HEALTH AND WELLNESS

Target Age: Wellness message: Goal:

Upper Elementary- aged children
Wellness community Identify community helpers
helpers and how they who are health care providers
Learning outcome: such as Doctors, Nurses,
can help you.
Children will be able to identify Dentist ,and EMT/Firefighters.
health care workers and the kind
of help they provide.
Vocabulary:
Dentist, EMT/Firefighter, Doctor, Nurse, hospital, ambulance,
Children will be able to identify
symptom, uniform, 911, cavity, x-ray, and emergancy.
when it is important to seek a
health care provider.
Saftey watch:

Materials Needed: The activity will be conducted in a comfortable space with

One Large roll of tan construction
paper
20 total Scenario cards (5 images x 4
tables)
One Glue stick
One Black marker (to draw road)
20 total printed images to match
scenario cards (5 images x 4 tables)
One roll of Tape
room to move. The children will participate in the activity
while following the classroom safety guidelines set for our
classroom. (This will have been in practice prior to the
lesson and briefly described again before the lesson
begins as a refresher.) I will be there not only to help with
discussion but to be on the lookout for adequate spacing,
body movement, safety hazards, and interaction with
peers.

Activity Plan:

The beginning of this lesson will be conducted in a whole group setting. Students will focus their attention
on a PowerPoint. Each slide will have an image of a different wellness worker (Dentist, EMT/Firefighter,
Doctor, and Nurse). Each slide will contain an image that shows their uniform, credentials/ID, the building
you could find them in (or in the case of an EMT/Firefighter an image of an ambulance and firetruck will be
added), and a description of the service they provide. The PowerPoint will be concluded with key phrases
you would deliver to an adult in the event of an emergency where you would need to seek medical help. For
example, provide phrases to tell an adult such as, “I need a doctor because...”, “I need to see a dentist
because...” “I think you should call an ambulance so an EMT can help me.” “There is an emergency and I
need a doctor can you help me?” “I need medical help now.” and so on. I will then allow time for students to
share personal interactions with these workers (voluntary/if comfortable) and lead the discussion to the
activity directions that ensures the student knows when to seek these health care professionals through an
adult using scenario cards. There are four tables, and the children will be split evenly into four groups. Each
table will be the same It will have a large piece of tan construction paper laid and tapped a crossed. It will
be visually enhanced with a drawn-on road with images depicting Dentists, EMTs/Firefighters, Doctors,
Nurses, and other information given from the PowerPoint on either side of the road. On each table, there will
be five scenario cards. The goal is for the students to collaborate by matching the scenarios to the image on
the paper by reading and discussing the scenario card with their group members. For example, the card
would read, “Daniel was playing with his friends outside when one of his friends falls and chips his tooth.
Where do you think Daniels's parents should take him?” The group should talk about who works on the
broken teeth and figure out that the health care worker who fits Daniels's medical needs is a dentist. They
will match the scenario care to the image of a dentist in uniform standing next to a Dentist's office. Another
example of a scenario card would read, “Tamika’s neighbor is a health care professional. He works at the
hospital, wears scrubs, and asks questions about your symptoms before seeing the doctor. From this
description what kind of health care professional is he?” The group would collaborate and agree on Nurse as
the answer. They will then search for the depiction of a nurse on the table and place the card there. Once
they have completed the table I will check for accuracy and discuss with them their thought process. As a
whole group, we will go over the different examples and answer any questions or concerns the students
may still have.
 HEALTH AND WELLNESS

How to adjust the activity:

To support ESOL students I would provide cards with keywords in their language for them to
read. I feel it is important for them to be able to identify the key vocabulary in their native
language as a context clue. I will make adjustments for children who may have a disability by
meeting the needs of their specific accommodations. I could include their caretakers by
compiling the lesson information into a pamphlet so they can be on the lookout for these key
phrases from their child and send it home/email. For ESOL children and caretakers I will
coordinate with the ESOL specialist and school and have a translated version as well.

Did you meet your goal?

Can you observe each child participating in matching the cards to the images? Can
you see a difference from the pre-discussion to the post-discussion? Are they asking
clarifying questions or extended questions? Are they using the correct vocabulary
when talking to you are their peers during the activity? Were they able to match the
scenarios to the correct healthcare worker?