Fall 2011
PHED 4650: PHYSICAL ACTIVITY LESSON PLAN
Teacher Education Candidate:Faith Mallory, Tabatha Hanson, Abbey Rowe, Montana Richardson
Date of Implemented Lesson Plan: November 7, 2011
Specific Lesson Topic: Nutrition
Grade Level: Kindergarten
Stage 1 The Desired Results
Georgia Physical Education
Standard(s)
Specific Learning Objective(s)
Psychomotor
HEK.1: Students will comprehend concepts related to health
promotion and disease prevention to enhance health.
a. Name healthy behaviors.
Identify healthy food choices.
Stage 2 Assessment Evidence
Assessment(s) Strategy (tied to
objective(s) above)
Make a plate worksheet. There will be a worksheet given with a
plate on it divided into five spaces. Students are to draw on there the
correct serving sizes along with food from each food goup.
Stage 3 Learning Plans
Materials Needed:
Tape, Pictures of various food from food groups, plate worksheet, index cards,
computer
Class Formations/Student
Grouping:
The class will be working together as a whole to individually place the specific
food groups where they belong on the large taped food triangle. Then the class
will be working individually on the plate worksheet that will be given out after the
class wide activity.
Sequence of Teacher Actions:
*Motivation/Attention Getter/Set
Induction/Introduction
Teacher One:
The class will start off with the energizer “Space Jam”. One member of the group
will be reading the story while the other group members act out all the “action
words” along with the class. We will then pull up an example of the food pyramid
on online. We will go through each food group and talk about what kind of foods
are in each group and how much of each food we should have to complete a
healthy diet. Abbey will talk about the food pyramid and what it is, Tabatha will
talk about the food groups and what food is in each one. Montana will discuss
serving sizes, while Faith will explain food labels and what they mean.
*Significant Teacher Actions to
Guide the Focal Activity
Teacher Two:
In the classroom there will be a pyramid made out of tape that will be placed on
the floor. Each individual student will be given an index card with a certain food
on it. Each student will then go and place the card on the section they think best
fits his/her food group within the pyramid. After each student has placed his/her
index cards in the pyramid, we will review the pyramid on the board to make sure
our floor pyramid is correct. The next part of the lesson will be the “make a plate”
worksheet. We will hand out a worksheet for each student to build his/her own
correct meal with the right portion sizes for each food group.
Fall 2011
*Technology enrichment (Select a
website pertinent to your activity
that parents/students may access.)
Sequence of Student Actions:
*Student Engagement During
Lesson
(What will students actually be
doing? This is where you describe
the actual activities in greater
detail.)
* Student Demonstration of
Meeting Objective(s)
http://kidshealth.org/parent/nutrition_center/healthy_eating/pyramid.html
http://www.nourishinteractive.com/hco/lesson_plans
www.brainpop.com/
http://www.youtube.com/watch?v=Q413VcqOlyU
Students will participate in energizer activity. Students will then be shown and
discuss with the group leaders the food pyramid and healthy eating choices. After
our class discussion, students will be given an index card with food on it and place
it in the correct food group on our pyramid made from tape on the floor. The
students will take their cards and actually get up out of their seats and place the
cards on the correct category to complete the food guide pyramid. The students
will be discussing with the instructors about correct serving sizes and food groups.
Following the discussion the students will be given a worksheet placing the
correct serving size for each food group on their plate. The class will then
participate in “Good Food, Bad Food”. A group member will ask if a certain food
is good or bad, if the food is good students jump as high as they can and if the
food is bad students will fall down to the floor.
Teacher Action:
*Lesson Closure/WrapUp/Transition
Teacher Three:
After the students complete the worksheet, we will hold a whole group discussion
on healthy choices students choose to include for each food group on their plate.
As a wrap up, the group will lead the class in “Good Food, Bad Food” where
students jump as high as they can if it is a good food and fall to the ground if it is
a bad food.
Adaptations for Exceptional
Students (How will you modify for
students with disabilities?)
Students with disabilities can tell the instructor where to place his/her index card
on the pyramid. For students with learning disabilities they could partner up into
teams or another person to help work together to finish the assignment. For
students who are visually impaired could have an instructor describe the colors,
taste, and feel of each type of food group. There would also be a sheet with
different textures for the students to feel the different foods.
Student will learn the correct way to make a meal healthy. They will also be able
to list and describe in detail the food groups of the food guide pyramid. With this
knowledge, students will be able to make correct serving size choices at home and
outside of school.
Related Activities/Extensions:
(How could students take what they
learned from the lesson to apply at
home or elsewhere?)
Integration or Connection to
Other Content Areas:
(Try to think of ways to bring in
course content to the lesson
activity.)
Math- students can view the plate activity as a pie graph. The students will also
have to understand ratios and how to count when it comes to portion sizes.
Essential Question: Can you show healthy food choices that keep your body healthy?
Lesson Plan Agenda:
1. “Space Jam” energizer
2. Pyramid overview
3. Creation of pyramid.
4. Discussion on serving size.
5. Make a plate worksheet.
6. “Good Food, Bad Food”