Health Mini Unit Plan

Name: Danna Schoff Date:Subject: Health Education Grade: 2Content: (Topic)

DMP Lesson one – thoughts, feelings, and actions

Instructional Strategies: (Specific) Direct Instruction: -QuestioningInteractive Instruction:

- Discussion- Peer Practice

Outcomes:

Outcome: USC2.1Demonstrate a basic understanding of how thoughts, feelings, and actions influence health and well-being.

Indicators:

F. Discuss the basic “cause-effect” relationship among thoughts, feelings, and actions (e.g., If I think I am smart, I will feel “content/confident” and I will try to learn. If I think I am “dumb”, I will feel sad/frustrated and I may not participate in class.).G. Determine that people are responsible for personal thoughts, feelings, and actions.

Essential Questions:

- How can we be in control of our thoughts, feelings and actions? -How do our feelings influence our health? -How do the thoughts that we have influence our health? -How do our actions influence ourselves? -How do our thoughts, feelings and actions towards ourselves affect how we see and act towards others?

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Cross Curricula Competencies:-Developing Identity and Interdependence-Developing Social Responsibility

Prerequisite Learning:

-Students must have an understanding of what different emotions are and what it means to have these feelings. Ie) happiness, anger, joy, love, etc.

Adaptive Dimension:

-If students are having difficulties coming up with something friendly to share in the activity, teacher can give reminders of what a bucket filler is.

Preparation: (Equipment/materials/set-up -Teacher will need a copy of the book “ Have you filled a bucket today? A guide to Daily Happiness for kids” By Carol McCloud and Illustrated by David Messing. - Teacher will create bucket necklaces for each student. The materials needed for this are a small bucket, a piece of string, a label for student’s name, and stickers/permanent marker to draw the face on the bucket. -Teacher will also have plastic ziplock bags filled with pom poms to give to each student for the “ warm fuzzy” activity. -Teacher will have a copy of the “Bucket Filler’s Pledge” on a piece of chart paper.

Set (10 min)

- Begin by having a brief discussion about how our Thoughts, feelings and actions effect how we interact with others and how we view ourselves. Ask questions such as:

- How do our feelings affect our health? - Do we control our actions?- How do we control feelings?- Does thinking positively make us feel healthy? - What are you still wondering?

- Read the book “ Have you Filled a Bucket Today? A guide to Daily Happiness for Kids” By Carol McCloud

- See attached book.- Link to e-reading of the book

https://www.youtube.com/watch?v=jsX_YPjmDXY- After reading this book, have a class discussion about what

the differences between a bucket filler and a bucket dipper.

Student Engagement/Classroom Management Strategies- Walk around as book is

being read to ensure that all students get the chance to have a clear view of the illustrations in the book.

- Introduce questions by saying, “ Raise your hand if you can share..” and, “ Put up your hand if you know…”

- A bucket dipper is someone who takes from other people’s buckets to try and make themselves feel better. Bucket dippers can also take out of their own buckets by thinking negatively towards themselves. They make other people feel sad. A bully is an example of a bucket dipper.

- A bucket filler is someone who adds joy and love to their own buckets and to others.

Development (10 min)

Activity # 1 – Bucket filling! - - For this activity, hand out a bucket necklace and a zip lock

bag filled with pompoms to each student. - The bucket on the necklace represents each student’s

“invisible bucket” that was discussed in the book read during the set. Explain to students that adding positive thoughts, comments, love, and joy can fill a bucket.

- The bag of pom poms represents the joy, love, and happiness that we put into our buckets.

- Have a class discussion about what it feels like to have a full bucket or to fill someone else’s bucket. Ask students the following questions:

- How does it feel when someone does something nice for you?

- What emotions do you feel when you have a full bucket? - Do you feel good about yourself when you fill someone

else’s bucket? - Compare the feelings students get when bucket filling to a

“warm fuzzy feeling” that makes them happy. Explain to students that the warm fuzzies are the pom poms found in their bag for this activity.

- Instructions for activity: - Instruct students to walk around the classroom, talking to

as many classmates as they can. Students are to share nice things and/or things they appreciate about their classmates. Once they have verbally shared something positive with a classmate, they are to drop a pompom from their bag into their friend’s bucket.

- Hand out necklaces and pompom bags.- Explain to students what the necklace and pompoms

represent.-- The ideas for the activity are inspired from

- To ensure that students are focused on the instructions for the activity and not distracted by the materials, give students the instructions before handing out the necklaces and ziplock bags.

- Teacher will participate in the activity

- Teacher will walk around and observe students to keep them on track throughout the activity.

http://www.bucketfillers101.com/pdfs/news2009/2009-05-03.pdfand makes them feel bad.

Closure ( 3 min)

We will say the bucket filler pledge. See attached. This pledge was found on: http://perrylocal.org/ledouxp/bucket-fillers-2/bucket-filler-pledge/

-I will re-write the Bucket Filler’s pledge on a piece of chart paper. - Teacher will say one line of the pledge and have students repeat after each line.

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Lesson Plan # 2

Name: Danna Schoff Date:Subject: Health Education Grade: 2 Content: (Topic)

DMP- continuing to investigate and illustrate our feelings, thoughts, and actions.

Instructional Strategies: (Specific)Direct Instruction: - QuestioningIndependent Study: - Assigned questions - Learning activity package

Outcomes:

Outcome: USC2.1Demonstrate a basic understanding of how thoughts, feelings, and actions influence health and well-being.

Indicators:

C. Investigate and illustrate how particular thoughts (e.g., “I am good at …”, “I can’t do …as good as she can.” ) make one feel.G. Determine that people are responsible for personal thoughts, feelings, and actions.

Cross Curricula Competencies:- Developing Thinking - Developing Literacies

Essential Questions:

- What does it mean to be in control of our feelings, actions, and thoughts?- How does having positive thoughts contribute to our health?

Prerequisite Learning:

- Students will have learned the bucket learning concepts and terminology in the previous lesson.

Adaptive Dimension: - If students do not complete this activity in the given amount of time, they can insert it into

their art folders and work on it when they are done work in other subjects. - If students finish this assignment before the given amount of time is up, they can work on

the bucket filler word search puzzle. See attached. - This word search was found on https://www.teacherspayteachers.com/Product/Bucket-

Filler-Word-Search-767878

Preparation: (Equipment/materials/set-up)Teacher will need appropriate numbers of the “filling MY bucket” handout. See attached. Teacher will need copies of the bucket filler word search puzzle.Teacher will need a classroom timer to set during the development section of this lesson.

Set (5 min)

Teacher will have a class discussion with students about what it means to be a bucket filler. Questions to ask include the following:- What does a bucket filler do?- What does a bucket dipper do? - Do we want to be bucket filler or a bucket dipper? - How can we control our feelings so that we do not

dip into someone else’s bucket or our own?- What are some actions we can do to fill someone’s

bucket or to fill our own? -Development ( 15 min)

Activity: Students will fill out the worksheet “ filling MY bucket” which was created by me. This activity strives to have students think positively about themselves and fill their own buckets.

Instructions: - Show the worksheet to students and go over each

question with them so that they understand. - Hand work sheet out to students - Help students when needed. - Refer to “ Filling MY Bucket Rubric” for marking

this assignment. Closure ( 1 min)We will say the Bucket Filler Pledge together as a class.As usual, the teacher will read the pledge one line at a time and have students recite it back. Evalutation :Refer to the “Filling MY bucket Rubric” which was created by me. See attached.

Student Engagement/Classroom Management Strategies:

- Teacher will encourage students to raise their hands before answering the questions in the group discussion.

- Teacher will explain the activity in depth before handing it out to students to complete.

- Teacher will set a timer in the classroom so students know how much time is remaining as they work on their activity.

- The teacher will walk around the class checking in on students and offering help when and where it is needed.

Filling MY Bucket: Answer the following questions to fill your own bucket with positive thoughts, comments, and feelings. Explain your answers. You are bucket filler!

My name is _______________________________________

1. I am good at …

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________________________________________________________________________

________________________________________________________________________

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/2

2. I feel happy when …

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

_______________________________________________________________________

/2

3. I love myself because …

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

/ 2

4. Draw a picture of something that makes you happy:

/ 2

Filling MY Bucket Rubric

Each question on this worksheet is worth two points. For

the first three questions, students are to state their

answer to receive one point. One additional point will be

given if students explain their answer to me. When

marking the drawing component of this activity, I am

looking for effort to be put into the drawing and that the

student stayed on task while completing it.

Lesson Plan #3

Name: Danna Schoff Date:Subject: Health Education Grade: 2

Content: (Topic)DMP lesson two- Continuing to investigate how our thoughts make us feel and ways we can share out feelings, thoughts and actions appropriately.

Instructional Strategies: (Specific) Direct Instruction: - Questioning

Outcomes:

DMP lesson two – Investigating and illustrating how our thoughts make us feel

Indicators:

C. Investigate and illustrate how particular thoughts (e.g., “ I am good at…”, I can’t do…. As good as …”) can make one feel. D. Examine various ways to appropriately share thoughts, feelings, and actions.

Cross Curricula Competencies:-Developing literacies- Developing Social Responsibility - Developing Thinking-Developing Identity

Essential Questions: - How do our actions affect our health? - How can we grow as a person by using the Circle of Courage? - How can we be generous? - How can we include others?

Prerequisite Learning:

Students will have an understanding and prior knowledge of the Circle of Courage as it will be a recurring theme and reference for peace in our classroom.

Preparation: (Equipment/materials/set-up)- Teacher will need copies of the Circle of courage worksheet. See attached. - Students will need a writing utensil for the completion of their activity.

- Teacher will need a piece of chart paper and a marker to record student’s answers from the activity.

Set ( 5 min)

- Have a class discussion about the four strands in the circle of courage ( belonging, generosity, master, and independence).

- In this discussion, briefly summarize each strand.- After summarizing each strand, have students share examples of

that strand.- In the class discussion, ask the following questions: - How can we be generous?- What does it mean to belong?- What are some things you are good at?- What do you do when something is hard?- How can we include others? Notes for teacher: - The circle of courage is based in four strands of growth and is a model for positive youth development.

1. Independence: The independence strand implies that, “ free will is cultivated by responsibility so that the child can say, “ I have the power to make decisions”This strand is all about:

- Making good choices- Knowing how to control my own behaviour - Knowing how to do the right thing- Knowing how to make good choices- Knowing that my mistakes are okay.

2. Mastery: The mastery strand is where, “ the inborn thirst for learning is cultivated by learning to cope with the world, the child can say “ I can succeed”.This strand is about:

- Discovering what you are good at- Putting your best effort forward even when things are hard- Problem solving- Celebrating our gifts and talents.

3. Generosity: The generosity strand is where, “ character is cultivated by concern for others so that the child can say “ I have a purpose for my life” This strand is all about: -Sharing- Playing Fair

Student Engagement/Classroom Management

- Teacher will introduce questions by saying, “ put your hand up if..”, and/or “ Raise your hand if you can share…” to keep volume level low and to ensure that people are listening to each other as they speak.

- Helping-Cheering people up when they are sad-Doing the right thing- Helping in the community-Paying things forward-Conflict resolution-The importance of forgiveness.

4. Belonging: In the belonging strand of the Circle of Courage, the Universal longing for human bonds is cultivated by The relationships of trust so that the child can say “ I am loved” This strand is all about: - Having fun - Having and making friends- Joining in - Being okay with who you are - Playing with others- Accepting others - Treating others with respect and kindness - Being friendly

Source: http://www.edu.gov.mb.ca/k12/cur/cardev/gr9_found/courage_poster.pdf

Development (10 min)-Each student will have a copy of the Circle of Courage worksheet. See attached. - They are to move around the classroom and interact with their peers to complete activityInstructions for Activity: -Teacher will read the prompts in each section of the circle before allowing students to begin- Students will move around the classroom and fill out the Circle of Courage worksheet.-Students are to record their answers from peers on their own sheet with a pencil. - This Circle of Courage template was modified from http://curriculum.nesd.ca/Assessment/_layouts/15/WopiFrame.aspx?sourcedoc=/Assessment/Assessment%20Events/Formative%20Assessment%20and%20Feedback%20Supports/Circle%20of%20Courage%20Formative%20Template.docx&action=default

-Teacher will give clear, concise instructions before handing out the worksheet. - Teacher will also ask if there are any questions before starting the lesson to ensure that everyone in the class is on the same page and understands what will happen next. - Teacher will set a timer during the activity and give reminders throughout

Closure (5 min)-We will all come together as a class at the end of the lesson to have another discussion-Teacher will draw the Circle of Courage on a piece of chart paper-Teacher will ask students to share answers that they recorded from talking about peers-Teacher will write the recorded answers from student on the Circle of Courage

of the time remaining so students stay on task with their work. - Teacher will walk around the classroom as students are doing activity to encourage them to stay on task.

- Teacher will ask students to raise their hands before sharing one of their recorded answers.

The Circle of Courage

How are we generous people: What does it mean to belong:

What are we good at: How can you make a good choice:

Generosity: Belongin

g:

Independence:

Mastery:

Lesson Plan #4

Name: Danna Schoff Date:Subject: Health Education Grade: 2

Content: (Topic)

DMP lesson 4- Sharing our thoughts and feelings with each other.

Instructional Strategies: (Specific) Direct Instruction: -Questioning Experiential Learning: - Simulations

Outcomes:

USC2.1Demonstrate a basic understanding of how thoughts, feelings, and actions influence health and well-being.

Indicators:

D. Examine various ways to appropriately share thoughts, feelings, and actions.

Cross Curricula Competencies:-Developing Identity and Interdependence-Developing ThinkingDeveloping

Essential Questions:

- How can we share our thoughts and feelings appropriately?- How can we show respect when others are sharing their feelings with us?- What does respect mean?

Adaptive Dimension:

- The topics and subjects discussed in the Talking Circle can be altered depending on the lesson.

Preparation: (Equipment/materials/set-up)

- Teacher will need a talking stick to include in the Talking Circle .- Teacher will need to organize a space in the school or classroom where the Talking Circle

can take place. - Teacher will need a class list and a pen to complete assessment stage of this lesson.

Set (5 min)

- Explain to students that there are different ways we can express our feelings and that some ways are better than others. For example, yelling at someone when we are mad is not as good of way of resolving an issue than by calmly explaining to them why we are angry.

- Ask students to share some other ways we can share how we are feeling or what we are thinking.

- Ask students what respect is and how we can show it. - Introduce Talking circle to students and the importance it holds in

First Nations cultures. - A talking circle is a safe place for everyone’s thoughts and feelings

to be heard. When someone is talking, we listen until they are finished.

- Explain to students that the Circle is important to First Nations cultures and beliefs. Continue by explaining that everyone in a circle is seen as equal.

- Explain to students that only the person with the talking stick may speak.

- There will be four topics covered in our talking circle. When everyone has had a turn speaking for each subject, a new one will be introduced. Topics for the Class Talking Circle include:

- I feel happy when…- I feel sad when…- How I can show people that I am happy…- How I can show people that I am sad…-- Notes for teacher:

“Talking Circles or Circle Talks are a foundational approach to First Nations pedagogy-in-action since they provide a model for an educational activity that encourages dialogue, respect, the co-creation of leaning content and social discourse. Talk circles originated with First Nations leaders- the process was used to ensure that all leaders in the tribal council were heard, and those

Student Engagement/Classroom Management Strategies

-Teacher will explain the activity in depth so when it is executed, students have a clean understanding of what to expect and what is expected of them.

who were speaking were not interrupted.” - Circle talks are to be done in a complete circle- Only one person holds the talking stick- A circle talk is complete when everyone has had a chance to speak- What is said in the circle stays in the circle- Circle talks are extremely respectful of everyone as individuals and

what they have to say. Source # 1 http://firstnationspedagogy.ca/circletalks.html

- “Sharing circles are an essential part of the oral tradition of Aboriginal communities. A talking circle is a very special tool that gives us the courage to speak the truth and the power to speak from the heart. It is a symbol for the thought, stories, and individual histories of each member participating in a circle”Source # 2 http://ravenspeaks.ca/wp-content/uploads/2012/04/Sharing_Circle_Instructions_SECONDARY.pdf

Development (15 min)

Activity – Class Talking Circle-Invite students to join you in making a circle for our Class Talking Circle- Remind students that only one person can speak at a time and that as a sign of respect, we will listen to everyone. - Explain to students that they do have the option to pass during the Circle Talk but that it is encouraged to participate through every topic.-Explain how this exercise is used in First Nations cultures as well as its significance.

Assessment: - As students are leaving the classroom, ask them one thing that they learned throughout the Talking Circle. If they are able to reflect on this and share something with the teacher, they will receive a check mark beside their name for understanding.

Teacher will participate in the Talking Circle and will be the first person the start a new subject.