Lesson Plan Title: Creating Healthy Habits

Date: Wednesday, November 22, 2017

Subject: Health
Grade: 2-4
Program: Balance Program
Topic: Neat and Clean Hygiene
Essential Question: What are healthy habits that will help me live a clean and neat lifestyle?

Materials:
 Being Strong and Healthy by Achilles Gentle and Kirt Bobbie
 Neat and clean kit (consists of a comb, toothpaste, toothbrush, floss, facecloth, bar of soap,
shampoo, conditioner, hand wipes, laundry detergent, Kleenex, ear swabs, nail clippers, lotion,
mesh shower puff, sterile bandages, hand towel, hand sanitizer)
 ¨If I Never…” worksheet

Stage 1- Desired Results – you may use student friendly language

What do they need to understand, know, and/or able to do?
Students need to understand the importance of maintaining a clean and healthy lifestyle. Students also need
to understand there are consequences for those who do not use personal care items in order to maintain
personal hygiene and clean and neat lifestyle. Students need to know how, when, where, why personal care
items need to be applied. Students also need to know what types of habits students need to keep a clean and
neat lifestyle. Students will be able to apply this information to their personal hygiene routines. Students will
also be able to form healthy and clean living habits using the information provided in the lesson.

Broad Areas of Learning:

The writing, speaking, listening, and reading skills implemented in this lesson are lifelong skills that the
students will be able to use throughout their lives in a school setting, the job fore, or other various aspects of
everyday life. The students will be introduced and learn about personal care items. The students will know
when, how, where, and why personal care items need to be applied. The importance of personal hygiene and
daily cleanliness habits will be emphasized. Students will also learn about the consequences of not
maintaining a clean, neat, and healthy lifestyle. This knowledge is key, and it is this knowledge that will allow
students to develop skills that will help them live a healthy and clean lifestyle.

Cross-Curricular Competencies:

Developing Thinking
 Think and learn contextually
o Students will be able to apply prior knowledge about hygiene and personal care items in new
contexts
o Students will be able to analyze connections or relationships among personal care items and
their own hygiene
 Think and learn creatively
o Students will be able to show curiosity and interest with new materials
o Students will answer questions by experimenting with ideas, educated guesses, and intuitive
thoughts
  Think and learn critically
o Students will distinguish among facts
o Students will be apply to evaluate and respond to their students’ ideas and opinions

Developing Identity and Interdependence

 Understand, value, and care for oneself
o Students will develop skills, a key understanding, and confidence to make conscious choices
that contribute to the development of a healthy life and self-identity

Developing Literacies
 Express understanding and communicate meaning using various literacies
o Students will be able to communicate through writing and speaking aspects of the lesson in
order to express understanding of ideas and experiences
Developing social Responsibility
 Use moral reasoning processes
o Students will be able evaluate the consequences of living a dirty lifestyle without personal
care items to one’s self and others
 Engage in communitarian thinking and dialogue
o Each student will have an opportunity to contribute
o Students will be sensitive, respectful of, diversity and different ways of participating
Outcome(s):
USC2.1
 (b) Examine daily habits/routines that are healthy/unhealthy (e.g., eating breakfast/skipping
breakfast, recycling/littering).
 (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.).
USC2.3
 (d) Identify personal health habits that may help to prevent getting sick (e.g., wash hands, cover
mouth when coughing/sneezing, immunizations, do not share personal items, tell a trusted adult if
you find a needle, exercise, sleep/rest, healthy diet).
USC3.1
 (d) Describe what makes and keeps the body, mind, and immune system healthy.

PGP Goals:

2.2 – proficiency in the Language of Instruction

3.2 – the ability to use a wide variety of responsive instructional strategies and methodologies to
accommodate learning styles of individual learners and support their growth as social, intellectual, physical
and spiritual beings

4. 1 – knowledge of Saskatchewan curriculum and policy documents and applies this understanding to plan
lessons, units of study and year plans using curriculum outcomes as outlined by the Saskatchewan Ministry of
Education

4.3 – the capacity to engage in program planning to shape ‘lived curriculum’ that brings learner needs, subject
matter, and contextual variables together in developmentally
Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help determine next steps.
 Students will be informally assessed on their ability to identify personal care items and provide any
prior knowledge about the personal care item.
 The students will be informally assessed on the way choose to represent a consequence of not using a
personal care item during the “If I never…” worksheet.
 Students will be informally assessed on the way in which they choose to behave during times their
classmates are talking (is the student being respectful, disrespectful, rude, disruptive, or
encouraging?)

Assessment OF Learning (summative) Assess the students after learning to evaluate what they have learned.
 A classroom discussion after the lesson will provide an opportunity for students to discuss the new
information they have learning.
 The summative assessment will be based on how the students behave and react after an unhealthy
situation or experience in the class (i.e. does the students wash their hands with soap after their
sneeze or cough? Does the student use hand sanitizer after they touch something yucky?)

Stage 3- Learning Plan (50 minutes class)

Motivational/Anticipatory Set (introducing topic while engaging the students)

Activity 1.1: Read aloud

The students will be read Being Strong and Healthy by Achilles Gentle and Kirt Bobbie. This will help introduce
the concepts and elements of a healthy and clean lifestyle.

Duration: 3 minutes

Main Procedures/Strategies:

Activity 1.2: Lesson Recap

The lesson will begin with a review of the previous lesson, ¨Germs.” The students will be asked to state any
information they remember learning from the Germs lesson. Students will be prompted by the following
questions:

 What are some common illnesses?

 What are the symptoms of common illnesses (the flu, common cold, pink eye, chicken pox)
 What can we do when we get sick?
 Duration: 5 minutes

Activity 1.3: Class discussion

A teacher-led discussion with discuss some ways in which students can help prevent a sickness from
developing (i.e. washing your hands with soap often, covering your mouth when you cough or sneeze,
applying hand sanitizer). This will be a great way to introduce concepts of healthy habits, which will be
hygiene and grooming.

Three Key vocabulary terms will be introduced and explained:

 Cleanliness: Keeping your body free from dirt and germs

 Grooming: activities we do to help out body and clothes stay neat and clean
 Daily: every day if the week

Duration: 5 minutes

Activity 1.4: Neat and Clean Kit game

Each student will have the opportunity to pick a personal care item from the bag. No preliminary information
about the personal care item will be given. Each student will have an opportunity to pick and explain a
personal care item before another round can begin. It will be the student’s job to provide the information on
the following questions:

 What personal care item did you pick?

 How would you use this item? Please act it out.
 How often would you use this item?
 Why would you use this item?
 When would you use this item?
 What would happen to you if you didn’t use this item?

Duration: 15 minutes

Activity 1.5: Think and Discuss

This activity allows the student to think about specific questions and discuss their ideas to the class. The
students will be asked the following:

 Why do we practice personal hygiene? (to stay neat and clean)

 Why is it important to stay neat and clean? (we want to look our best, feel good, and avoid
germs)
 What happens if we touch too many germs without properly cleaning ourselves? (we might get
sick)

Duration: 5 minutes

Activity 1.6: “If I Never…” worksheet

Students will work individually to complete the “If I Never…” worksheet. The students will be instructed to
pick an item that was picked and discussed in class or about a personal care item of their choice. The students
will be asked to write what would happen if they did not use a specific care item.

(i.e. “If I never used toothpaste then my teeth would be yellow/ I would get cavities/ my teeth would fall out).
The students will also be instructed to draw a picture that corresponds to the sentence they created. (i.e. a
student may draw a smile, but the teeth will be yellow instead of white)
 The students will be asked to share their completed worksheets to the class if they want to. The students can
add other ideas of what happens when you do not practice neat and clean habits to their classmates’
worksheet.

Duration: 10 minutes

Adaptations/Differentiation:
 Students who struggle with the writing portion should be given the choice to only illustrate their
understanding and ideas.
 Pair a low achieving student with a high achieving student to work together
 Ask more advanced questions to the older students in order to maintain interest and focus

Closing of lesson:

Activity 1.7: Closing Remarks

A teacher-led discussion will re-emphasize the importance of maintaining a clean and neat lifestyle. We will
re-touch on the personal care items that can help us live a healthy and clean lifestyle. We will also re-discuss
the consequences of living a dirty lifestyle. The students will be asked to raise their hand and state one thing
they learned during the lesson.

Duration: 5 minutes

Personal Reflection:
This lesson was well-received by the students. The students immediately demonstrated their understanding of
germs and the ways in which we decrease our chances of becoming infected by germs after I read the book to
introduce the lesson. From there, the students were engaged and interested in the topic. I found the interactive
activity the most appreciated by the students. The students loved exploring the various personal care items in
the clean and neat kit. The interactive activity also provided an opportunity for each student to discuss the
personal care item to the class, and it was easy to recognize that the students took pride in standing in front of
the class. The students were also very eager when I asked certain questions, especially what would happen if
individuals did not use personal care items.

I felt like I taught a successful lesson; however, I did feel uncomfortable at times. Some of the students did not
know what some of the personal care items were or revealed they have never used a certain personal care
items before, such as a toothbrush or body soap. This was hard for me to hear and I was not really sure how to
approach the situation. Luckily, my co-operating teacher jumped in and promised she would get the students
some tooth paste and toothbrushes to take home. I had a conversation with my co-operating teacher after the
lesson. She explained it can be uncomfortable to discuss personal hygiene with these students, especially
because most of them come from low income families. However, she emphasized how important it is to educate
these students about personal hygiene because usually personal hygiene is something that is not regulated in
their households.

This lesson has taught me to integrate interactive activities into my other lessons in order to grab the students’
attention, interest, and willingness to learn. I found the students were engaged the most when I asked questions
about personal hygiene that pertained to their personal life. I learned connecting the content to the students’
personal lives increases their level of interest and engagement. I also learned it can be uncomfortable to discuss
certain topics as a teacher, but I must understand my level of comfort is not a bigger priority over the life skills
my students need to learn and understand.
 IF I NEVER…

Item choosen: _____________________

If I never
__________________________________________
__________________________________________
__________________________________________
__________________________________________
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Draw picture(s) of everything that would happen…