Teacher’s Guide
Wellbeing Stages 1-3
Kate Daniels and Victoria Pugh
2.3.1 Things that keep us healthy
Big question:
• What and who keeps us healthy as we grow up?
Learning objectives
• 123Uh.01 Understand what ‘being healthy’ means.
• 123Uh.11 Understand the purpose of medicines.
Key vocabulary:
• siblings, vaccinations, vaccine, immune, specialist, counsellor, physical health, mental health, survey, tally
Resources:
• PowerPoint 2.3.1
• Student’s Book pp. 17–19
• Worksheet 2.3.1 (including one enlarged copy)
• Clipboards
This lesson discusses vaccination and refers to COVID-19. Be aware that some families will have lost loved ones during the pandemic and some sensitivity will need to be given to this topic. Ask other teachers, in advance of the lesson, if it would be OK for your students to come to their class to do the survey.
Introduction (15 mins)
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• Ask students to turn to Student’s Book page 17 and review what they already know about the word ‘healthy’. Write their ideas on the board (e.g. heart and heartbeats, the importance of sleep, not spending too much time online, reducing sugar and keeping safe in the sun). Can they remember some of the ways they can keep healthy day to day? (e.g. healthy eating choices, exercise one hour a day) Is there anything they do now that they didn’t do before, so they have got better at keeping themselves healthy? Show Slide 1 and look at the big question. Allow time for st udents to consider this and answer it. Help students to think about the first care we receive as babies. Ask if any of them have younger siblings. Do they remember the baby having to have anything don e at the doctor’s surgery? Elicit that babies have lots of health checks (e.g. weight and height) a nd they also have injections called vaccinations. Note to students that everyone has vaccinations at points in their lives.
Go to Slide 2 to teach about vaccinations. You can re fer to the COVID-19 pandemic and how people were offered vaccinations to help protect them from this virus. Read through the text and, following discussion, extend the talk to what other ways doctors and nurses can help us to keep healthy (e.g. giving advice, medicines, referring us to a specialist doctor if we need help with our physical health or a counsellor for our mental health). Remind them that it is always good to tell an adult if they are worried about their health, both physical and mental.
Emphasise that, as they are getting older, it is a good idea to start looking after their own health more, by making healthy choices each day.
Activities (25 mins)
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• Tell students that today they are going to find out which healthy activities people in the school undertake. Explain what a survey is and what you want to achiev e with this survey (to find out how active students in the school are). Revise how to do tallying and model this with the class using an enlarged copy of Worksheet 2.3.1. Divide the class into small groups and show Slide 3 to go through the instructions. Hand out clipboards and copies of Worksheet 2.3.1 to each group or ask them to turn to Student’s Book Activity 3.1a. Make sure students understand the questions. Then send them off to different classes to complete the survey. Remind them to knock on the door before they go in.
Plenary (5 mins)
• Collect all the survey results and tell the class that in the next lesson you will gather all the results together and find out more about how acti ve the students in the school are.
Assessment opportunities and next steps
• Ask students to consider some of the ways they could make their day even healthier by making a few changes. They can write or draw their ideas in Student’s Book Activity 3.1b or their notebooks. Suggestions might include: getting more sleep, wa lking to school (where possible), spending time outside, and so on.
Active life survey
Go into each class, remembering to knock on the door first. Tell the class what you are doing, then ask the questions below. Ask their teacher to help if you need to. Say thank you and go back to your class.
Activity Tally
Do you walk to school?
Do you cycle to school?
Do you play outside?
Do you do a sport or other club?
Do you do any other exercise?
Do you like exercise?
Total of tally marks:
2.3.2 Keeping fit is fun
Big question:
• How does exercise keep me healthy?
Learning objectives
• 123Uh.05 Know that movement and exercise is important for health and wellbeing.
• 123Uh.09 Understand the importance of sleep for their bodies and minds.
• 123Uh.06 *Identify at least one physical activity they enjoy and practise regularly.
Introduction (15 mins)
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Key vocabulary:
• exercise, heart, heartbeat, pump, veins
Resources:
• PowerPoint 2.3.2
• Student’s Book pp. 20–21
• Worksheet 2.3.2
• PE kits, coloured bibs or bands; hall, playground or other large space
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• Ask students to give you five different examples of types of exercise. Then go to Slide 1 and discuss the big question. Pull together students’ ideas and note these on the board. Tell them that keeping healthy is a mixture of lots of things, including getting lots of healthy exercise, eating healthy food and getting plenty of sleep. Tell them that today you are going to focus on exercise.
Show Slide 2 and talk about the heart. Once you have gone through the text, move on to Slide 3 Explain that this illustration is of the heart and that the veins are like little roads that carry the blood around our bodies with every heartbeat. Eating healthy food keeps the ‘roads’ (veins) clear and fresh, while healthy exercise keeps the heartbeat strong. There are further notes about how the heart works in the slide notes.
Ask students to change into their PE kits, then show Slide 4 when they are all calm. Demonstrate, then help them to feel their heartbeats (their pulse). Tell them to think very ca refully about how it feels, as they are going to be exercise investigators today!
Activities (25 mins)
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• Go to the hall or playground and tell students they are going to have fun exercising. You can use your own ideas for fun exercise activities (see Slide 5 notes for suggestions), or try the following game.
Spread the class out. Tell them they are a video and that you have a large remote controller and will be controlling them. Instruct them to: ‘play’ = walk, ‘stop’ = stop, ‘pause’ = stop and jump in the air, ‘fast forward’ = run, ‘rewind’ = walk backwards (m ake sure they look where they are going!). When you can see they are really tired, ask students to come and sit down in front of you. Remind them that they are all exercise investigators and ask them to remember what their heartbeats felt like when they were resting. Then repeat the heartbeat monitoring on your wrists as you did before. Hopefully they will all notice that their heartbeat is much faster and stronger now. Talk about why this is (you could use this as a general assessment).
Make sure they all cool and ca lm down before going back to the classroom. They could lie down and close their eyes and you can encourage them to breathe deeply and feel their heartbeats slowing down. Once back in the classroom, show Slide 5 and discuss how much exercise they should have each day to keep fit and healthy. What do they think of this? Ask them to share their favourite way to exercise and to draw a picture of themselves doing this in Student’s Book Activity 3.2a or their notebook.
Plenary (5 mins)
• Show Slide 1 again to recap the big question and ask the class to share three reasons why exercise is so important for our bodies and minds (e.g. it keeps our hearts healthy, it helps us to manage our emotions by releasing happy chemicals in our brains, it keeps our bones and muscles strong, we can take part in activities we enjoy which can make us feel happy).
Assessment opportunities and next steps
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• Create a class book of games the students enjoy. Students can teach other classes fun games so that they can incorporate exercise into their day too.
Have students create a fitness journal where they record their daily physical activities for a week, using Student’s Book Activity 3.2b or Worksheet 2.3.2
What exercise do you take part in over the week? Remember that exercise can be any type of activity where you are moving your body, such as stretching, games, yoga or team sports.
Type of exercise How did it make you feel?
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday Sunday