Wellness Unit Mini-Lesson Part 1,2, & 3 Benchmark Part 1 For this

Wellness Unit Mini-Lesson Part 1,2, & 3
Benchmark
Part 1
For this assignment, design a fitness mini-lesson appropriate for the “Class Profile” kindergarten students. Lesson topics may include, but are not limited to:
Healthy lifestyle
Muscle strength
Being active
For this mini-lesson, complete the Planning section of the “COE Lesson Plan Template.” (Template attached) Make sure that each lesson is developmentally appropriate and addresses the multiple influences on early development and learning.
Research one community organization, agency, or resource appropriate for families and colleagues that is related to fitness to use in Part 3 of this assignment.
In a separate 400 word summary, rationalize instructional decisions for each wellness lesson, making sure to include how decisions directly support the development and learning of the “Class Profile” kindergarten students, citing “Class Profile” data.
Part 2: End of Unit Wellness Event
Using the completed mini-lessons, (2 attached) plus the one from this assignment. Design an end of unit interactive family event for your kindergarten “Class Profile” students. Design an outline to navigate families through this opportunity to learn about wellness. Include the following in your outline:
Welcome statement
Event agenda with timelines:
Opening Activity: This activity explores the purpose of the wellness event with the community and promotes shared values and expectations in creating a healthy, respectful, and challenging learning environment. Be sure to include this activity within the event agenda.
Wellness Activities: Descriptions of each wellness event activity in the rotation, including activity purpose. Be sure to incorporate your mini-lesson activities.
Closing Activity: This activity explores strategies and opportunities to ensure future collaboration with families while pursuing the well-being of students in the areas of health, nutrition, safety, and fitness. Be sure to include this activity within the event agenda.
Part 3: Community Resource
Create a digital resource for families, community members, and colleagues that features the previously researched community organizations, agencies, and resources.
The resource may be in the form of, but not limited to, an infographic, brochure, public service announcement video, digital comic book, podcast, digital short, time-lapse video, photo essay, blog, wiki, webpage, or flyer.
The digital resource should include information on the following:
Typical and atypical development
Health and safety issues
Nutritional food and guidelines
Physical activity and fitness
Document support for your digital resource with a minimum of 2-3 scholarly resources.
APA style, solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite.
This benchmark assignment assesses the following programmatic competencies and professional standards:
 BS Early Childhood Special Education
1.3: Collaborate with students and colleagues to develop shared values and expectations to create healthy, respectful, supportive, and challenging learning environments for young children. [CEC 7.3; NAEYC 1c; InTASC 3(c), 3(f)]
1.6: Collaborate with students, colleagues, families, and the larger community to plan for children’s development and learning using data-based information. [CEC 7.1; NAEYC 2c; InTASC 1(a), 1(c), 2(f)]
5.8: Collaborate with students, peers, families, and community members using digital tools and resources to support student success and innovation. [CEC 7.2; NAEYC 2c, 6c; InTASC 9(d), 10(d), 10(e), 10(g), 10(k); ISTE-T 3b]
5.9: Use collaboration to promote the well-being of individuals with exceptionalities across a wide range of settings and collaborators. [CEC 7.3; NAEYC 2c, 6c; InTASC 10(j)]
Rubric Description
Part 1: Mini-Lessons
Health and nutrition, safety, and fitness mini-lessons are undoubtedly developmentally appropriate for Class Profile students, as evidenced in quality lesson planning. Mini-lessons each expertly take into account the multiple influences on early development, as seen by exemplary instructional decisions.
Part 1: Mini-Lessons Rationale [CEC 7.1; NAEYC 2c; InTASC 1(a), 1(c), 2(f); COE 1.6]
Rationale for wellness mini-lessons provides a compelling justification of how instructional decisions directly and superbly support the development and learning of Class Profile kindergarten students, with clear data-based decision making.
Part 2: Event Welcome, Agenda, and Wellness Activities
Wellness event welcome is thoughtful and inviting. Event agenda includes a realistic, accurate timeline of the event, and includes clear, relatable descriptions of each event activity accompanied by a thorough purpose. Mini-lesson activities are noticeably incorporated into the event.
Part 2: Opening Activity [CEC 7.3; NAEYC 1c; InTASC 3(c), 3(f); 1.3]
Wellness event opening activity thoughtfully explores the purpose of the event and clearly encourages collaborating with the community. Activity professionally and skillfully promotes the shared values and expectations in creating a healthy, respectful, and challenging learning environment.
Part 2: Closing Activity [CEC 7.3; NAEYC 2c, 6c; InTASC 10(j); 5.9]
Wellness event closing activity creatively explores relevant, quality strategies and opportunities to ensure future collaboration with families while actively pursuing the well-being of students in the areas of health, nutrition, safety, and fitness.
Part 3: Community Resource [CEC 7.2; NAEYC 2c, 6c, 6d; InTASC 9(d), 10(d), 10(e), 10(g), 10(k); ISTE-T 3b; 5.8]
Digital, research-based community resource serves as an insightful, professional collaborative tool for families, community members, and colleagues. The resource expertly presents information on typical and atypical development, health and safety issues, nutritional food and guidelines, and physical activity and fitness with guidance and strong support. Community resource is exceptionally supported with relevant scholarly resources.
Mechanics of Writing (includes spelling, punctuation, grammar, language use)
Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.