know some things about each subject, but this project will allow them to dig deeper, conduct hands-on investigations, and will give them new knowledge in all the different aspects of a healthy body.
Technology Knowledge: Most of the children in the class will have a basic knowledge of how to use a computer, but this help them learn how many different topics they can investigate, how to search at the library, the importance of taking picture documentation, and will enhance their overall knowledge of the use and operation of technology.
Technology
Internet Resources: (please list URLs)
http://www.wmburgweb.com/Resources/Lesson/index.htm (This is the website from the OnCourse link that gave me this idea. After thinking about nutrition, I decided to do a study about the whole body being healthy in order to give them even more knowledge.)
http://www.cduniverse.com/productinfo.asp?pid=6876560 (Website where you can order the “Healthy Body Video.)
http://www.nsc.org/ (National Safety Organization Website)
http://www.nutrition.gov/nal_display/index.php?info_center=11&tax_level=1 (Provides current nutritional information and ideas)
http://www.factmonster.com/ipka/A0774536.html (Pictures and detailed explanations of our body systems)
http://www.drpbody.com/hygiene.html (Kid friendly website with hygiene information, ideas, and activities)
http://www.nsc.org/ (National Safety Council- Website with current safety topics and ideas)
http://www.drugabuse.gov/scienceofaddiction/addiction.html (Pictures, general information, and risk factors)
http://en.wikipedia.org/wiki/Health_care (Provides insight into what medical care is, history, and pictures)
http://www.fitness.com/ (Shows examples of exercises, BMI check, and general information
These are just a few examples of what the children will find will they begin their investigation.
Hardware: “Healthy Body” Video
Software:
Procedure
For this lesson, we will begin a Project Study called “Healthy Bodies.” This topic will be divided into seven different groups:
Body Systems
Nutrition
Hygiene
Safety
Drug Awareness
Medical Care
Fitness
Day 1: To introduce the topic, have the children gather in the reading area for a read-aloud of the book Healthy Me by Michelle O’Brian-Palmer. After finishing the book, ask the class open-ended questions such as: How would you describe someone who is healthy? How can we know if we are healthy? How can we investigate all the different ways to be healthy? Next, ask the children to brainstorm ideas with a partner on all the important parts about being healthy and write their thoughts on post-it notes. After they have discussed their ideas for about 10 minutes, bring them back together and put all of their post-it notes on a large poster board. Discuss how you could put all of these ideas into different categories for further investigation. Depending on how the children are thinking, you may need to guide them into the categories, or change some slightly, according to their interests. After the categories are classified, ask each child to write down the top three categories that they are interested in investigating. After the children have left for the day, divide the children according to their interests in diverse groups.
Day 2: Introduce the small groups of three or four students and tell them which category they will be exploring throughout the study. Next, hand out clipboards with paper for each group and lead them to the computer lab. Show them how to search for a subject on google.com or yahoo.com in order to prepare them for the next task. The groups will now search for their specific category, record any interesting and pertinent information they find, as well as the website URL. Some groups may need assist with this or there may need to be further discussion on how to search or record the URL. Please make sure that each group understands how to accomplish this search and take notes about each child’s part in the investigation and how the groups are working together.
Day 3: When the children arrive, invite them down to the library with you to show them how to search for specific subjects on the library computer to find books that will be relevant and helpful for their investigation. After answering any questions and making sure everyone understands, allow each group to demonstrate their comprehension by allowing them to try this out and search for books relating to their category. After everyone has finished, take them back to the classroom and give each group 30 minutes to go through the books and collaboratively share and record information. This is another opportunity for assessment on how each child is working by walking around and taking notes on how they are working.
Day 4: Since the class should be understanding more about their health subject now, explain to them that they will be doing a presentation on what they have found for the class using technology. For example, the body systems group could print off pictures of all the different systems and create their own model according to what they have learned. The nutrition group could investigate the calories in different foods at popular fast food restaurants and create a healthier alternative meal plan that we as a class can try to follow. The safety group could investigate current safety issues, such as at nsc.org, the national safety council, and brainstorm ideas on how they would help resolve these issues, as well as how we can make a difference. The drug awareness group could investigate the devastating effects of different drugs, print out pictures of how these can affect our bodies, and create a poster with these pictures. The medical care group could take a tour and pictures of the nurse facility at the school, interview the nurse, and present all of the ways medical care can help us. The fitness group could investigate different exercises, find out which ones provide the most long-lasting benefits, and create a fitness plan for the class.
Day 5: Take a class field trip to a local hospital to allow the children to really see the many ways these help people stay and become healthy, give them more ideas for their project, and give them more concrete knowledge during this hands-on investigation. Many hospitals will give small group tours, give lots of new information, answer questions, and give the class information to take with them to reinforce their learning experience. With permission, allow the children to take pictures for documentation of certain portions of the hospital.
Day 6: As a class, watch the “Healthy Body” video by Tell Me Why Sales Co. and discuss what they have learned.
Day 7: Give the children time to work together to finalize their presentations. Allow them access to cameras, computers, printers, art materials, and anything else they may need to complete their investigation.
Day 8: Have each group present their project to the class, actively observe and take notes, and offer feedback to each group. Assess how the investigations went, as well as the work of each child.
Day 9: Invite families in the afternoon to watch the children present their projects. The children should feel more comfortable with this since they have already tried it the day before and have received feedback.
Day 10: Celebration Day! Display all of the group work around the room, have healthy snacks, do a short fitness exercise, and give them more information about each topic, if needed. Ask the children to please write a short reflection on what they have learned, as well as how they helped in the investigation.
Differentiated Instruction
ESL
If there are children that are still learning English, I will show them how to change the language portion when they are searching in Google. I will also make sure that they have access to books with many pictures in them, as well as work with them to make sure they are understanding the investigation. They can draw pictures to go with the project, instead of doing a lot of writing.
Challenge/Extend
If there is a group that has conducted their investigation and finished early, I will challenge them to extend their project further by planning a short skit to show what they have learned. This will allow all children to participate and to be creative in showing their new knowledge.
Special Needs
If there are any children with special needs, I will make sure that they are able to use the computer, whether they need one with a speaker to hear the information, have the children read it to them, or need a special chair to sit In and be comfortable. I will also make sure they have books that they will be able to understand, such as large picture books. I will make sure that they can present in a way that will show their ability and they are comfortable with. For example, if they have trouble with their speech, they could draw a picture showing what they have learned, such as the nutrition plan. If we are doing our fitness portion, I will make sure they can participate such as having them help organize our plans, help with supplies, and do activities on the floor that they can do as well. It is vital that each member of the class knows how important they are to our success and feels part of the classroom community.
