Fiction Resource:
“Giraffes Can’t Dance” – written by Giles Andreae and illustrated by Guy Parker-Rees, published in 2001 by Gardeners Books. The book is a story about Gerrald the giraffe who does not feel confident in his ability to dance because of his knobby knees, but discovers that he only needs the write song and perhaps some encouraging words to find his groove. This is an excellent book to motivate students into being active. I can see reading this book for the class if there are some students that are not willing to participate in movement activities because they are too self-conscious. Students will be given the task of writing a reflection on a time when peers, family, or culture may have influenced their motivation to do something active like dancing.
Integration: There are many ways this book can be integrated into the core curriculum. For children in K-1st grade there are multiple examples of rhyming or words that have alliteration that can be used to teach these concepts. There is also the potential to integrate science into this lesson with a focus on the animals, their habitat and possible adaptations that may have contributed to Gerrald’s poor coordination, or ability to eat the “shoots” off trees.
In our classroom we might start with a read aloud of this book in order to introduce terms like alliteration, words that rhyme, and descriptive words. By doing a read aloud we can ask students to think critically about the text, and ask questions that allow turn and talks, having them come up to the board, and also getting up and moving their bodies in the classroom. This might go right into an extension activity where students practice using alliteration, or descriptive words such as adjectives.
Standards
NHES 2: Students will analyze the influence of family peers culture media, technology and other factors on health behaviors.
PHW 2.5.3: Identify how peers can influence healthy and unhealthy behaviors.
CCSS K.2.a Phonological Awareness: Demonstrate understanding of spoken words, syllables, and sounds (phonemes). Recognize and produce rhyming words.
NGSS 2-LS4-1: Make observations of plants and animals to compare the diversity of life in different habitats
Interactive reading – on YouTube
Nonfiction resource:
“The Usborne Book of Growing Food” by, Abigail Wheatley and illustrated by Anni Betts. This book was published Marched 1, 2017 by Usborne publishing. This book is a great resource because it has simple pictures, basic information, and isn’t overwhelming. Students can read this book on their own time too because the pictures provide a lot of information even if students have trouble reading the words. This book also helps students learn about how to read a book with a list of steps; what should we do first, second and third?
Here are two videos of the book being read to get an idea of what it looks like and how it is formatted: Video1 Video2
Integrated curriculum: Science
We would integrate science into the health education unit by doing a read aloud of sections of this book. We would ask students questions along the way such as:
- Why did I read this part first? (it was the first step)
- Have you ever planted anything? What did the plant need?
- What would happen if we didn’t give the plant what it needed?
- What could we grow as a class?
- How could you keep growing plants outside of school?
- How does this connect to our health unit? (eating healthy also gives you energy to be able to be physically active, but maybe this is too much of a stretch for students for this particular curriculum integration.)
- Could we use gardening as one of our “get moving” activities? Why?
Our target would be to teach students more about gardening, the process of taking care of plants, and how we all can grow our own food but also that this is another activity they might not have thought of that they can do to be physically active. We can go outside the lesson to the school garden if they have one, or grow our own plants in the classroom. The targeted grades for this resource focus on 2nd/3rd grade. This lesson combines science and physical activity because it encourages students to get outside and be active by getting their hands dirty, by planting seeds, watering the seeds etc.
This is a great way to show students a variety of ways one can get outside and be active for 60 minutes; we can be active in unique ways because we all find interest in a multitude of activities. It incorporates both science and physical activity at the same time. Not every student will work on being physically active for sixty minutes each day in the same way. By teaching students about plants; the biology and the science, we would also model and provide the tools and knowledge for students to try and garden on their own outside of school beyond this lesson.
Extensions:
-Having students draw and write about the plants.
-Have students write gardening as an activity they would like to do at home on their worksheet: “Activities that motivate me to be active!” (Ensure every student has this worksheet: an ongoing worksheet to help students discover activities that will help them be active for 60 minutes every day.)
-Encourage students to share out about their gardening experiences and how they got outside to be active.
Standards:
NHES 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.
PHW 7.2.1: Demonstrate healthy practices and behaviors to maintain or improve personal health.
HBO 5: Follow a physical activity plan for healthy growth and development
HBO 1: Engage in moderate to vigorous physical activity for at least sixty minutes every day
NGSS: LS2.A: Interdependent relationships in ecosystems
-Plants depend on water and light to grow.
~The link below provides a helpful worksheet students can use to write down activates that help motivate them to get outside and work towards their goal of being active 60 minutes a day. Also a link to buy this book on Amazon: