Health: Medicines and Poisons

First graders and kindergarteners are now learning about medicines (K and 1), poisons (K and 1), and tobacco (1st grade only).

Medicine:  Both grade levels started out discussing rules for using medicine.  We discussed how medicines can help us in many ways, but when not used properly, medicine can hurt us very badly.

Rule for medicine:  Medicine should ONLY be used when given to us by a trusted adult.  Medicine should never be shared without a trusted adult's permission and help.  Never take more medicine than a trusted adult gives or says to take.  

Drugs:  We talked about how the word "drug" doesn't always mean something bad.  A drug is anything we put into our bodies, other than food, that changes the way we think, feel, or act.  Drugs change the way our bodies work.  Medicines (cough syrup, tylenol, allergy medicine) are drugs, too.

Poisons:  We then discussed poisons, and how poisons are all around -- in the garage, kitchen, bathroom, and more.  Medicines, if not used properly, can be poisonous to our bodies.  Household cleaners and chemicals, while useful for cleaning or fixing things around the house or yard, can be poisonous if they get into our lungs/eyes/bodies.

Rule for poison:  If you aren't sure something is safe, don't sniff, taste, swallow, or play with it.  

For parts of these lessons, students saw pictures of examples of each type of substance (medicines and poisons) and we talked about safety rules.  Each lesson also had some practice questions/scenarios we discussed.  

Health: Safety

Over the past couple of weeks, we have been covering safety in kindergarten and first grade health.  Lessons are different based on their grade level, but cover the same basic concepts.  Last time I posted on the blog about health lessons, we were discussing fire safety and safety when moving around and on wheels.  We have since moved on to personal safety.  Personal safety is:

• Following safety rules
• Being aware of what is going on around you
• Taking safe action in situations that could be dangerous, destructive, or disturbing
• Asking for help when it is needed

Both grade levels discussed a rule for telling right away:  if something is Dangerous, Destructive, or Disturbing.  Those are what we refer to as our "3 Ds of Telling".  That means if something fits one of those words, we tell a trusted adult right away.  We discussed examples of trusted adults, and students came up with extensive lists of adults they can trust in these types of situations to help.  Some situations are so serious that they are considered emergencies.  Emergencies are when someone needs the help of a doctor, firefighter, or police officer RIGHT AWAY.  We talked about when to call 911 and why it's important to know how to call.  

We also discussed good touch and bad/confusing touches, and how to stay safer from bad touch.  The Michigan Model of Health outcomes for this area of our curriculum are: 

• Students will comprehend concepts related to appropriate and inappropriate touch.
• Students will demonstrate strategies to avoid personally unsafe situations and to get away in cases of inappropriate touch or abduction.
• Students will demonstrate the ability to ask a trusted adult for help.

We watched a video related to this topic, and also had a class discussion about these issues.  Students did a great job listening respectfully and actively participating in our lessons about these serious and extremely important topics.  

PE: Weeks of 5/4 and 5/11

This is such a busy time of the school year!!  The past two weeks have been full of many different kinds of activities for all grades.  Depending on the weather, classes have been going outside to use our outdoor spaces for PE classes.  If weather steered us indoors, we had other fun things to do!  Activities for Y5-5 have included:

• Mile Run Testing:  This is a FitnessGram test to assess cardiovascular fitness.  Grades 3-5 participate in this test.   Spring second graders do this as practice for 3rd grade fall.  Students with a previous fall score know their fall score prior to the start of the spring test, and have a goal of beating their previous time.  (I pre-label the mile run bubble sheets with student names and previous mile run times.  This gives more class time to the completion of the mile run.)  We emphasize best effort during this activity.  Students are encouraged to cheer each other on.  Students hold a "bubble sheet", and receive a mark in each bubble corresponding to each lap.  At the end of their mile (6 laps), I write their time on the bubble sheet.  

• Half Mile Run:  This is a lead-up activity for the mile run for K-2.  During our time to complete a half mile, we emphasize best effort, moving the whole time, and fun!  Students hold a bubble sheet, similar to the 3-5 sheet, but with only three bubbles.  This helps students know exactly what to expect for the 3rd-4th-5th grade "Mile".  =)  

• Fitness Laps activity:  Students run a lap and then stop to do an exercise.  When finished with the exercise (they count their own repetitions), they do another lap.  Exercises are posted on a cone near the starting area for reference, and are different for Y5-2 and 3-5.  

Grades 3rd -5th Fitness Laps

Young Fives - 2nd grade Fitness Laps

• Hand-Paddle Play:  Previously, we used a paddle with a bean bag to work on dexterity and eye-hand coordination.  This week, some classes used their hand as a paddle.  They experimented with things like: 
• Let the ball bounce and then hit it against the wall.  Hit the ball low/medium/high on the wall in front of you.  Catch it with both hands each time.  
• Try to hit it against the wall again when it bounces back!  
• Try to hit the ball with your non-favorite hand.  
• Two Square:  Floor tape marks two square "courts" around the gym.  Students played this game at the conclusion of class.  
• Adapted from Landy & Landy, Ready-to-Use PE Activities for Grades 3-5.

Third graders playing two square.  

PE: Week of 4/27

This week in PE, we continued to add time to our cardiovascular warm-up.   Most classes completed a 10 minute continuous jog in the gym.  We've been gradually increasing our movement time to prepare for the mile and half mile run tests.  As the weather continues to improve, I'll be taking classes outside to complete their half mile/mile run test.  Please send students with layers for warmth, particularly if they have PE early in the morning.

Kindergarten, Young Fives, 1st, and 2nd graders completed a continuous jog cardiovascular warm-up and then stretch.  Next, students used paddles with beanbags.  This lesson (from Landy & Landy, Ready to Use PE Lessons for K-3, 1992, p 245) targets hand-eye coordination, visual tracking, and right-left dexterity.  Using a bean bag instead of a ball allows for more on-task time with these skills, since it eliminates the need to chase a bouncing ball around.

Examples of verbal prompts I gave during the lesson, along with demonstrations:

• Walk with your beanbag on the paddle.  Try different locomotor skills (skip, gallop, sideways slide-step, tiptoe walk, etc). 
• Holding your beanbag on your paddle, try to sit down-stand up again without dropping.  How can you move the paddle all around your body, transfer it from hand to hand, high/low, right/left, front/behind? 
• Can you toss your beanbag up in the air and catch it with your free hand?  Can you trap it between the paddle and your free hand?  Switch hands and try it again.  
• Toss the beanbag up with your free hand and catch it on the paddle.  Try to toss it higher.  Switch hands. 
• Toss the beanbag off of your paddle and catch it on your paddle.  Count how many times you can do it without dropping the beanbag.  Switch hands. 
• Toss the beanbag holding the paddle palm up (forehand position), catch it with your palm down (backhand position).  Try switching hands.  Can you do other tricks?  
• Stand facing your partner.  Put your beanbag on your paddle.  Toss and catch it with your partner using your paddle.  Try:  toss with paddle, catch with hand.  

Kindergarteners exploring tossing and catching beanbags with paddles.  

Partner toss/catch.  

Grades 3-5 students, following their 10 minute continuous jog warm-up, will participate in the human knot activity.   Students are divided into groups of 4-10 students.  They stand in a circle.  They hold up their right hand and each take another group member's hand (not the person next to them, though).  Then, repeat with left hands - and it can't be the same person whose right hand you're holding.  Then, students move and try to untie the "human knot" they've created, returning to a circle formation.  This activity works on communication, strategy, teamwork, spatial awareness, and listening skills.  

1st Health: Fire Safety

First graders learned about fire safety this week in health.  First, we talked about how fire can hurt things and people:  burn and smoke.  We discussed the different ways burns and smoke can hurt people and damage things.  Then, students watched a short fire safety video, summarizing fire safety points.  Finally, we reviewed fire safety ideas and concepts with discussing rules for preventing fires and burns.

Next week, we'll continue fire safety with reminders of what to do in case of a fire.  This will include reading aloud some situations and then discussing the safest option.  Students are so engaged when we read situations, and they have so many connections to all of our topics!

PE: Y5 - 5

In PE this week, students are participating in a 7 minute continuous jog warm up.  During this warm-up, a scoreboard is projected onto the wall with 7 minutes on the clock (pictured and described in last week's blog post).

5th graders running.  The clock is projected onto the wall to let students know exactly how much time is left.  

After our warm-up, classes participated in cooperative hoops during one PE class.  Students form a circle and join hands.  A hula hoop is placed on one student's arm.  The challenge is to move the hoop all the way around the circle and back to where it started without letting go of hands.  Students work on spatial awareness concepts, communication, teamwork, and cooperation during this activity.

After warm-up during the second PE class of the week, students played a quick round of Pins and Baskets (2nd - 5th grades), Guard the Pin (1st grade), or Clean Out Your Backyard (K and Y5).  

Self-contained ASD classes this week worked on kicking and throwing in PE classes, along with our regular routine cardiovascular/locomotor skill warm-up.  We also played t-ball, and even ventured outside for a walk around the sidewalk track!!

Ms. Addison's POHI class continued with working on individual goals during PE.  These goals including walking with or without a gait trainer, throwing/rolling/catching a ball, grasping objects, and participating in a t-ball activity.

K Health: Two Ds for Telling and Safety When Moving around

In Kindergarten health this week, we are starting our safety unit.  The first lesson focuses on self management skills of knowing when it's important to tell an adult about a situation.  Students begin by brainstorming safety rules of all kinds.  Examples include walking in the hallway, no jumping off of swings, hands to self, kind words and actions, and more.

Then, we talk about a rule we're learning about when to ask for help from an adult:  The Two Ds for Telling.  If a situation is dangerous or destructive, always tell an adult.

Then, we brainstorm situations that might be dangerous, destructive, or both.  Examples include: 

• drinking, eating, touching, smelling an unknown product, poisons, medicine
• playing with or being near weapons or other dangerous objects
• not wearing a seatbelt or bike helmet
• not staying with the class or group on a field trip
• playing in or near water without an adult
• trying to touch or play with an unfamiliar animal
• riding a bike in a busy street without adult help
• skateboarding in a busy parking lot

The difference between tattling and reporting is something most kindergarteners are working on, and we discuss it during this lesson.  Tattling is telling an adult about something in order to get someone in trouble.  Reporting is telling an adult about a situation you feel may be dangerous or destructive.  We then discuss adults that can help in a dangerous or destructive situation (teachers, principal, mom, dad, other relative, friend's mom or dad, etc.).

We also talked about safety while moving around -- walking and biking.  Students brainstormed safety rules, and I added a few, too:

• always have permission from an adult to take a walk or bike ride
• wear safety equipment when on a bike/scooter/etc (helmet) 
• look both ways when crossing the street
• always watch for driveway danger
• no goofing around when in or near streets/parking lots/where cars or bikes are
• if with an adult, follow the rules for crossing the street or going ahead of the adult (example:  holding hands when crossing the street, waiting at corners for the adult to catch up)
• walk on the sidewalk whenever possible
• watch where you're going!