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Health Lesson Plan
Discovering Emotions
Outcomes:
Students
will be able to demonstrate an awareness of change in self, nature, home and
community.
Content:
Heath;
Mental or Emotional Health, Language Arts/ Writing.
Learning
Activity:
1.
The teacher will have the class brainstorm emotions and will record their
answers on the chalkboard. Once the emotions have been recorded the teacher will
lead a class discussion on what the students think the emotion represents.
2.
The teacher will then provide the students will a hand out which lists
the many emotions a student in Grade 3 would experience as well as their
definitions to be used as a reference when doing this activity.
3.
The students will then proceed to think about how they feel when
experiencing a specific emotion and construct a story about a fictional
character who is dealing with a specific emotion. The story should explain the
emotion without giving the actual title of the emotion and show how the
character took steps to deal with the emotion. Explanation of character mood is
key to understanding the emotion being brought forth.
4.
The students will have a full period to write their stories and be
prepared to share them with the class during the following period.
5.
The students will read their stories to the class and have the class
guess what emotion the character in the story is dealing with. The class can
then give examples or tips on how to deal with the emotion, or how they feel
when they experience an emotion such as fear or happiness.
Evaluation:
The
students will hand in their stories to the teacher once they have shared them
with the class and the teacher will be able to evaluate student progress based
on the students understanding of the emotion and their problem solving
strategies used to cope with it.
Learning
Styles
Feelers:
This activity would apply to students that are classified as “feelers”
because these students are interested in personal meaning. They want to have a
reason to learn new information. This activity provides students with
information of the many different emotions that they may be experiencing at
their age level and gives their feelings a name. This is a personal activity
that is relevant to their moods and feelings.
Thinkers:
This
activity would also apply to “thinkers” because the students must make
decisions impersonally. “Thinkers” would also enjoy this activity because
the students must think about what needs to be done and then have an opportunity
to do it.
Sensors:
This
activity would also apply to “sensors” because these type of learners are
interested in the facts. The students will research the facts behind these
emotions, what causes them and how to cope with them to have a deeper
understanding of the emotions we as humans feel.
Intuitors:
The
only component of this learning style that this activity provides is the
opportunity to do some problem solving and conflict resolution.
Balancing
Meals
Outcomes: Students
will demonstrate knowledge of healthy eating and balanced meals.
Content:
Healthy
Eating and Nutrition
Learning
Activity:
1.
The teacher will have students brainstorm some
examples of what foods they think are good and why.
2.
They will be asked to determine what foods they
think are bad and why.
3.
The class will discuss why healthy eating is
important to a healthy lifestyle and will examine Canada’s Food Guide and the
basic food groups.
4.
The teacher should stress the importance of
balanced meals and representing each section of the food group when eating.
Evaluation
Strategies:
By examining the student menus the teacher will be able
to tell whether the students have a grasp of the topic from the choices they
made.
Ask the students why this lesson related to nutrition
and healthy eating.
Ask the students why representing each food group on
the food guide is important and what are the benefits of a balanced meal.
Learning
Styles:
Thinkers:
This
activity appeals to thinkers because
it involves students having to think about which foods are healthy and unhealthy
and why.
Why
do I feel this way?
Outcomes: Students will be able to demonstrate
an awareness of change in self, nature, home and community.
Content:
Heath;
Mental or Emotional Health
Learning
Activity:
1.
The students will think and talk about how they
feel when experiencing a specific emotion and what causes these emotions.
2.
They will be asked to evaluate their feelings on
the subject of emotions and asked to describe in detail what the emotions
represent.
3.
The teacher will ask questions about what type of
behaviours or events can lead to this type of emotion. Ex; What are some of the
things that make us sad? Why do we feel sad? How do we react when we are sad?
How long will we be sad?
4. The teacher should make
sure that students understand what the
differences between the various emotions are and be able to describe defining
features of these emotions.
Evaluation
Strategies:
By examining the student menus the teacher will be able
to tell whether the students have a grasp of the topic from the choices they
made.
Ask the students why this lesson related to nutrition
and healthy eating.
Ask the students why representing each food group on
the food guide is important and what are the benefits of a balanced meal.
Learning
Styles:
Feelers:
This
activity would be beneficial to students that are “Feelers” because students
must be aware of their feelings and the feelings of others.
Sensors:
This
activity will also appeal to “Sensors” because these type of students like
to use facts to provide them with a deeper understanding of what needs to be
done and how to do it.
Making
Menus that support Healthy Eating
Outcomes: Students
will demonstrate knowledge of healthy eating and balanced meals.
Content:
Healthy
Eating and Nutrition
Learning
Activity:
1.
The class will be put into groups of 2 or 3 and
given different fliers from the local newspapers and asked to create 3 healthy
meals.
2.
They should look through the fliers and find
foods that could be put into healthy breakfast, lunch and dinner categories.
3.
Students will cut out the pictures or
descriptions of these foods and paste them or draw them onto a paper plate.
4.
The plates should be marked to show which time of
day the meal should be eaten (Breakfast, Lunch or Dinner).
5.
The students in each group will present their
menus to the rest of the class and explain why they chose those foods and where
the foods fit into Canada’s Food Guide.
Evaluation
Strategies:
By examining the student menus the teacher will be able
to tell whether the students have a grasp of the topic from the choices they
made.
Ask the students why this lesson related to nutrition
and healthy eating.
Ask the students why representing each food group on
the food guide is important and what are the benefits of a balanced meal.
Learning
Styles:
Thinkers
This activity appeals to thinkers because students have to think about which choices are good and bad and which choices should be included in their menu.
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