KIN 3609 Environmental Health Lesson

Student Teachers: Britney Buyas & Timothy Johnson

Grade level
5th

Class Size Length of time (min)

12-25
25 mins

Teaching Date
11/18/16

Lab School Teacher

Group #
5
Room #

Content Area (Scope & Sequence): Environmental Health

Health Goal (Scope & Sequence): Recycling and keeping a clean environment (ex. Cleaning litter)

Standard(s):

NHES (SHAPE America) & LHES (Louisiana)

1. Students will comprehend concepts related to health promotion and disease prevention to
enhance health.

Benchmark(s): 1-E-4 Describe ways in which a safe and healthy school and community environment can
promote personal health.
GLE(s):
1-E 2.2 Examine the consequences of good and bad health choices on ones personal health.
1-E 4.1 Assess the school environment to identify things that contribute to positive health and
safety.
NHES (SHAPE America) & LHES (Louisiana)
Standard(s):
5. Students will demonstrate the ability to use decision making skills to enhance health.
Benchmark(s): 5-E-1 Identify how others can influence decision making.
GLE(s):

5-E-1.2 Identify circumstances that can help or hinder healthy decision making.

Standard(s):

NHES (SHAPE America) & LHES (Louisiana)

7. Students will demonstrate the ability to practice health-enhancing behaviors and avoid or
refuse health risks.

Benchmark(s): 7-E-1 Examine personal health behaviors

GLE(s):

7-E-1.1 Make a list of positive and negative personal health habits.

LEARNING OBJECTIVES (TLW) Who? Will do? How much? Of What? By When
TLW identify 2 aspects of their surroundings that contribute to positive/negative
environmental health in their community by the end of the lesson.
Affective:
TLW reflect on personal health behaviors and make a list of 2 personal positive and
negative health habits.
Psychomotor: TLW demonstrate their ability to make healthful decisions by choosing to recycle matierals
and pick up litter 80% of the time during the lesson today.
Cognitive:

ASSESSMENT/EVALUATION (TTW) What method? Should match learning objectives:

Cognitive:
TTW evaluate students by having them list 2 aspects of their surroundings that contribute
to positive/negative environmental health in their community on a worksheet during
1

Affective:
Psychomotor:

class.
TTW assess the students by having them reflect on their personal health behaviors and list
2 positive and negative personal health habits on a worksheet during class.
TTW observe students decisions to recycle or pick up little 80% of the time during class
activities today.
TEACHING MATERIALS (be specific and detailed):
Type:

Poly Spots
Recyclable Materials
Hula Hoops
Student Handout

Amount Needed:
25
25-35
4
12

SAFETY CONSIDERATIONS (address physical, emotional and social enviorment):

Students will have to be aware of their personal space during activities today, and to take turns placing items
into their hula-hoops without throwing materials.
MODIFICATIONS/ACCOMODATIONS:
Students who cannot complete recycling activities independently will be assisted by the teacher, or given a
piece of paper to write where they would place certain materials in the activity.
INTEGRATION: (Identify the Subject and Describe how it relates or is used within the lesson)
Classify quadrilaterals in a hierarchy based on properties. (Students will define a trapezoid as a quadrilateral
with at least one pair of parallel sides.)
During cuminating activities the students will create geometric shapes and discuess their characteristics.
RESOURCES (e.g. websites, textbook including page #s):
NHES- http://www.shapeamerica.org/standards/health/index.cfm

Anticipatory Set
Start time: 12:35
End time: 12:38

Procedures:
Students will review recycling methods from the previous lesson.
What are the three steps to recycling? Reduce, reuse, recycle
What do each of those mean? Examples?
Reduce: use less of something (ex. Only 1 paper towel/running
water)
Reuse: use something again (ex. Refilling plastic water bottles/using
a bath towel again)
Recycle: sending it off to be remade (ex. Plastic, glass, aluminum)

Instructional Prompts
& Teacher Cues
Introduce
yourself and
ask students
how much
they know
about
recycling?

Reminders/
Organization
Have students sit on
a poly spot if we are
outside to maintain
focus.

Transition: Students will stand toe-toe with a partner in 5-4-3-2-1. If you do not have a partner come see me.
Then students will find a poly spot and take a seat.
Instant Activity
Start time: 12:38
End time: 12: 43

Procedures:

Students will get 2-3 recyclable materials from the bend.

Taking turns with their partner, they will run to the hula-hoop
(reuse, recycle, trash) they feel appropriate and place the item
there.
Students will race and have a seat when they are finished.
After the race, teachers will assess students choices and
generate a discussion about why they chose them.

Instructional Prompts
& Teacher Cues
Remind
students the
objective is to
do it quickly and
correctly.
Therefore, the
student waiting
to race should
be thinking
about where to
place their item.

Reminders/
Organization
Start on the GO
If you toss/throw
the item your team
is disqualified.

Students will go grab 2-3 new items from the hula-hoops and
play one more round. This time students will hop instead of
run.
Transition: The taller partner will take the 2-3 materials and place them back into the bend, the shorter
partner will bring their poly spot to me and have a seat on a poly spot infront of me. Come sit with your
partner in 5-4-3-2-1. Pass out student worksheets.
Culminating Activity
Start time: 12:43
End time: 12:55

Procedures
Part 1. School Assessment
Britney will discuss why recycling is important and what impacts it
can have on our envorinment and in turn our health.
Then the students will quickly walk around the school together and
find possibilities/opportunities for their school environment to
promote recycling or factors that are hindering their school from
having a healthier environment. The students will evaluate their
school environment on the worksheet.
Part 2. Environmental Effects of Littering
Tim will set up for our second activity while the students are

Instructional Prompts
& Teacher Cues
Hit on main
areas such as
cafeteria,
homeroom
classroom,
hallways.
Have students
identify
things/times
they would
recycle but

Reminders/
Organization
Students must be
quiet during the
activity because
other classes are
going on.
Practice whisper
voices. Who can use
their whisper voice
the whole time?

assessing the school. Materials will be placed all around the grounds
outside, and students will split into teams of 6. Students will
walk/run a lap around the poly-spot track and then pick up any piece
of material they choose and place it into their teams hula hoop.
They will continue to do this until all of the trash is picked up. Then
students will gather with their teams around their hula-hoop full of
materials and work together to win a competition.
1st round competition: stacking the tallest tower
2nd round competition: drawing a trapezoid will all the materials.
3rd round competition: building a cube

cannot. Or
times that the
school is, such
as plastic trays
instead of
disposable lunch
trays (reusing).

Transition:
Students will place the materials back into the bend one team at a
time. Then have a seat with their partner on their poly spot with
their worksheet in 5-4-3-2-1.

Transition: Students will discuss why littering is harmful to the environment and how the environment around
them affects their health.
Closure:
Start time: 12:55
End time: 1:00

Instructional Prompts
& Teacher Cues

Reminders/
Organization

Students will fill our the remainder of their worksheet and

review the themes of the lesson by going over the worksheet
as a class.