EHPS – Health & Physical Education
Health Curriculum – Grade 5 (Itinerant Health)
Primary Units (Pacing Guide):
Goal: 19 Classes of health instruction for all elementary students in grade 5
Health Education Overview (Class #1 – Getting to know you)
 Program Orientation/Syllabi
 Expectations, Procedures, Rules.
Nutrition
1
2
3
Unit: Nutrition
Unit: Nutrition
Unit: Nutrition
Standard:
Standard:
Standards:
#1 Core Concepts M.1.1
#2 Accessing Health Information M.2.1
#6 Decision – Making Skills M.6.1, 6.3
#7 Goal – Setting Skills M.7.1
Essential Question:
Essential Question:
Essential Question:
What are the differences between
healthy and unhealthy choices?
How is my current diet affecting my body
now?
What foods do I need to eliminate and
what foods should I replaced them with?
Objective:
Objective:
Objective:
Students will learn basic nutrition and
fitness concepts, to be evident by their
worksheets, and type 2 notes.
Students will be able to understand the food
groups including their functions and impact
on their body. (protein, carbohydrate) as
evident by their personal daily food plan
program online, that also calculates calories
for each food group.
Students will recognize the importance of
establishing and maintaining healthy eating
practices and regular physical activity. This
will be evident by their personalized
nutrition plan they create as a unit
culminating task.
Student friendly: What foods are proteins,
or carbohydrates.
Student friendly: Remember healthy
balanced food first, and possibly decide
against “junk food”
Concept:
Concept:
Concept:
Calories come in and get stored as fat
or burned off as energy.
Portions and caloric intake need to be
appropriate from each food group.
Proper amounts of protein, vegetables,
carbohydrates, and water, heal the body to
its natural state.
Skill:
Skill
Skill
To know what is an appropriate intake
of food and how to rid excess.
To make changes to balance the food groups
and caloric intake daily.
To create 3 balanced meals daily, with 2
healthy snacks in between.
Student friendly: Take in and put out
the same amount of calories daily, to
remain at current weight.
Drink water (amount based on body
weight)
Agenda:
Agenda:
Agenda:
Do now – List 5 categories of Hygiene
from prior knowledge
Do now – (At the computer lab) – Complete
the worksheet – Yesterday’s meals (5 min.)
Do now – Partner share – Homework (5-7
min.)
Journal - Vocabulary preview and
definitions - DOK2 (5 min.)
Log on and into www.brainpop.com
(personal age/gender) (2-3 min.)
WC – DOK3 (10-15)
Partner share- definitions ( 5 min.)
DOK2
Individually – input data on board (5-7
min.)
Individually read article– (5 min.)
Individualized data input (10 min.)
Journal – DOK3 and 4 (10 min.)
Partner share- central idea 1-6 (5 min.)
WC – smart board briefing (5 min.)
WC – Central ideas 1-6 DOK3 (10
min.)
Partner share – accountability (10 min.)
DOK3
Journal – (5 min.)
Individualized – Complete worksheet –
Healthier choices (5 min.)
Journal – (2-5 min.)
Activity:
Activity:
Activity:
Do now – List 5 categories of Hygiene
from prior knowledge
Do now – (At the computer lab) – Complete
the worksheet – Yesterday’s meals –
breakfast, snack, lunch, snack, dinner (5
min.)
Do now – Partner share – Homework –
Analyzing personal choices worksheet (5
min.) Discourse guide: “I learned it was
easy to …., but hard to……” Response:
“Could you try….”
Journal - Vocabulary preview and
definitions for 10% summary on
ReadWorks article Hot news about
Nutrition - DOK2 - Use the context of
the article to identify the meaning of the
circled vocabulary.
Partner share- definitions – discourse
guide- “My definition is….” “Let’s agree
on …”
Log on www.brainpop.com (personal
age/gender) (exercise amount 30 min. or less
daily
DOK2 - How will your obtained
information be interpreted for personal
health gains?
Individually - read article
Individualized data input – typical day food
choices for 3 meals/2 snacks
Partner share- central idea 1-6 (5 min.)
Discourse guide- “I think the central
idea is…” “Let’s combine and write …”
WC – smart board briefing – “use substitutes
from same food group if your choice is not
available.”
WC – Central ideas 1-6, DOK3
Analyze or interpret the authors
viewpoint to critique his findings. (10
min.)
“continue to create until all food groups are
balanced” “keep caloric intake below
allotted amount for your age/gender”
Journal – DOK4 - Look at your daily
Nutrition and current body health and
generate a hypothesis on observations
and prior knowledge as to whether you
are making the best daily Nutrition
choices. (5 min.)
Partner share – accountability – check
programs successful. Discourse guide:
1.
“Are your calories appropriate?”
2.
“Are your food groups balanced?”
WC – DOK3 Explain, generalize,
categorize, and interpret your findings.
Teacher will create a visual of food groups
as the students share their daily choices.
Ex. Smart board will show 3 columns
(protein, vegetable, carbohydrate)
Individually – list their choices on our
class tally. (protein, vegetable,
carbohydrate)
Journal - DOK3 – How will your findings
change your choices today?
DOK4 – Formulate a plan to balance all
aspects of daily Nutrition to create a
grocery list of the foods they need to have
to balanced their daily diets. Ideas of
conversation with adult who shops asking
them to be a part of their grocery trip.
DOK3 - Based on your personalized food
plan assessment, what is your course of
action to create optimal health?
Individualized – Complete worksheet –
Healthier choices, based on online
assessment needs.
Journal – How will these findings change
your food choices today?
Homework – Analyzing personal choices worksheet
DOK
DOK
DOK
DOK2 – Use the context of the article
to identify the meaning of the circled
vocabulary.
DOK2 – How will your obtained
information be interpreted for personal
health gains?
DOK3 – How will your findings change
your choices today?
DOK3 – Analyze or interpret the
authors viewpoint to critique his
findings.
DOK3 – Based on your personalized food
plan assessment, what is your course of
action to create optimal health?
Assessment:
Assessment: Exit slip – in journal to be
handed in.
DOK4 – Formulate a plan to balance all
aspects of daily Nutrition.
Assessment:
Journal – to be handed in – List 5
categories of hygiene and how each
prevents disease.
Journal - How will these findings change
your food choices today?
Resources:
Resources:
Resources:
Health Promotion Waves, Pre-test
www.Brainpop.com, Health Teacher
Gr.4-5
Health Promotion Waves, Chef Soleus
Online meal organizer www.Brainpop.com,
Health Teacher Gr.4-5
Health Promotion Waves, Nutrition unit,
www.Brainpop.com, Health Teacher
Gr.4-5
www.Choosemyplate.gov website and
resources.
Show their altered version of
personalized food plan to balance all areas
of Nutrition
Nutrition Gr. 6
1
2
3
Unit: Nutrition
Unit: Nutrition
Unit: Nutrition
Standard:
Standard:
Standards:
#1 Core Concepts M.1.1
#2 Accessing Health Information M.2.1
#6 Decision – Making Skills M.6.1, 6.3
#7 Goal – Setting Skills M.7.1
Essential Question:
Essential Question:
Essential Question:
What are the differences between
healthy and unhealthy choices?
How is my current diet affecting my body
now?
What foods do I need to eliminate and
what foods should I replaced them with?
Objective:
Objective:
Objective:
Students will learn basic nutrition and
fitness concepts, to be evident by their
worksheets, and type 2 notes.
Students will be able to understand the food
groups including their functions and impact
on their body. (protein, carbohydrate) as
evident by their personal daily food plan
program online, that also calculates calories
for each food group.
Students will recognize the importance of
establishing and maintaining healthy eating
practices and regular physical activity. This
will be evident by their personalized
nutrition plan they create as a unit
culminating task.
Student friendly: What foods are proteins,
or carbohydrates.
Student friendly: Remember healthy
balanced food first, and possibly decide
against “junk food”
Concept:
Concept:
Concept:
Calories come in and get stored as fat
or burned off as energy.
Portions and caloric intake need to be
appropriate from each food group.
Proper amounts of protein, vegetables,
carbohydrates, and water, heal the body to
its natural state.
Skill:
Skill
Skill
To know what is an appropriate intake
of food and how to rid excess.
To make changes to balance the food groups
and caloric intake daily.
To create 3 balanced meals daily, with 2
healthy snacks in between.
Student friendly: Take in and put out
the same amount of calories daily, to
remain at current weight.
Drink water (amount based on body
weight)
Agenda:
Agenda:
Agenda:
Pre-test –(10 min.)
Do now – (At the computer lab) – Complete
the worksheet – Yesterday’s meals (5 min.)
Do now – Partner share – Homework (5-7
min.)
Log on and into www.brainpop.com
(personal age/gender) (2-3 min.)
WC – DOK3 (10-15)
Vocabulary preview and definitions DOK2 (5 min.)
Partner share- definitions (5 min.)
DOK2
Individually – input data on board (5-7
min.)
Individually read article– (5 min.)
Individualized data input (10 min.)
Post-test – Nutrition
Partner share- central idea 1-6 (5 min.)
WC – smart board briefing (5 min.)
Journal – DOK3 and 4 (10 min.)
WC – Central ideas 1-6 DOK3 (10
min.)
Partner share – accountability (10 min.)
DOK3
Journal – (5 min.)
Individualized – Complete worksheet –
Healthier choices (5 min.)
Journal – (2-5 min.)
Activity:
Activity:
Activity:
Pre-test - (10 min.)
Do now – (At the computer lab) – Complete
the worksheet – Yesterday’s meals –
breakfast, snack, lunch, snack, dinner (5
min.)
Do now – Partner share – Homework –
Analyzing personal choices worksheet (5
min.) Discourse guide: “I learned it was
easy to …., but hard to……” Response:
“Could you try….”
Vocabulary preview and definitions for
10% summary on ReadWorks article
Hot news about Nutrition - DOK2 Use the context of the article to identify
the meaning of the circled vocabulary.
Partner share- definitions – discourse
guide- “My definition is….” “Let’s agree
on …”
Log on www.brainpop.com (personal
age/gender) (exercise amount 30 min. or less
daily
DOK2 - How will your obtained
information be interpreted for personal
health gains?
Individually read article
Partner share- central idea 1-6 (5 min.)
Discourse guide- “I think the central
idea is…” “Let’s combine and write …”
WC – Central ideas 1-6, DOK3
Analyze or interpret the authors
viewpoint to critique his findings. (10
min.)
Journal – DOK4 - Look at your daily
Nutrition and current body health and
generate a hypothesis on observations
and prior knowledge as to whether you
are making the best daily Nutrition
choices. (5 min.)
Individualized data input – typical day food
choices for 3 meals/2 snacks
WC – smart board briefing – “use substitutes
from same food group if your choice is not
available.”
“continue to create until all food groups are
balanced” “keep caloric intake below
allotted amount for your age/gender”
Partner share – accountability – check
programs successful. Discourse guide:
3.
“Are your calories appropriate?”
4.
“Are your food groups balanced?”
DOK3 - Based on your personalized food
plan assessment, what is your course of
action to create optimal health?
Individualized – Complete worksheet –
Healthier choices, based on online
assessment needs.
Journal – How will these findings change
WC – DOK3 Explain, generalize,
categorize, and interpret your findings.
Teacher will create a visual of food groups
as the students share their daily choices.
Ex. Smart board will show 3 columns
(protein, vegetable, carbohydrate)
Post-test – (10 min.)
Journal - DOK3 – How will your findings
change your choices today?
DOK4 – Formulate a plan to balance all
aspects of daily Nutrition to create a
grocery list of the foods they need to have
to balanced their daily diets. Ideas of
conversation with adult who shops asking
them to be a part of their grocery trip.
your food choices today?
Homework – Analyzing personal choices worksheet
DOK
DOK
DOK
DOK2 – Use the context of the article
to identify the meaning of the circled
vocabulary.
DOK2 – How will your obtained
information be interpreted for personal
health gains?
DOK3 – How will your findings change
your choices today?
DOK3 – Analyze or interpret the
authors viewpoint to critique his
findings.
DOK3 – Based on your personalized food
plan assessment, what is your course of
action to create optimal health?
Assessment:
Assessment: Exit slip – in journal to be
handed in.
Pre-test (1-10 SBAC questions)
Compliance with personalized food
plan online.
DOK4 – Formulate a plan to balance all
aspects of daily Nutrition.
Assessment:
Post-test (1-10 SBAC questions)
Journal - How will these findings change
your food choices today?
Altered version of personalized food plan
to balance all areas of Nutrition
Resources:
Resources:
Resources:
Health Promotion Waves, Pre-test
www.Brainpop.com, Health Teacher
Gr.4-5
Health Promotion Waves, Chef Soleus
Online meal organizer www.Brainpop.com,
Health Teacher Gr.4-5
Health Promotion Waves, Nutrition unit,
www.Brainpop.com, Health Teacher
Gr.4-5
www.Choosemyplate.gov website and
resources.