Content Area: Health and Physical Education

 

Index: 2.2E Grade 4 CPI 7

 

Standard: 2.2 - Integrated Skills

 

Strand: E - Leadership, Advocacy, and Service

 

Cumulative Progress Indicator: 7 -  The student will organize and participate in a school or community service activity and discuss how helping others impacts personal and community wellness.

 

Grade: 4

 

Sample Activities:

 

·        RESPECT - Write the word respect on the board and brainstorm definitions. Ask students to identify individuals whom they respect (e.g., parents, principal, police). Divide the class into small groups, and assign each group a situation. Groups develop respectful ways to handle the situation and share their ideas with the rest of the class. Students complete the following statement in writing: “I show respect to others by...”

SAMPLE SITUATIONS: RESPECT

Situation One: The Principal - You are one of five students in the lavatory when the principal comes in. Three of the other students were trying to stuff paper towels down the toilet. The principal tells you to report to the office. How do you explain to the principal, in a respectful manner, that you had nothing to do with the prank?

Situation Two: Police Patrol - You and two friends are riding your bikes home from the park when a police officer pulls up beside you. The officer says, “I know what you kids did back there in the park.” You’re not sure what he’s talking about, but you know all you did was play basketball. How do you
respond to the officer’s questions?

Situation Three: Parent Trap - Your little sister has done it again! She spilled an entire glass of juice on the floor. You are trying to clean up the mess she ignored when your mom walks in and starts yelling at you. What should you say? How can you defend yourself and still be respectful? The situation certainly looks bad for you!

 

·    FAVORITE THINGS THAT SUPPORT WELLNESS - Explain that many people have favorite things and that sometimes those things might not always be good for them. Play “My Favorite Things” (from the musical “The Sound of Music”) and ask students to listen carefully to the song. After the song has finished, ask students to list some of the items mentioned in the song. Ask: “Are the items mentioned in the song the same as your favorite things?” Give each student a chart with several categories of “favorites” (e.g., favorite food, TV show, song, sport, game, color, season). After students have had a chance to complete the chart, divide the class into small groups to compare charts. Members of each group discuss whether their favorites contribute to wellness. After limited discussion, each group selects from their collective lists three favorites that support wellness and report to the entire class. Create a master list. Reinforce that some things on the list may be better for us than others and help us to remain healthy. Each student draws a picture of their “healthy favorite” and completes a contract statement such as:
-    I can stay healthy by...
-    When I don’t feel well, I will...
-    My health resolution is...
-    My favorite thing about being healthy is...

 

·    WELLNESS POEM - Open this activity by asking students what wellness means to them. Write several responses on the chalkboard. Students develop an acrostic poem using the word “WELLNESS” or “HEALTHY” and create a collage or poster illustrating the wellness theme. Display the poems and artwork and discuss ways to remain healthy.

 

·    SAFE PLAY= FUN - Brainstorm the kinds of sports and recreation activities students like to participate in and put the responses on the board. Explain that they will have even more fun if they play safely. Students develop a safety booklet or pamphlet on a selected activity. Match students with similar interests, being sure to have small, manageable groups and all kinds of activities represented (e.g., biking, roller blading, swimming, basketball, hockey, hiking). Each group designs a four page booklet describing the activity, providing illustrations or pictures of safety in action, and concluding with statements from each of the group members about how safe play equals fun. Groups exchange completed booklets and review. Post the booklets on the bulletin board or share with a class of younger students.