Got Health? or…If You Wear Out Your Body Where Will You Live?

Thematic Unit Title:  

Got Health? or…If You Wear Out Your Body, Where Will You Live?

Subject: Health
Goals: 1. Communicate in Languages Other than English
3. Connect with Other Disciplines and Acquire Information
Standards: 1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
1.2 Students understand and interpret written and spoken language on a variety of topics.
1.3 Students convey information, concepts, and ideas to listeners and readers for a variety of purposes.
3.1 Students reinforce and further knowledge of other disciplines through foreign languages.
3.2 Students acquire information and perspectives through authentic materials in the foreign languages and within the cultures.
Contexts\Outcomes: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions in order to recognize what constitutes a healthy lifestyle (healthy eating, exercise, rest, and relaxation) and its importance.
Progress Indicators Goal 1:  

1.1C Express state of being.
Create simple descriptions within a context.
Create detailed oral descriptions within a context.
1.1F Respond to one-on-one interactions.
Exchange information with peers and others.
1.1G Ask and answer simple questions.
Provide and request clarification.
1.1H Make and respond to simple requests.
Give and follow directions in a familiar context.
1.2A Respond appropriately to directions, instructions, and commands.
Respond appropriately to a series of directions, instructions, and commands.
1.2C Read and respond to developmentally appropriate material.
Derive meaning from selected authentic materials.
Interpret and analyze cause and effect, relationships, and sequences in authentic materials.
1.2D Respond to speech of peers and familiar adults on a given topic.
1.2G Identify main ideas and key words in oral and written material.
Comprehend speech on familiar topics with some repetition.
Identify the main idea with supporting details in written material.
Interpret and analyze the main idea and significant details from authentic materials and literary samples.
Research and synthesize information from a variety of sources.
1.3A Give directions, commands, and instructions.
Explain a process based on prior knowledge and/or experience.
1.3B Give a description orally and in writing using simple phrases.
Give a description orally and in writing using complex sentences.
1.3D Summarize main idea of selected authentic and/or contextualized material.
Interpret information from authentic material to an audience.
1.3E Present prepared material to an audience.
Speak or write spontaneously.

Progress Indicators Goal 2:
Progress Indicators Goal 3:  

3.1A Identify and apply, within a familiar context, information and skills common to the foreign language classroom and other disciplines.
Transfer and apply, within a limited context, information and skills common to the language classroom and other disciplines.
3.2B Use authentic sources to identify the perspectives of the target cultures.
Use authentic sources to analyze the perspectives of the target cultures.

Progress Indicators Goal 4:
Progress Indicators Goal 5:
Essential Skills\Knowledge:  

Topic specific vocabulary (food, body parts, time, preparation for the day, numbers, sports and leisure activities, etc.)
Verbs- present, imperative tenses (can add past and future if needed)
Question words

Assessments: Vocabulary Quiz
Written Project:
Students write an analysis of survey results meeting specified criteria.
Students create a visual ad promoting a healthy lifestyle meeting checklist criteria.
Students write and perform an exercise video meeting rubric criteria.
Students give a written and oral presentation of personal goals for a healthy lifestyle meeting rubric criteria.
Instructional Strategies:  

Pair Activities:
Students design a healthy food plan based on the nutritional pyramid.
Students measure height and weight and convert them to the metric system.
Students tell each other do’s and don’ts for a healthy lifestyle.
Graphic Organizers:
Students categorize and analyze present habits of food intake, exercise, and sleep time.
Students use a Venn diagram to analyze responses to surveys of peers on health habits.
Cooperative Learning:
Students design surveys and analyze results.
Students plan and make an exercise video.
WWW Search:
Students research health habits of other cultures
Students write a self-reflection journal of personal health habits and areas of improvement.
Students interview their peers about diet, exercise and sleep patterns.
TPR (Total Physical Response):
Students exercise to an aerobic video.
Oral Presentation:
Students present to the class their research on healthy lifestyles.

Resources: Textbook
Library resources
Library research
Realia (ads, magazines, etc.)
Teachers from other disciplines (Health, Science, P.E., Family & Consumer Sciences, etc.)
Guest Speakers (School Nurse)
Other Resources:
Updated December 27, 2019 9:21am