UNIT x 122 | UNIT 4 Connect to the Theme • Activate prior knowledge Say: Healthy Habits. Ask: What are healthy habits? Cue students by displaying photos of people eating fruits and vegetables and exercising. • Use a semantic organizer Sketch an idea map on the board. Write healthy habits in the center circle. Explain to students that healthy habits are things we do often to help keep our bodies fit and strong. Ask: How do we keep our bodies healthy? Why is health important? In the outer circles, draw and label what students name. Ensure students understand that habits are things we do regularly and healthy means improving health or strength and avoiding illness. Connect to THE THEME Play the Connect to the Theme video. Ask students to describe what they see. This will help you assess what vocabulary terms students already know. Theme-related Vocabulary Use pictures to identify theme Direct students’ attention to the photo. Ask: What do you see? Let students discover the following terms in context as they come up: market, fruit, vegetables, tomatoes, cucumbers, girl, man, shopping bag. Ask students to talk about what the people in the picture are doing at the market. Assess Language Levels Related to the Theme Answer questions Hold up the book and do a picture walk of Unit 4. Have students identify elements of healthy habits. For example, point to the boy eating an apple and the girl eating a slice of watermelon. Ask: Do these kids have healthy habits? If students respond easily to yes/no questions, progress to simple who, what, and where questions that can be answered with one or two words. For example: What is this? What are they doing? Finally, ask more advanced, open-ended questions that allow discussion. Ask: What kind of foods do you eat? How can kids stay healthy? Connect to the BIG Idea Develop prior knowledge Say: The food you eat and the activities you do affect your health. What does that mean? Connect this idea to diet, exercise, and health problems. Say: If we eat healthy foods, we will improve our health. If we exercise, we will be stronger. Extend this idea to adults and people in general and to avoiding health problems and illness. DIFFERENTIATED INSTRUCTION Scaffold As you introduce the concept of healthy habits, provide comprehensible input for new vocabulary. Display images of the concepts health and habits, and of markets, vegetables, fruit, and exercise. As you discuss, use movements to indicate exercise and use a calendar and examples to indicate repetitive activities such as habits. Guide students to use the new vocabulary as they act out shopping at a market or engaging in physical activity. Amplify Have students say more about the meaning of health and how kids and people can keep fit. Model by describing a healthy person. Say: In my family, my sister is the healthiest person. She runs every day and eats fresh food. Who do you know with healthy habits? What habits do they have? UNIT 4 Healthy Habits BIG Idea The food you eat and the activities you do affect your health. Unit 4 122 UNIT 4
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