Name: Sarah Davenport Date: 3/24/18

Grade: First Lesson Topic: What is Health?

READINESS
Standard:
Physical Education: 2.1.2 Recognize that there are multiple dimensions of health. (emotional,
intellectual, physical, and social health.
Vocabulary: 1.RV.2.3 Define and sort words into categories
Discussion and Collaboration: 1.SL.2.1 Participate in collaborative conversations about
appropriate topics and texts with peers and adults in small and larger groups.
I. Readiness

Goals: Recognize that there are multiple dimensions of a healthy lifestyle.

Objectives:

1. Students will be able to identify the multiple dimensions of a healthy lifestyle.

2. Students will be able to successfully demonstrate their knowledge of health by sorting different
images depicting healthy lifestyles into the category that they belong.
3. Students will collaborate with their peers to check the assortment of their pictures.

II. Management:

Materials:

 Power point presentation about healthy living

 Movie clip from Frozen
 Various pictures representing both a health vs. an unhealthy lifestyle. (healthy / unhealthy food,
emotional, physical, and social options.)
 Buckets
 Desks
 Space for students to spread out

Time Per Element:

  Anticipatory Set- 10 Minutes
 Instruction- 20 Minutes
 Activity- 10 Minutes
 Closure- 10 Minutes

Space:

 Students are to remain at their desk during the course of the lesson. When they work on the
activity, they will be split into groups around the room.

Behavior:

 If students do not follow directions they will need to stay a few minutes to meet one on one with
the teacher.

III. Anticipatory Set

I will introduce the topic as students remain at their desks:

“Today we are going to watch a clip from the movie, ‘Frozen’. Has anyone ever seen the movie
Frozen?” Ask for a show of hands. “While we watch, I want you to pay attention to the way the
characters treat each other. Think about how you treat your friends.”

Show the clip from “Frozen”

Question after reading- “Do you think that Olaf and Anna were good friends? How do you know?” “Do
you think friendships like this are an important part of having good health?” Allow students to talk
amongst themselves for 3-5 minutes.

IV. Purpose Statement

 “Today we are going to learn about the many different aspects of having a health life. We are
going to explore the different ways we can experience healthy living. This is important because
we need to realize that there are different ways we need stay healthy to experience comfort and
joy in our lives.”

PLAN FOR INSTRUCTION

V. Adaption

 Partner students who struggle following instructions or staying focused with students who stay
focused well.
 Allow students to aid peers if they get done early
  Include a list of directions (with pictures) for those who need reminded of the task.
 Extra modeling/time for certain students

VI. Lesson Presentation

Students will be given time to brainstorm with one another to come up with the different aspects of
overall health. After students share their ideas, the teacher will tell the class about the categories of
healthy living that will be covered in the lesson today. A healthy lifestyle will be categorized into
mental, emotional, physical, intellectual, and social health. The teacher will ask students to do some
research and find a picture that demonstrate individuals demonstrating the five various types of health.
Then have the students talk to one another explaining why they choose the images they did and which
category it belongs in. The teacher should ask questions if a student’s idea is unclear or if they need
prompting.

The class will transition into the activity after the students have been introduced to the categories of
healthy living.

Activity: Groups of students will be assigned a group number, and each group will go to their designated
space. Once all of the students are in their places, the students will discuss some of the ways they have
seen each aspect of healthy living being placed out in their lives or in the lives of their families. Once
students have finished sharing, the teacher will pass out a box of balls with examples of healthy or
unhealthy images pasted on to each one. At the front of the classroom, there will be four bucket set up.
They will be labeled: ‘emotionally healthy’, ‘physically healthy’, ‘socially healthy’, and the last one will
be labeled, ‘unhealthy.’ Sitting in their groups, students will have to talk with each other to decide where
each item belongs. Then, with one group at a time, each student will have to stand five feet away and try
to toss the right ball into the right bucket. After they have got one of their balls into the bucket, it will be
the next groups turn. The groups will continue taking turns until all of the balls have been placed in a
bucket.

Closure:

After all of the students are finished, I will have them return to their desks. Then I will ask them what
areas of a healthy lifestyle they just practiced using. I will allow students to respond to one another and
to the group as a whole.

VII. Check for Understanding

Formative: Listen to students conversations and observe where they throw each of their pictures.
Facilitate discussion by asking student’s questions or helping them find connections into their own life.
Correct if necessary.

Summative: Ask several groups of students to report on how they see these kinds of health being
displayed in their own lives, or in the lives of their families.
VIII. Evaluation

Check for Understanding/Self-Answer Questions: (these would be used in the actual classroom
setting)

1. How many students achieved the objectives? For those that did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Bloom’s Taxonomy
b. Gardner’s Multiple Intelligences