Michael & Susan Dell Center for
Advancement of Healthy Living
CATCH Kick-Off Week
Classroom Teachers – 5th Grade
Monday - Session 2 – Energy Balance and GO Eating
TEKS: L.A. 5.1, 5.2, 5.4, 5.11, 5.15; Science 5.8
Resources: Transparency 2, Handout 2, cards of GO, SLOW, and WHOA foods, Health Trek 2 & Scoreboard
Lesson Design: Can be done during Reading and throughout small parts of the day.
Activity 1: Can be done during a shared/whole group reading activity. Look at different features of a chart and
text features of the chart. Be sure to discuss with class the GO, SLOW, and WHOA foods.
Activity 2: Once the directions of the game are understood by the whole class, this is a game that can be
done during small group time with the groups you are not meeting with.
Activity 3: It is a homework assignment and can be discussed right after activities 1 and 2 or at the time you
pass out homework. Be sure to explain the importance of including other family members, especially adults.
Activity 4: Whole group discussion of making healthy food choices. Great suggestion would be to talk about
this right before going to lunch.
Tuesday - Session 4 – Pyramid of GO Eating
TEKS: L.A. 5.11, 5.15; Math 5.2, 5.11, 5.14; Health 5.1, 5.8; Science 5.3
Resources: Handout 2, Handout 5, Handout 6A, Handout 6B, Handout 7, Transparency 5, Transparency 6A,
Transparency 6B, Transparency B, empty school milk carton (optional)
Lesson Design: During Shared Reading to begin with and then moving into Math.
Activity 1: Discuss in shared reading the different type of text on the transparency (Food Pyramid). Discuss
the importance of reading all parts of the text.
Activity 2: Discussing math vocabulary terms such as ounces, cups, pints, and fractions. This will be most
likely an introduction. Use the TAKS Math Chart to help you introduce these terms.
Activity 3: At the end of math you can discuss and summarize what they have learned about reading different
texts, such as a food pyramid, and about fractions as well as vocabulary terms.
Wednesday - Session 5 – Bag a GO Lunch
TEKS: L.A. 5.1, 5.10, 5.15; Math 5.5, 5.15; Health 5.1, 5.9
Resources: MyPyramid plan, Handout 2, Handout 5, Handout 6B, Handout 8, Handout 9, Transparency C,
Health Trek 4 & Scoreboard, butcher paper
Lesson Design: Can be done during math and reading or writing.
Activity 1: Review what was learned yesterday about fractions and vocabulary. Also discuss equivalency and
introduce the idea that different fractions can equal the same amount. This can be done during a whole group
discussion. Be sure to take notes on who is struggling to understand so that you can meet with them either in
a small group or one-on-one.
Activity 2: Can also be done during math. Discuss who brings their lunch to school and who eats the school
lunch. You can then graph the information on chart paper and display it in the room. Another graph idea is to
graph the students’ favorite food items they have during lunch.
Activity 3: Can be done during reading or writing. Split the students up into small groups to create GO bag
lunches. They make a list of things that would be healthy to eat in a bag lunch. Directions for this are in your
handouts.
Activity 4: It is a homework assignment and can be discussed right after activities 1 and 2 or at the time you
pass out homework. Be sure to explain the importance of including other family members, especially adults.
Activity 5: Have a class discussion about all the healthy items that can be placed in a GO bag lunch. Be sure
to also mention strategies for breaking down the barriers that might keep a person from putting these items in
their GO bag lunch.
Thursday - Session 7 – Bright Ideas for Breakfast
TEKS: L.A. 5.1, 5.15, 5.5; Health 5.1; Science 5.3
Resources: GO-SLOW-WHOA Lists, Handout 11, Handout 12, Handout 13
Lesson Design: Can be done during Reading/Language Arts.
Activity 1: Can be done as whole group or small group work to evaluate and modify breakfasts to incorporate
a variety of GO foods. Discuss the importance of eating breakfast.
Activity 2: Using the Bright Ideas handout, students use the Checklist to determine healthy breakfast options.
Activity 3: Students set a goal to eat breakfasts with a variety of GO foods.
Activity 4: Homework assignment that can be discussed right after activities 1-3 or at the time you pass out
homework. Be sure to explain the importance of including other family members, especially adults.
Friday - Session 9 – GO for Health Options
TEKS: L.A. 5.1, 5.16; Science 5.2; Health 5.9
Resources: Handout 13, Handout 14A, Handout 15
Lesson Design: Can be done during reading or writing in whole or small groups.
Activity 1: Review what was learned about eating a healthy breakfast and check in with students to see who
achieved their goal to eat GO breakfasts.
Activity 2: Discuss the types of foods available at fast food places and other locations (whole group). Split
students into small groups to work on their option for overcoming barriers to eating healthy. Then, in whole
group setting, have representatives from the groups describe their approach to overcome barriers using their
option. Can extend the activity to include a discussion about other barriers (e.g., to exercising, etc.).
Activity 3: At the end of the lesson you can discuss and summarize what they have learned about strategies
to overcome barriers. Review and repeat the GO for Health Options Rap.