Beacon Lesson Plan Library

Health Hunt

Laurie Ayers
Bay District Schools

Description

This lesson is for Days 5-7 of the unit [Wellness Wonders]. Students listen to speakers to learn about personal health behaviors that influence individual well-being.

Objectives

The student knows how personal health behaviors influence individual well-being.

The student uses strategies for improving or maintaining personal health.

The student knows how to make progress toward achieving a personal goal (eg., by creating an action plan for individual wellness plan).

The student knows various methods for communicating health information and ideas (eg., through oral or written reports).

The student knows how to enlist family, school, and community helpers to aid in achieving health goals.

The student listens attentively to the speaker (including but not limited to making eye contact and facing the speaker).

Materials

-Class Charts (created previously on Day 3 of this unit)
-Markers to record health behaviors on class charts
-Health Hound folders (made previously on Day 2)
-Health Hound Handouts, 3 per student (see associated file)
-Health Hound Handout Key, for teacher use (see associated file)
-Checklist previously downloaded with the KWL Diagnostic (see Weblinks)
-Health Hound Journals
-Journal Checklist, one per student (previously downloaded on Day 3)
-Skit Signs, one copy (see associated file)
- Lots of Listening handout, one per student (see associated file)

Preparations

1. Prior to this lesson on Day 2 of the unit, ask student volunteers to practice skits about health behaviors of students at Wellington Elementary. Sample Skit Scenarios can be found in the associated file of the Health Hounds lesson plan (Day 2).
2. Gather materials.
3. Download and make a copy of the Skit Signs (see associated file).
4. Download and make copies of Health Hound Handout, three per student (see associated file).
5. Download and make a copy of the Health Hound Handout Key (see associated file).

Procedures

Note - The "That's a Fact" lesson plan should be completed prior to this lesson on the same day.

Day 5

Note - Prior to this lesson, enlist student volunteers to perform skits depicting typical behaviors of the third grade students at Wellington Elementary and speakers for Days 5-7.
Sample skit scenarios are provided in the associated file of the lesson plan entitled Health Hounds.

1. Student volunteers perform skits to demonstrate typical behaviors of third grade students at Wellington Elementary. After each skit is performed, the class discusses the behaviors portrayed and how they influence personal well-being.

2. Review the different health topics listed on the class charts created on Day 3 of the unit (nutrition, physical fitness, relaxation/sleep, and personal health care).

3. Review the information the class has gathered on nutrition by reading aloud (or asking student volunteers to read aloud) the ideas recorded on the Nutrition chart.

4. Remind students of the challenge to help students at Wellington Elementary.

5. Explain that in an effort to help students learn more about the remaining topics (physical fitness, relaxation/sleep, and personal health care), you used the strategy of enlisting help from other people. You have asked other people to speak to the students the next three days about these topics.

6. Share the ways you enlisted help from others (i.e., made phone calls, wrote notes, emailed, etc.) Note: These speakers may be parents, school workers, or people from community organizations.

7. Explain that students are to also use a strategy. They are to listen to the speakers and become “health hounds.” Just as hound dogs are known for sniffing and finding game, students are to listen to the speakers and “sniff out” good health behaviors or actions for each topic.

8. Each day when the speakers are finished, students will be asked to complete a Health Hound Handout (see associated file). When finished, the handouts will be stored in students’ Health Hound folders (previously created on Day 2).

9. Distribute copies of the Health Hound Handout (see associated file) and discuss.

10. Point out to students that a health behavior is an action to maintain or improve one’s health.

11. Review criteria for good listening (i.e., making eye contact with the speaker, facing the speaker, not talking while the speaker is talking, etc.)

12. Remind students they are to listen attentively to learn personal health behaviors (concerning the topic of the day, i.e., physical fitness, relaxation/sleep, or personal health care) and how the behaviors influence or affect individual well-being.

13. Make students aware that the Language Arts Checklist/Listening (previously downloaded with the KWL Diagnostic) will be used to formatively assess students’ listening skills during each presentation.

14. Introduce the speaker of the day (physical fitness).

15. The speaker shares information about physical fitness. Speaker Guides with key ideas for each topic are provided in the associated file for lesson 1, Health Hounds.

16. Observe students during the presentation to formatively assess how well they demonstrate listening skills using the Language Arts Checklist/Listening provided in the KWL Diagnostic (previously downloaded on Day 1).

17. Lead the class in thanking the speaker when he/she is finished.

18. Review health behaviors discussed by the speaker. You may want to give each child a sticky note, have the child write down one thing he remembers from the speaker, then allow children to share their notes.

19. Ask students if they can think of any strategies that might help them incorporate some of the speaker’s suggestions into their daily lives. Guide students in reviewing strategies such as setting a goal, creating an action plan for making progress towards a goal, and enlisting the help of others.

20. Model how to set a goal and develop an action plan concerning physical fitness. An example might be: Goal – To become safer when riding my bike. Action plan might include: 1) Ask my mom to buy me a bike helmet. 2) Wear the helmet when I ride my bicycle.

21. Review directions for the Health Hound Handout.

22. Allow time for students to complete the Health Hound Handout (approximately 15-20 minutes).

23. Upon completion, students share their work and the teacher records the suggested health behaviors on the appropriate chart. The charts are displayed around the classroom for future reference. Students’ completed handouts are placed in Health Hound folders.

24. Guide students in reviewing ways health information was communicated (both through oral and written means) in this lesson.

25. Collect the Health Hound folders. Use the Health Hound Handout Key to formatively assess student responses. Feedback should be both guiding and positive. Guiding feedback might include, “Yes, running at baseball practice is good physical activity. Do you also do exercises for your arms?” Positive feedback might include: “Yes, making a fitness plan always helps me remember to exercise, too.”

26. Students complete Health Hound Journal entries for Day 5 to explain how to do their favorite exercise. Journal topics for each day can be found in the Unit Attachment (see extensions).

27. Journal entries are self assessed by students and formatively assessed by the teacher using the Journal Checklist.

Days 6 and 7

1. Review the information shared by the speaker on the previous day. Call on student volunteers to read the class chart for the specific topic.

2. Review criteria for good listeners.

3. Remind students they are to use the strategy of listening attentively to learn more about personal health behaviors (concerning the topic of the day, i.e., physical fitness, relaxation/sleep, or personal health care) and how the behaviors influence or affect individual well-being.

4. Introduce the speaker of the day (Day 6 - relaxation and sleep and Day 7 – personal health care).

5. The speaker shares information about the day’s topic. Speaker Guides with key ideas for each topic are provided in the associated file for lesson 1, Health Hounds.

6. Observe students during the presentation to formatively assess how well they practice listening skills using the Checklist provided in the KWL Diagnostic (previously downloaded on Day 1).

7. Lead the class in thanking the speaker when he/she is finished.

8. Review health behaviors discussed by the speaker.

9. Ask students if they can think of any strategies that might help them incorporate some of the speaker’s suggestions into their daily lives. Guide students in reviewing strategies such as setting a goal, creating an action plan for making progress towards a goal, and enlisting the help of others.

10. Model how to set a goal pertaining to the topic of the day. An example for the topic of relaxation/sleep might be: Goal – To sleep better. Action plan might include: 1. Avoid foods/drinks with caffeine several hours before bedtime. 2. Avoid overeating before bedtime. An example for the topic of personal health care might be: Goal – Have better dental checkups. Action plan might include: 1. Brush my teeth more often. 2. Eat healthier snacks.

11. Distribute a Health Hound Handout (see associated file) to students.

12. Review and discuss the directions orally.

13. Allow time for students to complete the Health Hound Handout (approximately 15-20 minutes).

14. Upon completion, students share their work and the teacher records the suggested health behaviors on the appropriate chart. Discuss how the health behaviors influence well-being.

15. Display the charts around the classroom for future reference. Students’ completed handouts are placed in Health Hound folders.

16. Guide students in reviewing ways health information was communicated (both through oral and written means) in this lesson.

17. Collect the Health Hound folders. Use the Health Hound Handout Key to formatively assess them. Feedback should be both guiding and positive. Guiding feedback might include, “Yes, some people watch television to relax, but can you think of something quieter? ” Positive feedback might include: “I agree. Getting at least eight hours of sleep each night helps me do my best at school, too.”

18. Review criteria for journal entries for each specific day on the Journal Checklist (previously downloaded on Day 3).

19. Students write an expository paragraph using transitions in their Health Hound Journals using the following topics:

Day 6 – Write an expository paragraph about the steps you take to help you go to sleep.

Day 7 – Write an expository paragraph to explain how to do one of the following:
Wash your hair
Brush your teeth
Wash your hands

20. Journal topics for each day can be found in the Unit Attachment (see extensions).

21. Journal entries are self assessed by students and formatively assessed by the teacher using the Journal Checklist (previously downloaded on Day 3).

22. Inform students that Summative Assessment 1 will be administered on Day 8. Encourage students to review class charts and completed handouts in Health Hound folders.

After Day 7 lesson:
At the conclusion of the lesson for Day 7, summarize results of the Language Arts Checklist/Listening for the Pyramid Power, That’s A Fact, and Class Speakers 1-3 to summatively assess students’ ability to listen appropriately. The criterion for mastery is the student listened appropriately on at least three of the five occasions. Provide feedback to students using the Lots of Listening handout (see associated file).

Assessments

The Language Arts Checklist/Listening (previously downloaded with the KWL Diagnostic) is used to formatively assess student ability to listen attentively to the speakers (including, but not limited to making eye contact and facing the speaker). At the conclusion of the lesson for Day 7, summarize results of the Language Arts Checklist/Listening for the Pyramid Power lesson, That’s a Fact lesson, and Class Speakers 1-3 to summatively assess students’ ability to listen appropriately. The criterion for mastery is the student listened appropriately on at least three of the five occasions. Provide feedback to students using the Lots of Listening handout (see associated file).

Extensions

1. The Beacon Unit Plan associated with this lesson can be viewed by clicking on the link located at the top of this page or by using the following URL:
http://www.beaconlearningcenter.com/search/details.asp?item=4846. Once you select the unit’s link, scroll to the bottom of the unit plans page to find the section, Associated files. This section contains links to the Unit Plan Overview, Diagnostic and Summative Assessments, and other associated files (if any).
2. Additional reference materials for this unit may be located using Sunlink, a database for Florida teachers. The Web address for Sunlink is: http://www.sunlink.ucf.edu/
3. Students could write thank you notes to the speakers.
4. Teachers can have students write one thing they learned from the speaker on a Post-It note; then students share their comments. Students can group like ideas and discuss each one.
5. Another idea is to ask students to use Exit Slips to write one thing they learned from the speaker.
6. It might be beneficial to provide students with a short, concise checklist or some form of feedback on their listening skills before they listen again.

Web Links

Click the Staying Healthy link for information about food and fitness. Some links on this site might be inappropriate for third graders. It is suggested that the teacher preview the site.
Kids Health for Kids

CDC site for kids with lots of fun information about health, nutrition, and fitness. It also includes activity cards that explain how to perform various physical fitness activities and sports.
Bam! Body and Mind

Links to various nutrition Websites for kids
Kidspace @The Internet Public Library

This health lesson plan is for Day 2 of the [Wellness Wonders] unit.
Health Hounds

This health lesson plan is for Day 3 of the [Wellness Wonders] unit.
Pyramid Power

Attached Files

Health Hound Handout, Health Hound Handout Key, and Skit Signs.     File Extension: pdf

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