Healthful Living
2023 - 2024
Wesley Pearson: wesley.pearson@carteretk12.org
Shannon Callahan: shannon.callahan@carteretk12.org
Bobby Brink: robert.brink@carteretk12.org
If you have any questions please contact us via email or phone (252) 393- 3990
PHILOSOPHY: The Philosophy of the Healthful Living Program at White Oak Elementary School is to develop healthy, active, inspired, and happy students who demonstrate proficient physical skills utilizing cooperative and independent thinking. The quality Healthful Living Program at White Oak Elementary School prepares children to be physically and mentally active, and healthy for life; while supporting the physical, intellectual, and social-emotional development of students. When students maintain adequate levels of physical fitness and make healthy choices, the conditions and opportunities for learning also increase. The K-5 curriculum offered here at WOES will engage and help inspire students to pursue a lifetime of fitness-related activities and healthy decisions.
CONTENT: The students at White Oak Elementary School will be able to understand that HEALTH & PHYSICAL EDUCATION provides beneficial opportunities for:
• Regular healthful physical activity
• Knowledge and ability to improve and participate in physical fitness
• Development of Motor Skills
• Proficiency in movement forms
• Personal and Social Development
• Development of own responsibility for health and fitness
• Improve academics
• Self-discipline
• Respecting yourself and body, classmates, teachers, friends and family
• Improving self-esteem and self-confidence
• Stress reduction
• Strengthening peer relationships
• Social Interaction
• Experience in setting goals
• Challenge
• Enjoyment
The North Carolina Healthful Living Essential Standards has been developed to guide teachers and students in the development of healthy behaviors, the teaching and learning of essential health related knowledge and skills, and the establishment of active lifestyles.
The NC Healthful Living Essential Standards is a combination of two content areas, health education and physical education. When the concepts of these areas are integrated and well taught, the health and well-being of students can be significantly enhanced.
The intent of the Healthful Living Essential Standards is to establish competency goals and objectives for the teaching and learning of behaviors that contribute to a healthful lifestyle and improved quality of life for all students.
CLICK HERE TO ACCESS THE NC HEALTFUL LIVING ESSENTIAL STANDARDS
What a typical day of PE looks like...
We see our Grades K-1 students every other day for 50 minutes and our Grades 2-5 students every other day for 55 minutes.
Get moving with a Dance and/or Tabata workout
Warm-up Exercises
Water Break
Discuss words of the week and word wall
BrainPOP Jr. and/or BrainPOP video
Main Activity/Game for the day
Mindfulness Time - 2 to 5 minutes of rest for students to sit or lay down, drink water, cool down, think about thoughts & feelings, and ask us questions if need to.
Mingle for Grades 2-5 - Students choose a different partner each day to speak with -- we will list questions for them to ask their peer! (Starting in October)
GRADING PROCEDURE
Students have health and physical education every other day for 50 to 55 minutes. Grades are based on participation and conduct. Students are able to earn an S (Satisfactory), N (Needs Improvement), or U (Unsatisfactory) during each grading period. It is very important that students and parents/guardians understand that an N or U on a report card will prohibit a student from making Principal’s List and honor roll.
Participation refers to wearing the proper athletic shoes for Health & PE, and students trying their best in all areas of health and physical education. For safety reasons, our school requires tennis shoes to be worn during PE and at recess. Students have PE every other day and recess every day. If a student has to miss a class due to wearing the wrong shoes, we will email home to let you know that student did not participate. If a student receives 3 shoe emails in a quarter, their participation grade is lowered. If a student is warned several times for either refusing to participate, not trying their best, or not following directions during class, you will receive an discipline email. If a student receives 3 discipline emails in a quarter, their participation grade is lowered. Please note that several notifications of this type could lead to a trip the Principals office and a discipline referral.
Conduct refers to a student’s ability to demonstrate respect and responsibility during health and physical education class. The expectation is showing responsibility and respectfulness towards equipment, classmates, and teachers at all times. Infractions in this category include, but are not limited to, misuse of equipment, unsportsmanlike conduct, not following rules/directions. If a student is warned several times for not following directions during health and physical education class, you will receive an discipline email about their behavior. If a student receives 3 discipline emails in a quarter, their conduct grade can also be lowered. Please note that several notifications of this type could lead to a trip the Principals office and a discipline referral. If a student receives 3 or more discipline emails in a quarter, their conduct grade is lowered. If the behavior warrants it, students could just receive an office referral. ***Severe inappropriate behavior could override all other areas of health and physical education in regard to grading procedures. ***
Excused from Participation If a student is not able to participate in Health & PE class due to an injury or illness, he/she must bring in a note from a parent/guardian or physician. With a note, a student will be permitted to sit out of class for that day or dates indicated on the note. If a student comes to class without a note and that he/she cannot participate, that student is expected to participate as much as he/she is able.
PE Shout Out Note: These notes are given to students who are going over and beyond in their willingness to try their best, listen and follow directions, and display random acts of kindness in PE.
CLASSROOM RULES
RULES AND DISCIPLINE: Health and PE rules are posted in the gym for all students to see and will be taught to all students.
DISCIPLINE: All students will demonstrate personal responsibility for their own learning and acceptable behavior. We will work closely with the classroom teacher, administrators and parents.
Class Rules
1. Keep hands, feet, and objects to yourself.
2. Listen and follow directions
3. Use appropriate language and treat people the way you want to be treated.
4. Help care for the equipment.
5. Wear appropriate shoes and clothing. (boots, sandals, crocs, flip flops, dress shoes are not allowed)
Discipline Plan
1st time - verbal warning
2nd time – Time out to think about behavior.
3rd time – Discipline Email home / Minor Write-up in Educators Handbook
4th time - Office referral
Bullying
1st time - discussion with students involved
2nd time - referred to guidance counselor and parent contacted
3rd time - immediately sent to administration and parent contacted
P.E. PLEDGE
I am ready for PE
I will play hard and fair
I will solve problems in a positive way
I will watch and listen for teacher signals
I will be a good sport
I am willing to try new things
I will put equipment away neater than I found it
*We ask all of our students to take our PE pledge at the beginning of every school year. The PE Pledge represents the expectations we have for all of our students! On the first two days of school, students take our Pledge and we go over what the Pledge means!
What's going on at WOES in April
SPRING BREAK is Saturday March 30 - Sunday April 7 (Happy Easter)
Friday April 19 - Early Release Day - Water Safety Presentation in the gym
Saturday April 20 - 1-Mile Run for Healthy Living 5th Grade Race
Friday April 26 - Field Day
Grades 4-5: 8:30am - 10:30am
Grades K-1: 10:40am - 12:05pm
Grades 2-3: 12:20pm - 2:20pm
Monday April 22 - Friday April 26 - National Every Kid Healthy Week
WHAT IS HAPPENING THIS WEEK IN PE?
Quarter 4
WEEK 30
Monday April 8 & Tuesday April 9
5th Grade: Fitness Stations w/ Exercise BrainPOP Jr.
Grades 2-4: Fitness Stations w/ Exercise BrainPOP Jr.
Grades K-1: Tag w/ Exercise BrainPOP Jr.
Wednesday April 10 & Thursday April 11
Grades K-5: Rotation – Basketball Shooting, T-Ball, & 3-5 Speed mitten/ k-2 racket skills w/ Muscles BrainPOP Jr.
Friday April 12
Grades K-5: Fitness Friday Showcase w/ Fitness BrainPOP
WEEK 31
Monday April 15 & Tuesday April 16
Grades K-5: Rotation – Basketball Shooting, T-Ball, & Speed mitten w/ Heart BrainPOP Jr. (5th Grade – practice Cotton Eye Joe dance)
o Wesley – Basketball
o Shannon – T-Ball
o Bobby – Speed mitten/racket skills
Wednesday April 17 & Thursday April 18
Grades K-5: Rotation – Basketball Shooting, T-Ball, & Speed mitten w/ Bones BrainPOP Jr. (5th Grade – practice Cotton Eye Joe dance) w/ Water Safety BrainPOP
o Wesley – Speed mitten/racket skills
o Shannon – Basketball
o Bobby – T-Ball
Friday April 19 – Early Release Day
Water Safety Presentation in the gym
WEEK 32
Monday April 22 & Tuesday April 23
Grades 3-5: Planet Ball w/ Reduce, Reuse, Recycle BrainPOP Jr. (5th Grade – practice Cotton Eye Joe dance)
Grades K-2: Overhand throwing & catching w/ partner w/ Reduce, Reuse, Recycle BrainPOP Jr.
& Going Green Safety Smart
Wednesday April 24 & Thursday April 25
Grades 3-5: Planet Ball w/ Natural Resources BrainPOP Jr. & BrainPOP (5th Grade – practice Cotton Eye Joe dance)
Grades K-2: Clean the Planet w/ Natural Resources BrainPOP Jr. & BrainPOP
Friday April 26
Field Day
WEEK 33
Monday April 29 & Tuesday April 30
Grades 3-5: Rotation – Pacer in the gym & Kickball w/ Sun BrainPOP Jr. (5th Grade – practice Cotton Eye Joe dance)
Grades K-2: Outside Stations – frisbee, Velcro throwing & catching, scoops w/ Sun BrainPOP Jr. & Sun Protection BrainPOP
Wednesday May 1 & Thursday May 2
Grades 3-5: Rotation – Pacer in the gym & Kickball, (5th Grade – practice Cotton Eye Joe dance) w/ Sun Protection BrainPOP
Grades K-2: Outside Stations – frisbee, Velcro throwing & catching, scoops w/ Safety Smart on Water Safety
Friday May 3 – Early Release Day
5th Grade play in the gym
*last day for 4th & 5th grade Clubs
WEEK 34
Monday May 6 & Tuesday May 7
Grades 3-5: Rotation – Pacer in the gym & Kickball w/ Mexico BrainPOP Jr.
Grades K-2: Showcase w/ Mexico BrainPOP Jr. & Safety Smart - Water Safety
Wednesday May 8 & Thursday May 9
Grades 3-5: Test Push-ups & Curl-ups w/ Earth BrainPOP Jr.
Grades K-2: Hula Hoop Tag for warm-ups, Jump rope w/ Earth BrainPOP Jr.
Friday May 10
Grades 3-5: Fitness Friday Showcase - Wiffleball w/ Moon BrainPOP Jr.
Grades K-2: Fitness Friday Showcase w/ Moon BrainPOP Jr.
WEEK 35
Monday May 13 & Tuesday May 14
Grades 2-5: Test Mile w/ Mars BrainPOP Jr.
Grades K-1: Showcase w/ Mars BrainPOP Jr.
Wednesday May 15 & Thursday May 16
Grades 3-5: Testing Sit & Reach, Trunk Lift, Weight & Height w/ Solar System BrainPOP Jr.
Grades K-2: Tag for Warm-ups, & 4-Corners Game w/ Solar System BrainPOP Jr.
Friday May 17
Grades 3-5: Fitness Friday Showcase - Wiffleball w/ Moon BrainPOP Jr.
Grades K-2: Fitness Friday Showcase w/ Moon BrainPOP Jr.
WEEK 36
Monday May 20 & Tuesday May 21
Grades K-5: Omni Ball w/ Rock, Paper, Scissors Fitness for Warm-ups & Armed Forces BrainPOP
Wednesday May 22 & Thursday May 23
Grades 3-5: Scooter Relay using plungers w/ Memorial Day BrainPOP
Grades K-2: Scooter Relay w/ Memorial Day BrainPOP
Friday May 24
Grades K-5: Fitness Showcase w/ US Symbols BrainPOP Jr.
WEEK 37
Tuesday May 28 & Friday May 31
Grades 2-5: Fitness Stations w/ Summer BrainPOP Jr.
Grades K-1: Tag Game for Warm-ups & Four Corners Game w/ Summer BrainPOP Jr.
Wednesday May 29 & Thursday May 30 – EOG Testing Days
Grades K-5: Fitness Showcase
WEEK 38
Monday June 3
Grades K-5: Fitness Showcase w/ Exercise BrainPOP Jr.
Tuesday June 4
Grades K-5: Fitness Showcase
Wednesday June 5 – PBIS Wildcat Q4 Celebration
Water Day
Thursday June 6
Grades K-5: Fitness Showcase w/ Exercise BrainPOP Jr.
Friday June 7 – Early Release Day – LAST DAY
5th Grade Ceremony in the gym
QUARTER 3
WEEK 18
Wednesday January 10 & Thursday January 11
Grades 3-5: Kids Heart Challenge Kickoff & Fitness Stations w/ Exercise BrainPOP Jr.
Grades K-2: Kids Heart Challenge Kickoff & Tag Game w/ Exercise BrainPOP Jr.
Friday January 12
Grades K-3: Fitness Friday Showcase w/ Fitness BrainPOP & Washing Hands BrainPOP Jr.
Grades 4-5: Fitness Friday Showcase w/ Fitness BrainPOP
WEEK 19
Tuesday January 16 & Wednesday January 17
Grades K-5: Jump Rope skills w/ Heart BrainPOP Jr. & BrainPOP
Thursday January 18 & Friday January 19
Grades K-5: Hula Hoop skills w/ Lungs BrainPOP Jr. & BrainPOP
WEEK 20
Monday January 22 & Tuesday January 23
Grades 3-5: Lifeskills Lesson 1 – Self Esteem
· 5th – Pearson to do opt-out lesson.
· 3rd – Shannon to do opt-out lesson.
· 4th – Bobby to do opt-out lesson.
Grades K-2: Roadway Game w/ Hula Hoops w/ Going to the Doctor BrainPOP Jr., & Confidence Sesame Street Video
Wednesday January 24 & Thursday January 25
Grades K-5: Basketball Dribbling/ball handling skills w/ Asthma BrainPOP Jr. & BrainPOP
Friday January 26 – A DAY (same as Jan. 12)
Grades K-3: Fitness Friday Showcase w/ Fitness BrainPOP & Washing Hands BrainPOP Jr.
Grades 4-5: Fitness Friday Showcase w/ Fitness BrainPOP
WEEK 21
Monday January 29 & Tuesday January 30
Grades 3-5: Lifeskills Lesson 2 – Decision Making
· 5th – Pearson to do opt-out lesson.
· 3rd – Shannon to do opt-out lesson.
· 4th – Bobby to do opt-out lesson.
Grades K-1: Hula Hoop Tag w/ The Heart Educational Video: https://www.youtube.com/watch?v=Vot7V7_2UoI & Muscles BrainPOP Jr.
2nd Grade: Hula Hoop Tag for warm-ups, Fitness Stations w/ The Heart Educational Video: https://www.youtube.com/watch?v=Vot7V7_2UoI & Muscles BrainPOP Jr.
Wednesday January 31 & Thursday February 1
Grades 2-5: Hula Hoop Tag for warm-ups, Fitness Stations w/ Muscles BrainPOP & Kids Heart Challenge Heart Facts Video
Grades K-1: Roadway Game using hula hoops w/ Muscles BrainPOP & Kids Heart Challenge Heart Facts Video
Friday February 2
Kids Heart Challenge Event Day
WEEK 22
Monday February 5 & Tuesday February 6
Grades 3-5: LifesSkills lesson 3: Smoking Information in the gym. Tabata 1st then take opt-out students out of gym.
· 5th – Pearson to do opt-out lesson.
· 3rd – Shannon to do opt-out lesson.
· 4th – Bobby to do opt-out lesson.
Grades K-1: Spark Pirate Ship Game w/ Sugar BrainPOP Jr. & Safety Smart Healthy & Fit - https://www.youtube.com/watch?v=zBd1HJWD0U0
2nd Grade: Spark Pirate Ship Game w/ Sugar BrainPOP Jr., Safety Smart Healthy & Fit, & Smoking BrainPOP Jr.
Wednesday February 7 – Early Release Day
Future Blood Donor Program in the gym for students
• Grades K-5 from 8:30 – 9:00
Thursday February 8 & Friday February 9
Grades 3-5: Parachute w/ Blood Types BrainPOP, & Blood BrainPOP,
Grades K-1: Parachute w/ Chicken Dance after warm-ups & w/ Safety Smart Healthy & Fit - https://www.youtube.com/watch?v=zBd1HJWD0U0
2nd Grade: Parachute w/ Chicken Dance after warm-ups & Blood Types BrainPOP, & Blood BrainPOP
WEEK 23
Monday February 12 & Tuesday February 13
Grades 3-5: LifeSkills lesson 4: Advertising – in the gym. Tabata first then take opt-out students out of the gym.
· 5th – Pearson to do opt-out lesson.
· 3rd – Shannon to do opt-out lesson.
· 4th – Bobby to do opt-out lesson.
Grades K-2: Parachute continue w/ Abraham Lincoln BrainPOP Jr. & Heart BrainPOP
Wednesday February 14 & Thursday February 15
Grades 3-5: Cupid Shuffle after warm-ups, and Parachute w/ Caring for Teeth BrainPOP Jr. & Losing a Tooth BrainPOP Jr.
Grades K-2: Parachute *Cat & Mouse Game w/ Caring for Teeth BrainPOP Jr. & Losing a Tooth BrainPOP Jr.
Friday February 16
Grades K-5: Fitness Friday Showcase w/ Presidents BrainPOP Jr.
WEEK 24
Tuesday February 20 & Wednesday February 21
Grades 3-5: LifeSkills Lesson 5: Dealing with Stress – in the gym. Tabata first then take opt-out students out of gym.
· 5th – Pearson to do opt-out lesson.
· 3rd – Shannon to do opt-out lesson.
· 4th – Bobby to do opt-out lesson.
Grades K-2: Dental Health Tag Game for warm-ups, & Dentist & Cavities game w/ Going to the Dentist BrainPOP Jr.
Thursday February 22 & Friday February 23
Grades 1-5: Dental Health Tag Game for warm-ups & Four Corners Game w/ Braces BrainPOP & Teeth BrainPOP
Kindergarten: Dental Health Tag Game w/ Braces BrainPOP & Teeth BrainPOP
WEEK 25
Monday February 26 & Tuesday February 27
Grades 3-5: LifeSkills Lesson 6: Communication Skills – in the gym. Tabata first then take opt-out students out of gym.
· 5th – Pearson to do opt-out lesson.
· 3rd – Shannon to do opt-out lesson.
· 4th – Bobby to do opt-out lesson.
Grades K-2: Overhand throwing w/ partner w/ Listening & Speaking BrainPOP Jr. & Emotions BrainPOP Jr.
Wednesday February 28 & Thursday February 29
Grades 3-5: Lorax game w/ Dr. Seuss BrainPOP Jr.
Grades K-2: Clean the room w/ Dr. Seuss BrainPOP Jr.
Friday March 1
Grades K-5: Fitness Friday Showcase w/ Library BrainPOP Jr.
WEEK 26
Monday March 4 & Tuesday March 5
Grades 3-5: LifeSkills Lesson 7: Social Skills – in the gym. Tabata first then take opt-out students out of gym.
· 5th – Pearson to do opt-out lesson.
· 3rd – Shannon to do opt-out lesson.
· 4th – Bobby to do opt-out lesson.
Grades K-1: 1-day Rotation outside – scoops, kicking w/ partner, Velcro paddle throw w/ partner w/ Conflict Resolution BrainPOP Jr. & Library BrainPOP Jr.
2nd Grade: 1-day Rotation outside – scoops individually & w/ partner, kicking w/ partner, Velcro paddle throw w/ partner w/ Conflict Resolution BrainPOP Jr.
Wednesday March 6 & Thursday March 7
Grades 2-5: Test Mile w / Reading Non-Fiction BrainPOP Jr.
Grades K-1: 1-day Rotation outside – scoops throwing w/ partner, kicking w/ partner, Velcro paddle throw w/ partner w/ Reading Non-Fiction BrainPOP Jr.
Friday March 8
Grades K-5: Fitness Friday Showcase w/ Library BrainPOP Jr.
WEEK 27
Monday March 11 & Tuesday March 12
Grades 3-5: LifeSkills Lesson 8: Assertiveness – in the gym. Tabata first then take opt-out students out of gym.
· 5th – Pearson to do opt-out lesson. (Solnick’s room)
· 3rd – Shannon to do opt-out lesson. (Edward’s room)
· 4th – Bobby to do opt-out lesson. (Brink’s room)
Grades K-2: Basketball Dribbling/Ball Handling Skills w/ Friends & Bullying BrainPOP Jr.
Wednesday March 13 & Thursday March 14
Grades 2-5: Test Mile
Grades K-1: Stations Outside – Velcro paddle w/ partner, scoops, & kicking w/ partner
Friday March 15
PBIS Celebration – Bouncy Houses & Stations in Gym
WEEK 28
Monday March 18 – Optional Teacher Workday
Blood Drive in the gym
Tuesday March 19 & Wednesday March 20
Grades 4-5: Puberty Education lesson 1
Grades K-3: Roadway game using Hula Hoops
Thursday March 21 & Friday March 22
Grades 4-5: Puberty Education lesson 2
Grades K-3 – 1-day Rotation – Frisbee throw w/ Partner, Scoops, Velcro paddle throw w/ partner
QUARTER 2
WEEK 10
Monday October 30
National Theater for Children Performance at 8:30 for Grades K-2
National Theater for Children Performance at 9:30 for Grades 3-5
Grades K-3: Fitness Showcase w/ Empathy BrainPOP Jr.
Tuesday October 31
Costume Glow Bash in the Gym
Wednesday November 1
Grades K-5: Fitness Showcase w/ Conflict Resolution BrainPOP Jr.
Thursday November 2 & Friday November 3
Grades 3-5: Rotation – Pacer Test in the gym, Disc Golf backfield, Pickleball blacktop w/ Skelton BrainPOP & Bones BrainPOP Jr.
Grades K-2: Rotation – Overhand throwing/Partner Tag in the gym, Disc Golf backfield, Kicking w/ partner w/ Skelton BrainPOP & Bones BrainPOP Jr.
WEEK 11
Monday November 6 & Tuesday November 7
Grades 3-5: Rotation – Pacer Test in the gym, Disc Golf backfield, Pickleball blacktop w/ Election Day BrainPOP and Local State Governments BrainPOP Jr.
Grades K-2: Rotation –Overhand throwing/Partner Tag in the gym, Disc Golf backfield, Kicking w/ partner w/ Election Day BrainPOP and Local State Governments BrainPOP Jr.
Wednesday November 8 & Thursday November 9
Grades 3-5: Rotation – Pacer Test in the gym, Disc Golf backfield, Pickleball blacktop w/ Veterans Day BrainPOP & Armed Forces BrainPOP
Grades K-2: Rotation – Overhand throwing/Partner Tag in the gym, Disc Golf backfield, Kicking w/ partner w/ Veterans Day BrainPOP & Armed Forces BrainPOP
WEEK 12
Monday November 13 & Tuesday November 14
Grades 3-5: Space Invaders w/ Muscles BrainPOP Jr. & BrainPOP
Grades K-2: Exercise Tag Game w/ Muscles BrainPOP Jr. & BrainPOP
Wednesday November 15 & Thursday November 16
Grades 3-5: Scooter Relay w/ Eating Right BrainPOP Jr. & Nutrition BrainPOP
Grades K-2: Scooter Relay w/ Eating Right BrainPOP Jr. & Nutrition BrainPOP
Friday November 17
Grades K-5: Fitness Friday Showcase w/ Thanksgiving BrainPOP
WEEK 13
Monday November 20 & Tuesday November 21
Grades 3-5: Scooter Relay My Plate Game w/ Food Groups BrainPOP Jr. & Thanksgiving BrainPOP Jr.
Grades K-2: Scooter Relay continue w/ Food Groups BrainPOP Jr. & Thanksgiving BrainPOP Jr.
Happy Thanksgiving!
WEEK 14
Monday November 27 & Tuesday November 28
Grades 3-5: Fitness Stations w/ Sugar BrainPOP Jr.
Grades K-2: Rock, Paper, Scissors Tag Game w/ Sugar BrainPOP Jr.
(Kindergarten – add curl-ups to warm-ups)
Wednesday November 29 & Thursday November 30
Grades 3-5: Rotation – Test Mile, Frisbee throw w/ partner, Volleyball in gym w/ Digestive System BrainPOP Jr. & BrainPOP
Grades K-2: Rotation – Frisbee throw w/ partner, Velcro paddle throwing & catch w/ partner, and Inside - 2nd grade doing volleyball, K-1 doing overhand throwing & catching using gator ball / 2-square using volleyball w/ Digestive System BrainPOP Jr. & BrainPOP
Friday December 1
Grades K-5: Fitness Friday Showcase w/ Cold & Flu BrainPOP Jr.
WEEK 15
Monday December 4 & Tuesday December 5
Grades 3-5: Rotation – Test Mile, Frisbee throw w/ partner, Volleyball in gym w/ Senses BrainPOP Jr.
Grades K-2: Rotation – Frisbee throw w/ partner, Velcro paddle throwing & catch w/ partner, and Inside - 2nd grade doing volleyball, K-1 doing overhand throwing & catching using gator ball / 2-square using volleyball w/ Senses BrainPOP Jr.
Wednesday December 6 & Thursday December 7
Grades 3-5: Rotation – Test Mile, Frisbee throw w/ partner, Volleyball in gym w/ Digestive System BrainPOP Jr. & BrainPOP
Grades K-2 Rotation – Frisbee throw w/ partner, Velcro paddle throwing & catch w/ partner, and Inside - 2nd grade doing volleyball, K-1 doing overhand throwing & catching using gator ball / 2-square using volleyball w/ Digestive System BrainPOP Jr. & BrainPOP
Friday December 8
Grades K-5: Fitness Friday Showcase w/ Cold & Flu BrainPOP Jr.
WEEK 16
Monday December 11 & Tuesday December 12
Grades 2-5: Santa & Reindeer Scooter Relay w/ Going to the Doctor BrainPOP Jr.
Grades K-1: Scooter Relay w/ Going to the Doctor BrainPOP Jr.
Wednesday December 13 & Thursday December 14
Grades 3-5: Rock Paper Scissors Fitness for warm-ups, Christmas Tree Cutdown w/ Winter Holidays BrainPOP & BrainPOP Jr.
Grades K-2: Clean Santa’s Toy Shop (clean the room) w/ Winter Holidays BrainPOP & BrainPOP Jr.
Friday December 15
Grades 3-5: Stuck in the Snow Tag for Warm-ups, Christmas Tree Cutdown w/ New Years BrainPOP
Grades K-2: Stuck in the Snow Tag Game w/ New Years BrainPOP
WEEK 17
Monday December 18
Grades 3-5: Stuck in the Snow Tag for Warm-ups, Christmas Tree Cutdown w/ New Years BrainPOP
Grades K-2: Stuck in the Snow Tag Game w/ New Years BrainPOP
Tuesday December 19 & Wednesday December 20
Grades K-5: Merry Fishmas w/ Winter BrainPOP Jr.
Thursday December 21
Christmas Program in the gym
Merry Christmas, Happy Holidays, and Happy New Year!
QUARTER 1
WEEK 1
Monday August 28 & Tuesday August 29
Grades 1-5: Assign Spots, Go over PE Rules, PE Pledge, PAWS in the Gym, & Fire Drill. Warm-up exercises, School BrainPOP Jr. & Tag Game
Kindergarten – Staggered Entry: Introduce PE/Gym, Dance, & watch Kindergarten BrainPOP Jr.
Wednesday August 30 & Thursday August 31
Grades 3-5: Playground Rules & Gaga Ball w/ Dance, Tabata, Exercise BrainPOP Jr., & Warm-ups
Grades 1-2: Tag Game w/ Dance, Tabata, Exercise BrainPOP Jr., & Warm-ups
No Kindergarten on Wednesday (Kindergarten Teacher Workday)
Thursday Kindergarten – PE Rules, Dance, School BrainPOP Jr. Tabata, Exercise BrainPOP Jr. Warm-ups (Jog in Place, Sit & Reach), Teacher Signals walking/jogging on gym track.
Friday September 1
Grades 1-5: Fitness Friday Showcase – (talk about track, walk 1 lap around field with 1st & 2nd grade before jogging) w/ Tabata, Warm-up exercises, & Fitness BrainPOP
Kindergarten (same as Thursday) – PE Rules, Dance, School BrainPOP Jr. Tabata, Exercise BrainPOP Jr. Warm-ups (Jog in Place, Sit & Reach), Teacher Signals walking/jogging on gym track.
WEEK 2
Tuesday September 5 & Wednesday September 6
Grades 3-5: Bus Safety & Evacuation w/ Safety Signs BrainPOP Jr.
Grades K-2: Bus Safety & Evacuation w/ Safety Signs BrainPOP Jr. & Transportation BrainPOP Jr.
Thursday September 7 & Friday September 8
Grades 3-5: Review PE Rules, Talk about Shelter in Place/Inclement Weather, Rock, Paper, Scissors Fitness w/ Colors BrainPOP & Washing Hands BrainPOP Jr.
Grades 1-2: Review PE Rules, Talk about Shelter in Place/Inclement Weather, PE Rules, Teacher Signals walking/jogging on gym track, Rock, Paper, Scissors Tag Game w/ Colors BrainPOP Jr. & Washing Hands BrainPOP Jr.
Kindergarten: Dance, Tabata, Colors BrainPOP Jr., Warm-ups (Jog in Place, Sit & Reach, Crab Hold), Washing Hands BrainPOP Jr., Teacher Signals walking/jogging on gym track, Tag Game
WEEK 3
Monday September 11 & Tuesday September 12
Grades 3-5: Tabata, “Why Charlie Brown, Why” Video w/ Fitness Stations
2nd Grade: Dance & Tabata, “Why Charlie Brown, Why” Video, Tag Game
1st Grade: Dance & Tabata, “Why Charlie Brown, Why” Video, Spot Exploration – stand in front/behind/right left, jump on spot, hop on spot, jump around spot, jog around spot, walk away from spot following teacher signals, etc.
Kindergarten: Dance, Tabata & show “Why Charlie Brown, Why” Video, Warm-ups (Jog in Place, Sit & Reach, Crab Hold – add skier jumps) Spot Exploration – stand in front/behind/right left, jump on spot, hop on spot, jump around spot, jog around spot, walk away from spot following teacher signals, etc.
Wednesday September 13 & Thursday September 14
Grades 3-5: Houdini Hoops after warm-up exercises, Constitution BrainPOP & US Symbols BrainPOP Jr., Meet in the Middle game (right high-five, left high-five, double high-five, right elbow, left elbow, right fist bump, left fist bump, right knee, left knee, right toe, left toe, chest bump, etc.)
Grades K-1: Scarf Exploration w/ US Symbols BrainPOP Jr. Kindergarten Warm-ups (Jog in Place, Skier Jumps, Sit & Reach, Crab Hold, add – raise the roof jumps & cobra)
2nd Grade: Scarf Exploration w/ US Symbols BrainPOP Jr. & Constitution BrainPOP
Friday September 15 (same as Friday September 1st)
Grades 1-5: Fitness Friday Showcase – (talk about track, walk 1 lap around field with 1st & 2nd grade before jogging) w/ Tabata, Warm-up exercises, & Fitness BrainPOP
Kindergarten - Fitness Friday Showcase w/ Dance, Tabata, & Fitness BrainPOP
WEEK 4
Monday September 18 & Tuesday September 19
Grades 3-5: Rock, Paper, Scissors relay game w/ hula hoops w/ Heart BrainPOP Jr. & Bill of Rights BrainPOP
Grades 1-2: Rock, Paper, Scissors Tag Game w/ Heart BrainPOP Jr. & Bill of Rights BrainPOP
Kindergarten: Exercise Tag Game w/ Heart BrainPOP Jr. (Warm-ups: jog in place, sit & reach, skier jumps, raise the roof jumps, crab hold, cobra, add plank)
Wednesday September 20 – Early Release Day from School
Boosterthon Kickoff in Gym
Thursday September 21 & Friday September 22
Grades K-5: Balloon Skills w/ Fall BrainPOP Jr. & Autumn Leaves BrainPOP
Kindergarten Warm-ups (Jog in Place, Skier Jumps, Raise the Roof jumps, Sit & Reach, Crab Hold, Cobra, Plank, add – lunges)
WEEK 4
Monday September 18 & Tuesday September 19
Grades 3-5: Rock, Paper, Scissors relay game w/ hula hoops (5v5 groups) w/ Heart BrainPOP Jr. & Bill of Rights BrainPOP
Grades 1-2: Rock, Paper, Scissors Tag Game w/ Heart BrainPOP Jr. & Bill of Rights BrainPOP
Kindergarten: Exercise Tag Game w/ Heart BrainPOP Jr. (Warm-ups: jog in place, sit & reach, skier jumps, raise the roof jumps, crab hold, cobra, add plank)
Wednesday September 20 – Early Release Day from School
Boosterthon Kickoff in Gym
Thursday September 21 & Friday September 22
Grades K-5: Balloon Skills w/ Fall BrainPOP Jr. & Autumn Leaves BrainPOP
Kindergarten Warm-ups (Jog in Place, Skier Jumps, Raise the Roof jumps, Sit & Reach, Crab Hold, Cobra, Plank, add – lunges)
Monday September 25 & Tuesday September 26
Grades 3-5: Rotation – Test Mile, Overhand throwing w/ partner in gym/partner tag, & Football Throw w/ partner outside w/ NFL Warm-Ups & Seasons BrainPOP & BrainPOP Jr.
Grades K-2: Bean Bag Exploration w/ Seasons BrainPOP & BrainPOP Jr.
Kindergarten Warm-ups (Jog in Place, Skier Jumps, Lunges, Raise the Roof jumps, Sit & Reach, Crab Hold, Cobra, Plank, add – squats)
Wednesday September 27 & Thursday September 28
Grades 3-5: Rotation – Test Mile, Overhand throwing w/ partner /partner tag in gym, Football throw w/ partner outside w/ Community Helpers BrainPOP Jr.
Grade 1-2: Overhand throw w/ a partner w/ Community Helpers BrainPOP Jr. & Safety Smart Healthy & Fit
Kindergarten: Ball handling Skills w/ Community Helpers BrainPOP Jr. & Safety Smart Healthy & Fit. Warm-ups (Jog in Place, Skier Jumps, Lunges, Squats, Raise the Roof jumps, Sit & Reach, Crab Hold, Cobra, Plank, add – jumping jacks)
Friday September 29
Boosterthon Fun Run
WEEK 6
Monday October 2 & Tuesday October 3
Grades 3-5: Rotation – Test Mile, Overhand throwing w/ partner /partner tag in gym, Football throw w/ partner outside w/ Friends BrainPOP Jr. & Bullying BrainPOP Jr.
Grades K-2: Overhand Throwing w/ Partner w/ Friends BrainPOP Jr. & Bullying BrainPOP Jr.
(Kindergarten Warm-ups: jog in place, skier jumps, lunges, jumping jacks, squats, raise the roof jumps, sit & reach, crab hold, cobra, plank – add mountain climbers)
Wednesday October 4 & Thursday October 5 (Wednesday – fall picture day)
Grades 3-5: Test Sit & Reach, Trunk Lift, Weight/Height w/ Emotions BrainPOP Jr.
Grades K-2: Clean the Room game w/ Emotions BrainPOP Jr. & Safety Smart – Honest & Real
(Kindergarten Warm-ups: jog in place, skier jumps, lunges, jumping jacks, squats, raise the roof jumps, sit & reach, crab hold, cobra, plank, mountain climbers, - add shoulder taps)
Friday October 6
Grades K-5: Fitness Friday Showcase w/ Columbus Day BrainPOP Jr.
WEEK 7
Monday October 9 – Mandatory Teacher Workday
Blood Drive in the Gym 10:00 – 4:00
Tuesday October 10 & Wednesday October 11
Grades 3-5: Test Push-ups & Curl-ups w/ Fire Safety BrainPOP Jr.
Grades K-2: Practice Locomotor Skills Relay w/ Fire Safety BrainPOP Jr.
(Kindergarten Warm-ups: jog in place, skier jumps, lunges, jumping jacks, squats, raise the roof jumps, sit & reach, crab hold, cobra, plank, mountain climbers, shoulder taps, add – push-ups)
Thursday October 12 & Friday October 13
Grades 3-5: Practice Locomotor Skills Relay w/ Safety Smart – Fire Safety
Grades K-2: Practice Locomotor Skills Relay continue w/ Safety Smart – Fire Safety
WEEK 8
Monday October 16 & Tuesday October 17
Grades 3-5: Castle Relay Game w/ Gratitude BrainPOP Jr.
Grades K-2: Stuck in the Mud Tag Game w/ Gratitude BrainPOP Jr.
(Kindergarten Warm-ups: jog in place, skier jumps, lunges, jumping jacks, squats, raise the roof jumps, sit & reach, crab hold, cobra, plank, mountain climbers, shoulder taps, push-ups, - add curl-ups)
Wednesday October 18 & Thursday October 19
Grades 3-5: Castle Knockdown w/ Determination BrainPOP Jr.
Grades K-2: Clean the Room w/ Determination BrainPOP Jr.
Friday October 20 – Early Release Day
WEEK 9
Monday October 23 & Tuesday October 24
Grades 3-5: Thriller Dance & Space Invaders w/ Mindfulness BrainPOP Jr.
Grades K-2: Monster Mash Dance & Pumpkin & Witches Tag w/ Mindfulness BrainPOP Jr.
Wednesday October 25 & Thursday October 26
Grades 3-5: Thriller Dance, & Ghostbusters Tag w/ Halloween BrainPOP Jr. & BrainPOP
Grades K-2: Monster Mash Dance, & Pumpkin & Witches Tag w/ Halloween BrainPOP Jr. & Even & Odd Numbers BrainPOP Jr.
Friday October 27
Grades K-5: Fitness Friday Showcase w/ Empathy BrainPOP Jr.
WORD WALL in PE
We will be adding words and their definitions each week. We discuss these words, watch BrainPOP videos on these words, and some of these words are used in games and activities.
MyPlate
Everyday Physical Activity Tips
Small steps that get your family to move more can help all of you maintain a healthy lifestyle. Choose a different tip each week for you and your family to try. See if you or they can add to the list. Here are a few:
Walk Whenever Possible
Walk instead of drive, whenever you can
Walk your children to school
Take the stairs instead of the escalator or elevator
Take a family walk after dinner
Replace a Sunday drive with a Sunday walk
Go for a half-hour walk instead of watching TV
Get off the bus a stop early, and walk
Park farther from the store and walk
Make a Saturday morning walk a family habit
Walk briskly in the mall
Take the dog on longer walks
Go up hills instead of around them
Move More in Your Home
Garden, or make home repairs
Do yard work. Get your children to help rake, weed, or plant
Work around the house. Ask your children to help with active chores
Wash the car by hand
Use a snow shovel instead of a snow blower
Live Actively
Join an exercise group, and enroll your children in community sports teams or lessons
Do sit-ups in front of the TV. Have a sit-up competition with your kids
Pace the sidelines at kids' athletic games
Choose an activity that fits into your daily life/lives
Use an exercise video if the weather is bad
Avoid labor-saving devices, such as a remote control or electric mixers
Play with your kids at least 30 minutes a day
Dance to music… with your kids
Choose activities you enjoy. Ask children what activities they want to do
Explore new physical activities
Give yourself a gold star with non-food related rewards, such as a family day at the park, lake, or zoo
Swim with your kids
Buy a set of hand weights and play a round of Simon Says with your kids—you do it with the weights, they do it without
Build a Healthy Eating Style
All food and beverage choices matter – focus on variety, amount, and nutrition.
Focus on making healthy food and beverage choices from all five food groups including fruits, vegetables, grains, protein foods, and dairy to get the nutrients you need.
Eat the right amount of calories for you based on your age, sex, height, weight, and physical activity level.
Building a healthier eating style can help you avoid overweight and obesity and reduce your risk of diseases such as heart disease, diabetes, and cancer.
Choose an eating style low in saturated fat, sodium, and added sugars.
Use Nutrition Facts labels and ingredient lists to find amounts of saturated fat, sodium, and added sugars in the foods and beverages you choose.
Look for food and drink choices that are lower in saturated fat, sodium, and added sugar.
Eating fewer calories from foods high in saturated fat and added sugars can help you manage your calories and prevent overweight and obesity. Most of us eat too many foods that are high in saturated fat and added sugar.
Eating foods with less sodium can reduce your risk of high blood pressure.
Make small changes to create a healthier eating style.
· Make half your plate fruits and vegetables.
Focus on whole fruits.
Vary your veggies.
Make half your grains whole grains.
Move to low-fat and fat-free dairy.
Vary your protein routine.
Eat and drink the right amount for you.
Botvin LifeSkills for Grades 3-5
Botvin LifeSkills are about promoting health and personal development, and it does more than teach information about tobacco, alcohol, and drugs, as the lessons promote healthy alternatives to risky behavior through activities designed to help youth. The 8 lessons are; Self-Esteem, Decision Making, Smoking, Advertising, Dealing with Stress, Communication Skill, Social Skills, and Assertiveness. These lessons are taught to students in grades 3-11 in Carteret County, with each lesson progressing from school year to school year. We want the Botvin LifeSkills lessons looked at as a culture at WOES as we want all of our students to be physically and mentally active, healthy for life; while supporting the physical, intellectual, and social-emotional development of our students.
The LifeSkills Training program is different than other prevention programs in several important ways. First, it is based on science. It was carefully designed to target the primary causes of tobacco use after an extensive review of existing research literature. Many prevention programs are based on guesses and hunches about what might work, but LifeSkills is based on what the latest research tells us about the causes of substance abuse. Second, it’s comprehensive – it doesn’t just focus on one aspect of the program, it addresses all of the most important factors leading to adolescents to use one or more drugs by teaching a combination of health information, general life skills, and drug resistance skills. Third, although it uses a variety of teaching methods, it emphasizes the use of proven skills training methods. Fourth, the effectiveness of LifeSkills approach is documented by over 30 years of rigorous research. It is one of the only prevention programs proven to reduce the use of tobacco, alcohol and other drugs.
Lesson #1: Self-Esteem
Vocabulary to remember
o Self-esteem
o Unique
o Goals
o Short-term goals
o Long-term goals
o Risky Behavior
With 3rd grade, we will teach students what self-esteem is and how it is developed. To make students aware of the fact that they can do things well, even though they are young.
o Students will define self-esteem
o Identify how self-esteem is developed
o Differentiate between good self-esteem and bad self-esteem
o Identify things that they can do
With 4th grade, we will teach students what self-esteem is and how it is developed. To make students aware that they are unique and should feel good about it.
o Students will define self-esteem.
o Identify how self-esteem is developed
o Identify things about themselves that they share and don’t share with others.
o Students will also discuss what makes each child develop into a unique person.
With 5th grade, we will help students feel better about themselves by looking with a broader perspective at what they have already achieved and at what it is possible for them to achieve in the future.
o Students will identify short-term and long-term goals they hold for themselves.
o Students will also discuss the relationship between risk behaviors and goal achievement.
When we talk about a child’s self-esteem, we are talking about how a child feels about him or herself. In the past, educators relied on the family to provide children with self-esteem. However, children no longer come to school armed with a strong sense of self. More and more of our children are faced with a family life that actually encourages the development of low self-esteem. Even children who come from stable and supporting families are at risk. Every child in this nation is exposed to violence, stress, anger, drugs, and poverty; if not in the neighborhoods where they live, then from other children who they relate with in school or from the media. Studies have shown that children with high self-esteem are less likely to engage in alcohol, tobacco or other drug use. Children who feel good about themselves do not need to use drugs just because their friends are using them. They are less susceptible to peer pressure because they do not have problems fitting in and making friends. Children with a strong sense of self-esteem are also less likely to experiment with drugs as a way of coping with problems.
Lesson #2: Decision-Making
Step 1: STOP – Ask yourself what the decision or problem is
Step 2: THINK – Ask yourself what your choices or options are. Also think about the possible outcomes of each choice
Step 3: GO! – Do what is best for you!
With 3rd Grade we will teach students a simple step-by-step process for making decisions.
· Students will identify how we make choices
· Be able to identify the basic process for making decisions
· Practice applying the decision-making model to personal choices.
Vocabulary to be learned
· Decision
· Outcome
With 4th Grade we will have students identify how their daily decisions are influenced in direct and indirect ways.
Students will review the basic step-by-step decision-making process
Students will discuss direct and indirect influences on decision-making
Identify and map factors that influence their decisions
Vocabulary to be learned
Decision
Indirect influence
Direct influence
With 5th Grade we will teach students how to make decisions in tobacco-related situations.
Students will review the Stop-Think-Go! decision-making model
Students will practice making decisions related to tobacco
The truth is that children are notorious for making poor choices. They are impulsive and rarely think about the consequences of their actions. When working with children today, decision-making is not just a matter of whether to run out into the street after a lost ball or talk back to the teacher. Decision-making becomes more serious when one realizes that the decisions a child makes today may impact their future alcohol, tobacco or other drug use. Decision making is a behavior, and like any other behavior, it can become a habit. If children get into the habit of making quick and impulsive decisions, they are more likely to make those types of decisions for the rest of their lives. If, on the other hand, children are encouraged to think out their decisions carefully and deliberately, they might develop positive habits that stay with them forever. Teaching decision-making skills to your students can arm them with the skills necessary to make the appropriate decisions about tobacco, alcohol and other drug use. At some point in life, every child will be faced with the decision to experiment with drugs. Alcohol or tobacco. If children are prepared with strong decision-making skills, they are more likely to make the appropriate choices.
Decisions are choices that we make for ourselves. We are involved in making decisions every day. Some decisions we might face in the future will not be easy and will require a lot of thought. By using the Stop-Think-Go! process, we will be able to make choices that we are happier with and that go along with what we believe to be right for us. Our decisions are often influenced by friends, family and other social groups. We are also influenced by what we see and hear in the media. Movies, television, video games, the internet, books, magazines/newspapers and even what we hear on the radio impact on the decisions we make every day. Understanding that we are sometimes influenced by others when making decision can allow us to make the best choice without being manipulated in either direct or indirect ways. It is important to remember when you are making a decision to ask yourself, “is this something that I really want to do, or am I being influenced to do it by someone or something else?”
Again, we are involved in making decisions every day. Sometimes we make snap decisions without really thinking them through. That’s all right sometimes, but if you do this too often, you run the risk of being disappointed that you made the wrong choice. Other decisions require more time and conscious effort to determine whether we are being influenced, or whether it’s something we really want for ourselves. As people get older it is likely that they will face more difficult and challenging problems to make decisions about. Practicing decision-making skills can help prepare you for a time when a serious decision must be made. Using the Stop-Think-Go! model can help you slow down and make the best decision.
Lesson #3: Smoking Information
With 3rd grade we teach students to weigh the pros and cons of smoking.
Students will:
· Identify basic facts about the effects of smoking
· Discuss reasons why people choose to smoke or not to smoke
With 4th Grade we teach students about the consequences of nicotine and tobacco products on their body.
Students will:
· Practice taking their pulse
· Compare resting heart rate to a “smoking” heart rate
· Discuss the relationship between increased heart rate and cardiovascular disease
· Learn about the difference between a healthy lung and a tar-filled lung
· Hear and observe what happens to the alveoli when a person smokes
· Observe how much tar passes through the lungs of a pack-a-day smoker
· Visualize what tar from cigarettes looks like in the lungs
With 5th Grade we will familiarize students with the many different kinds of tobacco products and teach them that attitudes, norms and laws about smoking in this country are changing.
Students will:
· Compare the different types of tobacco products
· Identify ways that smoking laws are changing
· Write new laws related to tobacco use
About 18% of adults in this country smoke. Many began smoking just to see what it was like, or just for fun. Unfortunately, smoking quickly turns into a habit that is hard to break. Smoking causes many illnesses that can harm a person’s body. The effects of smoking can be immediate and long-term and are harmful to both a smoker’s health and well-being. Smoking cigarettes places the lungs at risk. Tar collects in the lungs and makes them turn black. If a person smokes, their nice soft lung tissue becomes hard and dry. When this happens the alveoli- the air-containing cells of the lings can pop, making it herder to breathe. When a person’s alveoli pop, they get a disease call emphysema. Nicotine, the name of the drug in cigarettes and e-cigarettes, is a stimulant that artificially speeds up the heart rate. Both the immediate and long-term effects of smoking are harmful to a smoker’s health and well-being. The best way to prevent these problems from occurring is not to start smoking in the first place.
Immediate Effects:
· Eyes – Causes the eyes to become red.
· Mouth – Deadens taste buds, causes bad breath and mouth infections
· Throat – Causes bad coughs
· Nose – Decreases the ability to smell
· Skin – Causes wrinkles on the face to appear more quickly
· Teeth and Fingers – Stains teeth and fingers a brownish-yellow color.
· Heart – Speeds up the heart rate
· Lungs – Begins to turn lungs black from tar
Long-Term Effects:
· Lungs – Causes chronic bronchitis, emphysema or lung cancer
· Heart – Causes heart disease
· Brain – Causes a stroke
· Mouth – Causes mouth cancer
As you know, children are experimenting with tobacco at younger and younger ages. Even before students actually try a cigarette, they are developing attitudes about smoking. Children see other people smoking and see actors on television and in the movies smoking. Being children, they naturally wonder what they are missing. Studies show that if a person has not started smoking by the time they are twenty-one years old, they probably won’t start. In the past, teachers have tried educating high school and middle school students about smoking. What they found was that, in many cases, they were too late. By the time the children got to middle and high school, even if they hadn’t tried smoking yet, they had already formed their attitudes about smoking. The new research about tobacco suggest that students need to start learning about tobacco in elementary school. The tobacco education they receive will help counteract the information they are exposed to from society and the media. One reason kids experiment with tobacco is because they are curious about it or because they think that using it is glamourous.
Lesson #4: Advertising
With 4th Grade we will develop an awareness of how tobacco advertisers manipulate advertisements to try and entice people to smoke.
Students will:
· Identify and discuss eight different tricks that companies use to try to get people to smoke.
· Analyze cigarette advertisements to determine how tobacco companies attempt to lure people to buy cigarettes
Vocabulary to remember:
· Lure
With 5th Grade we will create an awareness in students of the many techniques and appeals that advertisers use to get consumers to purchase their products.
Students will:
· Understand that we are all consumers
· Understand the purpose of advertising
· Be able to recognize the various advertising techniques used to persuade consumers
· Be able to define “target markets” and identifying how advertisers use them to sell products
· Create an advertisement for a product utilizing a technique discussed
Tobacco companies use advertisements to “trick” people into thinking that smoking is fun and healthy. These companies try to lure people into buying their cigarettes and e-cigarettes. They use these advertising tricks because in reality, smoking is bad for you. If tobacco companies told the truth in their advertising, no one would buy cigarettes or e-cigarettes and the company would go out of business. By knowing what tricks to look for in advertisements, kids can prevent themselves from getting “tricked”!
Tricky Techniques
· Bandwagon – Everyone smokes, so you should too
· Image Appeal – You will be more glamorous or macho if you smoke
· Maturity – If you smoke you will appear older
· Have a Great Time – Smoking is fun and enjoyable
· Popularity – You will have more friends if you smoke
· Free Stuff – If you smoke our brand you can mail away for free stuff
· Health Appeal – Our brand is healthier than all the others
· Scientific Evidence – Our brand is better than all the rest
Advertising is very powerful source of influence in our lives. Many of our daily decisions are shaped by the advertisements that we see and hear all the time. Many of our choices as consumers are a result of gentle, and not so gentle, pressure form advertisers that tell us to choose their products over others. If we look at advertising closely, we can learn about the many techniques that are used to persuade us to purchase things that we may or may not need.
How Advertising Affects You
Advertising is all around us, twenty-four hours a day. We see and hear so much of it that we may think we are immune to it, but we are not. Be critical when you see or hear an ad. Learn to be cautious when exposed to advertising, because the real objective of advertising is to make money for the company selling the product. Young people are especially vulnerable to advertising because they are often targeted for products. Don’t believe everything you see and hear in advertising. When a product claims to be better than the rest, ask how and why. Think for yourself. The advertising industry’s primary job is to convince people to buy whatever product is being sold. Over the years, advertisers have changed their marketing strategies. They realize that people develop their product preferences at early ages. They also realized that younger people are more receptive to marketing strategies than older people. Younger people are more naïve and impressionable. They may not realize they are being manipulated. Among other industries, the tobacco industry is notorious for targeting children to buy their products (cigarettes). Research on advertising coupled with research showing that most people begin smoking by the time they graduate from high school or don’t smoke at all, made youth an irresistible target for tobacco companies.
There is a growing awareness of the tobacco advertising campaigns targeted at youth. Some people are trying to change public policy to make these campaigns illegal. Educators can help to prevent children from being susceptible to these campaigns by teaching children about advertising and the techniques companies use to persuade people to buy their products. The more aware children are that they are being manipulated by advertisers, the less likely it is that the advertisements will work.
Lesson #5: Dealing with Stress
With 3rd grade, we will teach students to recognize stress and to practice techniques to deal with stress.
Students will:
· Describe stress and the physical sensations that are associated with stress.
· Identify causes of stress in their lives
· Practice deep breathing and stretching to reduce stress and anxiety
Vocabulary:
- Stress
With 4th grade, students will:
· Identify positive and negative ways to cope with stress.
· Discuss how to tell the difference between a positive and a negative coping technique.
· Practice guided imagery and progressive muscle relaxation techniques.
Vocabulary:
· Stress
· Stressor
· Eustress
· Distress
With 5th grade we will teach students that because stress does not go away, one of the best ways to deal with it is to prevent it.
Students will:
· Identify specific types of stressors experienced by different age groups throughout life.
· Compare and contrast types of stressors common to all people.
· Discuss stress-prevention techniques
Everyone is our society experiences stress. We can’t escape it. There are many different things that cause people stress. Not all stress is negative. Many times, stress can also be caused by a positive or happy event too. What can be bad for us is the way we learn to cope with stress. There are many ways that people cope with stress. Sometimes people adopt the coping technique that is best for them. Other times people use a coping technique that they have seen someone else use. Negative coping techniques do not actually reduce stress, in the long run, they make more stress! Once students find a positive and effective way to deal with stress, they should practice it and try to make it a habit. Stress has become a commonplace phenomenon in our society. It is an accepted fact that all adults experience stress. Less attention has been paid to the fact that children also experience stress. Homework, tests, babysitters, kids at school, parents and diverse are all sources of stress for our students. In fact, every person in our society experiences some form of stress. There is hardly a time in a person’s life when they can say they have no stress. Babies need diapers to be changed, toddlers have a hard time learning to walk, children feel stress going to school for the first time, high school kids feel stress about getting into college, college kids feel stress about finding a job. The list can go on and on.
If we accept the fact that we will be dealing with stress our whole lives, the issue becomes not what is causing us stress, but how to deal with it. Stress management is like any other behavior, it becomes a habit. Unfortunately, many people in our society develop unhealthy ways of dealing with stress. When they get stressed out they turn to alcohol, tobacco or other drugs to cope with their stress. These substances do not make the stress go away. In fact, they may even cause more stress in the long run. If every time someone got stressed out, they reached for a cigarette, it would be very easy to develop a smoking habit. We all know that smoking leads to cancer, emphysema and other disease. Therefore, smoking would actually increase stress over time. The trick in preventing unhealthy ways of dealing with stress is to intervene when children are young and have not yet formed habits. If we can teach children about stress and some positive ways to cope with it, it is possible that they will develop healthy stress-movement techniques instead of unhealthy ones.
Below is a Guided Imagery Relaxation Technique, a muscle relaxation technique, test taking techniques, and study skills that all students can use!
Guided Imagery Relaxation Technique
Think of a beach…. No one is on the beach but you…. It is summer, and the temperature is 75 degrees…. The wind is blowing slightly…. The ocean is calm, the sky is blue… You smell the salt water in the air… there are seagulls flying over head, but they don’t land…You feel so comfortable… With your bare toes scrunched in the warm sand… You are walking along the beach, you feel so relaxed, you don’t have a care in the world.
Can you smell the suntan lotion? It smells like coconut… Can you feel the sun? It feels warm but not too hot… Can you feel the sand in your toes? The sand is soft and white, there are no shells or pebbles to hurt your feet… Do you see the seagulls flying in the sky? You see some white wispy clouds float by… Do you see the ocean?... Some dolphins are jumping in and out of the water… Do you feel the breeze blowing your hair?
As you are walking along you find a bleach blanket that someone has left… You lie down on the blanket and look up at the sky… You see some hot air balloons float by…. The balloons are beautiful colors, red, yellow, orange, purple, all the colors of the rainbow…. The balloons float peacefully by… You feel so happy and so relaxed… You wish you could feel this way forever….
Study Skills
Studying is a habit like any other habit. If students develop good study habits when they are young, they will get better grades with less effort as they grow older. Listed below are some good study habits that students’ practice.
1. Assemble necessary books and materials. You want everything you need at your fingertips, so you don’t have to keep getting gup to find things.
2. Eliminate all distractions. Close your door to turn the television and radio off. You want to be able to focus on the task at hand.
3. Study one subject at a time. Decide which subject needs the most time: the course that is the hardest, or the class that has a test coming up.
4. Make notes about important fact. Writing things down can help you remember them.
5. Repeat important points to yourself several times or make note cards that you can carry around and review.
Test-Taking Techniques
Studying for and taking tests is one of the biggest stressors for students, whether they are in elementary school, middle school, high school or college. Unfortunately, you probably couldn’t count the number of tests you will have to take before you graduate. The best thing you can do is learn how to cope with them in the least stressful way. Read the tips below to help decrease your stress when you are taking tests.
1. Plan ahead. Figure out before hand how much time you will need to study for the exam. Make sure you leave enough time to complete homework for other classes. Pack any supplies you need and remember to include extra pencils, erasers and pens.
2. Get a normal night’s sleep the night before the test. Staying up late to study at the last minute is sure to cause stress. In addition, you’ll be so tired when you have to actually take the exam that you won’t be able to concentrate.
3. Eat a good breakfast or lunch before the test. Some people skip meals when they get stressed out. Not eating, however, will just make you tired. You won’t have enough energy to think straight when answering questions on the test.
4. Do not talk about the test with the other students once you get there. If you need to, sit in a corner by yourself. Stress is contagious. If other students are stressed out, they make you feel more anxious than you need to be.
5. Take a deep, relaxing breath. During stressful situations, breathing becomes short and rapid. Deep breathing not only helps to keep your brain supplied with oxygen, it will also help you relax before the exam.
6. Read the entire test through before starting. Then go back and prioritize the questions according to their importance to you and their point value.
Progressive Muscle Relaxation Technique
· Tighten your right hand, make a fist and hold the fist, hold it, now let go…
· Tighten your left hand, make a fist and hold the fist, hold it, now let go…
· Tighten you right arm, straighten your arm and hold the arm tight, hold it, now let go…
· Tighten your left arm, straighten your arm and hold the arm tight, hold it, now let go…
· Tighten your right foot, scrunch your toes tight and hold them, hold them tight, now let go…
· Tighten your left foot, scrunch your toes tight and hold them, hold them tight, now let go…
· Tighten you right leg, straighten your leg and hold the leg tight, make a muscle in your leg, hold it tight, now let go…
· Tighten your left leg, straighten your leg and hold the leg tight, make a muscle in your leg, hold it tight, now let go…
· Tighten your stomach muscles, clench your stomach muscles and hold them tight, hold them, now let go…
· Tighten your shoulder muscles, scrunch your shoulders up, hold them tight, hold them, now let go…
· Tighten your face muscles, scrunch your face up, hold those muscles tight, hold them, now let go…
· Now tighten all the muscles in your body up, straighten your arms and legs, scrunch your face, your toes, make fists with your hands, make muscles tight in your stomach and shoulders, hold those muscles tight, hold them, hold them, now let go and pretend that you are Jell-O, you’re so loose…
Lesson #6: Communication Skills
For 3rd grade, we will teach students how feelings are communicated.
Students will:
· Identify what communication is
· Discuss the importance of communicating their feelings
· Practice using body language to express emotions
Vocabulary to remember:
· Communication
· Body Language
For 4th grade, we will teach students about the importance of communication.
Students will:
· Identify what communication is.
· Practice using non-verbal communication skills
Vocabulary to remember:
· Communication
· Verbal communication
· Non-verbal communication
For 5th grade, we will teach students the importance of communication
Students will:
· Define communication
· Differentiate between active and passive listening
· Practice active and passive listening techniques
Vocabulary
· Passive listening
· Active listening
· Communication
Communicating is something we do all the time. Communication skills are not something children are born with. They must be developed! We spend most of our lives communicating with other people. We tell secrets to our friends; we ask parents and teachers questions, and we fight with our brothers and sisters. It is important that we communicate well so the people we are talking to understand what we mean. Many times, people depend on talking as their only means of communication. However, there are many ways that we communicate in everyday life. Communication can be classified in two ways – verbal and non-verbal communication. Good communication does not come easily. If we communicate well, other people will be able to understand exactly what we are trying to say and we will be able to understand better.
Active and passive listening are two ways of listening to someone when they want to talk. Sometimes a person just needs to talk to get something of their chest. They are not necessarily looking for advice, they just want someone to listen to them. This is a good time to be a passive listener. Active listening really demonstrates that a person is paying attention to whomever is communicating with them. This technique allows the listener to provide feedback to whomever they are talking with. No one likes to be interrupted or ignored when they have something to say. By practicing active and passive listening you will become a better communicator.
Passive-Listening Techniques
Passive listening is showing a person that you are interested in what they are saying without actually speaking to them. Below are some passive listening techniques:
· Not talking, but suing short verbal responses like, “hmmm”, “really” or “uh-huh.”
· Making eye contact when the person speaks
· Nodding or shaking your head in response to something that was said
· Leaning forward toward the person you are talking to
· Using facial expressions to demonstrate your feelings about what they are saying
Active-Listening Techniques
Active listening is using verbal responses to show acceptance, understanding, respect, sympathy and encouragement. Below are some active listening techniques.
· Encouraging the person to express their feelings – “I guess you must have felt…”
· Encouraging the person to tell you more information – “Tell me about….”
· Restating the person’s ideas into your own words – “So you are saying…”
· Using verbal responses like “really” and “I see” to show you are paying attention
· Making comments about what is being said, but not giving advise unless it is asked for.
If children feel comfortable communicating their feelings to others, they will be able to talk about their problems. Children who can talk about their problems are less likely to turn to alcohol, tobacco or other drugs to “medicate” them. In addition, sometimes children give in to pressure to use these substances just because they do not know what to say. If children are in a situation where they are being pressured to do something they do not want to do, communication skills will help empower them to refuse.
Lesson #7: Social Skills
For 3rd grade students will learn ways of building and maintaining friendships.
Students will:
· Identify what makes a person a friend
· Identify the characteristics they find important in a friendship
· Describe the qualities they possess which make them a good friend
For 4th grade students will learn ways to get along with their peers
Students will:
· Define “peer” and “peer pressure”
· Understand that peer pressure can be either positive or negative
· Identify ways to deal with negative peer pressure
· Identify places to go if they need help dealing with peer pressure
Vocabulary:
· Peer
· Peer pressure
For 5th grade students will learn ways to deal with conflict in a positive way.
Students will:
· Identify conflict styles and conflict outcomes
· Identify behaviors that will lead to different conflict outcomes
Vocabulary:
· Conflict resolution
· Confrontation
· Avoidance
· Problem solving
We all want and need to feel liked and accepted by our friends. Everyone likes to be appreciated for who they are. That is the good thing about having fiends. Sometimes, however, friends can pressure us to do things that make us feel uncomfortable or go against our personal beliefs. We need to learn that we don’t have to do things just because our friends are doing it. We also need to know where we can go for help if our friends pressure us to do things we don’t want to do. Peer pressure is when someone tries to influence you to do something. Peer pressure can be positive or negative. It’s hard to resist peer pressure. When our friends try to get us to do something, it’s easy to be persuaded. We need to listen to both our minds and bodies about the choices we make. They can help us determine when a decision may be the wrong one for us. Peer pressure is one of the most difficult aspects of growing up. We all want and need friends and we all want to be accepted and respected. However, when our friends are trying to make us do something we do not agree with or are making us feel uncomfortable, we shouldn’t give in to peer pressure. If there is too much pressure, there are a lot of people who can help. Remember, peer pressure can work both ways. Make it your personal commitment to be positive peer and learn to show peer support for your friends.
When people disagree with each other they can behave in three different ways. Sometimes when people disagree they get in a fight. That is called confrontation. Other times when people are made they pretend that nothing is wrong and keep all their feels inside. That is called avoidance. Another option in a disagreement is to make a compromise. That is called problem-solving. In most circumstances, problem-solving is the best way to resolve conflicts. However, if a situation is unsafe, avoidance may be the best conflict resolution technique. If a person’s basic rights are being violated, confrontation may be necessary.
Conflict Styles
There are three main conflict styles that a person can use to respond to any given conflict.
· Confrontation: Attacking the person you disagree with by yelling at them or physically pushing or hitting them.
· Avoidance: Not dealing with the disagreement by pretending that it does not exist or changing what you do so you do not see the person that you are disagreeing with.
· Problem-Solving: Working together with the person you are disagreeing with to make a compromise.
Different conflict styles lead to different conflict outcomes.
· A win-win situation is when both sides’ needs are met
· A win-lose situation is when only one side’s needs are met
· A lose-lost situation is when no one’s needs are met
*A lose-lose situation is usually caused by confrontation. A win-lose situation can be caused by avoidance or confrontation. Problem solving usually leads to a win-win situation. The more you practice problem solving, the easier it will become.
Social Skills – Peer Pressure
Peers are people who are similar to us in age, gender or other traits. When our peers try to convince us to do something, that is called peer pressure. People of all ages are victims of peer pressure, but peer pressure is especially prevalent among school-aged children. There is not one person who has made it through school without becoming a victim of some kind of peer pressure. One of the biggest components of a social skills unit is teaching children that it is all right to stand up to their friends. Just because people are friends does not mean they have to agree on everything. It is a common behavioral characteristic that as children grow up, they become less interested in what their family wants them to do and more interested in what their friends want them to do. As a matter of fact, friends are a key factor in whether children experiment with alcohol, tobacco or other drugs. If children are friends with children who use drugs, they are more likely to use drugs too. In addition, children who have a hard time making friends are more likely to use tobacco, alcohol or other drugs if they think it will make people like them. Teaching students about peer pressure will help them in a few ways. If students know how to identify peer pressure, they will be able to realize when they are being pressured and might think twice about doing something they do not want to do. In addition, if students learn about peer pressure, the may be less likely to try to pressure others to do things as well.
Social Skills – Conflict Resolution
To be a productive member of society, it is imperative that children learn how to get along with others. However, children are not born with the skills necessary to function as a member of society. Those skills must be learned. One of the social skills that students need to learn is how to deal with conflicts. As our society becomes one where confrontation and violence become commonplace, our children are adopting these negative behaviors, only to find out that they lose friends or get in trouble as a result. Other children, not knowing how to deal with conflict, may try to avoid the conflict and become victims. While adults are accustomed to using problem solving in the workplace or in other social situations, children need to learn problem-solving skills. The classroom can provide children with an opportunity to learn problem-solving behaviors in a day and age when positive role models who exhibit such behaviors are hard to find. Teaching students about conflict styles and conflict outcomes will help them in a few different ways. If students know how to cope with conflicts, it will be easier for them to get out of risky situations. In addition, if children can assess whether the outcome of a conflict will be positive or negative, they can make a more informed choice about how to react.
Lesson #8: Assertiveness
With 3rd grade, we will teach students refusal skills.
Students will:
o Identify and discuss 8 different ways to say “no”
o Practice at least one way to say “no” in a realistic role-play situation
Vocabulary
o Refusal
With 4th grade, we are going to teach students how to develop assertiveness skills.
Students will:
· Identify what behaving assertively means.
· Practice writing I-messages.
· Practice being assertive with role-playing situations using I-messages.
Vocabulary
· Assertive behavior
With 5th grade, we will help students learn assertive skills that will enable them to stand up for themselves.
Students will:
· Differentiate between passive, aggressive and assertive responses.
· Identify how assertive skills can help a person stand up for themselves.
Vocabulary
· Passive behavior
· Aggressive behavior
· Assertive behavior
Sometimes kids do not want to do something, but they don’t know how to stand up for themselves. Sometimes they get mad or upset at someone and do not know how to tell them. Or worse, they tell them and then get even more mad and upset because they end up in a fight. Being assertive, acting in a strong and firm manner while remaining polite, is the best way to stand up for yourself. Using an I-message is a way of being assertive and is a great way to talk to someone if you are mad or upset at them. Even if people are not naturally assertive, they can practice using I-messages. That way, if they are in a real-life situation, the will naturally know what to say.
Standing Up for Your Rights
There are three basic types of behavior: passive, aggressive and assertiveness
Assertiveness means being able to stand up for yourself calmly and firmly. Sometimes, when people are in a new situation, it is difficult for them to think of how to act and what to say. If they think something is not a good idea, they may not say so because they’re afraid people will laugh at them or won’t want to be their friend. Students who are taught how to be assertive are less likely to participate in behaviors where they feel uncomfortable. By practicing assertive skills, you may begin to feel comfortable with them. When faced with a real situation, you may be more likely to call on the behavior you practiced in class and feel capable of reacting in the appropriate way.
Assertiveness means being able to stand up for yourself calmly and firmly. Part of the trouble that children have when they are growing up is that they do not feel comfortable telling their friends they do not want to do something – use alcohol, tobacco or other drugs, for example. Students who are taught how to be assertive are less likely to participate in behaviors that make them feel uncomfortable. Part of being assertive is learning how to talk about feelings in a certain way. Using an I-message allows a child to remain assertive while communicating their feelings about a certain issue. Students need to practice assertiveness by teaching them the difference between passive, aggressive and assertive behavior. By identifying these behaviors in class, students may begin to feel comfortable with them. When faced with a real situation, students may call on the behavior they practiced in class and feel capable of reacting is an assertive way.
WOW Mile & Wildcat Fitness Club (Grades 3-5)
Thes are the WOW Mile Board Certificates students can earn for running their mile in under 12 minutes! Yellow for 3rd, blue for 4th and orange for 5th >>>>>>>>>>>>>>
For Grades 3-5 at WOES, we use the FITNESSGRAM fitness test to evaluate five different parts of health-related fitness; areobic capacity/cardiovascular endurance, muscular strength, muscular endurance, flexibility, and body composition. The FITNESSGRAM heathy zones takes into account various age and gender differences. For our 3-5 students we test the mile once a quarter, the pacaer test, shuttle run, push-ups and curl-ups once in the fall and once in the spring, and we test sit & reach, trunk lift, and measuring weight & height once in the fall and once in the spring. Using the fitnessgram components helps to determine student needs and to helps us to guide students in program planning. We practice these exercises every day in PE through so that students have an oppertunity to impove their fitness. We do test 2nd grade once in the spring to get them ready for 3rd grade. Sometimes we also do half a mile for 1st grade. Grades K-2 practice exercises and jogging during some activities in PE. *The primary goal of FITNESSGRAM is to promote regular physical activity among all youth. Of particular importance is promoting activity patterns that lead to reduced health risk and improved health-related physical fitness. (fitnessgram.net)
The objective of the 1 mile test is to cover the distance of one mile in as short a time as possible - which is 6 laps on our backfield track. The 1-mile test measures a students cardiorespiratory endurance.
The objective of the curl-ups test is to measure adominal strength and endurance, which is important for core stability and back support.
The objective of the push-up test is to measure upper body strength and endurance.
The objective of sit & reach and trunk lift is to measure flexiblity
Getting a students weight and height will measure body composition and show students how much they have grown from the beginning of the school year to the end.
The objective of the pacer test is to measure a students aerobic capacity.
The objective of the shuttle run is to test agility, speed, and quickness.
Students that pass all five components from the FITNESSGRAM (Mile, Push-ups, Curl-ups, Sit & Reach, and Shuttle Run) will make the Wildcat Fitness Club. Students that run their mile in 12 minutes or less makes the WOW Mile Board here in the gym. These certificates will be sent home toward the end of the school year. We just want all of our students to try their best and to be healthy. We want to inspire students to pursue a lifetime of fitness-related activities and to make healthy decisions.