lesson # title lesson objective page #studentservices.dadeschools.net/trust/pdfs/pre-k.pdf ·...

Table Of Contents Pre-K

Lesson # Title Lesson Objective Page #

Lesson 1 Rules On How To Stay Safe Students will identify reasons for safety rules. 7 Lesson 2

I Am Special

Students will identify physical traits and

ersonal characteristics. p

10

Lesson 3

I Think I Can

Students will understand the value and importance of having a positive attitude.

13

Lesson 4 My Body Students will identify the major parts of the body

and their functions.

15

Lesson 5 Feeling Physical Students will identify the physical changes in

the body that coincide with emotional changes.

17

Lesson 6 Eating Right Students will identify the health effects of

alcohol

19

Lesson 7

Moo-oo-ve Over For Milk Students will recognize ways to stay healthy

using dairy products.

20

Lesson 8 Crazy Caffeine Students will identify various foods and

beverages that contain caffeine and its effects.

22

Lesson 9

Alcohol Students will learn about the term alcohol and

its effects.

23

Lesson 10 I’m A Smart Kid Students will identify the negative health effects of smoking

24

Lesson 11 Ms. Smiley and Me Students will explore different feelings 26 Lesson 12 Do the Right Thing Students will become aware of accurate drug

information 28

CBC OBJECTIVES COVERED Pre-K

OBJECTIVE

LESSON NAME

Communicating as a family

Lesson 1 - Rules On How to Stay Safe

Healthy and positive relationships building with family and riends f

Lesson 3 - I Think I Can Lesson 8 - Ms. Smiley and Me

Team building skills Lesson 1 - Rules On How to Stay Safe Lesson 3 - I Think I Can

Self awareness/self acceptance Lesson 2 - I Am Special Lesson 8 - Ms. Smiley and Me

Personal responsibility for body and mind Lesson 1 - Rules On How to Stay Safe Lesson 2 - I Am Special Lesson 8 - Ms. Smiley and Me

Nutrition & exercise Lesson 7 - Eating Right Lesson 10 - Mo-oove Over for Milk

Personal hygiene Lesson 7 - Eating Right

Body parts/functions Lesson 2 - I Am Special Lesson 6 - My Body

ATOD’s legal status, categories & definitions Lesson 5 - Do the Right Thing Lesson 7 - Eating Right Lesson 9 - I’m A Smart Kid

Appropriate use/misuse of prescribed and over-the-counter rugs d

Lesson 5 - Do the Right Thing

Health effects of: caffeine tobacco alcohol

Lesson 4 - Crazy Caffeine Lesson 9 - I’m A Smart Kid Lesson 7 - Eating Right

Choosing a healthy lifestyle Lesson 5 - Do the Right Thing Lesson 9 - I’m A Smart Kid

Stranger awareness Lesson 1 - Rules On How to Stay Safe

Household products & medicine safety Lesson 5 - Do the Right Thing

Dealing with peer pressure and social influences Lesson 3 - I Think I Can

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Grade: Pre-K Lesson #1

Rules On How to Stay Safe

Objective: Identify reasons for safety rules. Materials: Character cards Vocabulary: rules, healthy, safe, unsafe, communicate, mascot, strange Procedure: ☺ Introduce Trustee the Manatee.

Script: He will be with us this year showing us rules and how to be safe. Trustee the Manatee is a gentle animal that lives in warm waters. We could see some manatee’s right here in South Florida. Trustee is part of our class family and he will be talking/communicating with us about rules and how to be safe. You will also meet Trustee’s friends. (Introduce the Lifesavers - the character cards.)

Trustee the Manatee and The Lifesavers

Trustee the Manatee

Loretta the Lobster Jean the Jellyfish Sonia the Starfish Willy the Whale Dottie the Dolphin Ollie the Octopus Carrie the Crab Manny the Marlin

☺ Script: Trustee the Manatee is our class mascot. A mascot is everybody’s friend (introduce the concept of a mascot). We are kind to friends. (Discuss with students about being kind to friends.)

☺ Instruct students that today they will learn about rules which will help them stay safe

and healthy.

☺ Brainstorm with the students rules they have to follow at home.

☺ Brainstorm with the students rules they have to follow at school.

☺ Instruct the students that rules are important. Rules keep us safe and help us work together.

☺ Instruct the students that for the next few days they will be doing some special

activities with some new friends. Together they will learn about staying safe, healthy, and happy.

☺ Introduce the characters as sea animals using the character cards.

Discuss with the students about what is a safe environment in the classroom. Demonstrate with examples of rules.

Examples: Do not push in line.

Pick up pencils from the floor. Do not run in the classroom.

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☺ Create your own safe environment story or use the story accompanying this lesson plan. The story should have starring:

Trustee the Manatee and The Life Savers

Trustee the Manatee


☺ Ask students questions based on the safety story. An example of questions to ask:

How do we keep a safe environment in the classroom? How do we keep a safe environment at home? How can we maintain a clean and healthy environment? What is one rule you can follow to be safe in the classroom?

☺ Instruct students they need to help Trustee the Manatee and his friends by making up

some rules so that they will be kind and helpful to each other.

☺ Brainstorm with students for other meaningful and relevant rules.

☺ Have students participate in the finger-play mentioned below.

RULES

Rules, rules we need a few, (wave pointer finger) They help us work, play, and do. (pretend to scoop or dig) Being kind to everyone, (hug self) Is a way it can be done. (wave pointer finger) Follow the rules is what we say, (cup hands around mouth) To have a safe and healthy day. (point to self then others)

☺ Repeat finger play as needed for students to be able to complete task competently.

Curriculum Connection: 1. Family Connections: Create a collage of rules. Students along with their parents can look

through magazines and cut out pictures that apply to their rules at home. Materials: construction paper, magazines, newspapers, crayons, paint, pencil, poster board, scissors and glue.

2. Math Connection: Count Rules. Use bold numerals. 3. Social Studies 1. Rules need to be followed at school and home to stay safe. Connection: We need to communicate and know what rules to follow at each place.

Rules help us work together.

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Some examples of rules:

School Home Street 1. One child speaks 1. We do no get 1. Stay away at a time. close to the from cars. 2. We walk and do stove. 2. Stay away not run to be 2. We do not from strangers. safe in school. open the door

to strangers. 4. Science Connection: Introduce the concept of the 5 senses. Discuss with the students the

importance of good listening skills to be safe. Play game following directions.

10


I Am Special

Objective: Identify physical traits, personal characteristics, and everyone’s uniqueness Materials: Paper plates or circle shape for each child, yarn, glue, character cards Vocabulary: special, nose, eyes, ears, mouth, hair, unique, alike, different, common, same Procedure: ☺ Reintroduce TRUSTEE’s friends:


☺ Inform the students that Ollie the Octopus says, “I am special because I have eight

arms.”

☺ Discuss with the students how all people look different (physical traits) and are unique. Yet all people are part of the human race; they share things in common. [FCAT CONNECTION] Show teacher generated illustrations which point out to the students how animals have different shapes and colors, but are all part of the one animal kingdom.(They share the same traits-nose, eyes, ears, etc.)

☺ Brainstorm ideas on things you and other students do well. Have the student’s role

play these skills.

☺ Have the students sit on the floor in a circle. They will be singing a song. To sing this song everyone will need to listen and participate. The teacher will begin the song by singing about himself/herself. The teacher will then point to one student who will sing the song and add their own skill they feel they do well. As one student finishes his part of the song, he/she will point to the student until all students have had an opportunity to participate.

☺ Write these ideas on the board and have the student act them out.

☺ Sing the song to the tune of “Frere Jacques” (“Are You Sleeping Brother John?”)

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I Am

I am (name of student), I am (name of student) Look at me, look at me

(name of student) can (student offers own talent) well. (name of student) can (student offers own talent) well.

Good for me, good for me.

Song example: I am Kelly, I am Kelly

Look at me, look at me Kelly can jump well. Kelly can jump well.

Good for me, good for me.

This song should be repeated until each child has had the opportunity to participate.

☺ Make sure that you review all of the special talents all of the students have to offer.

☺ Review the meaning of the word special. Reinforce that each child is very special and

unique. We all look different, like Trustee’s friends. Some people are tall, some are short, some people have green eyes, some have blue or brown eyes. Some have light hair and some have dark hair. Some people are dark-skinned, some are light-skinned, some are tanned.

*Introduce different ethnic backgrounds: Hispanic, Asian, White, Black, Indian

☺ Distribute art materials.

☺ Give the following directions:

☺ Color the paper plate to look like your face or glue pre-cut shapes as facial

features. (review eyes, nose, mouth, etc.)

☺ Glue the yarn to make hair. Student could also create hats or hair accessories for the character.

☺ Teacher needs to write the students’ names on the back of the plates.

☺ Have the students present and explain their faces. ☺ Display students’ work.

Curriculum Connection: Family Connection: The students can add a body by pasting their plate on a large piece of

drawing paper and draw their clothes, hands and feet, etc.

Bring a family photograph to share with classmates and then to be exhibited in the classroom.

Invite a parent to come into the classroom and talk about their heritage.

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Social Studies Connection: Have students discuss their country of origin or ethnic background. Ask

students to bring some item that represents their ethnic heritage to share with the class.

Bring an ethnic food to share with the class. Language Arts Connection: Students will learn to say hello in a variety of languages (see list below).

HELLO (English) NIHAO (Chinese) JAMBO (Swahili) SHALOM (Hebrew) BONJOUR (French) DOBREDEN (Russian) HOLA (Spanish) BONJOU (Creole)

Reinforce the concepts: alike, different; common; same.

FCAT Connection: Teacher makes a language experience chart with students illustrating

similarities and differences between students. Have students give examples with details.

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I Think I Can

Objectives: Emphasize the value and importance of having a positive attitude. Emphasize the importance of a positive self-concept. Emphasize the idea that each student has the power of personal choice.

Materials: toy train, storybook: The Little Engine That Could by Watty Piper, teacher reproducible (see attached): engines, clowns, dolls, toys, giraffes, elephants, bears and/or hand puppets, Carrie the Crab card, tongue depressors

Vocabulary: positive, kind, engine, happy, choices, attitude, feelings Procedure: ☺ Display the manipulatives around the classroom to illustrate the storybook, The Little

Engine That Could.

☺ Inform the students they are going to listen to the story The Little Engine That Could. (Read aloud.)

☺ Explain that this is a story of a little engine who, because she believed in herself, was

able to climb to the top of a mountain and made lots of children happy.

☺ After reading the story aloud ask the following questions in an effort to elicit details about the sounds, sights, and color referred to throughout the book.

Possible questions:

☺ What sounds did the little train make as it rumbled over the tracks? ☺ What color eyes and hair did the dolls have? ☺ How did the giraffes and the teddy bears look?

☺ Point out to the students various examples of the characters feelings through the

author’s us of word choice:

☺ The happy, little train. ☺ The sad dolls and toys. ☺ The tired Rusty Old Engine. ☺ The very, very, sad little train.

*Point out to the students these feelings are experienced by all human beings and they are all acceptable. ☺ Explain to the students the little train showed a positive attitude by saying “I think I can.

I think I can.” The train was then able to get to the top of the mountain and deliver the toys and food to the children.

☺ Pass out the activity sheet for the class to color. Students may cut out pictures and stick them onto the tongue depressors to made puppets,

☺ Reintroduce Carrie the Crab as TRUSTEE’s friend. Tell the following story to the students:

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Carrie the Crab woke up and wanted to have an exciting day. Carrie decided to go on a trip and she asked her family if they wanted to join her. They all wanted to stay swimming with TRUSTEE instead of going with Carrie.

Carrie left by herself and started walking to town. On her way she saw the Little Engine That Could. Carrie suddenly stopped and became curious about this little train. She wanted to go for a ride on the train and have an adventure. She decided to get on the train.

Carrie noticed there were all kinds of animals on the train. Carrie wanted to meet the other animals that looked so different from her. It was difficult for Carrie to crawl on the train. She struggled and struggled, but kept on going. Carrie was determined to get on board and make new friends.

FCAT Connection: Retell the story, Carrie the crab, in their own words.

Activity to follow the story: Discuss the story with students. Ask the students what was the “message” of the story. *Carrie did not give up. Discuss with the students a time when a task seemed too difficult for them. These tasks made the student want to give up; but the student kept at the tasks and succeeded. Allow students to openly discuss their personal experiences.

Curriculum Connection:Family Involvement Connec Have the students pick an activity they would like to do better.

Have them practice saying “I can” aloud, while thinking of themselves doing the activity. Assign for homework for the students to draw a picture of themselves doing this activity. Instruct the students to bring in the picture and share the drawing with the class. Have them orally share with the class how they felt about the activity and if reciting “I can” made it easier for the students to complete the activity.

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My Body

Objective: Identify the major parts of your body and their functions. Materials: butcher paper, marker, glue, 1 set of shapes per student made out of construction paper

(red heart, yellow circle, two pink ovals, blue semi-circle) Vocabulary: brain, lungs, chest, stomach, heart, color words ( blue, red, pink, yellow), shapes (semi-

circle, heart, oval, circle) Teacher note: ☺ Before the lesson begins, have each student lay on a piece of butcher

paper and have his/her body outlined.

☺ Assemble all art materials before lesson begins. Precut enough shapes for the each student to have a set.

☺ If possible, have a visual of the actual body parts.

☺ Place on the board this key as a visual for the students:

blue semi-circle brain red heart - heart two pink ovals - lungs yellow circle - stomach

Procedure: ☺ Discuss with the students Trustee the Manatee says “some drugs are harmful to

your body.”

☺ Introduce the vocabulary words to the students and review the shape key. ☺ Ask students to identify various body parts they know.

☺ Discuss with the students they will be learning about some of their body parts that are

inside their bodies and that they can not see.

☺ Have children discuss how they think these body parts function.

☺ After the discussion, inform the students they will first learn about the brain which is inside their head. The brain helps us think and be kind to one another. The brain helps us learn. It helps us make decisions and choices. (Repeat the catch phrase) Our brain remembers to do the right thing.

☺ Ask students what their brain does for them.

Extension: have them close their eyes and imagine they are at their favorite place. Ask certain students a series of questions: What is your name? How old are you? etc. Then ask them where did they get that information and where is it kept in their body. Explain that the brain is like a computer. It stores important information that you have learned, so you can use it anytime it is needed. Our brain helps us make good choices.

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☺ Next, the students will learn about their hearts. Have the students place their hands on their hearts (Teacher should model the action). Ask the students to be very quiet and try to feel their hearts go pump, pump, pump. The heart pumps blood to all parts of the body, so the body can stay healthy. It receives the healthy ingredients from the food we eat.

☺ The third part of their body students will learn about is their lungs. Have the students

place their hands over their lungs (Teachers should model activity).Ask the students to be very quiet and feel their chests go up and down as they breathe fresh air in and out.

☺ Ask students to put their hands on their stomachs (Teacher should model activity).The

stomach is very important. It is where all the food goes once it is eaten. By eating healthy food, our bodies receive energy to all its body parts so that the body can play, work, and keep healthy. The healthy food they eat gives all their body parts energy so they can play, do their work, and keep healthy.

☺ Distribute art materials and precut shapes to the students. Review the shape key.

Have the students take out their outlined bodies.

☺ Give the following directions illustrating each step:

☺ Glue the brain (the blue semi circle – hold up for students) in first, it helps us do many important things (learn, love, remember, make good choices, etc.). [Point to the head where the brain belongs.]

☺ Glue the heart (red heart) in second, it pumps our blood. [Point to the upper left side of the body where the heart belongs.]

☺ Glue the two lungs on third two pink ovals). The lungs bring in fresh air. [Point to the upper body where the lungs belong. Have the left lung glued to the right side of the heart.]

☺ Glue the stomach (yellow circle) in last. This is where the healthy food goes to give us energy. [Point to the lower body where the stomach belongs.]

Review the body parts and their functions.

Curriculum Connections: Family Connection: The students can take their body chart home and personalize it by adding

personal characteristics. Parents and/or guardians could take pictures of them and their body chart. You can have students bring back their pictures and share them. Display all of the pictures on a classroom bulletin board.

Science Connection: Introduce the parts of the human body and its functions. Language Arts Connection: Introduce the color words and shapes. Mathematics Connection: Introduce the concept of ordinals: first, second, third Fcat connection: Have students line up completed body pictures with physical features

Questions to ask students. Which student is first? Which student is last?

How are the pictures different on the second and third student? How are the body pictures the same on the first and last student?

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Feeling Physical Objective: Identify physical changes in the body.

Label the appropriate feelings that coincide with the physical changes which occur within the body.

Materials: None Vocabulary: physical, feelings, happy, sad, crazy, scared, nervous Procedure: ☺ Introduce vocabulary words with the students so they are familiar with them.

☺ Review with the students the different parts of the body. Introduce the relationship between the feelings we experience and how our body reacts to the feelings.

☺ Have the students pretend. -Students are to show with their bodies how they would

feel with an emotion or in a certain situation. Example: Ask the class to demonstrate how their face and body would react to the feeling “happy.” Ask the students to demonstrate how their face and body would react if they received a gift wrapped in a giant box with a big ribbon?

☺ Ask the students to demonstrate how their faces and bodies would react to the feeling

“happy.”

☺ Follow the same procedure with these feelings: sad, angry, scared, nervous.

☺ Emphasize the link between feelings and body changes. How does this happen? Discuss this with your students.

☺ Role play: Ask for a student to volunteer. Have the student pretend it is his/her

birthday and a big birthday party is planned.

- How would you feel when you woke up in the morning? - How would your body react? - How would you feel when you see the party all ready and decorated? - How would your body react? - How would you feel when all of your friends arrive with big, giant gifts? - How would your body react? - How would you feel when you cut your big, beautiful cake and everyone

sings you “Happy Birthday?” - How would your body react? - Ask for other student volunteers to role play as well.

☺ Create a new scenario and ask for more volunteers. Possible sample questions.

- You come home from school and your dog is missing? - How does your body react? - You search all over the neighborhood, and you cannot find him? - How does your body react? - Dinnertime comes and there is still no dog. You look at his empty bowl. - How does your body react? - Just as you are going to bed, you hear a scratching at the door.

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- How does your body react? - It is your dog! He is jumping all over you and licking your face. - How does your body react?

Curriculum Connection: Family Connection: Have the students go home and try to remember all the feelings they felt while

home: tired, happy, angry, sad, etc. Have the students return to school and review activity from yesterday. Allow the students to discuss their findings.

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Eating Right

Objective: To identify and discuss foods that are healthy for your body. Materials: pictures of healthy foods, pictures of foods and other items that are unhealthy

(cigarette or alcohol add), Loretta the Lobster card, “Let’s Eat” activity sheet Vocabulary: healthy, unhealthy Procedure: ☺ Review with students the concept of healthy and unhealthy.

☺ It is important to take care of ourselves. ☺ It is our job to keep our bodies healthy.

☺ Keeping healthy means eating healthy foods, getting rest, and exercising. ☺ Being unhealthy makes us feel tired and grumpy.

Some things are dangerous and/or unhealthy (medicines, household products, junk food, cigarettes, etc.).

☺ Hold up the Loretta the Lobster card. Loretta the Lobster says, “It is very important to eat healthy foods. What is your favorite food? It is a healthy food?” Elicit responses from students and write them on the board.

☺ Distribute worksheet “Let’s Eat.” Have the students circle and discuss the foods which are healthy for us. Students can color the foods.

Curriculum Connections: Family Connection: Have the students draw a picture on a paper plate of a healthy meal they ate at

home. The children can orally share their art projects. The teacher can display the projects on a bulletin board entitled, “Healthy Helpers.”

Language Arts Each child can create a picture page of their favorite healthy foods by drawing or Connection: cutting pictures from magazines. They should present their p rojects to the class. This could be accomplished as a cooperative learning project. Math Connection: Count how many healthy foods in the picture.

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Moo-oo-ve Over For Milk

Objective: Recognize various ways to stay healthy using dairy products. Materials: Pictures of dairy products, people exercising, people leading a healthy lifestyle Vocabulary: dairy, cheese, milk, healthy, exercise Procedure: ☺ Introduce your dairy studies by reading one of the suggested books aloud.

Suggested dairy-related literature:

☺ Belinda by Pamela Allen published by Puffin Books ☺ The Milk Makers by Gail Gibbons published by Macmillan Co. ☺ From Milk To Ice Cream by Ali Mitgutsch published by Carolrhoda Books, Inc. ☺ Milk Rock by Jeff Kaufman published by Henry Holt and Company, Inc. ☺ No Moon, No Milk! by Chris Babcock published by Crown Publishers, Inc.

☺ Teacher note: If you have students with milk allergies, it might be interesting (if

the students are willing) to have them share what kinds of foods they eat instead of dairy products.

☺ After discussing the story, ask students if it would be a big deal if the cow in the story-

or any cow for that matter-were never able to give milk again. Why or Why not?

☺ Brainstorm with your students a list of foods that are made from milk. (The actual dairy product could be shown to the students.)

☺ Discuss various ways we can keep our body healthy.

☺ Eat a well balanced meal (including dairy, protein, vegetables, fruits, grains, [fats, sweets and oils should be included, but kept at a minimum.]).

☺ Exercise ☺ Proper sleep ☺ Wash your hands ☺ Take a bath

☺ Brush your teeth ☺ Record the student responses on the board. ☺ Tell the students they are going to learn a song to help them remember the dairy

basics. Enrichment: The teacher can illustrate a chart with the song on it and have children holdup the pictures of the dairy products as they sing. The students can create their own dairy product picture or magazine cut-out for the song.

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Dairy-O

(sing to the tune B-I-N-G-O)

There is a food group made from milk, And dairy is its name-o.

D-A-I-R-Y (repeat three times_. And dairy is its name-o!

Dairy foods help our bones grow strong

So we will all be healthy. D-A-I-R-Y (repeat three times_.

And dairy is its name-o!

So we’ll drink milk for meals or snacks, At least two times a day-o.

D-A-I-R-Y (repeat three times_. And dairy is its name-o!

Curriculum Connections: Family Connection: The students will go home and share what they learned about keeping their bodies

healthy. The parents or guardians, can cut out from white construction paper a couple glasses of milk shaped glasses. On each glass, use a white crayon to secretly write a numeral, letter, or dairy message. The students may use watercolors to make the milk shake whatever flavor he/she likes. No matter what flavor the child selects, the message will magically appear.

Math Connection: Count how many foods from the brainstormed list contain milk.

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Crazy Caffeine

Objective: To learn about the facts of caffeine.

Identify various foods and beverages that contain caffeine. Materials: None Vocabulary: caffeine Procedure: ☺ Instruct the students that Trustee and his friends say, “Too much caffeine can

make you not feel well.”

☺ Inform the students that today they will learn about caffeine.

☺ Discuss the following facts about caffeine with students:

☺ Caffeine can make you nervous. ☺ Too much caffeine can make your stomach hurt.

☺ Instruct the students that caffeine is found in coffee, tea, soft drinks and chocolate.

☺ Create a list of foods and beverages that students typically eat and drink at home.

☺ Write the items given by the students on the chalkboard.

☺ From the previous list created on the board, point out which foods and beverages

contain caffeine.

☺ Review the following questions:

☺ What is caffeine? (A stimulant that affects the heart and nervous system).

☺ Which foods contain caffeine? Curriculum Connections: Family Connections: Parents or guardians can help students sort different foods and beverages

that contain caffeine and those that do not. Additional Activities: Allow students to role-play the part of going to the grocery store and not selecting

the foods that contain caffeine. *FCAT CONNECTION Science Connection: Compare coffee bean to lima bean and compare kidney bean color, size, smell.

Sameness vs. differences Math Connection: Count coffee beans and lima beans, review concepts smaller, bigger Social Studies Connection: Discuss with students where coffee beans are grown.. Ask class if anybody in the

class was born in the countries where the coffee bean grows? Locate on a map.

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Alcohol

Objective: To learn about a drug called alcohol. Materials: Character cards, drawing paper, crayons Vocabulary: drug, alcohol, beer, stomach, mistake Procedure: ☺ Define for the students the term drug. Discuss with them there are good drugs and

bad drugs. They will be learning about the drug alcohol. Ask the students if they know what alcohol is. Differentiate between rubbing alcohol and liquor, wine, and beer.

☺ Inform the students Dottie the Dolphin says, “Alcohol can be harmful to you.” ☺ The students will be listening to a story about Loretta the Lobster. She lives with

Trustee and his friends, the Lifesavers. One day Loretta made a mistake and drank something called beer which contains alcohol.

☺ Read the following story to the students:

Loretta the Lobster likes to play with her friends, the Lifesavers. One day, Loretta went off on her own to explore the beach. She saw some beer bottles that had been thrown into the ocean. She did not know what could happen to her if she drank some of the beer. Among the bottles Loretta found on the beech, was one filled with a golden liquid and a top.

Being a curious little lobster, Loretta figured out how to open the bottle and she

drank most of the liquid. Poor Loretta! She felt so sick. Her stomach hurt. Her head felt dizzy and hurt too. She became so tired, she could not swim. She was now in danger. If she could not swim, something awful could happen to her.

Suddenly, Trustee and the Lifesavers found her wobbling all over the beach.

They took her home and put her to bed. Loretta decided to never drink beer again.

☺ Discuss the story with the students. Use the following guided questions to aid in the class discussion.

- What did Loretta find when she went swimming by herself?

- What did Loretta do when she found the unopened beer bottle? - How did she feel after drinking the beer? - Was it a mistake to drink the beer? Why? - What are some healthy drinks you could drink instead of one with alcohol?

FCAT CONNECTION – Tell the main idea of this story. Ask students to use the information in the

story to support your answer. Curriculum Connections: Art Connection: Have the students color a picture of a healthy Loretta the Lobster drinking

milk, juice, or water.

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I’m A Smart Kid!

Objectives: Identify the negative health effects of smoking.

Increase students’ awareness of the dangers of smoking. Materials: picture of a cigarette, teacher reproducible circle (see attached), one 24” strand of yarn per

student, hole puncher, crayons Vocabulary: cigarette, smoke, cough, lungs, healthy, unhealthy Procedure: ☺ Instruct the students Trustee and the Life Savers say, “Smoking makes you sick!”

☺ Begin by showing students the picture of the cigarette and ask them what it is.

☺ Explain to the students that it is called a cigarette and it is used for smoking.

☺ Tell students that when people light up a cigarette and smoke it, bad things happen to their bodies: (Write them on the board or demonstrate with a puppet.)

☺ Smoking makes us smell bad. (hair, skin, clothes, breath)

☺ Smoking makes our teeth yellow which does not let us have a beautiful smile.

(model smiling)

☺ Smoking hurts our lungs which does not let us run around the playground for a long time (imitate sound of someone trying to catch their breath.)

☺ Tell the students we are going to be learning about smoking and how unhealthy it is for

our bodies.

☺ Ask the students:

☺ Do you know anyone who smokes? ☺ How does the person smell?

☺ How do you think it feels to “smell yucky from smoke?” ☺ What color are the person’s teeth?

☺ Explain to the children the concept that Smart Kids Don’t Smoke. We must always remember to SAY NO to smoking.

Fcat Connection: What is the effect of smoking?

Summarize the health effects of smoking. Curriculum Connections: Family Connection: Have the students discuss the health effects of smoking with their parent(s) or

guardian(s) at home.

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Art Connection: Distribute “I’m a Smart Kid” activity sheet. Have children draw a picture of themselves doing something healthy. Use the hole puncher to make a hole in each student’s circle. Thread the yarn through the circle so that it forms a “necklace” with the yarn and a charm with the circle. Have the students wear their circles around their necks.

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Ms. Smiley and Me

Objective: Students will explore different feelings. Materials: one 10” yellow circle per child (construction paper or cut out of poster

board), crayons, poster board, glue, Ms. Smiley picture. Vocabulary: sad, happy, excited, scared, lonely, angry, confused Procedure: ☺ Tell students they will be talking about feelings. ☺ Tell students Trustee and the Lifesavers say, “It’s OK to have feelings. We all have

our own feelings.”

☺ Introduce the vocabulary words and review the meanings. Have the students show you the face that goes with the feeling. (The teacher should model the expression.)

☺ Ask students to name some feelings they have experienced. (Write them on the board

or demonstrate the feeling with a hand puppet.)

☺ Ask students to share something they do that helps them feel happy by completing the sentence: “I feel happy when _________.”

☺ Ask students for examples of times they felt sad or angry.

☺ Ask the students to complete these sentences:

I feel excited when ________. I feel scared when _________. I feel lonely when _________. I feel confused when _______. (Share verbally.)

☺ Ask students what we can do when we’re feeling angry or sad. Role-play the correct way to get in line and the incorrect way (pushing) to get in line.

☺ Show student the Ms. Smiley picture. Tell them Ms. Smiley is a picture that can be

made into a puzzle.

☺ Distribute materials: yellow circle and crayons. (Remember, if the circles are cut out of poster board, you do not need to glue the circles onto the poster board. The poster board is for stability.)

☺ Tell students to draw an activity they enjoy on the yellow circle. Then it will be cut up

and made into a puzzle, so when they feel sad, or angry they can make their puzzle. Before the circles are made into puzzles, have the students share their drawings with the class.

☺ The teacher should glue the students’ work to a poster board and cut it into a simple

puzzle. The student, if capable, may cut out his/her own puzzle. If possible, laminating the puzzles would be a great idea.

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Curriculum Connections: Family Connection: The students can take their puzzles home and share them with their family. The

parents or guardian can take an old t-shirt and let the child draw a “Ms. Smiley” face on his or her shirt with permanent markers.

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Do The Right Thing!

Objective: Students will become aware of accurate drug information. Classify substances that

may be safe or unsafe. Materials: medication bottles, healthy foods, green construction paper circles, crayons, empty

containers of household cleaners, pictures of household cleaners, teacher reproducible of Mr. Yuk, play dough optional

Vocabulary: healthy, unhealthy, safe, unsafe, dangerous, poison, top, bottom, container Procedure: ☺ Using the character cards, inform the students, Willy the Whale says, “Stay away from

unsafe containers in your house!” ☺ Introduce vocabulary and inform students they will be discussing things that are

healthy and unhealthy which can be found in their homes. ☺ Extension: Have the students create letters that form the words out of play dough. ☺ Identify things that may be unhealthy or dangerous to touch or put into students’

mouths. Make sure you inform the students that these things are common and are found in their homes. Discuss each item with the children. Draw it on the board or show a picture of it.

☺ Introduce students to the “Mr. Yuk” symbol. (See attached reproducible.)

☺ Tell students that Trustee the Manatee says, “Listen to Mr. Yuk, he knows what is safe

for all living creatures.”

Tell students Mr. Yuk means that whatever is in the container is dangerous and unhealthy to touch or eat. Have the children describe what he looks like and how do they feel when they see this picture on certain containers.

Tell students that they will be making a Mr. Yuk of their own. Distribute materials to create Mr. Yuk.

Instruct students to make a Mr. Yuk face on their circles. Students are to draw two

eyes, a nose, a down turned mouth with a tongue extending out of the mouth. Extension: The Mr. Yuk symbol may be made from green construction paper and be used as a symbol on a “don’t touch” cabinet in the class.

☺ After Mr. Yuk is created, have students form a circle with their Mr. Yuks so they can

play a game.

☺ Tell students to hold up the Mr. Yuk sign if the teacher holds up a household item or medicine that is dangerous or unhealthy. The students are then to say:

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Yuk! Yuk! Yuk! That will hurt you very much!

☺ Proceed with the game displaying all items. ☺ Have children paint a picture of Mr. Yuk and themselves doing the right thing and

staying away from dangerous items. Display their work. Curriculum Connections: Family Connection: Tell students that they will take Mr. Yuk home and share him and his message

with their parents or guardian. At home, the student and their parents or guardian will create a mini Mr. Yuk

out of green circle stickers. They will draw his face and place a Mr. Yuk stickers around the house on certain dangerous items.

Health Connection: Ask students, “What would you do if you found a medicine bottle with pills

inside?” Discuss choices that they have. Choices might include go tell an adult, take a pill, give the pills to your friend, don’t touch it or throw it in the garbage. Ask them to select the best choice after going over what might happen with each choice.

Teacher Information: Mr. Yuk stickers are available at the Health Department.

lesson # title lesson objective page #studentservices.dadeschools.net/trust/pdfs/pre-k.pdf ·...

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