To Be Me Fit For Life

Transcription

To Be Me
Fit for Life
A CCEA Publication © 2009
A practical resource to support the Personal Development and Mutual
Understanding (PDMU) Area of Learning in the Northern Ireland Curriculum
The To Be Me (Personal Development and Mutual Understanding) thematic
unit for Key Stage 1 pupils with severe learning difficulties (SLD) aims to provide
teachers with support in beginning the planning, teaching and assessing of
PDMU within the Northern Ireland Curriculum.
This resource is comprised of six sub-units
• Fit for Life
• Let’s Get Moving
• Home is Where the Heart is
• Feast for the Senses
• Straight from the Heart
• Let’s Get Together
It details suggested learning activities and methodologies which will assist teachers in
developing children’s personal, emotional, social and health needs at the very earliest stages of
development.
It includes links to the Thinking Skills and Personal Capabilities Framework, the cross curricular
skills of Communication, Using Mathematics and Using ICT. The resource also connects to the
Areas of Learning where appropriate and incorporates the principles of Assessment for Learning.
Strand 1
Personal Understanding and Health
Themselves and their Personal Attributes
Begin to recognise uniqueness and value personal qualities and abilities
Their Own and Others’ Feelings and Emotions
Begin to recognise and manage some feelings
Keeping Healthy and Safe
Begin to recognise some aspects of a healthy lifestyle
Strand 2
Mutual Understanding in the Local and Wider Community
Similarities and Differences
Begin to recognise differences in each other
Learning to Live as a Member of a Community
Begin to understand their role in the classroom community
Relationships with Family and Friends
Begin to understand the relationships within a family
Similarities and Differences
Begin to recognise differences
Writers
Anna Woznica, Lisanally School, Armagh
Helen Stewart, Tor Bank School, Dundonald
Stephanie Anderson, Tor Bank School, Dundonald
Caroline Currie, Lisanally School, Armagh
Resource Sheet in this booklet
Skills listed on a light pink background
are Thinking Skills and Personal
Capabilities
Skills listed on a dark pink
background are Cross Curricular
Skills
To Be Me
Fit for Life
Curriculum Objective
To develop the young person as an individual
Key Experiences
Explore who they are
Recognise what they can do
Develop their health
Learning Intentions
Pupils will have opportunities to:
• recognise and name some of the features
of their body; and
• identify some features which help them to
keep clean and healthy.
Progress in Learning
I am starting to:
• understand what makes up the different
parts of my body;
• understand the importance of keeping
clean and healthy;
• become aware of the need to eat
healthily; and
• become aware of some of the things that
make me feel unwell.
To Be Me Fit For Life
Success Criteria
Pupils will:
• become aware of how their body works;
• recognise basic hygiene skills; and
• become aware of the need for healthy
eating.
Attitudes and Dispositions
Personal responsibility
Self-confidence
Curiosity
Flexibility
Tolerance
Openness to new ideas
Thinking Skills and
Personal Capabilities
Self-Management
1
Key Question
What can I do
with my body?
Bodies in Motion
Play some music and encourage your pupils to move around
– dancing, wiggling, twirling. Use music of different tempos
and styles to help encourage interest. Provide opportunities
for them to watch themselves through the use of mirrors or
by setting up over-head projectors/using torches to
create shadows. You could also take videos of
them moving and allow them to watch these
at a later stage – this may lead to the
development of simple self-reflection. 2
To Be Me Fit for Life
Thinking Skill and Personal Capability:
Be aware of personal strengths, limitations
and interests
Cross Curricular Skills:
Communication Use non-verbal means to express ideas
and engage with the listener
Communication Listen to and take part in discussions
You will need:
Begin to shape their movements by first copying your
pupils and then by encouraging them to imitate your
actions (another adult may physically guide or prompt
if necessary). You should model large movements
(such as jumping or stretching) as well as smaller
movements (such as waving your hands or nodding
your head). Ensure that each pupil experiences some
level of success. Seek advice from occupational
therapists and physiotherapists about suitable
movement games for pupils with physical and/or
sensory needs.
• Music of different tempos
• A stereo
• Torches
• A projector
• A video camera
3
Key Question
What are the
different parts of
my body called?
You will need:
Resource 1:
Songs and Rhymes 1
Resource 2:
Songs and Rhymes 2
Resource 3:
Visual Lyrics
Resource 4:
Action Instructions
•
A camera
•
Dolls/figures/
body-based
construction toys
Head and Shoulders
Using the songs in Resources 1–2 for ideas, together sing
songs that focus on our bodies. Action songs will help sustain
interest and motivation. Resource 3 includes some examples
of ways to present lyrics to your pupils using pictographs
and ideographs.
Once your pupils are familiar with the songs, start to name
the body parts and actions as they are performed. Work
towards encouraging them to follow specific instructions (for
example stamp your feet, clap your hands). Use Resource 4 if
you would like to show these instructions pictorially.
Take photos of each pupil engaged in the song and dance
activities and include them in a class display. Discuss the
photos with them and ask them
to describe what they were
doing. Encourage them
to use simple verbs (for
example jumping,
waving, stomping).
To encourage
consolidation work at
home, you could also
send copies of the
photographs home
to parents with copies
of the words of the songs
(choosing a few well
known nursery rhymes to
begin with).
4
Manage behaviour in a range of situations
Communication Listen to and take part in
discussions and explanations
Using ICT Access information
Dolls and Figures
Draw attention to the names of body parts
as the pupils explore a range of body-based
construction toys (for example Duplo, Popoids,
etc.) or when playing with baby dolls, action
figures, stuffed toys, etc.
Mix and Match
Together, play matching games to consolidate
the names and locations of their body parts.
For example, visit www.dltk-cards.com/
dominos/dominos2.asp to build a dominoes
game (click on ‘Other Themes’ and then
‘Body Parts’).
To provide your pupils with some ICT
experiences, allow them to mix and match
body parts of favourite characters on Balamory
at www.bbc.co.uk/cbeebies/balamory/plum/
misfits/misfits.shtml. You could also make
an interactive Snap game using the Literacy
Activity Builder application, which is on C2K.
Finally, consider creating an interactive jigsaw
puzzle or slowly revealing picture using
photographs of your pupils. Switch-It Maker
on the C2K network will allow you to create
mouse, switch or touch-screen activated
puzzles. Encourage anticipation by asking
questions such as ‘Where is his leg?’ or ‘Will we
see his eyes next?’ as each piece of the picture
appears. For instructions visit:
http://c2kschoolbox.granada-learning.com/
pdf/downloadsSEN/ideas_switchitmaker_
activity.pdf
5
Key Question
What are the
different parts of
my face called?
My Face
Using mirrors or a web camera, allow your pupils to make
faces at themselves. If they need encouragement, have an
adult sit opposite and initiate a game of copycat where the
adult sticks out their tongue, wriggles their nose, etc., and the
pupil attempts to copy the expression.
Note that the adult’s movements will need to be exaggerated.
Licking chocolate spread or jam from around the mouth will
encourage tongue movement, and using face paints
or stickers on the adult may encourage
the pupils to focus more readily on
specific facial features.
In time, swap the roles so that
the adult copies the pupil’s
expression and movements.
When appropriate,
introduce the names
of facial features and
encourage your pupils to
perform certain actions,
for example touching
their ears or nose.
Alternatively,
you could
use action
songs and
rhymes from
Resource 2
for this.
6
Focus, sustain attention and persist with
tasks
You will need:
Communication Communicate Information
Resource 2:
Songs and Rhymes 2
Communication Use non-verbal methods to express
ideas
•
Mirrors or a web
camera
Using Mathematics Interpret information in mathematical
formats
•
Images of faces
•
Puzzles of faces
Using ICT Select and interpret information
Pairs and Puzzles
Provide your pupils with images of faces and together play
matching games. These could be photographs of pupils and
staff. When appropriate, encourage them to point to specific
facial features as you name them, or have them separate
images of their classmates from the selection of images.
You could also cut images of the pupils’ faces to create simple
jigsaw puzzles. Alternatively, you can purchase puzzles
depicting faces and expressions from educational catalogues.
When appropriate, introduce colour vocabulary and encourage
your pupils to use these words to describe the
hair and eye colours they see in the photographs.
You can make links to Mathematics and
Numeracy by creating a simple graph. Place
different eye colours along the horizontal axis and
encourage your pupils to stick their photo above
the correct colour. This may help consolidate
comparative vocabulary and develop
counting skills.
You can make links to Language and Literacy
for pupils by using the Picture Exchange
Communication System (PECS). Place
photographs of classmates and staff into the
PECS books and work towards the pupil being
able to find the image of a person you name.
For information on PECS, visit www.pecs.com
and seek advice from the speech and
language therapist.
7
Key Question
How many body
parts and facial
features do I have?
Count Off
Encourage your learners to count body parts, facial features,
fingers, thumbs, etc. You could:
• use a Mr. Potato Head doll and count the parts as they
assemble/disassemble the doll;
• make play dough people and then cut off limbs or add
limbs to count (you can find recipes for play dough
on page 87 of CCEA’s Learning Through Play
folder);
• sing or recite
counting songs/
rhymes about
body parts, like
those in Resource 2;
and
• allow them to
make hand and foot
prints and then count
the fingers and toes.
This could also lead to
comparative work on size.
8
tasks
Using Mathematics Use mathematical knowledge
Using Mathematics Develop methods and strategies
Communication Use an expanding language
You will need:
You can make links to The Arts by:
• creating life-size body outlines on wallpaper; painting,
colouring or collaging inside the outlines; and drawing,
counting and naming body parts/facial features as you
go (be aware of pupils who may swallow buttons or eat
the glue when collaging); and
• creating an interactive wall display of photos of each pupil
and handprints of each pupil. Cover each photo with a
flap of paper that can be lifted. Connect the photo to its
respective hand with a coloured piece of string. Then
allow your pupils to guess whose handprint it is, follow
the string to the photo, lift the flap and discover the owner.
Resource 2:
Songs and Rhymes 2
•
Dolls/figures that you
can assemble (such
as Mr. Potato Head)
•
Play dough
•
Paints
•
Paint trays large
enough for pupils
to stand in or paint
laden sponges large
enough to press
hands in
•
Paper
•
Wallpaper
•
Collage materials
•
String
9
Key Question
What must I do
to keep clean?
Clean Routines
You will need:
Resource 2:
Songs and Rhymes 2
•
Basins
Introduce face washing after mealtimes. To establish the
routine, make particularly messy foods available (such as
jam or chocolate spread on toast). Encouraging your pupils
to look in the mirror while washing can help them to develop
independence in face washing. Using the song about face
washing on Resource 2 may also be useful in reinforcing the
routine.
•
Wash cloths
•
Plastic dolls
•
Washing liquid
•
A range of home
cleaning equipment
Art activities provide another ideal opportunity to introduce the
idea of keeping clean and healthy. Encourage your pupils to
wash their hands and/or feet after art lessons, phasing
out transitioning cues and physical assistance over
time.
•
A range of personal
hygiene equipment
Establish hygiene routines throughout the day. For example,
encourage hand washing after outdoor play, before
mealtimes and after using the toilet.
If teeth cleaning is part of your school’s
programme to develop self-help skills, ensure
a consistent and predictable routine is followed
daily. Using toothbrushes with pictures of their
favourite TV characters may help increase
your pupils’ motivation. Singing songs
about tooth brushing, like those in
Resource 2, may also help consolidate
the learning with your pupils.
A symbol-supported PowerPoint
presentation showing the stages of
tooth brushing is available on
www.symbolworld.org/learning/life_
skills/pse/index.htm
10
Set personal targets and review them
Cross Curricular Skill:
Communication Listen to and take part in discussions,
explanations, role-plays and
presentations
Resources and advice for parents about teeth brushing are
available at www.colegate.co.uk and www.aquafresh.co.uk
Role Play
Consolidate the idea of washing and keeping clean through
role-play activities. For example, allow your pupils to wash
dolls in the house corner using a selection of basins, plastic
dolls, cloths/sponges and soaps. Reinforce the body part
names during the activity.
You can make links to The World Around Us by allowing your
pupils to sort the items we use to clean ourselves
(face cloths, sponges, toothbrushes, etc.) from
things we use to clean the house (dustpan and
brush, scouring pad, feather duster, etc.).
Ensure that any household items are
thoroughly clean or, preferably, new.
You can make links to Language
and Literacy by reading aloud
fiction books including
‘I Don’t Want to Wash
My Hands’ by Tony
Ross and ‘Smile
Crocodile Smile’ by An
Vrombaut. Non-fiction
titles could include
‘Healthy Teeth’ by
Angela Royston
and ‘Why Wash?’ by
Claire Llewellyn and
Mike Gordon.
11
Key Question
What must I do
to keep healthy?
You will need:
Sorting healthy from unhealthy foods may be too advanced
for this age group. However, reinforcing how fruits and
vegetables can make our bodies strong is important. We,
therefore, recommend that you provide fruits and vegetables
as part of healthy break time snacks along with milk and
water to drink.
Feely Fun
Familiarise your pupils with different fruits and vegetables
by providing lots of opportunities to handle and smell them.
You could, for example, place either real or plastic ones into
the water tray and allow your pupils to wash them using soft
brushes, etc.
You can make links to Physical Education and help develop
their fine motor skills and hand/eye coordination by providing
opportunities to cut soft fruit or vegetables in the
house corner using toy cutlery or butter knives on
chopping boards. Ensure they have the support
of an adult for this. As this is a messy activity,
it provides a good opportunity to reinforce
the need to wash hands before and after
handling food.
Resource 5:
Shopping with Money
Resource 6:
Like/Dislike Cards
•
A selection of real
fruits and vegetables
•
Plastic fruits and
vegetables
•
Toy cutlery/dull butter
knives
•
Food magazines
•
Paints and paper
•
Hoops
•
Clothing and supplies
to play shopkeeper
You can make links to The Arts by allowing
your class to cut out pictures from food
magazines and stick them onto paper
plates. Alternatively, together make
interesting print shapes using chopped
vegetables and paints on paper. They may
need an adult’s support for these activities.
12
Thinking Skills and Personal Capabilities:
Manage behaviour in a range of tasks
tasks
Communication Communicate information, ideas
opinions, feelings and imaginings, using
an expanding vocabulary
Using Mathematics Read, interpret, organise and present
information in mathematical formats
Taste and See
Tasting is a fun way to familarise your pupils
with a range of fruits and vegetables. Before
you cut them up for the tasting activity, allow
your pupils to touch and smell the fruits and
vegetables. Include foods they may not be
familiar with, for example kiwi fruit, pineapples,
coconuts, fennel, sweet potatoes, and dragon
fruits. Note that some pupils may be more
willing to try a food if it is mashed or pureed.
Jarred baby foods might be useful in
these instances.
As they each taste a food, model descriptive
language and encourage them to indicate
their preferences.
Important Note: Do not use foods that your
pupils are allergic to or have an intolerance to.
Numeracy by creating a simple graph of
favourite fruits and vegetables. Simply place a
picture of each food along the horizontal axis
and allow your pupils to place their own photo
or some other marker above the foods
they liked.
You can also have them sort their likes and
dislikes into two different hoops. Use the
visuals in Resource 6 to label each hoop as
‘Like’ and ‘Dislike’. You could also provide your
pupils with a photo of their final sorted hoops
to discuss or reflect upon later.
Other sorting activities could include sorting by
colour, shape (round/elongated). This could
lead to the development of counting skills.
Numeracy and Communication by setting
up a small greengrocer’s shop. Use real or
plastic fruit and vegetables, aprons, paper
hats/hair nets, cash registers with money,
bags and boxes. Allowing your pupils to count
out the food items and place them into bags/
boxes will consolidate important mathematical
skills. Model the social interchange between
customer and shopkeeper by verbally asking
for fruits or using symbols, photos or the PECS,
where appropriate. You could also introduce
the idea of money exchange, if appropriate,
by providing your pupils with Resource 5 and
having them set the appropriate number of
real coins on top of their resource sheet. You
can find printable coins at www.senteacher.
org/worksheet/11/games.xhtml
13
Key Question
Who can help
me if I’m sick?
You will need:
Role Play
Talk to your pupils about sickness and encourage them
to share any times that they were unwell. Did they have
to go to the doctor or hospital? If so, what did they see
there?
Cut off the bottom and top flaps of large cardboard
boxes and paint them to look like ambulances. Attach
straps to the sides and encourage your pupils to stand
in these boxes with the straps over their shoulders and
pretend to be ambulances. Encourage them to move
about the room or outside and make the sound of the
ambulance as they stop to help people.
Matching
Resource 7:
Healthy Pairs
Resource 2:
Songs and Rhymes 2
•
Large cardboard
boxes and straps
•
Paints
•
Dolls/figures
•
Play doctor’s
equipment and
costumes
•
Paper, pens and
clipboards.
Make two copies of Resource 7. Laminate one to create
a ‘board’ and cut out the cards on the other copy. Then
allow your pupils to try to match their card to the correct
space on the ‘board’.
You can make links to The World Around Us by setting
up a small hospital/doctor’s office role play area.
Alternatively, simply provide the themed equipment
in your house corner. Model the sorts of tasks
doctors and nurses perform (for example listen
through a stethoscope, bandage someone, write
prescriptions, record information on a chart, etc.)
and encourage your pupils to practise on you,
each other or dolls/figures. Remember to reinforce
the names of body parts regularly during the role
play.
14
Manage behaviour in a range
of tasks
Cross Curricular Skill:
Communication Listen to and take part in discussions,
explanations, role-plays and
presentations
Inviting the school nurse to the classroom to spend time
with the pupils and build relationships might also make
any future appointments easier.
You can make links to Language and Literacy by providing
copies of and reading aloud themed books, including ‘I
Don’t Want to Go to Hospital’ by Tony Ross, ‘Do I Have to
Go to Hospital?’ by Pat Thomas and Lesley Harker, and
‘Going to the Doctor’ by Usborne First Experiences.
You could also sing the two doctor-themed songs on
Resource 2, using props where possible.
15
Songs and Rhymes 1
Song 1
If you’re happy and you know it, clap your hands.
If you’re happy and you know it, clap your hands.
If you’re happy and you know it
And you really want to show it,
If you’re happy and you know it,
Clap your hands.
… stamp your feet
… nod your head
... do all 3!
Resource 1
Song 2
(Tune: Skip to My Loo)
Clap hands, follow me,
Who’ll be the leader next time?
Stamp feet, follow Jane …
Jump high, follow Gita …
‘Clap hands, follow me’ by Sue Nicholls from
the book Bobby Shaftoe © copyright 1992
A&C Black Ltd. Reproduced by permission.
Song 3
When all the cows were sleeping
And the sun had gone to bed,
Up jumped the scarecrow
And this is what he said!
“I’m a dingle, dangle scarecrow
With a flippy floppy hat.
I can shake my hands like this
And shake my feet like that”.
Song 4
When all the hens were roosting
And the moon behind the cloud,
And shouted very loud!
With a flippy floppy hat
‘Hand upon your head’ by Sue Nicholls from
the book Bobby Shaftoe © copyright 1992
A&C Black Ltd. Reproduced by
permission.
When the dogs were in the kennels
And the doves were in the loft,
And whispered very soft!
With a flippy floppy hat
(Tune: Jelly on the Plate)
Hand upon your head, hand upon your head
Up and down, up and down
Hand upon your head
Elbow on your knee …
Foot upon the floor …
Rhyme 2
Hands on shoulders, hands on knees,
Hands behind you if you please.
Touch your tummy, now your nose,
Now your chin and now your toes.
Hands way high up in the air,
Down again, wait! Touch your hair!
Hands up high just as before,
Now clap your hands—1,2,3,4!
Rhyme 1
I wiggle my fingers,
I wiggle my toes.
I wiggle my shoulders,
I wiggle my nose.
Now all the wiggles are out of me,
I’ll sit as still as I can be
16
Songs and Rhymes 2
Resource 2
Song 1
Song 2
Song 3
Song 4
(Tune: Row, Row, Row Your Boat)
Brush, brush, brush your teeth.
Keep them clean each day.
Then you’ll have a pretty smile,
And healthy teeth all day.
Song 6
Head and shoulders, knees and toes,
knees and toes.
knees and toes.
And eyes and ears and mouth and nose.
knees and toes.
(Tune: Here We Go Round the Mulberry Bush)
This is the way we wash our face,
Wash our face, wash our face.
This is the way we wash our face,
On a cold and frosty morning.
12345 once I caught a fish alive,
678910 then I let it go again.
Why did you let it go?
Because it bit my finger so!
Which finger did it bite?
This little finger on the right!
(Tune: Twinkle Twinkle)
Got my toothpaste, got my brush,
I won’t hurry, I won’t rush.
Making sure my teeth are clean,
Front and back and in between.
When I brush for quite a while,
I will have a happy smile!
Song 5
Miss Polly had a dolly who was sick, sick,
sick,
So she called for the doctor to come
quick, quick, quick.
The doctor came with his bag and his hat,
And he knocked on the door with a rat-atat-tat.
He looked at the dolly and he shook his
head,
He said ‘Miss Polly put her straight to
bed.’
He wrote on the paper for a pill, pill, pill,
‘I’ll be back in the morning with my bill,
bill, bill.’
Rhyme 1
Rhyme 2
Brush, brush, brush your teeth,
‘Til they’re shiny bright.
They’ll by healthy, they’ll be strong,
If you treat them right.
15 little monkeys jumping on the bed
One fell off and bumped his head!
Mummy called the doctor
And the doctor said,
‘No more monkeys jumping on the bed!’
I have 10 little fingers and 10 little toes,
2 little arms and 1 little nose.
1 little mouth and 2 little ears,
2 little eyes for smiles and tears.
1 little head and 2 little feet,
1 little chin,
That’s me, complete!
2 little eyes to look around,
2 little ears to hear each sound,
1 little nose to smell what’s sweet,
1 little mouth that likes to eat!
17
Visual Lyrics
Resource 3
Clap
your
hands
and
wiggle
your
fingers
Clap
your
hands
and
wiggle
your
fingers
Clap
your
hands
and
wiggle
your
fingers
Now
we’ve
made
a
pattern
Mayer Johnson PCS Symbols © Mayer Johnson LLC contact Widgit Software www.widgit.com
‘Clap your hands and wriggle your fingers’ by Sue Nicholls from the book Bobby Shaftoe © copyright 1992 A&C Black Ltd. Reproduced by permission.
18
Tap
your
knees
and
blink
your
eyelids
Tap
your
knees
and
blink
your
eyelids
Tap
your
knees
and
blink
your
eyelids
Now
we’ve
made
a
pattern
Visual Lyrics
Resource 3
the
floor
and
nod
your
head
Bang
the
floor
and
nod
your
head
Bang
the
floor
and
nod
your
head
Now
we’ve
made
a
pattern
Rub
your
hands
and
shake
your
shoulders
Rub
your
hands
and
shake
your
shoulders
Rub
your
hands
and
shake
your
shoulders
Now
we’ve
made
a
pattern
Bang
19
Action Instructions
Resource 4
clap hands
touch
20
ear
point finger
touch
nose
wave
blink
Shopping with Money
Resource 5
Using real coins or coins printed on paper, pupils can use this sheet to count out
money to ‘buy’ these items.
3
2
6
8
Images of coins are © Crown copyright
4
21
Like/Dislike Cards
22
Resource 6
like
dislike
love
don’t like
yum yum
yuk
Healthy Pairs
Resource 7
Make two copies of this sheet. Laminate one. Cut out the cards on the other.
Then play pairs by matching the loose cards to the laminated card.
23
To Be Me
Fit for Life
A CCEA Publication © 2009

To Be Me Fit For Life

Transcription

Similar documents

Eenie Meenie “Uni” Mo.

Page 1 Name and address of School: Contact Teacher: Email

biographies CD flyer

Loburger Summer school 2016

trisha waters - boingboing.org.uk

Présentation PowerPoint

Gear-up with Halfords this June!

Upcoming Events Safety is like a lock, but you are the key. Educate

April 16 - Science2U

February - St Johns | Catholic School for the Deaf