What stains our teeth?

Name: Miss. Shearer                                            Date: Wednesday

Subject:  Health                                                  Grade: 1

 

Content: (Topic)

 

Eggsperiments!

Learning how drinks affect our teeth

Instructional Strategies: (Specific)

 

·      Experiential Learning

Outcomes:

: USC1.1

Examine healthy behaviours and opportunities and begin to determine how these behaviours and opportunities may affect personal well-being

 

Indicators:

a.       Communicate observations of what “healthy” and “unhealthy” looks like, sounds like, and feels like.

b.      Illustrate the importance of basic daily behaviours (e.g., washing hands, brushing teeth, eating fruits and vegetables, wearing sun screen and sun protective clothing, being physically active, playing, drinking water, respecting other living things) for good health.

c.       Discuss a variety of healthy behaviours over which one has control (e.g., brushing teeth, being active, engaging in quiet time, seeking shade).

 

 

 

Cross Curricula Competencies:

Developing Thinking

Learners construct knowledge to make sense of the world around them. In science, students develop understanding by building
and re ecting on their observations and what already is known by themselves and others. By thinking contextually, creatively, and critically, students deepen their understanding of phenomena in the natural and constructed world.

 

Prerequisite Learning:

·      How do we brush our teeth?

·      Why do we need to brush our teeth?

·      What are some healthy and unhealthy foods?

Adaptive Dimension:

·      N/A

Preparation: (Equipment/materials/set-up)

·        Hard Boiled eggs

·      Coke, Water, Milk

·      Raw egg

·      Containers to let eggs sit in.

·      Pre –soaked eggs (soak at home)

·      Spoons

·      Tray

·      Mini-books

·      Timer

·      Anchor Chart

·      Markers

·      Toothpaste

·      Tooth brushes

·      Magnifying glasses

·      Plate

 

Set

 

During recess set up experiment at the back table, when students get in at recess have all the students sit at their desk.

 

·      When ready call them to the back table to sit on the carpet facing the table.

·      Recall with students what we learned about keeping our teeth healthy, what do we have to do to keep our teeth healthy (brush them)

·      Review sometimes and everyday foods, hold up the different drinks and students to decide if they are everyday or sometimes drinks.

·      Have Canada food Guide chart close by to reference to if learners need prompting.

 

Development

 

·      Calling on students to be your “experiment assistants” – explain expectations of being an assistant (if we are being too silly, only I will get to be the assistant)

·      First fill each labeled cup with its contents.

·      Before dropping eggs into liquids ask students to infer what they think will happen.  (make a guess, support guess) ie. I think the pop will turn the egg brown.

·      Write guesses down on chart paper.

·      Drop the eggs in the different liquids and set a timer for 5 minutes to start.

·      Using a chart paper document changes seen in eggs as time passes by.

·      While eggs are soaking, have students return to their and turn to the I keep my teeth healthy by eating: page.  Have students color the foods that are healthy for our teeth.

·      When the timer goes have learners join you back on the back carpet.

·      Get assistant to look at the eggs using the magnifying glass.  Have them explain to the class what they are seeing.

·      Once eggs are stained have all the learners move back to their desks and flip to the page called “My Egg Experiment”

·      Using the document camera get a volunteer to come and try to away the sugar bugs on the soda egg.  Remind assistant to use circular motions with the toothbrush and toothpaste.

·      Other students will watch and practice their circular brushing motion with the assistant.

·      As a class write “what happened” for each egg.

·      In the end ask that students circle which drinks are healthy for our teeth (assessment)

 

Closure

·      Once everything is cleaned up, have students stand behind their desk.

·       Again sing the teeth brushing song to close the lesson.

·      Video:  https://www.youtube.com/watch?v=Ku-ForS6G3I

Student Engagement/Classroom Management Strategies

 

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Grade 1: CR1.1:Every Child Matters

Name: Miss. Shearer

Subject:   Treaty Education                              Grade: 1

 

Content: (Topic)

 

Orange Shirt Day: Truth and reconciliation.

Every Child Matters.

Instructional Strategies: (Specific)

·      Direct Instruction

·

Outcomes:

CR1.1

Comprehend and respond to a variety of grade-level texts (including contemporary and traditional visual, oral, written, and multimedia) that address: identity (e.g., All About Me) community (e.g., Friends and Family) social responsibility (e.g., Conservation) and relate to own feelings, ideas, and experiences.

Indicators:

  1. View, listen to, read, and respond to a variety of texts including First Nations and Métis resources that present different viewpoints and perspectives on issues related to identity, community, and social responsibility.
  1. Make and share connections among texts, prior knowledge, and personal experiences (e.g., family traditions).
  1. Relate aspects of stories and characters from various texts to personal feelings and experiences.
  1. Show awareness of the experiences and ideas of other persons encountered through texts.
  1. Describe characters, the way they might feel, and the way situations might cause them to feel.
  1. Show respect for own culture and the various cultures, lifestyles, and experiences represented in texts including First Nations and Métis cultures.

 

Cross Curricula Competencies:

Goals to develop Identity and Interdependence are:

Understand, value, and care for oneself (intellectually, emotionally, physically, spiritually)

Understand, value, and care for others

Understand and value social, economic, and environmental interdependence and sustainability.

 

Goals to develop Social Responsibility are:

Use moral reasoning processes

Engage in communitarian thinking.

Take social action.

 

Prerequisite Learning:

·      Ability to comprehend and empathize with story.

Adaptive Dimension:

N/A

Preparation: (Equipment/materials/set-up)

·      Materials:

·      Photo copies of the shirt

·      Bin of scissors

·      Chart paper

·      Markers

 

Set (5 min)

·      Begin lesson by watching the following video on the SMART board.

(https://www.youtube.com/watch?v=E3vUqr01kAk&list=PLVg-FIBeiIGSaZsQbDigVuSBogxkgsvQK)

·      Briefly talk about what orange shirt day, why we wear orange and stickers.

·      Ask students to retell why we have orange shirt day.

Development (30 min)

·      Have students move to the carpet and pull out a flip chart paper and a marker.

·      Begin by writing every child matters in the middle of the page, creating a bubble.

·      Explain what it means to ‘matter’ and how the kids at residential schools didn’t feel like they mattered.

·      How this day is about talking about how they felt and learning how to make sure all children know they matter now.

·      As a class brainstorm ways to show that other children matter.

·      Write the ideas on the flip chart in a web.

·      Ask for students to return to their desks once chart paper has a wide variety of ways to show someone matters.

·      Once students have returned to their desks, pull up on the smart board the t-shirt.

·      Pick something from the chart paper to write on the line.

·      Explain instructions for all the students to color their shirt orange and to try and write something from the flip chart about how we can show someone matters.

·      As they work walk around writing words for students who need help.

·      Once all students are done have them put their shirt on the right corner of the desk and get their attention back to the SMART board.

Closure (15 min)

·      Pull up the you tube video:

·      https://www.youtube.com/watch?v=LSBrkJn3NeI&list=PLVg-FIBeiIGSaZsQbDigVuSBogxkgsvQK&index=2 (when I was eight)

·      Ask the students to listen to the story and to think while they watch if they feel Margret feels like she matters. If people around her are showing her ways to feel like she matters.

·      Following the video, have a couple students give examples of times they felt Margret didn’t feel like she mattered, and how the person who made her feel like that could have done it differently so she did feel like she mattered.

·      Close by reminding students we always want to act with love and make everyone around us know that they matter to us.

Student Engagement/Classroom Management Strategies

 

·      Freedom Friday Minutes: Give or take away minutes when students are on task, done, early or any other behavior deserving of a reward.

·      Attention Chant: “your eyes on my eyes”

·      Use of Clock timer to give students time perspective.

·      Return to desk for a minute if cannot handle carpet or paint time.

·      Whisper talks level when working.

·      Hand up to ask a question.

·      Attention grabber: countdown from 5 to 1.

 

 

 

 

 

 

 

Health 1: USCI 1.1 – Brushing our Teeth

 Content: (Topic)

How do we brush our teeth and Why?

Instructional Strategies: (Specific)

Direct instruction

Experiential learning

Outcomes:

 

USC1.1

Examine healthy behaviours and opportunities and begin to determine how these behaviours and opportunities may affect personal well-being.

 

Indicators:

a. Use common and respectful language to talk about healthy behaviours (e.g., habits, choices, actions).

b. Communicate observations of what “healthy” and “unhealthy” looks like, sounds like, and feels like.

c. Ask questions and seek answers about healthy/unhealthy behaviours and opportunities.

d. Recognize that making healthy choices can be difficult at times.

e. Illustrate the importance of basic daily behaviours (e.g., washing hands, brushing teeth, eating fruits and vegetables, wearing sun screen and sun protective clothing, being physically active, playing, drinking water, respecting other living things) for good health.

f. Determine the daily healthy behaviours that can be performed individually and those that may need support (e.g., washing hands on own, applying sun screen with support, smudging with support).

g. Recognize daily opportunities for demonstrating healthy behaviours (e.g., drinking water as a thirst quencher, walking on the sidewalk, flossing teeth, helping others).

h. Discuss a variety of healthy behaviours over which one has control (e.g., brushing teeth, being active, engaging in quiet time, seeking shade).

i.   Consider opportunities to access support for healthy behaviours (e.g., recess time provides opportunities to play and be physically active, a trusted peer walks with you to school which provides safety and friendship).

j.   Examine factors influencing own healthy choices (e.g., allergies, cultural traditions, money, family habits, fear).

 

 

Cross Curricula Competencies:

Developing Thinking (Related to CEL of Critical and Creative Thinking)

Constructing knowledge (i.e., factual, conceptual, procedural, and metacognitive) is how people come to know and understand the world around them. Deep understanding develops through thinking and learning contextually, creatively, and critically in a variety of situations, both independently and with others.

 

Prerequisite Learning:

What are teeth?

What do teeth do?

We keep teeth clean

What are sugar bugs?

Adaptive Dimension:

N/A

Preparation: (Equipment/materials/set-up)

·      Laminated teeth pictures (12)

·      White Board Markers

·      Video –https://www.youtube.com/watch?v=aOebfGGcjVw&t=182s

·      Mini Booklet – labeling page

·      Teeth posters (from previous class)

·      Tooth brushes (6)

·      Tooth paste

·      Floss

·      Mouth wash

·      Magic bag ( regular bag)

 

 

 

 

 

 

 

Set

·      Open the lesson by pulling out the teeth posters from the previous class, specifically look at the one about how we keep our teeth healthy.

·      Review ways we thought we could keep our teeth healthy, stopping to point out brushing our teeth.

·      Explain that this class we will learn about brushing our teeth, specifically how we brush our teeth and why.

·      Ask students to watch the following video and think about how they brush their teeth.

·      Video: https://www.youtube.com/watch?v=aOebfGGcjVw&t=182s

·      Ask students how many times a day they think they should brush their teeth? (3)

·      *Assessment: does anyone remember why we brush our teeth? (Check for understanding)

·      What do we need to brush our teeth? ( tooth brush, toothpaste, floss)

·      As students tell you the different things they need, pull them out of your magic bag.

·      Once students have identified why we brush our teeth, with what and when move on to..

Development

 

·      Ask students to open their healthy teeth booklet and turn to the matching page.

·      Ask students to match the words to the pictures and write how many times they think we need to brush our teeth.

·      *Assessment: take in booklet and mark to check for understanding.

·      Now that we know why we brush our teeth, we need to learn how we brush our teeth.

·      Ask students to stand up while you put on a dance video for brushing our teeth.

·      Video: https://www.youtube.com/watch?v=Ku-ForS6G3I

·      Have students follow along with both the words and actions.

Closure

·      While students are singing and following the actions in the their table pairs hand out laminated smiles with dry erase sugar bugs drawn on them.

·      Hand out a tooth brush for the table group to share.

·      Once the song is finished explain that we will be practicing getting rid of our sugar bugs by brushing off our fake sugar bugs.

·      Students will take turns brushing their smiles using the small circular motions they just practiced.

·      Once all the teeth are clean have students bring both their teeth and tooth brushes to the back table and sit back down at their desks.

Student Engagement/Classroom Management Strategies

 

·      Freedom Friday Minutes: Give or take away minutes when students are on task, done, early or any other behaviour deserving of a reward.

·      Attention Chant: “your eyes on my eyes”

·      Use of Clock timer to give students time perspective.

·      Return to the desk for a minute if cannot handle carpet or paint time.

·      Whisper talks level when working.

·      Hand up to ask a question.

·      Attention grabber: countdown from 5 to 1.