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Personal health and wellness

• Identify an elementary grade level (FL: K-6). Instead of using FL standards, we are going to use Mississippi grade 2nd or 3rd grade only one grade.
https://www.mdek12.org/OAE/college-and-career-readiness-standards
• Include unit objectives/performance outcomes written in a behavioral format and correlated to the Florida State standards in Physical Education and Health. Include ESOL standards.
• Integrate into unit objectives/performance outcomes, instructional strategies, instructional activities, materials and resources, and assessment appropriate information that reflects knowledge and understanding of ESOL Standards.
• Include five lesson plans (use Appendix B for the lesson plan format) consisting of at least one lesson for each of the following Competencies and Skills for P.E. and Health:
o Personal health and wellness (interrelatedness of physical activity, fitness, and health; nutrition and its role in promoting health; decision making and goal setting in promoting individual health and wellness).
o Physical, social, and emotional growth and development (structure, function, and interrelatedness of the systems of the human body; principles of sequential progression of motor skill development; human growth and development and its relationship to physical, social, and emotional well-being; factors and problems associated with social and emotional health; factors related to responsible sexual behavior).
o Community health and safety issues (factors contributing to substance use and abuse and signs, symptoms, effects, and prevention strategies; home, school, and community resources that provide valid health information, products, and services; violence prevention strategies and safety and injury prevention strategies for home, school, and community)
• Select instructional strategies and instructional activities that reflect the principles of child growth and development and address effectively the learning styles and needs of ESL/LEP, and ESE children in an elementary classroom.
• Include instructional strategies, including ESOL strategies, that provide opportunities for a variety of group and individual physical education experiences.
• Select instructional materials for students, including ESOL, that are developmentally appropriate and show evidence of integrating electronic and multimedia resources.
• Select teacher materials that reflect appropriate theories and research for teaching physical and health education at the elementary school level.
• Include rubrics for performance- based assessment in the evaluation section of the unit.

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Sample Answer

 

 

 

This unit focuses on promoting healthy habits and understanding the connection between physical activity, nutrition, and overall well-being for third-graders. It incorporates the Mississippi Physical Education Framework and Health Education Framework for Grade 3, while considering the needs of English Speakers of Other Languages (ESOL) and Exceptional Student Education (ESE) learners.

Unit Objectives:

  • Students will identify and participate in activities that promote physical fitness and well-being (PE.G.3.K.1). (Kinesthetic Learners)
  • Students will explain the importance of balanced nutrition for healthy growth and development (HE.G.3.K.1). (Verbal Learners)
  • Students will demonstrate positive decision-making skills related to healthy choices (HE.G.3.K.4). (Visual Learners)

Full Answer Section

 

 

  • Students will differentiate between the functions of major body systems (HE.G.3.K.2). (Logical Learners)
  • Students will identify factors that influence social and emotional health (HE.G.3.K.3). (Interpersonal Learners)
  • Students will describe strategies to stay safe and healthy in different environments (HE.G.3.K.5). (Intrapersonal Learners)

ESOL Integration:

  • Graphic organizers will be used to visually represent key concepts (e.g., food groups, body systems).
  • Kinesthetic activities will reinforce vocabulary and concepts related to fitness and health.
  • Sentence starters and picture cues will support participation in discussions.
  • Peer partners will provide additional scaffolding and language support for ESOL learners.

Instructional Strategies:

  • Direct instruction: Introduce key concepts through clear explanations, demonstrations, and visuals.
  • Cooperative learning: Encourage collaboration and communication through group activities.
  • Differentiation: Provide opportunities for students of varying abilities to succeed through modifications, scaffolding, and enrichment.
  • Technology integration: Utilize educational apps, videos, and interactive websites to enhance learning.
  • Movement breaks: Integrate short physical activities throughout lessons to maintain engagement and address the needs of kinesthetic learners.

Sample Lesson Plans:

Lesson 1: My Body Moves! (Personal Health & Wellness)

  • Objective: Students will identify and participate in activities that promote physical fitness (PE.G.3.K.1).
  • Activities:
    • Warm-up song with movement cues in different languages.
    • Stations with various locomotor skills (e.g., jumping, skipping, running).
    • Cool-down activity with mindfulness exercises.
  • ESOL Strategies:
    • Use picture cues to demonstrate different locomotor skills.
    • Partner students for support and language practice.
  • Assessment: Observe student participation and mastery of locomotor skills.

Lesson 2: Fueling Our Bodies! (Personal Health & Wellness)

  • Objective: Students will explain the importance of balanced nutrition for healthy growth and development (HE.G.3.K.1).
  • Activities:
    • Interactive game sorting healthy and unhealthy foods.
    • Create a class MyPlate using construction paper and healthy food pictures.
  • ESOL Strategies:
    • Provide color-coded food group labels with visuals.
    • Use real food samples (if possible) to reinforce vocabulary.
  • Assessment: Observe student participation and understanding of food groups.

Lesson 3: Making Healthy Choices! (Personal Health & Wellness)

  • Objective: Students will demonstrate positive decision-making skills related to healthy choices (HE.G.3.K.4).
  • Activities:
    • Role-playing scenarios involving healthy choices (e.g., choosing water over sugary drinks).
    • Create a class chart with healthy and unhealthy choices.
  • ESOL Strategies:
    • Provide clear and concise scenarios with visuals.
    • Allow students to demonstrate choices through movement or drawing.
  • Assessment: Observe student participation and ability to make healthy choices in scenarios.

Lesson 4: Body Systems Work Together! (Physical, Social & Emotional Growth)

  • Objective: Students will differentiate between the functions of major body systems (HE.G.3.K.2).
  • Activities:
    • Interactive story time about the adventures of a healthy body system character.
    • Create a simple body map and label the major systems (e.g., heart, lungs, brain).
  • ESOL Strategies:
    • Use simple language and gestures to explain body system functions.
    • Provide picture dictionaries and labeling activities for reinforcement.
  • Assessment: Observe student participation and ability to identify major body systems and their functions.

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