Healthy Body + Healthy Mind

Title of Project: Healthy Body + Healthy Mind

Schools and Teachers

Park View Elementary                             Teacher: Rosa Ismail

ENL Proficiency Level | ENL Program | Standards | Technology

Appropriate for all English Proficiency Levels   |   Stand-Alone, Co-teaching   |  Standard #5,  Standard #1,  Standard #2  | Google Slides

Assessments

The students were assessed formally and informally throughout the completion of this cooperative PSA project through self and peer review, question/answer written assessment, teacher observations, NYSESLAT rubrics, completion of graphic organizers and multimedia presentations.

Description

Students were engaged in a multi-step project based learning process to help raise awareness and improve the health of their community. After days of learning, researching and creating prototypes, they finally agreed upon launching a series of student created video PSAs. The end result was powerful: students aged 5-7 helping their peers/families/communities improve their bodies and minds.

Content

I can provide information and details on having a healthy body and mind.

Language

I can use the standard conventions of English when writing and speaking about ways to be healthy physically and mentally. 

Technology

I can use digital media to present information for an audience in a variety of ways including via Public Service Announcements. 

Student work

    

Student Videos

angry.mp4

What do I do when I am angry?

sad.mp4

What do I do when I am sad?

scared.mp4

What do I do when I am scared?

mad.mp4

What do I do when I am mad?

upset.mp4

What do I do when I am upset?

Procedure

Using the Design Thinking principles:

1. Students LISTEN to and LEARN about the idea of being healthy.  They watch videos, listen to read alouds and engage in conversations about the importance of having a healthy body and mind.

2. Students ASK questions about being healthy and why it is important.  Students actively engage in activities which include sorting healthy and unhealthy foods along with activities that are healthy and not as healthy.

3. Students UNDERSTAND the problem of people not making healthy choices when it comes to their bodies and minds.  They research the topic via books, videos, online resources and conduct interviews with experts in the field. 

4. Students NAVIGATE ideas that will help them to get the message out to the community about being healthy inside and out. Students brainstorm ideas ( PSAs, bulletin boards, activity charts, Buncee digital and hard copy brochures/menus, flipgrid videos, etc) in pairs/groups while notes are gathered and recorded as a class.

5. Student CREATE prototypes of what PSAs could include: 

a. writing and performing skits, monologues, raps/poems 

b. creating, testing and distributing self help charts to assist in making healthier food and activity choices including good coping skills/mindfulness

6. Students Highlight and fix the products they created. They engage in self reflection and peer review to improve their PSAs. 

7. Students launch the PSAs to an Audience.  Their pre-recorded PSAs are streamed live on PVTV (Park View TV) which is broadcast daily each morning to all students/staff/parents (with permission). 


Speaking: students spoke with each other as well as recorded their own voices (via video)

Listening: students listened to school staff, read alouds, each other and educational videos in order to collaborate and complete this project

Reading: students read information in books and digitally in order to better understand having a healthy mind and body

Writing: students wrote detailed responses to questions based on healthy minds/bodies as well as monologues and a rap/poem

Resources and Other Materials

Reflection

Project based learning has allowed my students to be part of the “bigger picture” of learning.  They were able to be actively engaged in understanding the importance of having a healthy mind and body and how that affects themselves, their families and their friends.  They became integral parts of decision making and creativity.  The students included their families at home too. Besides research, they also had to decide when and how to use technology and with guidance, what might be an appropriate tool. There were many more ideas generated that were not launched yet, but could also be very beneficial to try as extension activities. In this project, they loved being part of creating scripts and performing PSAs and a music video for their peers. These will continue to be valuable resources for teachers and students in the future as well.