Create a poster/sign/dance/
rhyme for the important steps of washing hands and/or when they should be washed
- To be placed around the classroom/bathroom
/school

Examine health messages and how they relate to health decisions and behaviours (VCHPEP077).

Creating their own positive health message and sharing it with the class (HBPA, S, AD, FN).

 Lesson Plan:

1. Watch advertisement from 2007 ‘Go2for5’ health campaign. (https://www.youtube.com/watch?v=BvLKGO3jjzE)

2. In pairs, discuss the effectiveness of the advertisement using the following questions:

-  How effective was this advertisement in grabbing your attention?

-  Does the advertisement have a clear audience?

-  How likely are you to change your eating habits from the advertisement?

-  What would you change about the advertisement to make it more effective?

3. In your pairs, create your own poster to present to the class and share this message.

 

Elaborations:
- predicting and reflecting on how other students might feel in a range of challenging situations, and discussing what they can do to support them (RS)

·- recognising that bullying behaviour can take many forms, in many environments, including physical, social and emotional actions and behaviours (S, RS)

 
LESSON: 

Demonstration using two apples – each child saying words to each apple as the go around the circle.(encouraging one apple, being mean to the other apple)  (see https://www.telegraph.co.uk/education/2016/06/23/teachers-powerful-lesson-on-the-effects-of-bullying--using-two-a/ for example). 

*one apple (negative has been tapped and therefore bruised on the inside, and the other is normal. After the demonstration, cut the apples open to see what has happened to each.

Children learning about the power of words – that every word influences the inside of a person and how they feel. OUR WORDS MATTER. 
Discuss how we can make a difference and how we can stand up for one another in these situations. 

Lesson:
Mindfulness (brain breaks) and connection to body and movement is important for all learners; in particular junior classes. This lesson draws from a popular yoga book/video for children to engage with; 'Good Morning Yoga' by Mariam Gates.
1. Set up children inside/or outside (weather dependent) with their own space (including yoga mat).
2. Read the book aloud (and do movements with students) if outside, or if inside play youtube video https://www.youtube.com/watch?v=u-a4iOERMRs . 
3. Engage with the text/video and highlight key motions (stabilise core/breathing techniques with students; ensure modelling.
4. After completion get children into pairs/small groups (number dependent) and get them to create their own yoga movement and demonstrate to the class; explaining how to do it and how it makes them feel.

 

Activity: Warm Fuzzy 
Discussion: 
- What do you think your strength is?
- What was one personal achievement that you are proud of?
1. Students will sit in a circle. 
2. Students will each be given a piece of coloured paper, where students will write their names of the top right hand corner. 
3. Students will write their strength or personal achievement on the paper. 
4. Students will pass the coloured paper around the circle, and their peers will take turns to write what they think the strengths of their peers are. 5. The activity will conclude when students get their own coloured paper back.  

Activity: 
 

The teacher will first read the book Elmer by David McKee. Students then have a class discussion about differences and what this means. Students are then placed in a pair with a friend and given a Venn diagram template. They write their name on one of the outer circles and the other student writes their name on the other outer circle. They first talk about things that are the same about them and write these in the middle circle. Then underneath the circle with their name they write about what makes them different from the other child. 

 

Elaboration.
Identifying how personal qualities contribute to identities (MH)

- Students are encouraged to make a timeline of the significant aspects of their life to date.
- Next to each aspect mentioned, students are to identify where and who was there
- Students to share with a partner a personal trait they used during each point in time
- Discuss in group one significant moment:
---- how have you been influenced since this significant moment?
---- why do you think the place you were at impacted you?
---- what personal qualities did you contribute to this moment?
--- what personal qualities did someone else contribute to this moment?
--- how has your identity changed since this moment?
---- can you think of a time someone may be severely impacted by people and a place in a +/- way?

-      How do we work as a group in the classroom?

-      What do you do with your friends to make sure you include everyone in your play

Group game

-      Choose a partner that you do not usually talk to in the class

-      Identify game that students haven’t played before 

-      Partner games. Find a group of 2, sit back to back and try and stand up 

-      Find a group of 4; tie your hands together, see if you an unravel them without letting go 

-      Find a group of 6; make a star shape on the floor with your body 

 

Conclusion

-      Discuss what happened in the groups; what discussions were being had. What was said 

-      Explain that in order for the game to work, all groups had to talk together. This is one strategy to work in a group. 

Elaboration:
-Proposing and implementing opportunities to increase their physical activity levels at school and at home (HBPA)

Discussion:
-What type of physical activities are considered healthy/unhealthy?
-What do you think of classroom lessons (does it encourage physical activities)?
-How would you make sure that there are physical activities in your classroom?

Activity:
- Plan and discuss on how to improve classroom and lessons to include some sort of physical activities out of HPE.

Develop and use personal, behavioural, social and cognitive skills and strategies to promote a sense of personal identity and wellbeing and to build and manage respectful relationships 

 Elaborations:

10 Minute mindfulness activity, to calm children after running outside the in the summer heat during lunch. 

Activity:
Play clam music get the children to lie down and say this script.

" Find a place where you can sit on a chair, cross legged or lying down comfortably for a few minutes.
 
Close your eyes when you feel comfortable.
 
In this short session you will have a chance to practise being present.
 
Imagine you have a special flashlight, wherever you shine the flashlight that is where your attention goes. Your mind might want to think about other things but see if you can direct it back to wherever the flashlight is shining.
 
Begin by shining the flashlight on the surface you are sitting on, is it hard or soft?
 
How does it feel agenst your body?
 
Now shine your flashlight on your feet as they are resting. Feel your feet as they are resting on the ground. Notice what the bottom of your feet feels like, notice what your toes feel like.
 
Are your feet warm, cool, tingly, itchy or something else?
 
Just notice."
 

Name parts of the body and describe how their body is growing and changing

Activity
- Discuss parts of the body they already know the names of/ draw a human body figure on the whiteboard and ask children what parts they know. Label the body parts.
- Sing a song such as heads, shoulders, knees and toes.
- Discuss difference body parts and their functions. Including 'private parts' and why they are and should be kept private.
- Give children a body part each to colour in, and practice writing the name of it, create a class poster to display in the room.

Questions/Learning experiences
- What have you learnt today? 
- Can you spell any new words?

Identify and practise emotional responses that account for own and others’ feelings

Discussion:
- How do you feel when...?
- If you noticed a person crying, what might they be feeling?
- If you noticed a person laughing, what might they be feeling?
- What things can you do to make another person feel happy/sad/angry?

Activity:
Using emotion cards, such as bear emotion cards have a group discussion about feelings.
Children can select cards they may 'feel' in certain situations.