PHYSICALEDUCATIONLESSONPLAN
Teacher:DustinLungo Unit:NutritionLesson:Foodgroups,nutrients,and“analyzefoodlabels”
Grade:5
LESSONPLANNING
Standard(s)
Circleallthatapply
• MotorSkills
• Movement
Concepts
• Fitness
• Responsible
Behavior
• Value
Physical
Activity
Learning
Target(s)
SuccessCriteria
Essential
Question(s)
NationalStandard:
StateStandard:
Standard3–Studentswilldemonstratetheknowledgeandskillstoachieveand
maintainahealth-enhancinglevelofphysicalactivityandfitness.(mainfocus)
Standard1–Studentswilldemonstratecompetencyinavarietyofmotorskillsand
movementpatterns.(secondaryfocus/review)
CCSS:
MainTarget–Comparenutritionalcontentoffoodusingnutritionfactslabels.
PE3.8.5c
• Knowthemajornutrientseachfoodgroupprovidesandunderstandhowthe
nutrient(s)supportsthehealthandfunctionofourbody.
• Locate/recognizefoodgroupspecificnutrientsonthenutritionfactslabel.
• Determineifparticularfoods(foodcards)arehighinexpectednutrientsand
analyzewhetherthefoodconsistsofhealthyorlesshealthynutrients.
Review/Practice/Reinforce–Identifyactivitiesusedtodevelopcomponentsofhealthrelatedfitness(cardiorespiratoryendurance,muscularendurance,muscularstrength,
flexibility,bodycomposition).PE3.3.5a
• Stagesofaworkout
• MuscularSystem–Majormusclegroups(upperbody,core,lowerbody)
- Studentsaccuratelydetermineandlocatespecificnutrientsandpercentdaily
values.
- Studentsrecognizehealthyandlesshealthynutrientstoclassifyeverydayfoods
versussometimesfoods(Go-Slow-Whoafoods)amongallthefoodgroups.
Whataresomeexamplesofwhatmakesfood/dietmoreorlesshealthy?Possible
answers…
• Helpsachievetherecommendeddailyvalueofessentialnutrients.
• Lowerincalories,higherinessentialnutrients(nutrientdense/richfoods)
• Lowerinsugar,salt/sodium,andbadfats(transandsaturatedfats).
• Balancedamongthefivefoodgroupsandmoderationispracticed.
LESSONINSTRUCTIONALSTRATEGIES
LessonIntroduction:
Warm-up-Studentsbeginjogging,ropejumping,ordoingvariouslocomotormovementsuponentering
thegym–300pedometerstepsor3minutes.
Fitness(FourCornerFitness)–Uponcompletionofthecardiowarm-up,studentswillengageinthelisted
componentsoffitnesswork-outactivities/exercises.Usingthewhiteboardeaselorentrytaskpocket
charts,studentswillcompletethelistedfitnesschallenges.
• MuscleStrength(upperbody)–push-ups(wall,modified/knee,regular,diamond,push-claps)…1-8
times(dice)
• MuscleEndurance(core)–curl-ups(plank,reverse,crunches,sit-ups,curl-ups)…9-20times(dice)
• MuscleStrength/Endurance–Burpees(allbody)…1-8times(dice)
• MuscleEndurance–Squats(lowerbody)…9-20times(dice)
- DynamicStretches(flexibility)willcomefromrotatingusingvariouslocomotormovements(i.e.skip,
gallop,sideslide,andgrapevine)betweeneachexerciselocation.Duetothehighintensityofthis
warm-up,studentsshouldcontinuallybewithintheirtargetheartratezone,thusworkingon
cardiorespiratoryendurance.
- Teachermaysubstituteoneofthecornerexerciseswithacardioactivity(i.e.jumprope)and/or
flexibility/stretchingexercise(i.e.Yogapose).
SkillPractice–Uponcompletionofthewarm-upfitnessactivities/exercises,studentscanpracticeon
previouslylearnedskills(i.e.jumprope,throwing,servingwithhandorracquet,etc.)whileclassmates
finishtheirfitnesswarm-up.Today,studentswillworkonvariousjumpropechallenges!
LessonFocus(NutritionSet-induction)–TurnandTalk(pair-share)todiscusswhatyouknowaboutthe
foodgroups(colors,foods,nutrients,nutrientfunction,importantnutrients,nutritionfactslabel/food
label,etc.).Teacherleddiscussionleadingtoessentialquestionsoftheday–teacherquestionsstudents
and/orquizzes/probeswholeclass.
- Teacherusesthisinformationsostudentscanrevisit/activatepriorlearning/knowledgeandtouse
theirbackgroundinformationtoguidetoday’slearningoflessontarget(s).
- Discussionactivatesinterestandleadsintothelessonfocuswhichwillreinforcelearningtargets–
studentsaredirectedtothepostedlearningtarget(s),learningcriteria,andessentialquestions.
(circleallthatapply):MotorSkills/MovementConcepts/Fitness/ResponsibleBehavior/ValueofPhysicalActivity
ContentFocus:
FoodGroupandNutrientTag(LearningActivity#1)–Studentswillengageinareviewactivityfromprior
lessons.Seeattachedactivitydescription.
• Focusonrefiningstudentknowledgeaboutthefoodgroups,foods,andnutrients.Expandupontheir
knowledgewithvariousfoodsandallowthemtochallengeclassmatesmoreindependently
using/applyingtheirlearning.
• Usethisactivitytoreinforcepriorlearningandinordertomakeconnectionstothenutritionfacts/food
labels.
NutritionNascar(LearningActivity#2)–Studentswillengageinareviewactivitythatincorporates
extendedlearning.Seeattachedactivitydescription.
• Checkforunderstanding:locatingandunderstandingservingsize,calories,servingspercontainer,
percentdailyvalue,andbasicstructureofthenutritionfactslabel.
• Majorlearningtarget–beabletodistinguishfoodsbytheirmostlikelymajornutrient(understanding
eachfoodgroupsmainnutrients),locatesuchnutrient,andanalyzeitssignificance(i.e.isthefood
high/nutrient-densewiththeparticularnutrientexploredcomparedtoothernutrients?Isitthe
highestnutrientsource(yes/no)–whatis?
(circleallthatapply):MotorSkills/MovementConcepts/Fitness/ResponsibleBehavior/ValueofPhysicalActivity
Closure:
Asawholegroup,NutritionNascarpartnersshow/sharetheirrecordingofthemajorfoodgroupnutrient
locatedonthenutritionfactslabel.Teacherguidesreflectiononparticularfoods.
StudentsalsoanalyzeandevaluatewhichfoodsfromNutritionNascararelocatedintheappropriatefood
grouplocationandiftheyagree/disagreeifitisaeverydayorsometimesfood(Go-Slow-Whoa).
TeachermayusePlickersformativeassessmentifteacherwouldlikeabetterunderstandingofindividual
learningofthedailylearningtarget(s).
LESSONSUPPORT
Equipment/Set-Up
Safety
Considerations
Assessment:
circlebelow
• Formative
• Summative
AlsoseeattachedactivitydescriptionforFoodGroupandNutrientTagandforNutrition
Nascar.
• Coloredgatorballs,yellowfoamnoodles
• Sixcoloredcones,12smallcones,12foammats(24”x24”),12scooters,sixcolored
hulahoops,andbinfulloffoodcards(fromDairyCouncil).
• Handsinsideofscooterhandles.
• Lookingupwhileridingscooters(incaseparticipantsinfrontsuddenlystoporfor
betterawarenessofequipment/walls).
• Remindertolooktowardpathwaywhiletravelingandusebodycontrol.
• Teacherobservation/feedbackfromturn/talk(pair-share),studentminiwhiteboardinformation,observingwherestudentslocatedtheirfoodcards
amongstthefoodgrouphulahoops,monitoringfoodgroupandnutrienttag,
andpossibleuseofPlickers.
Differentiating
Instruction
Studentshavesomechoiceinwarm-upandfitnessactivitieschallenges.Intentional
groupingofhigherlevellearnerswithlowerlevellearners.
StudentVocabulary
ComponentsofFitnessandMuscularSystem(musclegroups/areas)
StagesofaWorkout
Nutrition:foodgroups,nutrients,foodlabel/nutritionfactslabel,servingsize,calories,
percentdailyvalue,andnutrientfunction
HelpfulHints?
Reviewpriorlearningtoreinforceunderstandingandlong-termmemory.
InitiallyhaveNutritionNascarasastand-aloneactivityandset-upbeforeclass.After
studentshaveparticipated,futureuseoftheactivitycaninvolveotheractivitieswhile
studentscanhelpset-upNutritionNascarquickly.
Bothlearningactivitiesarebuilttoprovideappropriateprogression(scaffolding)of
learning,reviewknowledge,andextendlearning.Varythegameconditionstomaintain
studentinterest.
WashingtonDairyCouncil
Resources
THEFOLLOWINGAREATTACHMENTSFORTHELESSONACTIVITIES
Name/Title:FourCornersFitness
Purpose (Learning Target): Warm-up the body for the conditioning portion of the workout and to
develop/improve each of the components of fitness. Students learn the stages of a workout, parts of the
muscular system (upper body, core, lower body and/or specific muscle groups), and learn about sets/reps in
regard to muscular fitness.
Prerequisites: Be able to travel using different locomotor skills (running, skipping, galloping, etc.). Know
how to perform various exercises (push-ups, squats, crunches, lunges, jumping jacks, mountain climbers,
etc.).
Suggested Grade Level: K-5th
Allotted Time: ~3-10 minutes
Materials Needed: Cone pocket charts, grade level pocket charts, or attached signs to each corner wall of
the gym. * May also include: Yoga mats, jump ropes, weights, and/or medicine balls.
Description of Idea
Teacher posts four fitness activities/exercises in each corner of the gym (signs) for students to work on their
various components of fitness and muscular system. Exercises may vary, depending on if the focus is upper
body, core, lower body, or all areas of the body. They will also vary depending on the nature of the
component of fitness emphasized or if a teacher wants kids to work on all the components of fitness.
Students may be given a designated amount of repetitions, it could be random (like the roll of a dice), or
student choice.
Version 1: Students rotate among the four fitness areas in order (or randomly). Students determine a
challenging level of repetitions based on the component of fitness being worked (i.e. 1-8 for muscular
strength, 9-20 for muscular endurance, 10-30 second stretching, etc.).
Version 2: FITNESS DICE - Same as version 1, except student’s grab a foam dice from the box. Students
choose between using a 6-sided, 12-sided, or 20-sided dice or a combination thereof. They go to each corner
and roll the dice on the ground and do that number of the activity exercise. Students use lower/higher
numbered dice according to the component of fitness being worked on. Students may be with a partner or
small group, performing together.
Locomotor Skill Practice: post different locomotor movements at each corner so students can practice as they
transition from one activity to the next. Teacher may also allow students to independently choose the
locomotor movement as they transition.
SAFETY: Remind the students not to slide on the gym floor or run/jump into the walls when moving to the
next fitness corner area.
Nutrition Nascar: K-5th grade
Objectives – Learn the food group names, colors, foods, and nutrients of the MyPlate/MyPyramid. Locate
and understand information on food labels (nutrition facts labels). Learn and practice locomotor skills,
sport-specific skills, muscle endurance/strength, cardiorespiratory endurance, and reinforce reading, writing,
& math.
Equipment/Materials – Need 12-30 orange cones (one cone per student or pair of students), 6 lg. colored
cones (food group colors plus yellow), yoga-type mats (one per student or pair of students), Washington
Dairy Council food cards (or other food cards), plastic box for all food cards, six different colored hula
hoops, and one mini-whiteboard per group (w/ dry-erase marker and sock for an eraser). Depending on the
motor skill focus and health-related fitness component(s) you can use various other pieces of equipment (i.e.
basketballs, scooters, playground balls, etc.).
Concept/Connection – MyPlate/MyPyramid are visual guides that help us learn how to eat healthier. Foods
are categorized into food groups with other foods that are very similar in nature and in nutrients. There are
five major food groups and oils/fats. Foods from some food groups are needed more than others in order to
receive the needed nutrients and energy to be healthy.
The following information is based on a 2,000 calorie diet. The GRAIN group contributes many nutrients,
such as carbohydrates (preferred energy), fiber, iron, magnesium, selenium, and B vitamins. Six ounces of
grains is recommended daily – Make at least half your grains whole (3 oz. or more). A serving size is one
ounce – an example would be one slice of bread. VEGETABLES and FRUITS are major contributors of
nutrients that are usually under-consumed by Americans, such as providing complex carbohydrates, vitamin
A, vitamin C, fiber, folate, magnesium, potassium, and vitamin K. It is recommended that you make half
your plate fruits and vegetables, getting 2 ½ cups of vegetables daily (five servings) and 2 cups of fruit (four
servings). Meat and beans (seeds and nuts) are now known as the PROTEIN group, because it provides
high amounts of protein. In addition to protein, this group provides nutrients, such as B vitamins (niacin,
thiamin, riboflavin, and B6), vitamin E, iron, zinc, and magnesium. Fats in meat, poultry, and eggs are
considered solid fats, while seafood, nuts, and seeds are considered oils (healthier fats). Five to 5 ½ ounces
from the protein group is needed daily. Go lean with protein. DAIRY contains many nutrients, such as
calcium, vitamin D, and potassium. It is recommended to drink 3 glasses (8 ounce cups) daily – switch to
skim or 1% milk and non/low-fat dairy products. *Servings vary among age-groups, gender, & activity
levels.
Food labels can be studied to compare nutrient and calories for certain foods. Food labels can help people
learn how to identify amounts of nutrients, servings, calories, and ingredients. This information can help
evaluate nutrition logs, how to evaluate foods that will help prepare meals for a balanced diet, and help
people understand that limiting certain nutrients and getting enough of other nutrients is important.
Directions - Individually or with partners, take turns racing around the oval track (like a race car). During
the lap(s), the racer grabs a food card from the fuel station (plastic card container). After doing a lap (or
two), the racer needs to fuel up and get repairs at the pit-stop/body shop (yoga mat). During that same time,
the other partner has been refueling and repairing his/her car at the pit-stop. When the racer finishes the
lap(s), partners switch when the racer gets back to the pit-stop. After trading roles, the racer writes down the
food information on the mini-whiteboard (i.e. name of food, food group, calories, major nutrients – 20% or
more, etc.) at the yoga mat. Then he/she places the food card in the appropriate food group colored hula
hoop in the middle of the play space and then goes back to the pit-stop/body shop mat to do designated skills
or a muscle workout (i.e. push-ups, plank, sit-ups, squats, lunges, flex-bands, light weights, toss/catch, hula
hoop, jump rope, ball handling skills, etc.) and waits for his/her partner to return. Racers enter the racetrack
and return to the pit-stop/body shop at the closest point to their cone/mat nearest the track.
Diagram of racetrack set up by cones, hula hoops, and mats.
Suggestions – Depending on space, you can incorporate equipment like scooters or various other equipment
students may choose or is designated by the teacher. As students enter the intermediate years, they will be
more able to read food labels and use the mini-whiteboards to record label information and calculate
amounts of calories and nutrients. These students can also create balanced meals or daily recommendations.
This game may also be played individually, by providing cards or a posted list of activities students do at the
pit-stop before racing another lap(s). Since the activities can be very vigorous in nature, short debriefings
can be utilized to check the hula hoops (as a class) to see if food cards are being correctly placed into the
proper food group color and promote discussion. This is also an appropriate place to gather for closure. If
combination food cards are used, these can either be placed in the very middle of all the hula hoops or can be
placed in the food group hula hoop which represents more of that food than other food group.