Checkpoint+6

= = Thank you for your submission. I have the following comments to help strengthen your work.
 * No need to cite the standards.


 * The FCAT lesson also needs to include health SSStandards. This lesson also needs some help with the objectives. Please make sure each one is measurable and specific. I suggest reviewing the lecture on writing measurable objectives or having a group member help. I also noticed only 4 questions are provided, not 5. In addition, the passage was written at a 2nd grade level. Refer to the handout in the inservice folder that will help guide you through word to calculate the reading score.Either change the grade level (and standards) of the lesson to second grade or change the passage. Finally, the extension/modification needs to provide more information. Don't be afraid to be creative in this section.



Overall, your group's submission is very organized, clear, and creative. No need to make a resubmission but I'd be happy to look over any changes you make. Let me know if you have any questions.

= DUE: Tuesday, June 8, by 3:30pm =

Checkpoint 6: Integrated Lesson Plans For this portion of the project you will ATTACH 5 health lesson plans, which incorporate your topic and at least one additional core subject. For the purpose of this project the core subjects are: Language Arts, Math, Science, Social Studies, and FCAT Practice. Each lesson plan may cover more than one core subject, but all core subjects must be covered. Lesson plans are to be original –do not use activities from free lesson plan websites for educators – and yes, I’ll find out if you do. If you were to use an aspect of a source (e.g. a handout, graphics, etc) make sure you cite the source (APA formatting) and include it in your reference list. Remember, the goal is to create a lesson that has a high likelihood of actually being included in an elementary classroom curriculum. Items to include with EACH of the lesson plans:
 * Instructions:**
 * Lesson Plan Title
 * Grade Level
 * Subjects (Health and…....)
 * Sunshine State Standards
 * National Health Education Standards
 * Materials
 * Objectives
 * Background information
 * Procedure
 * Extension/Modification

Street Safety/Math: Street Safety: Have teachers give an overview of road signs, what they look like, and what they mean. Have students create their own road signs that they think may be important on the road Street Crossing in the classroom how to cross a street. Create a mock street in the classroom and allow students to practice crossing.  Depth of Knowledge: Moderate Date Adopted or Revised: 09/07 Big Idea: BIG IDEA 2  **__More Information »__**  ||
 * **»** [|MA.K.G.2.4: Interpret the physical world with geometric shapes, and describe it with corresponding vocabulary.]
 * || **»** __[|MA.K.G.2.5: Use basic shapes, spatial reasoning, and manipulatives to model objects in the environment and to construct more complex shapes.]__ ||

You may refer to the example lesson plan for information on formatting (provided with the in-service directions). The objectives and standards of each lesson plan should be dependant solely on the purpose and intent of the activity. Only include those standards that are applicable to the lesson. The lesson plans should ONLY include activities that the teachers can do with their students during their own classroom time. Thus you should not create units or lessons that are completed over multiple days (though completing an assignment after a short homework is ok). There is no minimum or maximum page length and please attach only Microsoft Word files. Only one submission may be made per group.

Here's my submission: (When submitting, use this downloadable version because of formatting and stuff.) - Raihan


 * **
 * Title:** //Poison!//
 * Grade Level:** 2
 * Subjects**: Health and Science
 * Sunshine State Standards**:
 * HE.2.B.1.2: “Understand the meaning of warning labels and signs on hazardous products” (FLDOE, 2010)
 * SC.2.N.1.1: “Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations” (FLDOE, 2010).

>>
 * National Health Education Standards:**
 * NHES 1: “Students will comprehend concepts related to health promotion and disease prevention to enhance health” (CDC, 2008)
 * 1.2.4: “List ways to prevent common childhood injuries” (CDC, 2008).
 * NHES 7: “Demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks” (CDC, 2008)
 * 7.2.2: “Demonstrate behaviors that avoid or reduce health risks” (CDC, 2008).
 * Materials**: The classroom should be arranged into stations or tables such that three or four students can access each table or station. The following items should be present at **each** station:
 * · 1 **empty, sealed*** bottle of bleach (or a similar cleaning product that contains warning labels)
 * · 1 **empty, sealed*** canister of RAID (or a similar pesticide that contains warning labels)
 * · 1 **empty, sealed*** bottle of antifreeze (or a similar automobile product that contains warning labels)
 * · 1 **empty** 24oz or less bottle of vegetable oil
 * · 1 **empty**, **sealed*** bottle of children’s vitamins
 * · 1 **empty** box of dried mashed potato flakes
 * · 6 clear, 8 oz disposable plastic cups
 * Label one cup “bleach” and fill it with 1tbsp of vinegar
 * Label one cup “RAID bug spray” and fill it with 1 tbsp of vinegar
 * Label one cup “antifreeze” and fill it with 1 tbsp of vinegar
 * Label one cup “vegetable oil” and fill it with 1 tbsp of vegetable oil
 * Label one cup “crushed children’s vitamins” and fill it with 2 tbsp baking soda
 * Label one cup “mashed potato flakes” and fill it with 2 tbsp potato flakes
 * · 8 tbsp of additional baking soda in a small container labeled “Poison Tester 1”
 * · 2 tbsp of additional vinegar in a small container labeled “Poison Tester 2”
 * · 2 measuring spoons (1 tbsp) – one for the vinegar (Poison Tester 1) and one for the baking soda (Poison Tester 2)
 * · One data sheet **per student** (included at the end of this lesson)
 * · One procedure sheet **per table** (included at the end of this lesson)
 * Please note** that these items can be sealed with super glue or craft glue. Students should **not** be able to open these containers.

1. The student will be able to identify common poisonous household substances. 2. The student will be able to identify colors and labels that are associated with poisonous substances. 3. The student will be able to develop a hypothesis regarding which substances are poisonous and which are not. 4. The student will be able to work with three or four classmates to conduct an inquiry and collect data on a provided worksheet. 5. The student will be able to identify ways to avoid poisonous household substances.
 * Objectives**:

- The teacher should discuss the Scientific Method with students, giving a special focus to the formation of a hypothesis and collecting data. - The teacher should discuss science safety procedures with students, including policies for eating, touching, and smelling the substances. - The teacher should discuss common household chemicals and medicines and where they may be found in the home.
 * Background Information**:


 * Procedure**:
 * 1) The teacher will review the scientific method, laboratory safety procedures, and common household chemicals with the students.
 * 2) The teacher will explain the lab procedure as follows:
 * 3) Students will form a hypothesis regarding which substances are poisonous and which substances are not poisonous. Students should write their hypotheses on their worksheet. //Sample hypothesis: If I add the poison tester (baking powder) to the bleach, bug spray, and vegetable oil, then something will happen to show that these chemicals are poisonous.//
 * 4) Then, students will visually observe the substances, paying close attention to their labels, and record their observations on their worksheet.
 * 5) Next, students will carefully pour two tablespoons of baking soda into the cup labeled “bleach”. Students should record their observations on their worksheet.
 * 6) Students will then add two tablespoons of baking soda into each of the “RAID bug spray”, “antifreeze”, and “vegetable oil” cups, making sure to observe and record what happens in each case.
 * 7) Next, students will add one tablespoon of vinegar each to the cups labeled “crushed children’s vitamins” and “potato flakes”. Students should observe and record what happens in each cup.
 * 8) Students who finish early can work on writing a brief conclusion about which substances are poisonous and which are safe.
 * 9) The teacher should explain that the vinegar and baking soda in the cups //represent// the actual chemicals. The teacher should emphasize that students should not use this method to actually test for poisonous substances in their own homes.
 * 10) The teacher will split students into groups of three or four students and send each group to a table.
 * 11) After the students have recorded all data and completed the experiment, the teacher will reconvene the students and record the class’s findings on the board to facilitate students’ conclusion-making process. (A class data sheet is provided at the end of this lesson.)
 * 12) Finally, the teacher will engage students in a class discussion to guide them towards the correct conclusions.
 * 13) Correct Conclusions:
 * 14) Poisonous substances often have a warning on the front and safety information on the back. These labels are sometimes red or yellow and have symbols such as a triangle around an exclamation point.
 * 15) Some poisonous substances, such as medicines, are not marked as poisonous.
 * 16) Some common poisonous substances include bleach, bug spray, antifreeze, and children’s vitamins (in large amounts).
 * 17) Sample guiding questions:
 * 18) What did you observe about the substances? Did you notice if they had anything in common? Is there something on the poisonous substances that tells us that they are poisonous?
 * 19) Which substances are poisonous? Explain your answer. (The student should support his/her answer with observations that he/she made of the actual substance labels and the chemical reactions.)
 * 20) Based on what you have observed, how do you think you can identify or avoid substances in the future?

Students can perform a poison safety check of their own homes by identifying 5 poisonous items within their homes and noting their locations, with their parents’ assistance. The emphasis should be on examining the label of the item to determine if it is poisonous and asking a trusted adult when the student is unsure. This activity can be followed up in a brief class discussion and review about poison safety.
 * Extension/Modification**:

**Poison! Science Experiment** 1. Write your hypothesis on your data collection sheet. If you need help, discuss your ideas with your group. 2. Pour ** 2 tablespoons ** of ** Poison Tester 1 ** into the “**bleach**” cup. Observe what happens. Record your observations on your data sheet. 3. Pour ** 2 tablespoons ** of ** Poison Tester 1 ** into the “**RAID Bug spray**” cup. Observe what happens. Record your observations on your data sheet. 4. Pour ** 2 tablespoons ** of ** Poison Tester 1 ** into the “**vegetable oil**” cup. Observe what happens. Record your observations on your data sheet. 5. Pour ** 2 tablespoons ** of ** Poison Tester 1 ** into the “**antifreeze**” cup. Observe what happens. Record your observations on your data sheet. 6. Pour ** 1 tablespoon ** of ** Poison Tester 2 ** into the “potato flakes” cup. Observe what happens. Record your observations on your data sheet. 7. Pour ** 1 tablespoon ** of ** Poison Tester 2 ** into the “potato flakes” cup. Observe what happens. Record your observations on your data sheet. 8. **If you finish early**, write your conclusion about which substances are poisonous and which are not poisonous on your data sheet.
 * **
 * Procedure:**

**Poison! Data Collection Sheet, Part 1** First, write your hypothesis on the line below. //Hint! Your hypothesis should be have the words “if” and “then” in it.//
 * **
 * Hypothesis:**

Next, follow the steps on the Procedure Sheet and record your data in the chart below.
 * **Item** || **What do you observe about the label?** ||
 * Bleach ||  ||
 * RAID Bug Spray ||  ||
 * Antifreeze ||  ||
 * Vegetable oil ||  ||
 * Children’s Vitamins ||  ||
 * Potato Flakes ||  ||

**Poison! Data Collection Sheet, Part 2**
 * **Item** || **Describe what happened when you tested for poison.** ||
 * Bleach ||  ||
 * RAID Bug Spray ||  ||
 * Antifreeze ||  ||
 * Vegetable oil ||  ||
 * Children’s Vitamins ||  ||
 * Potato Flakes ||  ||

**Poison! Class Data Collection Sheet** __ Yoonnie's Lesson Plan--
 * **
 * //Teacher://** Use this sheet to record the entire class’s data and a brief summary of their observations. This sheet should be used to help students validate their results, discuss any discrepancies, and draw conclusions about poisonous household substances.
 * **Item** || **Did something happen when you tested for poison?** || **What happened when you tested for poison?** ||
 * Bleach ||  ||   ||
 * RAID Bug Spray ||  ||   ||
 * Antifreeze ||  ||   ||
 * Vegetable oil ||  ||   ||
 * Children’s Vitamins ||  ||   ||
 * Potato Flakes ||  ||   ||

L ** Lesson Title ** : Pedestrian Safety

Health Education: Health Literacy Promotion, Benchmark HE.3.P.1.1: “Practice responsible personal health behaviors. ”
 * Grade Level ** : Third
 * Subjects ** : Health and Language Arts
 * Sunshine State Standards ** :

Language Arts: Listening and Speaking, Benchmark LA.3.5.2.1: “The student will recall, interpret, and summarize information presented orally”

“Standard 5: Students will demonstrate the ability to use decision-making skills to enhance health.” “5.5.4. Predict the potential outcomes of each option when making a health related decision.” “5.5.5. Choose a healthy option when making a decision.” “Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.” “7.5.1. Identify responsible personal health behaviors.” “7.5.2. Demonstrate a variety of healthy practices and behaviors to maintain or improve personal health.” Mock cars (i.e. use toy cars, cardboard cutouts, or large solid objects) Masking tape  When children are young, it is very common for them to cross the street with their parents or other people, but as they get older, they start to do things on their own. With proper education of pedestrian safety, kids will be more actively aware of their surroundings and take preventative measures to ensure their own safety by performing appropriate pedestrian actions. Learning these skills at an earlier age will help children habituate correct and safe pedestrian behaviors to prevent street accidents and injuries. For the purpose of this lesson, the pedestrian safety measures that students in the classroom will learn include the recognition and understanding of stop signs, crosswalk signs, and pedestrian street lights.
 * National Health Education Standards ** :
 * Materials ** : Mock stop signs, crosswalk signs, and pedestrian street lights—one of each per group (i.e. print and cut out pictures or make poster-sized signs and street lights)
 * Objectives **
 * 1. The student will identify a stop sign, crosswalk sign, and pedestrian street light with accuracy.
 * 2. Given a scenario, the student will demonstrate the correct actions to take when confronted with a stop sign, crosswalk sign, and pedestrian street light.
 * Background Information**
 * Procedure **
 * · Preparation: The teacher will create mock road boundary lines on outdoor pavement using masking tape. Additionally, the teacher will place stop signs strategically on the road.
 * · The teacher puts up the three signs on the chalkboard and asks students what they think each sign represents/means. The teacher confirms students’ correct answers and clarify each signs’ name and purpose.
 * · The teacher gives correct examples and non-examples of the behaviors that should be taken when these signs are seen on the road.
 * · The teacher prompts various scenarios where the three signs appear and asks the class to verbally respond with the appropriate action.
 * · Before going outside to the mock road, the teacher asks the class to identify the three different signs and their purposes as a review.
 * · Splitting the class up into groups of four to five students, the students in each group will act as a group of pedestrians (each group will have one leader to lead the pack of students in crossing the street safely).
 * · With a start to finish point on the pavement, one after another, each group will walk through the mock road to demonstrate their understanding of street safety. Remind students that they should not walk anywhere on the road that is not the sidewalk, also warning them the dangers of not doing so.


 * Extension/Modification **
 * · Instead of going outside, the teacher can create an indoor mock road in a in a large, open area.
 * · To incorporate computer technology, the teacher can set up a Centers Activity that includes a pedestrian safety crossing simulation for students to play.
 * · For further guidance, the teacher can create a handout that includes the pictures and explanations of each of the three signs so students can refer to it when the teacher is reviewing them and to take home.

American Cancer Society. (2007). // National health education standards: achieving excellence // [Ed. II]. (Adobe Digital Editions version), Retrieved from []

U.S. Department of Education, Florida Department of Education. (2008). // Next generation sunshine state standards. // Retrieved from http://www.floridastandards.org/Standards/

Amy's Lesson Plan (the worksheet is on the attached document)

**Lesson Title:** Street Signs and Their Shapes
 * Grade Level:** 1


 * Subjects:** Health and Math

MA.1.G.3.1: Use appropriate vocabulary to compare shapes according to attributes and properties such as number and lengths of sides and number of vertices. HE.1.B.1.2: Determine the meaning of warning labels and signs on hazardous products and places.
 * Sunshine State Standards:**

NHES 1 – Students will comprehend concepts related to health promotion & disease prevention to enhance health. 1.2.4. List ways to prevent common childhood injuries. NHES 7 – Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. 7.2.2. Demonstrate behaviors that avoid or reduce health risks.
 * National Health Education Standards:**


 * Materials:** Each student should receive a worksheet with different road signs and follow-up questions.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1. The Student will be able to distinguish between different road signs. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">2. The Student will be able to identify the function of each road sign. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">3. The Student will be able to identify the shape of each road sign. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">4. The Student will be able to state the number of sides each road sign has.
 * Objectives:**

Ø Discussion of road signs and how a pedestrian should respond to each sign. Ø Discussion of different shapes and how to count their sides.
 * Background Information:**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1. Discuss the different road signs that students may run into on their way to and from school, and how they should react to each one. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">2. Discuss how to safely cross the street. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">3. Discuss the essential shapes that students at this level should already be aware of and how to count how many sides each shape has. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">4. Pass out the worksheets. The worksheets should have a picture of a stop sign, a crosswalk sign, and a pedestrian street light. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">5. For each sign, have the student write what they would if they came across the sign, what shape it is, and how many sides it has.
 * Procedure:**

· After the worksheet is completed, student can participate in role play to demonstrate their comprehension of each road sign. · More road signs can be added onto the worksheet. · The follow-up questions can include questions about how many vertices each road sign has as well as sides.
 * Extension/Modification:**


 * <Andi's Lesson Plan>**[[file:HSC Checkpoint 6.docx]]

Amy's Lesson Plan




 * Lesson Title**: Strangers


 * Grade Level:** 3


 * Subjects:** Health and FCAT/Reading

LA.3.2.1.2: The student will identify and explain the elements of story structure, including character/character development, setting, plot, and problem/resolution in a variety of fiction. LA.3.2.2.1: The student will identify and explain the purpose of text features (e.g., table of contents, glossary, headings, charts, graphs, diagrams, illustrations). LA.3.2.2.2: The student will use information from the text to answer questions related to explicitly stated main ideas or relevant details.
 * Sunshine State Standards:**

NHES 1 – Students will comprehend concepts related to health promotion and disease prevention to enhance health. 1.5.1. - Describe the relationship between healthy behaviors and personal health. NHES 4 – Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. 4.5.1. – Demonstrate effective verbal and non-verbal communication skills to enhance health. 4.5.4. - Demonstrate how to ask for assistance to enhance personal health. NHES 5 - Students will demonstrate the ability to use decision-making skills to enhance health. 5.5.1. Identify health-related situations that might require a thoughtful decision. 5.5.2. Analyze when assistance is needed when making a health- related decision. · Student copies of the passage from //Who Is a Stranger and What Should I Do?// · Student copies of follow up questions
 * National Health Education Standards:**
 * Materials:**
 * Objectives:** Given a passage from the book //Who Is a Stranger and What Should I Do?,// students will use FCAT skills to answer five multiple choice questions.

Ø How to fill answers on a FCAT answer sheet Ø Experience in analyzing FCAT-style passages
 * Background Information:**

1. Discuss stranger danger and how it can affect students.
 * Procedure:**
 * 2. **Teacher will then introduce the passage to the students and instruct the students to silently read the passage.
 * 3. **Once students have completed reading the passage, they will answer FCAT comprehension questions. There will be five multiple choice questions.
 * 4. **Once the students are finished answering the questions, the teacher will go over the answers as a class. If there is any query about a particular question, the teacher will call on a student to give the correct answer and have them explain their reasoning.

· Different passages can be used. · Short response type questions can be asked.
 * Extension/Modification:**

Girard, Linda. (1993). Who is a Stranger and what should i do?. Concept Books.