Personal Health Unit Plan 2

8/3/2019 Personal Health Unit Plan 2

1/23

Sarah Giles

CHPR 301- 2:00

Personal Health Unit Plan

Introduction

Unit: Personal Health Grade Level: Third Grade

Length of Unit: 12 lessons, with a total instructional time of 455 minutes

Teaching Style: The purpose of this unit is to teach students about personal health and ways to promote healthy decisions andactivities while preventing harm and illness. The unit will be taught through lectures, discussions, anexperiment, individual research, and hands-on/demonstration learning. Lectures will be used to present new

information to students so they can develop an understanding of the topics. Discussions will be used toencourage further understanding of the topics being studied with fellow classmates. The experiment will beused to meaningfully show students the effects of germs. Individual research will be used to help studentsdevelop technological skills and to encourage further interest and exploration on certain topics. Hands/on ordemonstration-like learning will be used to allow students to not only see how something works, but to try it aswell in order to develop more engagement and interest about the topics. Students will also be workingindividually, with partners, and with groups throughout different lessons in this unit to develop social andrelational skills, and to create more discussions with their peers that can lead to further interest and discoveryabout certain topics. All assignments and activities used in this unit are designed to develop an awareness of theimportance of personal health, as well as exposing students to healthy activities and decisions that can result ingood health.

General Long-Range Goals:Throughout this unit, students will learn about healthy activities and decisions to prevent sickness and harm. Arange of topics are taught to explore the different dimensions of personal health. It is important for students tobe knowledgeable about different health topics, especially relating to personal health so that they can make thenecessary decisions daily to have a great quality of life. Some of the important topics that will be exploredinclude dental hygiene, personal hygiene, preventing the spread of germs, eating nutritious foods in reasonableratios, exercising, getting adequate sleep, etc. Through this unit, students will develop an awareness of beneficial health-related activities and decisions relating to their personal health.

Skill Development:

Expand vocabulary Develop and use technological skills Identify different forms of diversity Identify healthy behaviors Demonstrate healthy behaviors Recognize importance of maintaining personal health


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Resources:

Websites:

http://www.uen.org/Lessonplan/preview.cgi?LPid=321

Potato Germ Lab and Lesson Idea, Hygiene Potato Graph Worksheet

http://www.ada.org Dentist Discussion Idea

http://www.superkidsnutrition.com/nutrition_resources/bc_showdownfood.php Food Pyramid Lesson Idea

http://kidshealth.org/kid/nutrition/food/labels.html# Online Listening Activity

http://www.learnnc.org/lp/media/uploads/2010/05/sugar_handout.pdf Find the Sugar Worksheet

http://www.youtube.com/watch?v=dxBZb9at_E8&feature=related Physical Activity Warm-up/ Introduction Video

http://www.wellspan.org/body.cfm?id=112 Physical Activity Pyramid Image

http://www.sleepforkids.org/index.html Interactive Website Lesson

http://www.sleepforkids.org/html/calcs.html Sleep Calculator Worksheet

http://www.sleepforkids.org/html/clues.html Snooze Clues Crossword Puzzle

http://www.uen.org/Lessonplan/preview?LPid=25961 Lesson Questionnaire

Books:

Showdown at the Food Pyramid by Rex Barron

We're Different, We're the Same by Bobbi Jane Kates

Speaker:

Dr. Cynthia Parks of Morgantown-Local Dentist
http://www.uen.org/Lessonplan/preview.cgi?LPid=321http://www.uen.org/Lessonplan/preview.cgi?LPid=321http://www.ada.org/http://www.ada.org/http://www.superkidsnutrition.com/nutrition_resources/bc_showdownfood.phphttp://www.superkidsnutrition.com/nutrition_resources/bc_showdownfood.phphttp://kidshealth.org/kid/nutrition/food/labels.htmlhttp://kidshealth.org/kid/nutrition/food/labels.htmlhttp://www.learnnc.org/lp/media/uploads/2010/05/sugar_handout.pdfhttp://www.learnnc.org/lp/media/uploads/2010/05/sugar_handout.pdfhttp://www.youtube.com/watch?v=dxBZb9at_E8&feature=relatedhttp://www.youtube.com/watch?v=dxBZb9at_E8&feature=relatedhttp://www.wellspan.org/body.cfm?id=112http://www.wellspan.org/body.cfm?id=112http://www.sleepforkids.org/index.htmlhttp://www.sleepforkids.org/index.htmlhttp://www.sleepforkids.org/html/calcs.htmlhttp://www.sleepforkids.org/html/calcs.htmlhttp://www.sleepforkids.org/html/clues.htmlhttp://www.sleepforkids.org/html/clues.htmlhttp://www.uen.org/Lessonplan/preview?LPid=25961http://www.uen.org/Lessonplan/preview?LPid=25961http://www.uen.org/Lessonplan/preview?LPid=25961http://www.sleepforkids.org/html/clues.htmlhttp://www.sleepforkids.org/html/calcs.htmlhttp://www.sleepforkids.org/index.htmlhttp://www.wellspan.org/body.cfm?id=112http://www.youtube.com/watch?v=dxBZb9at_E8&feature=relatedhttp://www.learnnc.org/lp/media/uploads/2010/05/sugar_handout.pdfhttp://kidshealth.org/kid/nutrition/food/labels.htmlhttp://www.superkidsnutrition.com/nutrition_resources/bc_showdownfood.phphttp://www.ada.org/http://www.uen.org/Lessonplan/preview.cgi?LPid=321


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Content Outline:

I. Personal Health Overviewa. What does it take to be healthy?

i. Identifying eight personal health factorsii. Recognizing importance of health factors

II. Personal Hygiene

a.

What is hygiene?i. Identifying hygiene productsii. Identifying functions of products

III. Germsa. Potato Germ Lab I

i. Writing a hypothesesii. Observing effects of germs

IV. Hand Washinga. Potato Germ Lab 2

i. Identifying effects of germsii. Demonstrating proper hand washing

V. Safety and First Aida. What do I do?

i. Identifying a solutionii. Exploring other solutions

VI. Dental Healtha. Dental Hygiene

i. Demonstrating proper brushingii. Demonstrating proper flossing

iii. Identifying factors of dental hygieneVII. Food Groups

a. Food Guide Pyramid Funi. Identifying food groups and servings

ii. Constructing food guide pyramidsVIII. Nutrition Facts

a. Sugar or Cereal for Breakfast?i. Exploring food labels

ii. Identifying nutrition factsb. Technology

i. Correct mouse and headphone usageIX. Exercise and Physical Activity

a. Lets exercise! i. Exploring physical activity pyramid

ii. Demonstrating appropriate physical activityX. Adequate Sleep and Rest

a. How much sleep is enough?i. Identifying why we sleep

ii. Exploring how sleep works


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iii. Describing how sleep relates to usXI. Individual Differences

a. Were all unique! i. Identifying individual differences

ii. Identifying environmental changes to incorporate differencesb. Diversity

i. Recognizing different cultures, religions, abilities, disabilities, etc.XII. Personal Health Review

a. Review Dayi. Identifying eight personal health factors previously studied

ii. Recognizing importance of health factorsXIII. Unit Exam


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Evaluation Plan:

Students will be evaluated through group and individual participation, worksheets, demonstrations, labs,creative writing, drawings, unit test questions, etc. Students will be given some sort of activity to complete aftereach lesson. The activities will be graded on completion by a scale depending on the individual rubric for thatactivity. (Most are graded on a five point scale, some use a four point scale, and one uses an eight point scale.)Novice is 1 point, Partial Mastery is 2 points, Mastery is 3 points, Above Mastery is 4 points, and if there is a

Distinguished option, it is 5 points. The total amount of points possible is 90 which will be broken up into threelevels of achievement (Less than Proficient 0-30, Proficient 31-60, Mastery 61-90). Below is a listing of thepoint values for each of the assignments and activities.

Point Assignment:

1. Write three sentences explaining factors of personal health 5 points

2. Write an essay including four personal hygiene activities 5 points

3. Potato Graph Worksheet 5 points

4. Demonstrate how to properly wash hands 5 points

5. Name a procedure used to help someone in danger 4 points

6. Write a paragraph including three dental hygiene facts 5 points

7. Create a food guide pyramid with a partner 5 points

8. Find the Sugar Worksheet (while demonstrating correct technology use) 8 points

9. Demonstrate three different types of physical activity 4 points

10. Sleep Crossword Puzzle Worksheet 5 points

11. Draw and write about a unique friend (include diversity aspect) 4 points

12. Draw three topics covered this unit as a review 5 points

13. Unit Test- one point for each correct response 20 points

Total Points Possible (80 points)

Mastery= 54-80 Proficient= 27-53 Less than Proficient= 0-26

Grading Scale:

100%-90%..........A

89%-80%............B

79%-70%............C

69%-60%............D

59%-50%............F


6/23

Personal Health Unit Vocabulary List:

Hygiene- keeping the body, hair, teeth, and nails clean in order to be healthy

First-aid- simple, life-saving medical procedures

Germs- tiny organisms, or living things, that can cause sickness and disease

Dental Health- the practice of keeping the mouth, teeth, and gums clean and healthy to preventdisease, as by regular brushing and flossing and visits to a dentist.

Hypothesis- to make a guess, an idea for what might happen

Observations- things that can be seen as they happen or change

Data- information collected and observations written down

Conclusions- decide what the data and observations mean based on what happened

Antibiotic ointment- antibacterial cream to clean open wounds

Heimlich maneuver- an emergency technique used to eject an object, such as food, from the trachea of a choking person

Plaque- soft, sticky substance that is continually forming on teeth and gums

Fluoride- the substance in most toothpastes that keeps teeth healthy and strong

Nutrition- food used in the body for nourishment, growth, and maintenance

Food labels- information on a package of food about the nutritional value of the food item

Physical activity pyramid- displays the amount and types of exercise needed to be in great health

Strength exercises- help to make the body more strong, tough, and able to resist attack; having moreendurance

Flexibility exercises- allows body to be bent or flexed without injury, and to move joints in their fullrange of motion

Cardio exercises- exercises that raise the heart rate and breathing rate

Recreational exercises- exercises, sports, and activities played for fun and enjoyment

Unique- very different and unusual; special


7/23

Unit: Personal Health

Lesson 1: What does it take to be healthy?

Grade: 3

Time needed: 20 minutes

National Health Education Standards: Students will comprehend concepts related to health promotion anddisease prevention to enhance health.

West Virginia CSOs: WE.3.4.09: assess factors (e.g. food choices, physical activity, genetic) that contributeto achieving and maintaining a healthy body.

Objective: Students will write three sentences explaining three different factors that affect personal health.

Materials/Resources: Pictures of diverse children, a jump rope, a plate of sliced vegetables, a bottle of soapand hand towel, a toothbrush, toothpaste, hairbrush, shampoo, a pillow, a bandage, pencils and paper, timer

Procedures/Methods:

Set up eight separate stations around the room with a number and object at each station: 1) pictures of children of different diversities, 2) jump rope, 3) plate of vegetables, 4) bottle of soap and towel, 5)toothbrush and toothpaste, 6) hairbrush and shampoo, 7) pillow, 8) bandage.

Group students evenly and assign each group a station to begin. Ask students to go to their station and with their group, figure out and discuss what the object at that

station has to do with health. Set the timer for a minute at each station and when it goes off, have the students move to the next

numbered station in order. Once all of the students have visited every station, have them come to the front of the room and sit in a

circle. Ask the students what each station represented one at a time, and once they have given their answers,

explain what the stations represented:1) Individual differences2) Exercise and physical activity3) Food and nutrition4) Washing hands to prevent spreading germs5) Dental health6) Personal hygiene7) Sleeping and adequate rest8) Safety and first aid

Explain that we will be studying these eight different aspects of personal health over the course of thenext couple weeks.

Evaluation:

Distribute paper and have each student write three sentences. Each sentence should include a factor andits relative importance to overall personal health.

PersonalHealth Unit

Novice PartialMastery

Mastery AboveMastery

Distinguished


8/23

Third Grade

NHES:Standard 1

WV CSO:WE.3.4.09

Lesson 1:Noparticipation,no sentences

Lesson 1:1-2 factorsexplained insentences

Lesson 1:3 factorsexplained insentences

Lesson 1:4 factorsexplained insentences

Lesson 1:5 or morefactorsexplained insentences


Lesson 2: What is hygiene?

Grade: 3


National Health Education Standards: Students will demonstrate the ability to practice health-enhancingbehaviors and avoid or reduce health risks.

West Virginia CSOs: WE.3.3.02: discuss and practice personal responsibility for ones own hygiene(deodorant, bathing, change of clothes).

Objective: Students will list four personal hygiene activities and their related products or tools in an essay.

Materials/Resources: notebook paper, pencils, non-transparent bag with contents: hair brush, hair comb,shampoo, soap, toothpaste, toothbrush, floss, deodorant, and fingernail clippers

Procedures/Methods:

(List included under procedures with item names and their functions.)

Allow students to pick a partner to sit with while passing out a sheet of paper to each pair. Tell students to work together and come up with a detailed written schedule of their daily routine. (Make

sure to remind them to include little details) After students have a substantial schedule written down, ask students if they listed anything that relates

to personal hygiene. Allow students to raise hands and answer for a couple minutes, and then tell them the definition of

hygiene: keeping your body, hair, teeth, and nails clean to help keep you healthy. Ask students to circle any activities on their routine that relate to keeping their bodies, hair, teeth, or

nails clean. Bring out earlier prepared bag containing a hair brush, hair comb, shampoo, soap, toothpaste,toothbrush, floss, deodorant, and fingernail clippers.

Ask for volunteers to come reach into the bag without looking one at a time. As each student pulls something out of the bag, have that student explain to the class how that object

relates to personal hygiene and then do any further explaining necessary. Continue until all of the objects have been talked about, and then have a small discussion with the

students about the importance of being responsible for themselves and the importance of personalhygiene.

Ask students if they have any questions about hygiene and then ask them to go back to their own desks.


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Hygiene product and function:

o Hairbrush and hair comb- Use them to get knots out of your hair, to keep hair neat, and tohelp keep it clean

o Shampoo- Use it to wash your hairo Soap- Use it to wash your hands after going to the bathroom, before eating, after blowing

your nose, to keep hands clean; Use it to wash your body in the bathtub or showero Toothbrush and toothpaste- Use them together to get food off of your teeth and to freshen

your breath; Put toothpaste on the toothbrush and then brusho Floss- Use it to get food out of the cracks in between your teeth so your teeth and mouth are

clean and you arent as likely to get cavities o Deodorant- Use it daily to help your armpits sweat less and keep you smelling fresh and

cleano Fingernail clippers- Use them to keep your fingernails neat and clean by clipping them when

they start to grow too long; By keeping them shorter, dirt and germs wont get trapped under them so easily so it will keep your fingers and hands more clean

Evaluation:

Distribute paper and have each student write a short essay about themselves and how they candemonstrate and practice personal hygiene in their daily routine.

Essays must include four personal hygiene activities with their related tools.

PersonalHealth Unit

Third Grade



Distinguished

NHES:Standard 7

WV CSO:WE.3.3.02

Lesson 2:Little or no

participation,0-1 personalhygieneactivities

Lesson 2:2-3 personal

hygieneactivitiesincludingrelated tools

Lesson 2:4 personal


Lesson 2:5 personal


Lesson 2:6 or more

personalhygieneactivitiesincludingrelated tools


Lesson 3: Potato Germ Lab 1

Grade: 3

Time needed: 30 minutes first day, 5 minutes each day for next four days


West Virginia CSOs: WE.3.1.02: summarize ways to prevent the spread of germs.


10/23

Objective: Students will write three hypotheses about what they predict will happen to each individual potatoand an explanation for each hypothesis on their Potato Graph worksheets.

Materials/Resources: Potato Graph worksheets, pencils, 1 pair rubber gloves, 3 potatoes, peeler, 3 zip-lock baggies, hand-washing sink with soap

Procedures/Methods:

Tell the students that they will be working on a lab the next few days to see the effects that washinghands and not washing hands have on food.

Peel three potatoes with rubber gloves on as students watch, and explain that rubber gloves are beingworn so that no germs will touch the potatoes.

Tell the students what the definition of a germ is: germs are tiny organisms, or living things, that cancause sickness and disease. The yre so small that you need a microscope to see them.

Place the first peeled potato into a baggie as it is. Pass the second potato around the room and have students look at it closely to see if they can see any

germs.

Place the second potato into a baggie after all of the students have handled it. Have all students wash their hands before passing around the third potato. After washing, allow students

to handle and look at the third potato.

Place the third potato into a baggie. Have students fill out the "Hypothesis - Make A Guess" section of the worksheet, and then the DAY

ONE section for "Observations -Take a look; Data - Write it down; and Graphs - Make it a picture.

For days 2-5, have students observe and fill out the appropriate days on their worksheets.

http://www.uen.org/Lessonplan/preview.cgi?LPid=321

Evaluation:

Have students write their three hypotheses about what they predict will happen to each individual potatoand an explanation for each hypothesis on their Potato Graph worksheets, and then collect them to beupdated tomorrow.

PersonalHealth Unit

Third Grade



Distinguished

NHES:Standard 7

WV CSO:WE.3.1.02

Lesson 3:Noparticipation,0 hypothesesorexplanations

Lesson 3:1-2hypotheseswith 1-2explanations

Lesson 3:3 hypotheseswith 3explanations

Lesson 3:4 hypotheseswithexplanations

Lesson 3:More than 4hypotheseswithexplanations
http://www.uen.org/Lessonplan/preview.cgi?LPid=321http://www.uen.org/Lessonplan/preview.cgi?LPid=321http://www.uen.org/Lessonplan/preview.cgi?LPid=321


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Lesson 4: Potato Germ Lab 2

Grade: 3

Time needed: 25 minutes plus individual demonstrations for assessment later in the day (20 minutes)


West Virginia CSOs: WE.3.1.02: summarize ways to prevent the spread of germs.

Objective: Students will demonstrate how to wash their hands properly by washing in warm water with soapfor at least 20 seconds.

Materials/Resources: Potato Graph worksheets, pencils, 3 potatoes in baggies, hand-washing sink and soap

Procedures/Methods:

Have students observe and fill out the DAY SIX column of their worksheets and then discuss and fill outthe "Conclusions - Decide what it means" section of their worksheets.

Discuss some of the findings with the class, and then ask the following questions allowing time for thestudents to think and talk about the answers: What happened to the different potatoes? What does thistell you about washing your hands? What was surprising about the potato that we touched AFTERwashing our hands? Does this make you want to eat something that someone else has touched?

Once the students see that the first potato was the only one that didnt get germs on it, redefine germs:germs are tiny organisms, or living things, that can cause sickness and disease, and then explain thatgerms can be spread through our body fluids, including saliva, mucus, and blood, so it is important toalways wash our hands after coming in contact with these things.

Tell the students that there is a proper way to wash our hands that will help to prevent the spread of germs so next time after we wash our hands and touch a potato, we will be germ free!

Lead all of the students to the nearest hand-washing sink and show and explain the proper way to washhands: Unroll paper towel before washing, turn on warm water and rinse hands, use soap, lather for thesame amount of time it takes to sing Happy Birthday , rinse, turn off faucet with paper towel, dryhands well.

Evaluation:

Have students come to the sink one at a time during a quiet individual reading time to demonstrateproper hand-washing techniques including warm water, soap, and washing for at least 20 seconds.

PersonalHealth Unit

Third Grade



Distinguished

NHES:Standard 7

Lesson 4:Does notaddress any

Lesson 4:Addresses 1-2of the three

Lesson 4:Washes handswith soap and

Lesson 4:Addresses all3 aspects

Lesson 4:Addresses allof the aspects


12/23

WV CSO:WE.3.1.02

of the threeaspects of proper hand-washing

aspectsexpected of proper hand-washing

warm waterfor at least 20seconds

expected plusturns off water withpaper towelor unrollspaper towelbeforewashing

expected pluseveryadditionalaspectdemonstratedand explainedby the teacher


Lesson 5: Safety and First Aid: What do I do?

Grade: 3


National Health Education Standards: Students will comprehend concepts related to health promotion anddisease prevention to enhance health. Students will demonstrate the ability to use interpersonal communicationskills to enhance health and avoid or reduce health risks. Students will demonstrate the ability to use decision-making skills to enhance health.

West Virginia CSOs: WE.3.3.01: Select and explain the need of appropriate protective gear for self and others(e.g., seat belts, helmets, goggles, gloves, sunscreen). WE.3.2.01: Construct and display (at home) informationneeded to place an accurate and efficient call to 9-1-1. WE.3.2.02: Demonstrate basic first aid procedures.

Objective: Orally, students will name one thing they can do to help someone who is hurt or in danger.

Materials/Resources: Four different scenarios written down on note cards, Props: band aids, plastic gloves,play telephones, first aid antibiotic ointment tubes, cloth bandages

Procedures/Methods:

Have students come to the front of the room and sit in a circle.

Go around the circle and ask each of the students to say something they do that helps to keep them safe.Ill go first and say that I wear sunscreen when Im outside.

Give students hints if they need them. (Do you do anything when you ride in the car to keep you safe?What keeps you safe when you play sports?)

Tell the students that we do all of these things to try to keep us safe, but there are still accidents andpeople still get hurt. Explain that we are going to practice doing different things to help someone if theyget hurt and there are no adults around to tell us what to do.

Break the students into 4 groups evenly and give each group a scenario:o Scenario 1: You and your best friend went to Coopers Rock for the day. Your mom sent your

older sister a long because she wasnt able to stay. She also sent a small first aid kit with your sister just in case. While your friend was climbing a small rock, his foot slipped and he fell off.He tore the skin open on both hands and now theyre covered in dirt. You r older sister hands youthe first aid kit because she cant stand to see blood. What do you do?


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o Scenario 2: Youre eating dinner with your mom one evening and no one else is home. She takesa bite of her raw carrot and starts coughing. Then she grabs her throat and her face starts turningred. She looks like shes panicking. What do you do?

o Scenario 3: Youre playing with your baby sister on the living room floor. Your mom is outsideworking in the yard. You walk away to go to the bathroom and when you get back you see amedicine bottle with the lid off and pills scattered around your little sister. You pick her up andyell out the door for your mom, but you dont see her or hear a response. What do you do?

o Scenario 4: Youre running down the steps in your house because your mom is waiting in the carfor you to go to school. Youre in a hurry so you trip and fall and now your knee is bleeding andlooks like it has a large cut on it. What do you do?

Tell the groups they have ten minutes to read their scenario together and then come up with an idea for asolution to the problem.

While in groups, they need to come up with a way to act out their solution in front of the class. They canuse the props that are on the back table if needed.

Once theyve had ten minu tes to discuss their solution, have all of the students go back to their seats andask them to listen carefully to each of the groups as they do their demonstrations. Tell them that after

each group goes, were going to discuss what they did, how it would work, and if there are any othersolutions that might be better.

After the first group goes, and the students give their responses, discuss the importance of plastic gloves,applying the antibiotic ointment on your friends hands, and then putting band aid s or bandages on themdepending on how big the gashes are.

After the second group goes, and the students give their responses, explain to the students that they cantry to give her the Heimlich maneuver. Demonstrate by having a student volunteer to come up and showthe students the correct arm placement, how to make their hands into one fist, where to have their hands,and then explain that they would thrust them towards that area to try to get the food out of her throat.Tell the students that they should definitely call 911 if it doesnt work.

After the third group goes, and the students give their responses, tell them that they need to immediatelycall 911 in this situation because there is nothing else they can do.

After the fourth group goes, and the students give their responses, explain to the students how to cleanthe cut with soapy water, dry it, and then put a band aid on it.

Evaluation:

Have all of the students come back up to the front of the room again to sit in a circle. Go around thecircle and ask each of them to tell us one thing they can do to help someone who is hurt or in danger.

PersonalHealth Unit

Third Grade



Distinguished

NHES:Standard1,4,&5

WV CSO:WE.3.3.01WE.3.2.01WE.3.2.02

Lesson 5:Noparticipation,No response

Lesson 5:Says 1 thingthat doesntreally answerthe question

Lesson 5:Says 1 thingthey could doto help

Lesson 5:Says morethan 1 thingthey could doto help

Lesson 5:N/A


14/23


Lesson 6: Dental Hygiene

Grade: 3


National Health Education Standards: Students will comprehend concepts related to health promotion anddisease prevention to enhance health. Students will demonstrate the ability to practice health-enhancingbehaviors and avoid or reduce health risks.

West Virginia CSOs : WE.3.3.02: Discuss and practice personal responsibility for ones own hygiene(deodorant, bathing, change of clothes).

Objective: Students will write a paragraph describing at least three facts about dental hygiene.

Materials/Resources: Pencils, paper, Local Dentist (Dr. Cynthia Parks) who is bringing floss, toothbrushesand toothpaste for each student, as well as a large set of demonstration teeth and a large demonstration

toothbrush (Talk to dentist before having her in your class so she knows that you want the children to learn theimportance of taking care of their teeth, and how they can do that.)

Procedures/Methods:

Introduce the guest speaker to the students as Dr. Parks of Morgantown. Tell students she is a dentist and is going to share some information about the importance of taking care

of our teeth and how we should do that. Possible conversation she will have with students: (From ada.org)

1. Feeling healthy:How do you feel when you are healthy? [List things: feel strong, have lots of energy, feel happy, etc.] Can someone really be healthy

if their mouth and teeth are not healthy? [No.] Why not? [Because a clean mouth feels nicer, your breath smells nice, etc.] Healthyteeth and mouth are part of a healthy body.

2. Keeping teeth healthy:What can you do to fight plaque and help keep your teeth healthy? [List answers, which may include brushing, visiting the dentist,

good food and drink choices and flossing.] Lets talk about some of these.

3. Proper brushing:How many of you brush your teeth? Great! How often should you brush your teeth? [Twice a day.] What do you put on your

toothbrush? Yes, toothpaste. Why do you use toothpaste? [Cleans better than water, gets the food and plaque off your teeth, makesyour breath smell good, makes your mouth taste good.] Those are all good answers. There is also something very important in mosttoothpastes that helps strengthen your teeth. Does anyone know what it is called ? Its fluoride. [Write fluoride on chalkboard.]Fluoride prevents cavities by strengthening and protecting the teeth from acid. By the way, after youve brushed your teeth, spit out allthe toothpaste! Dont swallow it. Toothpaste is for cleaning your teeth, not your stomach! Brush twice a day with a fluoridetoothpaste. Fluoride prevents cavities by strengthening and protecting tooth enamel. Always spit out all the toothpaste! Did yourdentist, or the hygienist in your dentists office, show you how t o brush your teeth? Move the brush back and forth gently in shortstrokes. Brush the top, front, and back sides of each tooth. (Demonstrate how to properly brush teeth)

4. Toothbrushes:What kind of toothbrush do you use? [Get several answers.] Im going to ask you a question and give you four answers. You tell me

which answer you think is the right one. (Pass around a couple of toothbrushes in adult and child sizes, or show Adult and Child-sizeToothbrushes.)What kind of toothbrush would be easiest for you use?a) The biggest one you can findb) One with a fancy handlec) A child-size toothbrush that is easy to hold


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d) A purple oneYoure so smart! You should use a child -size toothbrush that is easy to hold. Use a toothbrush that has soft bristles and is comfortableto use.

5. Flossing:Is there anything else we can do to clean our teeth? [Use floss.] Who knows what dental floss is? [Looks like string or thread.] Dental

floss is a special kind of string for cleaning between your teeth. How many of you floss your teeth? Cleaning between your teeth is just as important as brushing. Do you know WHY? [Flossing helps remove bits of food and plaque from between the teeth where yourtoothbrush cant reach. It helps keep your teeth and gums healthy.] Flossing is not as easy for children to do as brushing, so youshould ask your parents or another grown-up to help you floss. You should floss your teeth very gently, once a day. (Demonstrate howto properly floss teeth)

6. Protect your teeth:Another way to keep your teeth in good shape is NOT to chew on hard things like ice cubes, pencils, or hard candy. Your teeth are

strong, but it is possible to crack or chip them. Its a good habit to keep things out of your mouth that dont belong there!

7. Dental visits:So now we know four important ways to take care of our teeth

brushing, flossing, and not chewing on hard objects. There is one more very important thing we should all do to keep our teethhealthy. Who can tell me what it is? Yes! Visit your dentist regularly. Your dentist will tell you when your next visit should be. Whatare some of the ways the dentist helps you take care of your teeth? [Checks your teeth to see if they are healthy. Tells you how to takegood care of your teeth. Fixes cavities and repairs teeth.]

We have learned a lot about our teeth today and how to take good care of them. Three important things we learned:1. Our teeth are important.2. Healthy teeth are part of a healthy body.3. Taking good care of our teeth is something that each of us can do.

Summary: Healthy teeth can last a lifetime if they are cared for properly.

Help Dr. Parks pass out a toothbrush, floss, and toothpaste to each child. Tell children to say goodbye and thank Dr. Parks for coming.

Evaluation: Pass out paper to students and ask them to write paragraph describing at least 3 facts that theyve learned

in the lesson today.

PersonalHealth Unit

Third Grade



Distinguished

NHES:Standard 1&7

WV CSO:WE.3.3.02

Lesson 6:No response,

writes a fewsentences thatdiscuss 1 factfrom thelesson.

Lesson 6:Writes a

paragraphincluding 2facts from thelesson.

Lesson 6:Writes a


Lesson 6:Writes a


Lesson 6:Writes a

paragraphincluding 5 ormore factsfrom thelesson.


16/23


Lesson 7: Food Guide Pyramid Fun

Grade: 3


National Health Education Standards: Students will demonstrate the ability to use decision-making skills toenhance health. Students will demonstrate the ability to practice health-enhancing behaviors and avoid orreduce health risks.

West Virginia CSOs : WE.3.4.01: describe the food guide pyramid and its value to personal health,recognizing that food provides energy and nutrients for growth and development.

Objective: Students will create a food guide pyramid on construction paper including the five main foodgroups names and number of servings.

Materials/Resources: Showdown at the Food Pyramid book by Rex Barron, construction paper, markers,

rulers, food magazines, scissors, glue sticks Procedures/Methods:

Have students come to the front of the room to sit on the carpet. Ask students what some of their favorite foods and snacks are. Tell students that we will be reading a book about nutrition and making healthy food choices today. Read Showdown at the Food Pyramid and then ask students what they learned from the book. Discuss some of the things students bring up, then talk to the students about the importance of eating

foods from the five food groups (grains, vegetables, fruits, dairy, protein) as well as small portions fromthe fats and oils group.

Ask students to name foods from each group. (grains- bread, rice, pasta; vegetables- broccoli, carrots,asparagus; fruits- strawberries, kiwi, oranges; dairy- milk, cheese, yogurt; protein- chicken, fish, eggs,kidney beans)

Draw a picture of the food guide pyramid on the board, label the groups, and ask the students how manyservings from each group we should have each day. Label the pyramid (grains- 6-11; vegetables- 3-5;fruits- 2-4; dairy- 2-3; protein- 2-3; fats and oils- use sparingly) after listening to the students responses.

http://www.superkidsnutrition.com/nutrition_resources/bc_showdownfood.php

Evaluation:

Tell students to pick a partner, get 2 magazines, 2 pairs of scissors, a glue stick, a ruler, markers, and asheet of construction paper from the back table for each pair.

Tell the pairs to spread out around the room and work together to create a food guide pyramid togetheron their construction paper like we did on the board.

Tell students that the ruler and markers will help them to make the pyramid on their paper, then they canstart looking through their magazines to find pictures of foods from each group to glue onto theirpyramid.

Tell students to label their groups and include the number of servings from each group after gluing theirpictures on.

Tell students to make sure both names are on the back of their pyramid before turning it in.
http://www.superkidsnutrition.com/nutrition_resources/bc_showdownfood.phphttp://www.superkidsnutrition.com/nutrition_resources/bc_showdownfood.phphttp://www.superkidsnutrition.com/nutrition_resources/bc_showdownfood.php


17/23

PersonalHealth Unit

Third Grade



Distinguished

NHES:Standard 5&7

WV CSO:WE.3.4.01

Lesson 7:Pyramid withno food groupnames orservingamounts.

Lesson 7:Pyramid withsome of thefood groupnames andservingamounts.

Lesson 7:Pyramid withall of the foodgroup namesand servingamounts.

Lesson 7:Pyramid withall of the foodgroup namesand servingamountsincludingpictures forsome of thegroups.

Lesson 7:Pyramid withall of the foodgroup namesand servingamountsincludingpictures forall of thegroups.


Lesson 8: Sugar or cereal for breakfast? (Exploring Technology)

Grade: 3


National Health Education Standards: Students will demonstrate the ability to use decision-making skills toenhance health. Students will demonstrate the ability to advocate for personal, family, and community health.

West Virginia CSOs : WE.3.4.02: Record and compare food choices based on recommended serving sizes.

21C.O.3-4.1.TT1: Student uses keyboard, mouse and other common input and output devices (includingadaptive devices when necessary) efficiently and effectively; student handles diskettes, CD/DVDs, USB drives,microphones, and headphones with care; student opens files independently, saves documents, and sendsdocuments to the printer.

Objective: On a worksheet, students will correctly answer 5 questions about cereal food labels.

Objective: Student will successfully use a mouse and headphones to open and listen to a web-based lesson.

Materials/Resources: Computers and headphones for every student, website on computer:http://kidshealth.org/kid/nutrition/food/labels.html#, Find the Sugar worksheets, pencils, n utrition factslabels from various whole-grain cereals, such as Total, Wheaties, Shredded Wheat, Raisin Bran, Nutri-Grain,

and Multigrain Cheerios, nutrition facts labels from sweetened and unsweetened varieties of the same type of cereal, such as Wheaties and Frosted Wheaties, Cheerios and Honey-Nut Cheerios, or Shredded Wheat, andFrosted Mini-Wheats

Procedures/Methods:

Tell students that they are going to be learning about nutrition facts through food labels on an interactivewebsite today.

Have each student go to a computer and then tell them to go to the addresshttp://kidshealth.org/kid/nutrition/food/labels.html# (saved under favorites on the com puters as FoodLabels) and double left click on it.


18/23

Next, t ell the students to put on their headphones and click on the button that says listen on th ewebpage and read along as the page is read out loud to them.

When students have finished listening, give them each a worksheet and have them get a cereal label outof the basket on my desk and fill out one of the rows on their worksheet.

Have students continue to fill their worksheet out until all 8 rows are filled, but only allow them to takeone label at a time. (Students may share labels as they fill out their worksheets.)

Evaluation: Once their chart is filled out, have students individually answer the questions on the second worksheet

page. After completing all of the questions, students will keep their cereal chart, but will hand in the second

page of their worksheet.

PersonalHealth Unit

Third Grade



Distinguished

NHES:Standard 5&8

WE.3.4.02

Lesson 8:One to twoquestionsansweredcorrectly.

Lesson 8:Three to fourquestionsansweredcorrectly.

Lesson 8:Fivequestionsansweredcorrectly.

Lesson 8:Six questionsansweredcorrectly.

Lesson 8:Sevenquestionsansweredcorrectly.

WV CSO:21C.O.3-4.1.TT1

Lesson 8:Noparticipation

Lesson 8:Uses mouseandheadphoneswith teacherhelp

Lesson 8:Uses mouseandheadphonessuccessfully

Lesson 8:NA

Lesson 8:NA


Lesson 9: Lets exercise!

Grade: 3


National Health Education Standards: Students will comprehend concepts related to health promotion anddisease prevention to enhance health. Students will demonstrate the ability to practice health-enhancingbehaviors and avoid or reduce health risks.

West Virginia CSOs : WE.3.1.04: Explain the benefits of different kinds of fitness (e.g., cardiovascularendurance, muscular strength and endurance, flexibility, and body composition) and demonstrateexercises/activities for each. WE.3.3.08: Recognize categories of the Physical Activity Pyramid.

Objective: Students will correctly act out a physical activity from 3 groups off of the Physical ActivityPyramid.


19/23

Materials/Resources: Computer, projector, projection screen, speakers, YouTube video:http://www.youtube.com/watch?v=dxBZb9at_E8&feature=related saved on computer, physical activitypyramid saved on computer

Procedures/Methods:

Tell students that an important part of personal health that goes along well with healthy eating isexercise and physical activity. Tell students that we will be exploring different kinds of exercises intodays lesson.

Take students to gymnasium or move desks and make an open area in the classroom. Tell students to form a line so they can see the projection screen and follow along and do the things that

are said on the video. After finishing the activity, have students sit on the floor where they are and show the physical activity

pyramid on the projection screen. Read the names of the six separate categories of the pyramid, and then read the types of activities that

each category includes, and how much time should be spent on each of them each week.o Everyday Activities (as much as possible)- take the stairs, walk instead of ride/drive, do work

around the house, walk the dog, park your car farther awayo Cardio Activities (3-5 times a week/ at least 150 minutes)- running, swimming, brisk walking,

bikingo Recreational Activities (3-5 times a week/ at least 150 minutes) - tennis, hiking, basketball,

skatingo Strength Activities (twice a week)- lifting weights, curl-ups, push-upso Flexibility Activities(twice a week)- stretching, yogao Cut Down On Activities- sitting, computer, and TV time

Explain why exercise is important. (It keeps us fit and at a healthy weight, develops strong muscles, andkeeps out heart and lungs healthy.)

While talking about each, ask students if they can think of any other activities that would be includedunder each specific category.

Evaluation: Ask students to stand back up in their lines and turn the projector off. Tell students that you are going to say a name of one of the categories of exercise, and they must

demonstrate some sort of activity that is included in that category. Say Everyday (Wait for students to demonstrate). Than say Flexibility (Wait for students to

demonstrate). Cardio (Wait for students to demonstrate). Lastly, Cut -down- on activities (Allowstudents to demonstrate).

PersonalHealth Unit

Third Grade



Distinguished

NHES:Standard 1&7

WV CSO:WE.3.1.04WE.3.3.08

Lesson 9:Noparticipation

Lesson 9:Demonstrates1-2 correctactivities

Lesson 9:Demonstratesthree correctactivities

Lesson 9:Demonstratesfour correctactivities

Lesson 9:N/A
http://www.youtube.com/watch?v=dxBZb9at_E8&feature=relatedhttp://www.youtube.com/watch?v=dxBZb9at_E8&feature=relatedhttp://www.youtube.com/watch?v=dxBZb9at_E8&feature=related


20/23


Lesson 10: How much sleep is enough?

Grade: 3



West Virginia CSOs : WE.3.4.09: Assess factors (e.g. food choices, physical activity, genetic) that contributeto achieving and maintaining a healthy body.

Objective: Students will answer questions with 80% accuracy on a crossword puzzle.

Materials/Resources: Computer, projector, projection screen, website on computer:http://www.sleepforkids.org/index.html , sleep calculations worksheets, sleep crossword puzzle worksheets,pencils

Procedures/Methods: Tell students that another important aspect of personal health is getting enough rest and sleep. Go to http://www.sleepforkids.org/index.html and bring it up on the projection screen. Read through the Home page, Why We Sleep page, How Sleep Works page, and Sleep and

You page. Do the activities that go along with each section after reading through each page. Hand out the sleep calculations worksheet to all of the students and tell them to work with a partner to

figure out their sleep time. Once most of the students have finished, ask if they think they get enough sleep for their age. Why or

why not?

Evaluation: Pass out sleep crossword puzzles and ask students to work individually to fill it out. Turn puzzles in to me when completed.

PersonalHealth Unit

Third Grade



Distinguished

NHES:Standard 7

WV CSO:WE.3.4.09

Lesson 10:Correctsanswers 1-3questions

Lesson 10:Correctlyanswers 4-7questions

Lesson 10:Correctlyanswers 8questions




Lesson 11: Were all unique! (Exploring Diversity)
http://www.sleepforkids.org/index.htmlhttp://www.sleepforkids.org/index.htmlhttp://www.sleepforkids.org/index.htmlhttp://www.sleepforkids.org/index.htmlhttp://www.sleepforkids.org/index.htmlhttp://www.sleepforkids.org/index.htmlhttp://www.sleepforkids.org/index.html


21/23

Grade: 3


National Health Education Standards: Students will demonstrate the ability to advocate for personal, family,and community health.

West Virginia CS Os: WE.3.4.04: Identify changes to school and other public facilities that accommodatepeople with various kinds of challenges and/or cultural differences.

Objective: On paper, students will demonstrate their understanding of accepting individual differences throughdrawing a picture and writing one sentence about a friend.

Materials/Resources: We're Different, We're the Same by Bobbi Jane Kateshttp://www.uen.org/Lessonplan/preview?LPid=25961 , differences and similarities questionnaires, notebook paper, pencils

Procedures/Methods: Tell students that we will be exploring our own individual differences and how we should all have an

appreciation for those differences. Read Were Different, Were the Same and ask students what some of the similarities and differenceswere between the characters.

Ask students the things that they liked that were different. Ask students if it was important for certain things to be the same. Hand out the questionnaire and ask students to fill it out. After they finish filling out their questionnaires, group students into groups of four and ask them to go

through the questions and talk about their different answers. After all of the groups have discussed their questions, ask the students if any big differences stood out. (Depending on whether the classroom has a culturally diverse student, a student with a physical

disability, an allergy, different religious beliefs, gifted student) Talk about these big differences and ask students if there are any changes to the school or things outside of school to help incorporate theirdifferences.

Make note of changes to facilities to incorporate all of our different needs. Restate the importance of including all differences because they are what make us interesting and

unique!

Evaluation: Ask students to get out a sheet of notebook paper and ask them to draw a picture of a friend who is

different from them in some way and write a sentence describing why they really likes that differenceabout their friend.

PersonalHealth Unit

Third Grade



Distinguished

NHES:Standard 8

WV CSO:WE.3.3.04

Lesson 11:Noparticipation/ no drawing orwriting.

Lesson 11:Relevantpicture orsentence.

Lesson 11:Relevantpicture andsentence.

Lesson 11:Relevantpicture andmore than onesentence.

Lesson 11:NA
http://www.uen.org/Lessonplan/preview?LPid=25961http://www.uen.org/Lessonplan/preview?LPid=25961http://www.uen.org/Lessonplan/preview?LPid=25961


22/23


Lesson 12: Review Day

Grade: 3


National Health Education Standards: Students will comprehend concepts related to health promotion anddisease prevention to enhance health.

West Virginia CSOs: WE.3.4.09: assess factors (e.g. food choices, physical activity, genetic) that contributeto achieving and maintaining a healthy body.

Objective: Students will draw three pictures to represent three things they have learned about personal health.

Materials/Resources: Power Point jeopardy game saved on my computer of unit wrap-up, drawing paper,pencils, markers, crayons, colored pencils

Procedures/Methods:

Tomorrow will be our test on our personal health unit, but today I wanted to do a wrap-up jeopardygame to remind you all of some of the things we have covered the past couple weeks.

Group students into two teams (boys vs. girls) and have them pick a team captain. Tell the students that the team captain is responsible for telling me which jeopardy question they want,

and then listen to their teammates to give me a final answer after the question is read. Go back and forth between teams until all of the questions are answered, remembering to keep score

along the way. After going through the entire game, tell students they did a good job remembering so much material.

Evaluation:

Pass out paper and drawing materials (markers, crayons, colored pencils). Ask students to draw 3 pictures of their favorite things we studied about this unit. Tell students to place their drawings in the assignment basket when finished. Tell students they may take time to study once they have turned in their drawings, and good luck on the

test tomorrow!

PersonalHealth Unit

Third Grade



Distinguished

NHES:Standard 1

WV CSO:WE.3.4.09

Lesson 12:Noparticipation,no drawings

Lesson 12:1-2 drawingsbased ontopics wevecovered

Lesson 12:3 drawingsbased ontopics wevecovered

Lesson 12:4 drawingsbased ontopics wevecovered

Lesson 12:5 or moredrawingsbased ontopics wevecovered


23/23

Name: _____________________

Personal Health Unit Exam

Use the word bank below to answer questions 1-5. Answers will only be used once.

Vegetable group Grain group Fruit group Protein group Dairy group

1. Which food group includes bananas, berries, and kiwi? ____________________________

2. Which food group includes pastas, rice, and cereal? _______________________________

3. Which food group includes yogurt, cheese, and milk? _____________________________

4. Which food group includes broccoli, carrots, and peas? ____________________________

5. Which food group includes eggs, nuts, and fish? __________________________________

Use the word bank below to answer questions 6-9. Answers will only be used once.

Recreational Cardio Flexibility Strength

6. What type of exercise includes yoga and stretching? ___________________________________

7. What type of exercise includes tennis, hiking, and basketball? ___________________________

8. What type of exercise includes running, swimming, and biking? _________________________

9. What type of exercise includes push-ups and lifting weights? ___________________________

Write T if the statement is true or F if the statement is false.

10. Watching TV and sitting down are physical activities that should be done as much as possible. ____

11. We should get 6 to 8 servings from the dairy group daily. ____

12. Getting enough sleep is important to our personal health. ____

13. Personal hygiene includes getting showers, brushing our hair, and feeding the dog. ____

14. One way to take good care of your teeth is to brush once a week. ____

15. Nutrients are substances in foods that help the body to grow and develop. ____

16. Plaque is the substance in toothpaste that is important for strong, healthy teeth in children. ____

17. We shouldnt include people who are different from us because they are unique. ____

18. To help your muscles and bones grow and keep you healthy, sleep renews your body. ____

19. Germs only spread if someone is sick. ____

20. If you are playing with a friend and he gets hurt, you shouldnt tell anyone because you might get in

Documents

Personal Health Unit Plan 2