Grade 1 Integrated Unit 6 Weeks. Healthy Habits

Transcription

1 Social Studies Not applicable Reading Informational: Ask and answer questions about key details (RI1.1) Identify the main topic and retell key details of a text (RI1.2) Ask and answer questions to help determine or clarify the meaning of words and phrases in a text (RI1.4) Know and use various text features (title, label, captions) (RI1.5) Distinguish between information provided by words and pictures (RI1.6) Identify the reasons an author gives to support points in a text (RI1.8) Identify basic similarities / differences between two texts on the same topic (RI1.9) With support read appropriate informational text (RI1.10) Literature: Ask and answer questions about key details (RL1.1) Retell stories to demonstrate understanding of the main idea (RL1.2) Describe characters, settings, and major events in a story (RL1.3) Explain major difference between books that tell stories and books that give information (RL1.5) Use illustrations and details in a story to describe its characters, setting or events. (RL1.7) Make connections between self, text and the world around them. (RL1.11) Poetry: Identify words and phrases that suggest feelings or appeal to the senses (RL1.4) With support read prose and poetry of appropriately complex grade level text (RL1.10) Grade 1 Integrated Unit 6 Weeks Healthy Habits Opportunities for Differentiation (Content, Process, Product) Use of varied leveled texts to support a wide range of reading abilities Modification of written assignments Real Life Connections / Application Students will make connections to their everyday life (going to the dentist, going to the grocery store, riding a bike, etc.) Students will learn healthy habits that they are able to use in their everyday life. Math Pedometer - calculate steps to miles Calculating calorie intake / heart rate Measure ingredients / foods Telling time Science Humans need a variety of healthful foods, exercise and rest in order to grow and maintain good health. Good habits include hand washing and personal hygiene, eating a balanced diet and engaging in regular exercise and avoiding harmful substances. Writing Write opinion pieces in which they introduce a topic / name of book, state an opinion, supply reasons for the opinion and provide a sense of closure with support (W1.1) Write informative text in which they name a topic, supply some facts, and provide a sense of closure with support (W1.2) Write narratives in which they recount two or more appropriately sequenced events and include some details regarding what happened (W1.3) With guidance and support from adults, focus on a topic, respond to questions and add details to strengthen writing as needed (W1.5) With guidance and support from adults, recall information from experiences or gather information from provided sources (W1.8) Unit Assessment: Name at least two different healthy habits. Include a detail to explain how each habit keeps you healthy. Speaking & Listening Participate in collaborative conversations with diverse partners in small and large group settings (SL1.1) Routinely follow the social rules of conversation (SL1.1a) Ask and answer questions to share and obtain information (SL1.2 & SL1.3) Describe people, places and things with relevant detail (SL1.4) Add drawings / visuals to clarify thoughts (SL1.5) Produce complete sentences as appropriate (SL1.6) Technology/Art/Physical Education Smartboard Language Print all upper and lowercase letters (L1.1a) Use frequently occurring conjunctions (because) (L1.1g) Use conventional spelling (L1.2d) Spell untaught words phonetically (L1.2e) Determine or clarify the meaning of unknown words and phrases (L1.4) Use words and phrases appropriately (L1.6) 1

2 UNIT 5 UNIT TITLE: Healthy Habits TIME FRAME: Approximately 6 weeks RCSD CCLS CURRICULUM MAP GRADE 1 UNIT DESCRIPTION: This unit focuses on maintaining a healthful life style. Students will explore healthy habits such as hand washing, brushing their teeth, eating a balanced meal, getting plenty of rest and exercise. Healthy habits will be broken into four subtopics: Personal Hygiene, Dental Health, Nutrition and Exercise and Rest. STANDARDS: Please see the following attached documents for details of the specific standards addressed by this unit: CCLS ELA NYS Social Studies Framework and NYS Science Standards STUDENT UNDERSTANDINGS: Students will know and/or be able to: I can ask and answer questions about the details in a text. (RL1.1) ELA I can retell a story with details. (RL1.2) I can tell the characters, setting and what happens in a story. (RL1.3) I can identify words that talk about feelings and senses. (RL1.4) I can read poetry with my class and teacher (RL1.4) I can tell the difference between fiction and nonfiction. (RL1.5) I can use words and pictures to help me tell about characters, setting and plot. (RL1.7) I can make connections to myself, books and others with help from an adult. (RL1.11) I can ask and answer questions about the details in a text. (RI1.1) I can name the main idea of a text and tell a detail about it. (RI1.2) I can ask and answer questions to find out what words mean. (RI1.4) I can use text features to help me understand nonfiction. (RI1.5) I can use words and pictures to help me understand nonfiction. (RI1.6) Can find reasons to support the main idea of nonfiction (RI1.8) I can compare and contrast the main idea of two nonfiction texts. (RI1.9) I can read nonfiction books with my class and teacher. (RI1.10) Writing I can write facts about a topic. (W1.2) I can wrap up my writing / provide a sense of closure with help from an adult. (W1.2) I can write a personal story with details. (W1.3) I can put the events of a story in order when I am writing. (W1.3) I can write a topic sentence and provide details about the topic with help from an adult. (W1.5) I can remember information from my own experiences with support. (W1.8) I can create my own art work or personal response with support. (W1.11) Speaking I can work with others to have conversations about a topic. (SL1.1) and I can follow our class rules during discussions with others. (SL1.1a) Listening I can ask and answer questions to share and gather information. (SL1.2 & SL1.3) I can describe people, places and things using feelings and details. (SL1.4) I can draw pictures to add details to my ideas. (SL1.5) I can label my pictures. (SL1.6) I can write a complete sentence. (SL1.6) Language I can print all upper and lower case letters. (L1.1a) I can spell words I ve learned. (L1.2d) I can use the word because in a sentence. (L1.1g) I can use letters and sounds to spell new words. (L1.2e) I can sort objects into categories. (L1.5a) I can sort objects using attributes. (L1.5b) I can use words to respond to text. (L1.16) 2

3 ESSENTIAL QUESTIONS: 1. What are some ways for people to stay healthy? 2. Why is it important to develop good health habits? 3. Why is it important to wash your hands? When should you wash your hands? 4. What are the five main food groups? 5. What are some forms of exercise? 6. How do you keep your teeth healthy? ACADEMIC VOCABULARY: ELA SOCIAL STUDIES SCIENCE MATH, TECH, MISC TIER 1 WORDS Title, photograph food, rest, body, teeth, hands, doctor, dentist, soap, shampoo, medicine, safety TIER 2 WORDS caption, diagram, table of contents, glossary, fiction, nonfiction, connections, main topic, details exercise, germs, healthy, habit, fruit, vegetable, growth, serving, active, food groups hour, minute, standard measure, nonstandard measure TIER 3 WORDS opinion, informational, compare, contrast nutrition, balanced, My Plate, molar, incisor, canine, protein, nerve, pulp, dentin, root, gums, dairy, grains, drugs, alcohol, stethoscope mile, pedometer 3

4 RESOURCES: Websites: Book / Activity List: BOOK TITLE Overview Week Now I Know: Healthy Me RAZ: Healthy Me Hygiene Washing Up Germs Are Not for Sharing Germs, Germs, Germs! Dental Health Clifford s Loose Tooth Doctor De Soto Food and Nutrition Healthy Eating Food Group Books The Little Red Hen The Little Brown Road Runner Manana Iguana COORDINATING ACTIVITY Read either version of Healthy Me. Using key details from the text, make a chart of the different ways to stay healthy. Complete the I stay healthy by: four box worksheet. Students write a sentence and draw a picture for four ways to stay healthy. Happy Healthy Me interactive SMART board activity After reading Washing Up, chart with students the steps to proper hand washing and washing of the body. Germ experiment with recording sheet- put glitter and glycerin on four kids hands and have them high-five the rest of the class. Shows the spread of germs from one person to another. Afterwards, have each child practice proper hand washing. After reading, create germ with speech bubble. Write 2-3 on the effect of germs on the body. Use read aloud to introduce the concept of losing teeth. Afterwards, discuss primary vs. permanent teeth. Discuss the four different types of teeth: incisors, premolars, molars and canines. Create tooth model with pasta/marshmallows. After reading, discuss the beginning, middle and end of the story. Talk about which aspects could happen in real life and which could not. Discuss the external and internal parts of a tooth and how roots/nerves play a part in feeling pain. Complete the cut and paste Parts of a Tooth diagram. Opinion Writing: Do you agree with how Doctor De Soto treated the fox at the end of the story? I think Doctor De Soto should have glued the fox s teeth together because I think Doctor De Soto should not have glued the fox s teeth together because After reading, sort healthy vs. unhealthy foods with plastic food or picture cards. Read book for one food group at a time. Complete MyPlate activity where students cut out pictures to add to each food group. MyPlate sorting- SMART board interactive activity Read the Little Red Hen from the anthology. Read other versions of the story to compare/contrast characters, setting and events. Opinion Writing: Which version of the story did you like best? Tell at least one reason why. Exercise and Rest Exercise charades Students will learn about how you heart and bones play a part in 4

5 The Busy Body Book Your Heart Your Bones Flower Garden Go to Sleep Review Week Check Up exercise. Exercise makes your heartbeat quicken. Students will listen to their resting heart rate with a stethoscope. They will then complete seconds of running in place/exercise and will listen to their heart rate again. Students will compare resting heart rate with their heartbeat after exercise. Read and chart describing words. Make a prediction about whose birthday it is. Create a flowerbox and write about it, using describing words. Writing will include a closing. Read and discuss why rest is important for the body. Read and discuss the importance of seeing doctors for well visits, as well as when you are sick. Writing wrap up- doctor or dentist point of view writing. Complete the Being the Best Me book. Complete the Post-Assessment. A-Z Books Sammy Has the Flu (Poetry) Doctor Jen (E) Calming Down (E) Healthy Me (I) Bonk, the Healthy Monster (J) Going to the Dentist (G) Loose Tooth (G) Bonk s Loose Tooth (G) Hippo s Toothache (I) Vampire Dentist (L) What s for Breakfast? (C) Yummy, Yummy (C) Taste This (F) The Food We Eat (G) A Rainbow of Food (J) Games We Play ( B) The Team (D) Soccer is a Kick! (K) Jessica Loves Soccer (L) **These are additional titles that can be used during small group work, read aloud, independent reading etc. These titles connect to the topics / vocabulary in the unit and will allow for further exploration and enhanced discussion. Scholastics News Nonfiction connection 5