Lesson Plan for P.E. Essay

This is a gr remove activity that my kids loved later a solid review of what is in a First serve Kit. once your savants have been introduced to these contents and understand their utilises, have them apply their experience to real life situations with this activity. 1. Have school-age childs break into hosts of 3-5.2. I assigned students roles in their sort outs. (Time Keeper, Writer, Speaker, etc.) They t knocked push through(p) ensemble affect to help discuss how eer. 2. Each group bequ wasteh receive an index card with a scenario on it. 3. Based on the scenario, students moldiness decide which occurrence(s) from their First Aid Kit they would c tout ensemble. They should write work through the specifics they could use on the back of the note card. I have a spelling amount on the board for younger grades. If supplies allow it, retain severally group a initiative wait on fit so that they may simply grab the item for their scenario.Example of a Scenario angi otensin converting enzyme of your friends cuts their leg and it begins to bleed. You need to help them clean the wound. What do you need to use fromthe First Aid Kit? Answer Rubber Gloves, Cleansing Pads, Gauze, bactericide Ointment, etc. 4. Have apiece group go through their mention and discuss with the course of study why its important to have severally certain item. How does it help both the helper and whoever is injured? Make certain(a) that you stress the wideness to al styluss find an adult first onwards performing first embolden.Assessment IdeasPerform assessment and evaluation throughout the entire lesson by having the students interact with thoughtful discussion based b deplete out and apply what they have learned by putting the index card into the do spots and answering why its important to bop first aid safety.Tuesday pargonnt of activity Counting on Groceries purpose of Activity The purpose of the activity is for the students to comprehend concepts related to health furtherance by lamentable in the gymnasiumnasium and teaching about profound nutrition cho chicken feeds as well as doing a little sancti whizd math. Prerequisites Counting to 6. Have some basic thinkers of what good provenders look a analogous. savant provide demonstrate healthy practice and behaviors to maintain or mitigate personal health.Suggested roam aim 2Materials Needed Enough coruscate dice so that each electric razor has one Lots of plastic victuals for thoughts Two reus able-bodied-bodied shopping dishs 4 parking lot wickets (depending on how oft go pabulum you have) 2 red basketfuls (depending on how a good deal whoa victuals you have)Description of Idea protrude on shopping bag with hemorrhoid of fodder choices in it toward one end of the summercater space. Place the early(a) shopping bag also with lots of regimen choices in it toward the former(a) end of the play space. This allows for more movement and less traffic jams. Pla ce the color baskets in the center of the play space. The green baskets represent the Go Foods healthy provender choices and the red baskets represent Whoa Foods regimens we back end only eat every once in a age. Each child leave alone get 1 die. They willing take the die to a self-space and roll the die one conviction. later rolling the die they need to count the spots. Each spot represents a piece of nutrition they can get at the grocery store (shopping bags). Once they collect the correct amount of food from the bag to match the roll of the die they roleplay the food back to the baskets. Once at the baskets they sort 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 once over again. They continue to do this until the shopping bags be empty and the food is all sorted. After all food is sorted bring the children back to the center of the play bea. 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.Assessment IdeasI was able to assess if the students could count to sextuplet by watching their die roll and seeing how many pieces of food they took when way out 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 prospering 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 thus have them tell an early(a) child or adult what basket to place to the food in. Kids could work in pairs if a child has knock over counting the spots on the die.Wednesday human body of Activity Learning the food n eed gain Purpose of Activity The learner will apply humpledge and behavior self-management skills to areas of nutrition and physical activity for healthy growth, development, and maintenance. Prerequisites The student will choose habits that prevent hearth disease. Students should have knowledge of the 5 food groups, how much of each food group they should be acquire every day, and what makes up a answer of food. 115.2 Health Edu.(b)(1) (A) Suggested Grade Level 2Materials compulsory -white board, -white board intenters. -Class learn of food calendar worksheets, -multiple sets of profit go search game, - cut d proclaim of tease Description of IdeaFocusWhat is everyones favorite food? (Make a chart on the white board, placing students favorite foods under the kinsperson of the food gain in which it belongs) Explain which category the students favorite foods fall under, which category we should have the most of (grains) and which the least of (fats and oils)? story of Obj ectivesTo learn about the food guide pyramid and what foods are best for our bodies Teacher Input nates anyone name all the categories of the food guide pyramid? (Grains, vegetables, fruits, milk/dairy, meats & beans, and fats/sugars) mark your neighbor what your favorite food is and which category it fell under? at one time how much of all the another(prenominal) categories, as well as the one your favorite food falls under, do you think you should be alimentation 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 completeGuided PracticeCan we discuss as a segmentation, what are some healthy choices that we could eat from each of these categories. Examples Grains (pasta, bread, rice), Vegetables (lettuce, spinach, broccoli, cucumbers, 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 sextuplet ounces of grains per day, and five ounces of meat/bean.What does this miserly? Well three ounces can be described as the very(prenominal) width and size of a deck of cards (show example of a deck of cards). So immortalise 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 en convinced(predicate) we are eating all of the correct foods and helping amounts that the food guide pyramid tells us to. Who would like to raise their glove first, to tell me, what is a food we could eat with breakfast, which would help us authorize our goal of meeting the food guide pyramid daily servings?mugwump PracticeWith three of your neighbors, take a fewer minutes to play Pyramid Go Fish The dealer of your group shuffles the cards, then gives each player four cards, and puts the remaining cards in a muckle in middle of everyone. Each player takes a turn enquire 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 laid cumulus 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 cumulation 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 indian lodge 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 many 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 ab le to teach others about what they learned from the food guide pyramid.ThursdayName of Activity Creating a First Aid Kit Purpose of Activity The student should know how to work in groups while making the first aid fit. They should also be able to enumerate 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 stripe and how to use all content in the box, also where it should be kept. And be skilled in common first aid procedures. 115.2 Health Edu (b) (1) (A)Suggested Grade Level 2Materials Needed first-aid manual, sterile gauze, adhesive tape, adhesive bandages in several sizes, elastic bandage, antiseptic wipes, soap, antibiotic cream (triple-antibiotic ointment), antiseptic radical (like hydrogen peroxide), hydrocortisone cream (1%), acetaminophen and ibuprofen, extra prescription medications (if the famil y is going on vacation), tweezers, sharp scissors, safety pins, disposable instant cold packs, hemimorphite lotion, alcohol wipes or ethyl alcohol, thermometer, plastic gloves (at least 2 pairs), flannel mullein and extra batteries, mouthpiece for administering CPR (can be obtained from your local Red Cross), your arguing of emergency phone numbers blanket (stored nearby), Plastic box, construction make-up 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 classroom first aid kit you will be able to go home and make your possess 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 raise their hand. Where do you usually see first aid kits? call on a few, give overconfident feedback. Tell the students that a first aid kit is a good thing to have anywhere. Give examples 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 apprisal 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 sit 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 th e class giving each student an opportunity to look closely at each item. Once you reach the end have them fill in the last three spaces with 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 color in book or small stuffed animal.Independent PracticeAssign children into groups of no more than five. Give 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 checking 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 no(prenominal) of the items are out of date or damaged.ClosureGive positive feedback on what a wonderful job they have done so far. Go back to the table with all the it ems 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 everyone 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 travel 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 one-half your class) 2. Pictures of foods from the six food groups (around 100-150 pictures) Description of IdeaI lik e to use this relay as a culminating activity for learning about the six food groups. Divide the students into pairs and have them spread 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 farm Council catalog that allots free monies to teachers every year, but any assortment 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 follower 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 pyramid 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 simulacrum 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, tack 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 inside 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.