Environmental Health

Objective:
The student will demonstrate understanding of how to be safe around traffic by participating in mock
scenarios.
Materials:

A ball
Paper stop sign
Paper traffic light
2 Paper crosswalk signals (1 red hand, 1white walk symbol)
Masking tape (place parallel lines on floor to represent cross walk)
Baggie with 4 traffic safety scenarios.
Journeys textbooks

Steps:
1. Read The New Friend as a class popcorn read.
2. Point out scenarios where Luis, Martin, Makato, and the narrator were near streets and around
traffic. (the moving vans in front of Makatos new house, playing soccer at the park, playing
marbles on the sidewalk)
3. Ask students: How could the boys be safe while they are near streets and around traffic?
(Students respond: look both ways before crossing the street, dont get the soccer ball if it rolls
into the road, only cross big streets if you are with a grown up, make sure the driver of a parked
car sees you crossing)
4. Have students act out 4 traffic safety scenarios one at a time using provided props. After each
scenario, discuss traffic safety rules as a class. How could you make this scenario safer?

Sun Safety
Objective:
The student will be able to accurately cut and paste cause and effect statements about sun safety with 80%
accuracy.

Materials:

Glue
Scissors
Cause/effect sun safety worksheet (teacher-made)
Sun safety objects: water bottle, hat, sunglasses, sunscreen, long sleeve shirt
Whiteboard / dry erase marker

Steps:
1. After reading a book about Earth Day at the rug, ask students if there are any sun safety rules we
should follow when we are in the outdoors, or even outside at recess. Students respond: yes, wear
a hat, bring your water bottle, put on sunscreen, sunglasses
2. Divide the whiteboard into two columns, label them cause and effect. Under the cause column
write: no sunscreen, no water bottle, no sunglasses, no hat.
3. Ask the students: What would be the effect, or what would happen, if I didnt wear sunscreen
when I went outside to play? Students respond: I would get sun-burned. Write their answer in the
effect column. Repeat questioning for no water bottle, no sunglasses, no hat.
4. Discuss the importance of sunscreen, water bottles, sunglasses, and hats while at the quiet rug.
5. Give directions on how to complete the cut and paste cause/effect sun safety worksheet. Students
complete it with their shoulder partner at their desks. Check as a class when done.

Sleep
Objective:
The student will be able to demonstrate understanding of sleeps effect on the human body by completing
a matching worksheet with 80% accuracy.
Materials:

Matching body part sleep worksheets (teacher-made)

Pencils
Time to Sleep with P.J. Bear booklet by the National Sleep Foundation

Steps:
1. Read Time to Sleep with P.J. Bear to the class at the quiet rug. Students can lay down while
teacher reads.
2. After reading, ask the students: Why is getting a good nights sleep so important? Students
respond: It helps our body and mind work better, it keeps us healthy, and it helps us be able to pay
attention in class and do good on tests.
3. Write down the words brain, skin, eyes, bones, muscles, and heart on the whiteboard.
4. Ask students what they remember from the book about why these body parts needs sleep.
Brain = sleep helps you think clearly,
Skin = repairs itself, helps you have a healthy glow,
Bones = you grow taller while you sleep calcium,
Eyes = rested and not bloodshot,
Muscles = grow while sleeping so you can be stronger,
Heart = slows down and relaxes after pumping hard all day
(body information from page 4, teachers activity guide, www.sleepforkids.org )
5. Students complete a matching body part sleep benefit worksheet. Draw a line to match.
References
National Sleep Foundation. (n.d.). Time to Sleep with P.J. Bear. Retrieved April 5, 2015, from http://sleepforkids.org/html/pjbear.html