Unit Plan Template s29

Unit Plan Healthy Living

Unit Author
First and Last Name / Kristin Frazier
Author's E-mail Address /
Course Name(s) / Computers in the Classroom
Course Number(s) / 4100
Course Section(s) / 008
School City, State, Zip / Denton, TX, 76201
Instructor Name(s): / Rhonda Christensen

Intel® Teach to the Future 7

© 2001 Intel. All rights reserved.

Intel® Teach to the Future 7

© 2001 Intel. All rights reserved.

Unit Overview
Unit Plan Title / Be the Healthiest you can Be
Curriculum-Framing Questions
Essential Question / Am I Healthy?
Unit Questions / 1. What Foods make your body healthy?
2. What makes your body healthy?
3. What exercises can I do to make my body healthy?
4. What can I do to keep my mind healthy?
Unit Summary
Help the students learn what is good for their bodies and what can keep them healthy for a lifetime, not only physically but mentally as well.

Intel® Teach to the Future 7

© 2001 Intel. All rights reserved.

Subject Area(s): (List all subjects that apply)
Physical Education (Physical education), Science (Food Pyramid), Math (How Much), English (stories about healthy and unhealthy eating), Technology Applications

Intel® Teach to the Future 7

© 2001 Intel. All rights reserved.

Grade Level (Click boxes of all grade levels that apply)
K-2
6-8
ESL
Gifted and Talented / 3-5
9-12
Resource
Other:

Intel® Teach to the Future 7

© 2001 Intel. All rights reserved.

Intel® Teach to the Future 7

UQ #

Student Objective/Learning Outcome

/ Targeted State Standard/Benchmark / Procedures/Activities
1. / The students will be able to identify 5 fruits and 5 vegetables from a list of 20 different foods with 100% accuracy. / Health: (1) Health behaviors. The student understands that personal health decisions and behaviors affect health throughout the life span. The student is expected to: (C) identify food groups and describe the effects of eating too much sugar and fat such as knowing that sugar causes dental cavities; / 1. Have students move magnet foods into different categories on the board (you can have a smart board if your district has them for use) as a class.
2. Have each student at their desks be able to find 5 fruits and 5 vegetables from a list of 20 different foods.
3. Have each child make a food pyramid that fits them.
4. Have the students make a brochure about two groups of the food pyramid.
2. / The students will be able to identify 10 different things that make their bodies healthy with 100% accuracy. / Health: (1) Health behaviors. The student understands that personal health decisions and behaviors affect health throughout the life span. The student is expected to: (B) describe and demonstrate personal health habits such as brushing and flossing teeth and exercise; (C) identify food groups and describe the effects of eating too much sugar and fat such as knowing that sugar causes dental cavities; (D) identify healthy and unhealthy food choices such as a healthy breakfast and snacks and fast food choices; Health: (6) Health information. The student understands how to recognize health information. The student is expected to: (A) identify people who can provide health information; and Health: (10) Personal/interpersonal skills. The student understands healthy ways to communicate consideration and respect for self, family, friends, and others. The student is expected to: (C) explain the benefits of practicing self-control. / 1. Have the students’ list things on the board that keeps them healthy, into different categories like body and mind.
2. Give them a sheet with 25 different things listed on it and have them be able to pick out the ones that keep them healthy.
3. Have the students make a presentation on activities and games that keep their bodies healthy and active.
3. / The students will be able to name 4 different activities/ exercises that can keep their bodies healthy with 100% accuracy. / Physical education: (3) Physical activity and health. The student exhibits a health enhancing, physically-active lifestyle that improves health and provides opportunities for enjoyment and challenge. The student is expected to: (A) describe and select physical activities that provide opportunities for enjoyment and challenge; (B) participate in moderate to vigorous physical activities on a daily basis that cause increased heart rate, breathing rate, and perspiration; (C) participate in appropriate exercises for flexibility in shoulders, legs, and trunk; and (D) lift and support his/her weight in selected activities that develop muscular strength and endurance of the arms, shoulders, abdomen, back, and legs such as hanging, hopping, and jumping.
Physical Education: (4) Physical activity and health. The student knows the benefits from involvement in daily physical activity and factors that affect physical performance. The student is expected to: (A) identify how regular physical activity strengthens the heart, lungs, and muscular system; (B) describe how the blood carries oxygen and nutrients through the body; (C) identify foods that enhance a healthy heart; (D) explain the need for foods as a source of nutrients that provide energy for physical activity; (E) describe the negative effects of smoking on the lungs and the ability to exercise; and (F) describe the need for rest and sleep in caring for the body. / 1. Have students play at least five different sports and tell them how they keep your body healthy/ in shape.
2. Have the students do strength activities so they can work all the different muscle groups and see how they work.
3. Have the students make up their own game and teach it to the other students.
4. / The students will be able to name 5 things they can do to keep their minds healthy and active with 100% accuracy. / Reading: (9) Reading/comprehension. The student uses a variety of strategies to comprehend selections read aloud and selections read independently. The student is expected to: (C) retell or act out the order of important events in stories (K-3); (E) draw and discuss visual images based on text descriptions (1-3); (H) produce summaries of text selections (2-3);
Math: (3) Number, operation, and quantitative reasoning. The student adds and subtracts whole numbers to solve problems. The student is expected to: (A) recall and apply basic addition facts (sums to 18); (B) select addition or subtraction and solve problems using two-digit numbers, whether or not regrouping is necessary;
Science: (3) Scientific processes. The student knows that information and critical thinking are used in making decisions. The student is expected to: (A) make decisions using information; (B) discuss and justify the merits of decisions; and (C) explain a problem in his/her own words and identify a task and solution related to the problem.
Technology Application: (1)Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. The student is expected to: (A)use technology terminology appropriate to the task; (5)Information acquisition. The student acquires electronic information in a variety of formats, with appropriate supervision. The student is expected to: (A)acquire information including text, audio, video, and graphics; and (B)use on-line help. / 1. Have the students read three books about healthy and unhealthy eating. They will be able to identify which are healthy and unhealthy eating habits.
2. Have the students be able to add and subtract similar fruits and vegetables.
3. Have the students do health games and activities online.
4. Have the students make a power point on the different thing that keeps their minds active.

Intel® Teach to the Future 7

Approximate Time Needed
35 minutes every day for 10 days. So about 6 hours total.
Prerequisite Skills
Addition, subtraction, basic writing skills, sequencing skills, pattern skills. They will need to know what being healthy in and what being unhealthy is. They will also need to know what some basic foods and food groups are. They should also know how to access the Internet and how to use a word processing program.

Intel® Teach to the Future 7

Materials and Resources Required For Unit

Intel® Teach to the Future 7

Technology – Hardware

Intel® Teach to the Future 7

Camera
Computer(s)
Digital Camera
DVD Player
Internet Connection / Laser Disk
Printer
Projection System
Scanner
Television / VCR
Video Camera
Video Conferencing Equip.
Other:
Technology – Software
Database/Spreadsheet
Desktop Publishing
E-mail Software
Encyclopedia on CD-ROM / Image Processing
Internet Web Browser
Multimedia / Web Page Development
Word Processing
Other:

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Printed Materials / Worksheets, patterns and outlines for activities.
Supplies / Construction paper, makers, crayons, pencils, rulers, and scissors.
Internet Resources / 1. Kids Health; Http://kidshealth.org/kid/stay_health/food/pyramid.html. This sight has wonderful information on health for young children.
2. Kids Fit; http://library.thinkquest.org/4139/ has lots of great exercises for children to do this way they are not stuck doing the same things over and over again.
3. US Department of Agriculture; www.mypyramid.gov/kids/index.html. Is a great place for the students to go and find out what their personal food pyramid looks like and learn about what they should be eating.
4. Camp Stellaluna; http://mset2.edu/msn/s/sutera_n/webquest/introduction.htm. This sight has a wonderful project for the students to do to learn more about the food pyramid.
5. First Gov for Kids; http://www.kids.gov/k_health.htm. Is a sight that has lots of links to sights to help our kids stay healthy.
Others
Accommodations for Differentiated Instruction
Resource Student / Make the projects not have to be as in detail, they will just need to have the basic skills on them. This way they still have to find the same information as the rest on the students just not as in detailed.
Gifted Student / Make the projects need extra information, not just pictures. Have them be more like assistance on some of the worksheets if they finish them faster then the rest of the class.
Student Assessment
The students will have to complete the activities with the rubrics handed out, and they will have to grade each other to make sure the projects can help in the teaching process. They will also have a small quiz/test over the things that they have learned and will need to be able to complete it with at least 80% accuracy.

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