3rd+Being+Responsible+for+Ourselves

=**Health and Nutrition**=

Here's an abc poem that helps transition from Building and Understanding Our Community **(environmental print)**. I write this poem out on sentence strips and use it for shared reading. I write all the letters in D'Nealian font in one color and all the sentences in a contrasting color.

That's what my mom said to me!
Day 1: Read the poem. Focus on reading environmental print. Bring in or ask students to bring in examples of environmental print. Extension: place them on the word wall.
 * Shared Reading experiences using the __I Can Shop abc Poem:__**

Day 2: Read the poem. Play "name that letter"! Randomly point to abc letters and ask students to name them collectively. It might get a little loud. Remind them of inside voices.

Day 3: Read the poem. Talk about "slow, whoa, and go" foods. Focus on what kind of food m&m's are (whoa) and brainstorm why they are not that good for you. (Too much sugar, fat, calories=rotten teeth, unhealthy heart & blood, overweight problems, etc.) //Extension:// Time permitting, make a list of "whoa" foods.

Day 4: Read the poem. Continue talking about "slow, whoa, and go" foods. This time focus on "go" foods. Make a list together.

Day 5: Read the poem. Play "name that letter" and/or "name that sight word" (I, can, my, mom, to, me). Finish with naming the letters in the logos H-E-B, m&m's, and Cheerios.


 * Ideas for Independent Student Projects:**

1. Read __The Cheerios Counting Book__. Create a template with numbers 0-10. Ask students to glue the correct number of Cheerios in the space provided.

2. Read a book on nutrition. Collect grocery ads (enough for each child to have their own). Ask students to cut out pictures of "whoa" and "go" foods to sort and glue on a prepared T-template labeled: "whoa foods" on one side an "go foods" on the other. Keep the grocery ads for another day.

3. Have students create their name using letters found in the grocery ads. If a child needs more support, provide a name sample for him/her to use as a guide.

4. Buy a box of colorful cereal, like **Trix** or **Froot Loops**. Ask students to either sanitize or wash their hands first. Serve some cereal to each child on a clean paper or napkin. Have students sort, count, compare groups, and then enjoy a cereal snack!

5. Writing prompt: //I can exercise by...// Ask students to draw pictures/write about active things they do that helps keep them healthy: running, riding a bike, swimming, playing chase, climbing the monkey bars, playing on the playscape, playing sports, etc.

=FOOD AND NUTRITION ideas from Lakeshore=

(Tune: Twinkle, Twinkle Little Star)
 * Music/Poetry**

Fruits and veggies, beans and meat, milk and grains are good to eat. Eat from each group every day. Don't forget to run and play! Fruits and veggies, beans and meat, milk and grains are good to eat.

**Literacy/Writing** Read, __Eating the Alphabet__ by Lois Ehlert. Follow up with a shared writing experience that can be extended throughout several days. Write, "A is for apple. B is for banana. C is for carrot." etc.

**Science** Using a food pyramid, explain that grains give us energy to play and learn; veggies and fruits provide vitamins for healthy eyes, skin, hair and more; meats and beans give us protein for muscles; and milk products provide calcium for healthy bones. Place the food pyramid in the house center. Challenge the children to serve themselves one item per food group to represent a healthy meal.

Sort play food. Measure the lengths of foods using nonstandard units of measurement. Use a balance scale to compare the weight of real fruits and vegetables. Create class graphs: What is your favorite fruit? What is your favorite vegetable?
 * Math **

__Gregory, the Terrible Eater__ by Mitchell Sharmat __Growing Vegetable Soup__ b Lois Ehlert __Lunch__ by Denise Fleming __Pancakes for Breakfast__ by Tomie dePaola __The Race Against Junk__ Food by Anthony Buono __Pete's a Pizza__ by William Steig __The Very Hungry Caterpillar__ by Eric Carle __We're Making Breakfast__ for Mother by Shirley Neitzel
 * Other Books recommended by Scholastic: **

=**DENTAL HEALTH**=

__Brush Your Teeth__
 * Poem**

Oh, every single morning //(draw a picture of the sun rising)// and every single night //(night picture)// I brush my teeth clean- //(draw a toothbrush underneath word "brush" and a mouth showing teeth under word "teeth")// so shiny and bright! //(add glitter or clear nail polish to the word shiny)// I look into the mirror //(draw a mirror)// and smile with ease //(draw a smiley face)// I say, "Look mom! No cavities!" //(draw a tooth with a hole in it, circle it, and mark it off-like "No smoking" sign)//

**Shared Reading experiences using the __ __Brush Your Teeth__ :__** Day 1: Read the poem. Focus on comprehension and vocabulary development. How many times a day is the author of the poem asking us to brush our teeth? Why should we? What does "smile with ease" mean? What is a cavity?

Day 2: Read the poem. Practice blending onsets and rimes with picture support. Tell the students you will be saying a sound followed by a sound chunk. When put together it will be a picture from the poem. Use your right hand out, palm facing up to represent the first onset **/t/** and the left hand out, palm facing up to represent the rime __/eeth/__. Bring your hands together to represent blending. Ask, "What word am I trying to say? Response: **teeth**. Continue the same motions with other one-syllable words. Words I used include: s-un, m-oon, d-ay, n-ight, f-ace, and m-outh. //To make it a little easier if they are not getting it initially, try two syllable words like m-irror and m-orning.//

Day 3: Read the poem. Practice producing rhyming words. Pick a word from the poem. Ask students to raise their hand and tell you a word that rhymes with the given word. Words I used include: sky, night, day, star, look, and no.

Day 4: Read the poem. Pass out one play food item per child from the house/home living center. Sort into two groups: healthy/not healthy. They can be placed in baskets or boxes with those labels or simply put on the floor in a designated space.

Day 5: Read the poem. Play "name that letter and sound!" Tell students that the next time they are tested they will be asked to produce the sound of the letter by themselves. Randomly point to letters requesting the letter name and sound.