Content Area: Health and Physical Education

 

Index: 2.1B Grade 4 CPI 3

 

Standard: 2.1 - Wellness

 

Strand: B - Growth and Development

 

Cumulative Progress Indicator: 3 - The student will discuss factors that contribute to healthy physical, social, emotional, and intellectual growth and uniqueness.

 

Grade: 4

 

Sample Activities:

 

·        PHYSICAL CHALLENGE AWARENESS - Share a poem, story, or video about a young person with a disability or chronic health condition (such as Four Eyes from the Fat Albert Series, Kids in Wheelchairs available from the University of Colorado, Health Sciences Center, School of Nursing). Ask students to relate how they felt about the characters. Lead into a definition of disability and physical challenge. Explain that in spite of disabilities or chronic health conditions, all children are the same—they have feelings, they want to learn, be liked, and have fun. At various stations around the room, place the directions and equipment necessary to simulate a variety of disabilities. Stations might include the following situations:

-        Give students a deck of cards to play a game of Go Fish. One student in the card game must play blindfolded, with another student acting as his/her eyes. Another card player is permitted to use only one hand to hold the cards. Another player may use two hands, but they are both covered with socks.
-      Students prepare a simple meal. One student must open a milk carton with one hand or while wearing gloves. Another student measures items into a bowl while wearing eyeglasses smeared with petroleum jelly. After students have spent a few minutes at each station, reconvene the entire class for a discussion of the challenges and obstacles experienced. Ask: “How do people with disabilities or chronic health conditions overcome the obstacles and frustration?” Students complete the activity by finishing the following statement: “I can be more sensitive to the needs of others by.....”

Variation: Invite a panel of individuals with disabilities or health conditions to discuss their challenges, frustrations, and solutions. Students write questions, in advance, for the panelists and write a brief reaction at the conclusion of the presentations.