Eccleston 1

Becca Eccleston

Kim Harpham

ED 461

6 December 2015

Final Lesson Plan

Lesson: What are we eating?

Objective: PEStandard3 - The physically literate individual demonstrates the knowledge and
skills to achieve and maintain a health-enhancing level of physical activity and fitness.
HealthStandard1-Students will comprehend concepts related to health promotion and disease
prevention to enhance health.
Focus: 1st grade
Time:30 minutes
Materials: 5 colored cones or circle mats, My Food Plate copy and cut out

Lessonplan: Bring students in the gym and have a brief talk about heath, specifically My Plate.
What do the students know? What do they want to know?
When entering the gym, groups of students will sit in different corners of the gym.
-Each corner will be marked with a different color cone or mat that corresponds to a color on the
food pyramid. Since there are 5 sections on My Plate, the last group will be in the circle in the
center of the gym (half court) Red- fruits, orange/brown- grains, green, veggies, purple- protein,
and blue- dairy.
-While the students are seating on the floor, or bleachers the teacher will ask students different
questions. Depending on the answer is where the students will go to. For example, if the answer
was apples, then the students would go to the red corner for fruits.
When teacher blows the whistle, students begin moving by a locomotor movement that the
teacher calls out
-The students will move to the corner of the gym where they think the answer belongs. However,
they must do that specific locomotor movement while moving to the corner (no cheating)
Questionstheteacherwillaskstudents:1.Pineapple belongs in what food group? Please
gallop to where you think the answer is.
1 Chicken belongs in which food group? Please jump to the answer.
1. If I was a zucchini what food group would I be in? Please skip to answer
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2. Where does a bagel belong? Please jog to answer.

3. Greek yogurt belongs in what food group? Please hop to answer.
-Teacher discusses with students why they are in their spot, and corrects any misinformed
information. *If time permits, allow a student or 2 to lead the questions now.
1 What else do we need for our bodies to be in a healthy body balance, besides physical
activity? Answer= Exercise
-Teacher asks students what is exercise?
-When students hear the music they will perform a movement of choice in their space for 10
seconds. When the music stops the students will put their hand over their heart (right hand to left
side of body) and examine how its beating, or 2 fingers on their neck to check pulse
-Begin discussion with students in a group on gym floor about exercise
Why when we exercise does our heart beat faster? Why do we get healthier as we exercise more?
Assessment: Observe students as they move around during questions about foods to see who
knows the different parts of the food pyramid
-Obverse students and their gross motor skills, who can and cannot perform?
Give me 5: Asks groups of students who can name a part of the food pyramid and a food/s that
belongs in the group.
Have all students count together with teacher and once they have reached 5, move on to another
food group. (students may collaborate with group before listing the foods in the group chosen)
Movementsused: walk, jump, hop, gallop, skip, slide, leap, run, etc.
Students could also have a certain amount of time they job around and then go to their answer
(interval training). Movements that could be used: non loco motor; swing, twist arms. shake
head/ body part, stretch, etc.
Modifications: For those students who are struggling with knowing the correct answer, or are
struggling with the locomotor movements, allow them to go at a slower pace than the class, or
work with a partner.
Objectives:Students will be able to correctly identify food groups
Students will be able to differentiate between food groups
Safetyissues: When students are transitioning from one corner to the other after each question
they need to have spatial awareness so that they are not running into their classmates.
Closing: Bring all the students together to discuss what they learned or what they already knew
and we were just giving it another exposure.
Rationale:
My lesson addresses different characteristics of a quality Physical Education lesson by

having a developmentally appropriate movement activity for all the students. The type of

activity is appropriate for the childs age, maturity level, skill level, fitness level, and movement

experiences. The skills and fitness that the students are doing can improve their physical fitness

because they are interval training to an extent. This activity also focuses on more than just

physical education, it is also health related. While students are completing this activity they are

gaining another exposure at what healthy food is and what the My Plate guidelines are. The My
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Plate guidelines are great for students to know at a young age, because once they are familiar

with them then there is a greater likelihood that they will understand what is and what is not

good for their body.

This activity promotes physical activity as it combines health with physical education

such as health standard 1, students will comprehend concepts related to health promotion and

disease prevention to enhance health. Students will be able to comprehend the concepts related

to My Plate and what it really means for us and anyone surrounding us. There is also a

maximization of learning time because the students are constantly moving. The amount of time

the students do sitting, or being inactive is far less than what the rest of the class time looks like.

All students are participating, and if their is a discussion time at the end then all students will be

able to take part in that as well.

There is not much indirect competition here other than to get the correct answer, so that

someone does not take the credit for what you did. I encourage my students to continue to

improve their individual skills and I might suggest that they strive to be like someone in the class

who is really excelling with the activity. However, I would never want a student who was

excelling steadily above the class to be left out also.