PHYSICAL EDUCATION LESSON PLAN Teacher: Dustin Lungo Unit: Nutrition Lesson: Food groups, nutrients, and “analyze food labels”

Grade: 5

LESSON PLANNING

Standard(s) Circle all that apply • Motor Skills • Movement Concepts • Fitness • Responsible Behavior • Value Physical Activity

Learning Target(s)

Success Criteria

Essential Question(s)

National Standard: State Standard: Standard 3 – Students will demonstrate the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness. (main focus) Standard 1 – Students will demonstrate competency in a variety of motor skills and movement patterns. (secondary focus/review) CCSS: Main Target – Compare nutritional content of food using nutrition facts labels. PE3.8.5c • Know the major nutrients each food group provides and understand how the nutrient(s) supports the health and function of our body. • Locate/recognize food group specific nutrients on the nutrition facts label. • Determine if particular foods (food cards) are high in expected nutrients and analyze whether the food consists of healthy or less healthy nutrients. Review/Practice/Reinforce – Identify activities used to develop components of healthrelated fitness (cardiorespiratory endurance, muscular endurance, muscular strength, flexibility, body composition). PE3.3.5a • Stages of a workout • Muscular System – Major muscle groups (upper body, core, lower body) - Students accurately determine and locate specific nutrients and percent daily values. - Students recognize healthy and less healthy nutrients to classify everyday foods versus sometimes foods (Go-Slow-Whoa foods) among all the food groups. What are some examples of what makes food/diet more or less healthy? Possible answers … • Helps achieve the recommended daily value of essential nutrients. • Lower in calories, higher in essential nutrients (nutrient dense/rich foods) • Lower in sugar, salt/sodium, and bad fats (trans and saturated fats). • Balanced among the five food groups and moderation is practiced.



LESSON INSTRUCTIONAL STRATEGIES Lesson Introduction: Warm-up - Students begin jogging, rope jumping, or doing various locomotor movements upon entering the gym – 300 pedometer steps or 3 minutes.

Fitness (Four Corner Fitness) – Upon completion of the cardio warm-up, students will engage in the listed components of fitness work-out activities/exercises. Using the whiteboard easel or entry task pocket charts, students will complete the listed fitness challenges. • Muscle Strength (upper body) – push-ups (wall, modified/knee, regular, diamond, push-claps) … 1-8 times (dice) • Muscle Endurance (core) – curl-ups (plank, reverse, crunches, sit-ups, curl-ups) … 9-20 times (dice) • Muscle Strength/Endurance – Burpees (all body) … 1-8 times (dice) • Muscle Endurance – Squats (lower body) … 9-20 times (dice) - Dynamic Stretches (flexibility) will come from rotating using various locomotor movements (i.e. skip, gallop, side slide, and grapevine) between each exercise location. Due to the high intensity of this warm-up, students should continually be within their target heart rate zone, thus working on cardiorespiratory endurance. - Teacher may substitute one of the corner exercises with a cardio activity (i.e. jump rope) and/or flexibility/stretching exercise (i.e. Yoga pose). Skill Practice – Upon completion of the warm-up fitness activities/exercises, students can practice on previously learned skills (i.e. jump rope, throwing, serving with hand or racquet, etc.) while classmates finish their fitness warm-up. Today, students will work on various jump rope challenges! Lesson Focus (Nutrition Set-induction) – Turn and Talk (pair-share) to discuss what you know about the food groups (colors, foods, nutrients, nutrient function, important nutrients, nutrition facts label/food label, etc.). Teacher led discussion leading to essential questions of the day – teacher questions students and/or quizzes/probes whole class. - Teacher uses this information so students can revisit/activate prior learning/knowledge and to use their background information to guide today’s learning of lesson target(s). - Discussion activates interest and leads into the lesson focus which will reinforce learning targets – students are directed to the posted learning target(s), learning criteria, and essential questions. (circle all that apply): Motor Skills / Movement Concepts / Fitness / Responsible Behavior / Value of Physical Activity Content Focus: Food Group and Nutrient Tag (Learning Activity #1) – Students will engage in a review activity from prior lessons. See attached activity description. • Focus on refining student knowledge about the food groups, foods, and nutrients. Expand upon their knowledge with various foods and allow them to challenge classmates more independently using/applying their learning. • Use this activity to reinforce prior learning and in order to make connections to the nutrition facts/food labels. Nutrition Nascar (Learning Activity #2) – Students will engage in a review activity that incorporates extended learning. See attached activity description. • Check for understanding: locating and understanding serving size, calories, servings per container, percent daily value, and basic structure of the nutrition facts label. • Major learning target – be able to distinguish foods by their most likely major nutrient (understanding each food groups main nutrients), locate such nutrient, and analyze its significance (i.e. is the food high/nutrient-dense with the particular nutrient explored compared to other nutrients? Is it the highest nutrient source (yes/no) – what is?

(circle all that apply): Motor Skills / Movement Concepts / Fitness / Responsible Behavior / Value of Physical Activity

Closure: As a whole group, Nutrition Nascar partners show/share their recording of the major food group nutrient located on the nutrition facts label. Teacher guides reflection on particular foods. Students also analyze and evaluate which foods from Nutrition Nascar are located in the appropriate food group location and if they agree/disagree if it is a everyday or sometimes food (Go-Slow-Whoa). Teacher may use Plickers formative assessment if teacher would like a better understanding of individual learning of the daily learning target(s). LESSON SUPPORT Equipment / Set-Up

Safety

Considerations

Assessment: circle below • Formative • Summative

Also see attached activity description for Food Group and Nutrient Tag and for Nutrition Nascar. • Colored gator balls, yellow foam noodles • Six colored cones, 12 small cones, 12 foam mats (24”x24”), 12 scooters, six colored hula hoops, and bin full of food cards (from Dairy Council). • Hands inside of scooter handles. • Looking up while riding scooters (in case participants in front suddenly stop or for better awareness of equipment/walls). • Reminder to look toward pathway while traveling and use body control.

• Teacher observation/feedback from turn/talk (pair-share), student miniwhiteboard information, observing where students located their food cards amongst the food group hula hoops, monitoring food group and nutrient tag, and possible use of Plickers.

Differentiating Instruction

Students have some choice in warm-up and fitness activities challenges. Intentional grouping of higher level learners with lower level learners.

Student Vocabulary

Components of Fitness and Muscular System (muscle groups/areas) Stages of a Workout Nutrition: food groups, nutrients, food label/nutrition facts label, serving size, calories, percent daily value, and nutrient function

Helpful Hints?

Review prior learning to reinforce understanding and long-term memory. Initially have Nutrition Nascar as a stand-alone activity and set-up before class. After students have participated, future use of the activity can involve other activities while students can help set-up Nutrition Nascar quickly. Both learning activities are built to provide appropriate progression (scaffolding) of learning, review knowledge, and extend learning. Vary the game conditions to maintain student interest. Washington Dairy Council

Resources

THE FOLLOWING ARE ATTACHMENTS FOR THE LESSON ACTIVITIES

Name/Title: Four Corners Fitness

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.