Winona State University
Elementary Health Education Teaching Module
3rd Grade
Healthy Habits for life
By
Brittney Graham
Submitted to Dr. Gail Grimm
in partial fulfillment
of the Requirements for the Course Hers 320:
Teaching Elementary Health Education
Department of Health Education
Description: This is a health unit on nutrition for the third grade. Three
of the six lessons were taught to Mrs. Fellman’s third grade class at
Central Elementary in Winona, MN. This class had fifteen students. I
would teach three lessons per week for two weeks just before the
students leave for winter break in hopes the students will make healthy
decisions during away from school.
National Health Education Standards met in unit:
Standard 1: Comprehend concepts related to health promotion and
disease prevention to enhance health
Standard 2: Students will analyze the influence of family, peers, culture,
media, technology, and other factors on health behaviors.
Standard 3: Students will demonstrate the ability to access valid
information, products, and services to enhance health.
Standard 5: Students will demonstrate the ability to use decisionmaking skills to enhance health.
Standard 6: Students will demonstrate the ability to use goal setting
skills to enhance health.
Standard 7: Demonstrate the ability to practice health-enhancing
behaviors and avoid or reduce health risks.
Standard 8: Students will demonstrate the ability to advocate for
personal, family, and community health.
Behavioral Objective: The students will create a nutrition book after
learning about the Food Guide Pyramid, combination foods, Calories,
and exercise.
Words to Know (unit vocabulary):
Lesson 1:
Carbohydrates- Sugars, starch, and cellulose found mostly in the
grains group.
Protein- muscle building amino acids found in meats, beans, eggs,
and seeds.
Lesson 2:
Locomotor skills -motor skills that involve the feet and moving
from one place to another
Lesson 3:
Combination foods- a combination food is a single serving of food
that contains at least two of the required meal components.
Lesson 4:
Aerobic Exercise- an activity that requires oxygen. It is exercise
that gets a person heart pumping, makes you sweat, and
quickens a persons breathing.
Endorphins- a chemical that is released in the brain that makes a
person feel good.
Endurance- being able to stay activity for prolonged periods of
time.
Flexibility- having muscles to perform a full range of motion.
Pedometer- an instrument that is used to keep track of the
number of steps taken in walking.
Lesson 5:
Calorie- 1000 joules of energy/ human fuel.
Basal Metabolic Rate (BMR)- How many Calories a person uses in
a day by just living. Exercise not included.
Lesson 6:
New Year’s Resolution- a goal many people set to better
themselves for the upcoming year.
Collage- a work of art made from gluing different materials to a
flat surface.
Materials
Lesson 1:
Food Guide Pyramids (1 per student)
Masking tape to create 2 large food pyramids on the wall
2 paper bags
2 sets of food group labels, examples of each group, and numbers of
servings.
Word find (1 per student)
Markers, crayons, or colored pencils
Lesson 2:
Velcro food pyramid
Hula Hoop
3-5 pennies to distinguish who the taggers are
Gymnasium space (large outdoor space if not available)
Foam balls (construction paper if not available)
Purple (5) – meat
Black (4) – water
Red (2) – fruits
Yellow (1) – sweets/oils
Orange (6) – grains
Blue (3) – dairy
Green (2)– vegetables
White (3)– exercise
3-5 bean bags, cones, footballs, or other different object that
represents bad habits (drugs, lack of exercise, temptations)
Large container (for the balls)
Large trash can
Color coded chart showing what each color ball represents
Appropriate music for 3rd grade students (Hannah Montana, etc…)
CD player or computer to play music
Blank food pyramid worksheets
Pencils
“Food Pyramid and Physical Activity”
“Be a Healthy Role Model for Children” tip sheet
Lesson 3:
White board
White board markers
Cheeseburger coloring sheet 1per student
Crayons 1 pack per student
Completed food guide pyramids from the previous lesson
Bathroom/sink/soap
2 large Hotplates
Mini tortillas 2per student
Shredded cheese 2 Tbsp per student
Plastic bowls to put the cheese and salsa in
Mild Salsa
Paper plates
Plastic spoon for the salsa
Extra table or desk to put the quesadilla supplies on
Lysol wipes
Lesson 4:
Gym
Pedometers
Food Pyramid and Exercise Picture
Three Pennies or Shirts
Pedometer Worksheet
Markers – One per student
Lesson 5:
White board or chalk board
White board marker/ chalk
Computer Lab with one computer per student
Internet access
Projector and screen
Projector cable that attaches to your computer
Computer for the teacher to use
My Calorie worksheet 1 per student
Health folder
Pencils 1 per student
Lesson 6:
2 grocery store ads or magazines per student
Scissors 1 per student
Glue stick 1 per student
Crayons/markers/colored pencils
Tag board 1 per student
Assessment: Using the Food Guide Pyramid, Combination food coloring
sheet, Health Journal, and collage the students will create a book of their
unit. The students will need to create a cover page and have completed all of
the pages of the book. Students will present the book to the class to share
what they have learned. The assessment will take approximately one hour to
complete (30 minutes of student work and 30 minutes to share). A detailed
rubric follows the lesson plans.
HERS 320: Teaching Health in the Elementary School
Nutrition
Grade 3
Central Elementary
Mrs. Fellman
October 5, 2009
Brittney Graham
HERS 320
BLGraham07@winona.edu
“Pyramid Relay”
Goal: The students will understand the food pyramid and be able to use it to make good
food choices.
Behavioral Objectives: Students will create their own food guide pyramid including at
least three examples of each food group as well as the number of servings and serving
sizes for those groups.
Time: 30 minutes
Integration: Art will be incorporated in the students’ food pyramids. The students will be
asked to draw examples of each food group in the pyramid. Physical education will be
incorporated during the relay portion of the lesson. Students will be moving and raising
their heartbeats.
Materials:
Food Guide Pyramids (1 per student)
Masking tape to create 2 large food pyramids on the wall
2 paper bags
2 sets of food group labels, examples of each group, and numbers of servings.
Word find (1 per student)
Markers, crayons, or colored pencils
Teacher Prep:
Tape Food Guide Pyramid under each students’ desk
Create pyramids on the board using masking tape
Vocabulary:
Carbohydrates- Sugars, starch, and cellulose found mostly in grains.
Protein- muscle building amino acids found in meats, beans, eggs, and seeds.
Procedure:
 Hook (3-5 minutes)- Have the students check under their desks. They will
find the food guide pyramid. Ask the students what they think it is. Most
likely the students will recognize that it is the food guide pyramid. If the
students do not recognize the Food Guide pyramid tell them what it is. Ask
the students what food groups are in the Food Guide Pyramid. See if they can
name all six. Then ask for three examples of each group.



Background info (10-12 minutes)- Have the students take a look at the person
running up the stairs. He is able to run up the stairs because he has a lot of energy
from eating right and exercising. Have the students write on the stairs what they
do to exercise. Remind the students that to be healthy they should exercise at least
thirty minutes a day. Review the food groups and have the students color and
label the appropriate columns. Grains=orange 6 oz Vegetables= green 2 ½ cups
Fruits=red 2 cups Meats/beans= purple 5 ½ oz Dairy=blue 3cups. Have the
students draw three examples of each group on their food table.
Relay (10 minutes)- Once the students have reviewed the pyramid and finished
their drawings, have students count off by two’s to split in to two teams. Each
team will have an empty food pyramid up on the board and a paper bag filled with
all of the items they will need to complete the food guide pyramid. Teams will
have to stand behind a designated area. One person from each team at a time will
run up to the bag grab an item and find its correct place on the food guide
pyramid. Then students must run back and tag the next teammate in order for
them to begin. Teams are allowed to help the students at the board find the correct
placement for each item pulled out of the bag. Cheering is encouraged.
Closure – Review the newly completed pyramids, food groups, amounts, and
examples. Ask students to tell you something they learned about being healthy
today. With any extra time the students can work on the word find for a review. If
there is not enough time the students can take the word find home to do with their
parents. (5 minutes)
Assessment: The students’ food guide pyramid with examples drawn on will be checked
for accuracy.
Home & Family Involvement: The word find will be sent home with the students along
with website that includes fun games that encourage healthy eating and exercise.
Resources:
Print Materials. United states department of agriculture. 15 April 2005. 1 October 2009.
http://www.mypyramid.gov
Pyramid blast off game. United states department of agriculture. 15 April 2005. 1
October 2009.
http://www.mypyramid.gov/kids/kids_game.html#
Wordsearch. Discovery Education. 2008. October 2, 2009.
http://puzzlemaker.discoveryeducation.com/code/BuildWordSearch.asp#
Health Education Standard(s) and Performance Indicator(s):
1. Students will comprehend concepts related to health promotion and disease prevention
to enhance health.
PI: Students will create their own Food Guide Pyramid with examples of exercise
and healthy foods they eat.
7. Demonstrate the ability to practice health-enhancing behaviors and avoid or reduce
health risks.
PI: Students will raise their heart rates during the relay, and show the ability to
make healthy
choices by placing the foods on the pyramid.
Healthy Foods
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For fun health games check out this cool website!!
http://www.mypyramid.gov/kids/kids_game.html#
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Nutrition
3rd Grade
Central Elementary
Mrs. Fellman
Oct. 6, 2009
James Kognshaug
HERS 320
jakongsh7401@winona.edu
Mad for Munchies
Goal: The goal of this lesson is to engage students in physical activity while
continuing to discuss the food pyramid.
Behavioral Objectives: After the lesson, each student will receive a blank food
pyramid in which they will have to label each food group properly, identify the
appropriate amount needed daily, and provide one example of a food from each
group.
Students will individually label a food guide pyramid with correct food group labels
and daily amount of servings after playing the Mad for munchies activity.
Time: 30 minutes
Integration: This lesson can be integrated into physical education lessons that
continue to help students develop their locomotor skills, which include walking,
skipping, running, and hopping. Also, this lesson can be taught in conjunction with a
mathematics lesson pertaining to addition with adding up amounts of food from
each group eaten during a day.
Materials:
- Velcro food pyramid
- Hula Hoop
- 3-5 pennies to distinguish who the taggers are
- Gymnasium space (large outdoor space if not available)
- Foam balls (construction paper if not available)
o Purple (5) – meat
o Black (4) – water
o Red (2) – fruits
o Yellow (1) – sweets/oils
o Orange (6) – grains
o Blue (3) – dairy
o Green (2)– vegetables
o White (3)– exercise
- 3-5 bean bags, cones, footballs, or other different object that represents
bad habits (drugs, lack of exercise, temptations)
- Large container (for the balls)
- Large trash can
- Color coded chart showing what each color ball reprsents
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Appropriate music for 3rd grade students (classical, Hannah Montana,
etc…)
- CD player or computer to play music
- Blank food pyramid worksheets
- Pencils
- “Food Pyramid and Physical Activity”
- “Be a Healthy Role Model for Children” tip sheet
Teacher Preparation:
- Gather all of the balls and hula hoop and place in the gymnasium
- Set up the large container and trash can
- Make color coded chart to match the food pyramid
- Hang Velcro food pyramid chart
- Print 15 copies of blank food pyramid, word search, and tip sheet
Vocabulary:
- Locomotor skills  motor skills that involve the feet and moving from one
place to another
Procedures:
- Introduction (5 minutes)
o Bring the students to the gymnasium, have them sit in a specified
location (on the black line), and gather their attention.
o Review the food pyramid by asking students to identify all of the
food groups.
 Grains, Meats & Beans, Dairy, Vegetables, Fruits,
Sweets/Oils
o Ask students to identify one food item from each food group.
 Use the velcro food pyramid to show both the food groups
and different food items in each group. Select 5-6 students
to individually pick a food item and place it on the pyramid.
o Review the amount of food from each group, amount of water, and
amount of exercise that are needed daily for students in 3rd grade.
 Water (30-45 oz.), Grains (6 oz.), Meat (5 ½ oz.), Fruits (2
cups), Dairy (3 cups), Vegetables (2 ½ cups), Sweets/Oils
(minimal), Exercise (30 minutes minimum)
o Inform students the lesson today will further review the food
pyramid as well as engage them in physical activity using their
locomotor skills.
 Running, walking, galloping, hopping, skipping, etc…
- Content (15 minutes, or three games)
o Explain the rules for today’s activity.
 Explain the following rules before splitting students up.
 3-5 students with birthdays in September, October, or
November will be selected as the first group of taggers; this
will vary depending on the size of the class.

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It is important to remind students to not be rough,
and to be careful when tagging other students and
when running in a small area.
 The taggers will start the game standing by the hula-hoops
at the half court. The non-tagger students will stand along
one of the base lines
 The teacher will inform students that they will be using
their locomotor skills to go from end line to end line.
 Skills may include; running, walking, hopping,
skipping, marching, or galloping.
 Taggers are to try and capture food from the non-taggers
by tagging them. When tagged, students are to give their
ball to the taggers who will place the ball in the hula-hoops.
 If they tag a student and get a bad habit they are to
put it in the garbage bin.
 After a student has been tagged they are to go and get
another ball from the container or join the taggers in trying
to attain the right amount of food if there are no balls left.
 They can get another ball from the designated
container, or from a designated location in the
gymnasium.
o Ask students if they have any questions about the directions. If
there are no questions, introduce the locomotor skill the students
are to use and start the age appropriate music.
o If the students are participating and following instructions, the
music may be stopped and a new locomotor skill may be
introduced. Restart the music and let the students continue the
activity. Each game should be five minutes or until all of the balls
are out of the garbage bin/designated area.
o After each game the teacher will view the contents of the hulahoop with all students. The students will have to identify if the
stomach has the correct amount of food, exercise, and water in it
that are needed on a daily basis. The students will need to analyze
if they had too much of something, too little of something, or if
they chose any bad habits.
o After viewing the hula-hoops and analyzing it, all balls will be
placed in the container and new taggers will be selected by picking
three more months. Introduce a new locomotor skill, start the
music, and let the students begin the activity again.
Conclusion (10 minutes)
o Have the students help clean up by placing the balls and any other
materials where they belong, or in a designated place for the
teacher.
o As a review of the lesson, the teacher will ask individual students
to identify proper daily amounts, the food groups, and foods that
belong in each food group.
o Next, handout a blank food pyramid to all students and instruct
them to fill in the name of each food group, the needed daily
amount, and one food from each group. The velcro pyramid will
be hung up, but will not have any foods or words on it. The
students will have to remember what they have learned in the
previous lesson as well as in this lesson.
o If time allows discuss with students about how they will make
healthy choices when it comes to eating and staying active. Also,
discuss how they will encourage friends and family to eat healthy
and stay active.
Assessment: After the lesson, students should have a better understanding of the
food pyramid and appropriate amounts needed on a daily basis. Students will be
given a blank food pyramid and directed to fill in each food group, the appropriate
amount they need to consume on a daily basis, and one example from each food
group.
Home & Family Involvement: To bring this activity home, each student will be
given a word search they can complete with their parents or guardians. Also, each
student will be given a sheet for their parents or guardians to view with a list of ten
tips on how parents can be positive role models for their children.
Resources:
Discovery Education. (2008) Word search. Retrieved October 1, 2009 from
http://puzzlemaker.discoveryeducation.com/
Hipes, Tammy. (2004) Mater Your Munchies. Retrieved October 1, 2009 from
http://www.pecentral.com/lessonideas/PrintLesson.asp?ID=5231.
MyPyramid.gov. (2009) Be a Healthy Role Model for Children. Retrieved October 1,
2009 from
http://www.mypyramid.gov/downloads/TenTips/RoleModelTipsheet.pdf.
MyPyramid.gov. (2009) Blank food pyramid. Retrieved October 1, 2009 from
http://teamnutrition.usda.gov/resources/mpk_coloring.pdf
Health Education Standards & Performances Indicators:
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Standard 1  Students will comprehend concepts related to health
promotion and disease prevention to enhance health.
o Indicator 1.5.1.  Describe the relationship between healthy
behaviors and personal health.
Standard 2  Students will analyze the influence of family, peers, culture,
media, technology, and other factors on health behaviors.
o Indicator 2.5.1.  Describe how the family influences personal
health practices and behaviors
Standard 5  Students will demonstrate the ability to use decisionmaking skills to enhance health.
o Indicator 5.5.5.  Choose a healthy option when making a
decision.
Standard 7  Students will demonstrate the ability to practice health
enhancing behaviors and avoid or reduce health risks.
o Indicator 7.5.1.  Identify responsible personal healthy behaviors.
Standard 8  Students will demonstrate the ability to advocate for
personal, family, and community health.
o Indicator 8.5.2.  Encourage others to make positive health
choices.
Food Pyramid and Physical Activity
Find the words listed below in the word search.
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Combination Quesadillas
Goal: Use hands on activities to teach students about combination foods and how
they fit in to the Food Guide Pyramid.
Behavioral Objective: Students will understand the meaning of combination food
and demonstrate their ability to make an example of one.
Time: 60 minutes
Integration: This could tie in with a measurement lesson in math. The students
could need to have ½ cup of cheese on the quesadilla and two tablespoons of salsa.
If a kitchen is available the combination food could be a more complex food that
would require more measurements (example: pizza).
Materials:
White board
White board markers
Cheeseburger coloring sheet 1per student
Crayons 1 pack per student
Completed food guide pyramids from the previous lesson
Bathroom/sink/soap
2 large Hotplates
Mini tortillas 2per student
Shredded cheese 2 Tbsp per student
Plastic bowls to put the cheese and salsa in
Mild Salsa
Paper plates
Plastic spoon for the salsa
Extra table or desk to put the quesadilla supplies on
Lysol wipes
Teacher Prep:
 Print out cheeseburger worksheets
 Preheat the hotplates
 Put the cheese and salsa into the bowls
 Set up the quesadilla table with bowls, spoons, tortillas, plates, and hot plates
 Make sure students have completed the Food Guide Pyramids from the
previous lesson to use.
Vocabulary:
Combination foods- a combination food is a single serving of food that
contains at least two of the required meal components.
Procedure:
Hook (10-15 minutes): Ask the students what their favorite foods are. Have the
students raise their hands and when you call on them they can tell you their answer.
Write their favorite foods on the board. After you have about 6 or 7 examples on the
board (Hopefully a few of these are examples of combination foods, if not say your
favorite food is pizza and write that on the board.) ask the students what food
groups these foods belong to. Write the food group next to the food on the board.
Then ask the students if a food can belong to more then one food group. For example
pizza has crust, which belongs to the grain group, tomato sauce, which belongs in
the vegetable group, cheese, which belongs to the dairy group, and pepperoni, which
belongs in the meat group. A food that has parts from multiple food groups is called
a combination food. Have the students repeat the word combination food after you
three times. Then go through the list already on the board to see if there are any
other combination foods, if so write all the food groups found in the combination
foods.
Content (10 minutes): Hand out the cheeseburger coloring sheets. Have a
volunteer student read through the directions at the top of the page. Ask the
students what color they should be coloring the grains (orange), vegetables (green),
fruits (red), oils (yellow), meats (purple), and dairy (blue). Write these on the board
for the students to reference while working. Tell the students they can start
working. Allow the students about 5 minutes to color their cheeseburgers and
answer the questions at the bottom.
Activity (25 minutes): After about five minutes of work time stop the students. Tell
me crayons down, eyes up on me. We are going to be making our own combination
food. Tell them that the students being the quietest during the next directions will
get to make their combination food first. The students will get to make quesadillas.
Tell the students they will be using grains, dairy, fruits, and vegetables to make their
quesadillas. Using four food groups to make one food makes it a combination food.
Send the students down to the bathroom to wash their hands about five at a time.
Allow the five students that were listening the best to walk down to the bathroom,
wash their hands, and return to the classroom to make their quesadillas. The other
students can continue working on their cheeseburgers. As soon as the first group
returns the second group of five can head to the bathroom. The first group of
students will very carefully put two tortillas on the hot plate and place some cheese
on one of the tortillas. Once the cheese melts the students need to raise their hand.
The teacher will flip the tortilla without cheese on to the one that does and then put
the quesadilla on the plate for the student. The student can spoon the salsa on to
their plate and take it back to their seat. Continue rotating students until all of them
have had a chance to wash their hands, make their quesadilla, and eat it. While the
first groups of students are waiting for the last group to finish eating they can be
finishing the cheeseburger worksheet.
Closure (10 minutes): Once all the students have finished both the quesadilla and
the cheeseburger worksheet they need to clean up their area by throwing away the
paper plate, putting their crayons away, turning in the cheeseburger worksheet, and
using a Lysol wipe to wipe down their desk. Tell the students when they have
finished that you expect them to be sitting at a clear clean desk with their hands flat
to show you they are ready. When the entire class is sitting quietly at their desks ask
someone to raise their hand and tell you what a combination food is. Then ask other
students to raise their hands to tell you examples of what combination foods are
(pizza, cheeseburgers, quesadillas). Challenge the students to help make a
combination food for dinner tonight.
Assessment: Students will correctly color the different food groups in the
cheeseburger combination food. The students will also successfully make a
combination food given the ingredients.
Home and family involvement: Students will be challenged to create a
combination food for their dinner this evening. This will require parental
involvement and be fun for the student. The students will be asked in the next
lesson what combination foods they have tried making.
Resources:
Hawaii Child Care Nutrition Program. (2005). “Combination Foods” Retrieved on
October 9, 2009 From:
www.ode.state.or.us/services/nutrition/cacfp/centers/sponsor_manual/pdf
/chapt er_08.pdf
Educational Color Pictures, Photos, and Crafts. (2005-2009). Retrieved on October 8,
2009 From EduPics website:
http://edupics.com/en-coloring-pictures-pages-photo-hamburgeri10108.html
Standards and Performance indicators:
Standard 1: Comprehend concepts related to health promotion and disease
prevention to enhance health.
PI: Students will appropriately color a combination food and label the
number of servings of each food group in that combination food.
Standard 7: Demonstrate the ability to practice health-enhancing behaviors and
avoid or reduce health risks.
PI: Students will make their own healthy combination food.
Combination Food Coloring Sheet
This cheeseburger contains food from several different food groups. Can you color
each of the foods the correct color according to your Food Guide Pyramid?
According to the Food Guide Pyramids serving sizes how many servings of each food
group can you find in the cheeseburger?
_________ Grains
________ Fats
_________ Vegetables
________ Meat/Protein
________ Fruits
Combination Food Coloring Sheet (ANSWERS)
________ Dairy
This cheeseburger contains food from several different food groups. Can you color
each of the foods the correct color according to your Food Guide Pyramid?
According to the Food Guide Pyramids serving sizes how many servings of each food
group can you find in the cheeseburger?
____2_____ Grains
________ Fats
___2_____ Vegetables
____2____ Meat/Protein
___1_____ Fruits
Nutrition
3rd Grade
Central Elementary School
Mrs. Fellman
____1____ Dairy
Kelly Kuisle
HERS 320
KJKuisle1253@winona.edu
October 8, 2009
“Let’s Get Moving!”
Goal: Students will explain why exercise is important and will demonstrate this
knowledge through discussions throughout the lesson.
Behavioral Objectives: The students will be able to keep track of how many steps they
took during the activity to show why exercise is important after actively participating in
the game played.
Time: 30 minutes
Integration:
 Physical Education: Students will be getting a work out by the game(s) played
during the class period.
 Math: This lesson could be integrated into the math lesson plan by using the
number of steps each student took could be graphed, used for addition and
subtraction, making tables and charts, or other areas of math.
Materials:
 Gym
 Pedometers
 Food Pyramid and Exercise Picture
 Three Pennies or Shirts
 Pedometer Worksheet
 Markers – One per student
Vocabulary:
 Aerobic Exercise: An activity that requires oxygen. It is exercise that gets a
person heart pumping, makes you sweat, and quickens a persons breathing.
 Endorphins: A chemical that is released in the brain that makes a person feel
good.
 Endurance: Being able to stay activity for prolonged periods of time.
 Flexibility: Having muscles to perform a full range of motion.
 Pedometer: An instrument that is used to keep track of the number of steps taken
in walking.
Procedure:
 Introduction (2 minutes)

o Have the students sit in a circle. Could be around the middle of the
basketball court.
o Ask the students what they did last night.
o Point out how proud you are of the students who did some type of
exercise. There are so many different ways to exercise.
Content (5 minutes)
o Have students tell the teacher why they think exercise is important.
o If students don’t mention these, then talk about them.
 Aerobic Exercise: It’s good for your heart.
 Have the students try to find their pulse on their neck. After
they found it have the students stand up and jog in place
and count to ten and then sit down again. Have the students
check for their pulse again. It should be easier to find it this
time because we made our heart work harder then when we
were just sitting in the circle. The main focus is to get the
students to realize that when they exercise their heart works
harder and that is why they can find their pulse easier.
 Makes your muscles stronger.
 Exercise helps flexibility. The more a person stretches the better
flexibility the person can move.
 Exercise keeps the body balanced.
 Exercise makes you feel good from endorphins.
o Show the students the food pyramid with the person running up the stairs.
Ask them why would the food pyramid and exercise be put together in one
symbol.
o Explain to the students how a healthy person includes eating right and
exercising.
o Have the students’ raise their hands if they can answer yes to the question
and then put them down after done with the question.
 Do you exercise in your physical education class here at school?
 Are you in sports? Examples would be football, gymnastics, dance,
soccer, etc.
 Does your family go for walks or do activities that have exercise in
them together?
 Do you exercise by yourself? Examples would be shooting hoops
at your house, going to the playground and play, and building forts.
o Tell the students there are always opportunities to exercise from school all
the way to the student being alone.
o Today the class is going to exercise together.
o Ask the students if any of them have heard of what a pedometer is?
o Today while we do our stations we are going to wear these pedometers to
see the average of how many steps we are going to take while doing our
exercise.
o We do not shake our pedometers because that could break them. The
pedometers are to be hooked onto the waist area.


o The teacher wants to make sure the students know they need to keep
moving throughout these activities. Make a goal of how many steps the
students should try for by the end of the lesson.
 An average person takes about 2,000 steps per mile.
 An average person should take 10,000 steps per day to be
considered healthy.
 Ex: The goal for the students during their activity today is going to
be 4,000 steps. The reason is found in the closure section of the
lesson.
o Have the students follow the leader, which is the teacher to have all the
students line up on the outside line that goes around the gym.
Warm-Up (2 minutes)
o We are going to warm up before exercising.
o Ask the students if they know why we would want to warm up.
o We warm up because it gets us ready for our work out.
o Rules for the warm up:
 No Passing
 Watch the person in front of you because if you go faster then they
are you will run into them.
 The students should go around the gym once and stop in the spot
they are currently standing in.
o Have the students walk around the gym on the outside line in a class line.
o Have the students speed walk around the gym on the outside line in a class
line.
o Have the students walk on the lines of the gym and they can go anywhere
in the gym as long as they stay on a line. Have them do this while the
teacher counts to ten, and then they have to freeze.
o Ask the students what should be done in between the warm-up and the
activity?
o Ask if anyone feel like his or her legs or other muscles are tight?
o Have the students stretch.
Game – Line Tag (10 minutes)
o Now the students are warmed up and stretched, the students will be
playing Line Tag.
o All the students are activity in this game. It is important remind the
students about how they want to get as many steps in during this game as
they can to try to reach their goal for the end of the class time.
o How to Play:
 Students can spread out throughout the gym as long as they are
standing on a line of the court.
 Designate two students to be the taggers. Give them a penny or
shirt to stand out.
 Instead of running, the students are going to speed walk on the
lines so the pedometer can work well.
 Taggers are always right. If the tagger says he or she tagged a
student, then the student is tagged.




Tagged students can do jumping jacks or run in place. Tagged
students are blocked areas in the line. The other students cannot go
around them. The taggers can go around the student.
 Once all students are tagged then pick new taggers and start the
game again.
 Depending on how fast or slow the first game went, the teacher can
add more or take away taggers to speed or slow the game down.
Game – Red Light Green Light (8 minutes)
o Have the student all line up on a line.
o Pick one person to be the caller.
o The caller will go on the other end of the gym or area.
o The caller will face the students while red. When the caller is red, the
students need to freeze. Any movement the caller sees can send the
student back to the starting line.
o The caller will face the opposite way of the students when green. When
the caller is green, the students need to speed walk as fast as they can to
try to tag the caller before the caller turns around.
o The first person to tag the caller gets to become the caller and the game
starts again.
Cool Down – (2 minutes)
o The students will walk around the gym two times, regular walking or
speed walking.
o The students will sit around the circle where they started class.
Closure - Preview next lesson (3 minutes)
o Have the students look at their pedometers and write on their pedometer
worksheet how many steps they did with their name.
o Have each of the students share how many steps they did.
o Have the students imagine if they could take that many steps in this one
activity how many they would take in a whole day.
o Bring up the goal of steps did the students make the goal?
 Example: If 4,000 steps were the goal, then the students would’ve
been able to walk all the way to Wisconsin from Central
Elementary because it is two miles away. This will give the
students an image of how far they walked.
o Exercise makes a person feel good because of endorphins. Give the
definition of what an endorphin is from the vocabulary section.
o What kind of things would make exercising hard?
 Not eating healthy – Do a quick review on the food pyramid.
 What are the six different categories of food on the food
pyramid? What are some examples?
o Fats, fruits, vegetables, grains, meats and beans,
dairy
 Lack of exercise
o Hand out the Health Journals to the students and explain they can bring
this home to keep track of their health habits each day for a week. (More
information in the Home and Family Involvement section)
Assessment: After completing today’s lesson, students will be able to show how many
steps they did during the exercise to realize how easy it is to be active and why it is
important for them to do on a daily bases, how it helps their body and realize how many
steps they would need to take in order to get 10,000 steps a day.
Home & Family Involvement: A health journal would be sent home with the students to
keep record of the different type of exercises that he or she does after school. The
students are able to write in words what they did or draw a picture of it. It is up to the
teacher if she or he would want these journals to come back into the school.
Resources:
Gavin, Mary L. (2009). Why Exercise Is Cool. Retrieved October 1, 2009, from
KidsHealth Website: http://kidshealth.org/kid/stay_healthy/fit/work_it_out.html#
“10,000 Steps a Day.” Retrieved October 1, 2009, from The Walking Site:
http://www.thewalkingsite.com/10000steps.html
Health Education Standard(s) and Performance Indicator(s):
 Health Education Standard 1: Students will comprehend concepts related to health
promotion and disease prevention to enhance health. 1.5.1. Describe the
relationship between healthy behaviors and personal health.
 Health Education Standard 6: Students will demonstrate the ability to use goalsetting skills to enhance health. 6.5.1. Set a personal health goal and track
progress toward its achievement.
Health Education Standard 7: Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks. 7.5.1. Identify responsible personal
health behaviors.
Active Calories
Goal: Students will find their basal metabolic rates and the amount of Calories
burned during different activities.
Behavioral Objectives: The students will find their basal metabolic rates as well as
the number of Calories burned during five activities they commonly do using the
calculators available on the Discovery Health website.
Time: 40 minutes
Integration: This could be turned in to a math lesson also. Students could track
their Calories taken in and burned off to see how many they have left over or are
missing at the end of the day. In this situation students would have to both add and
subtract up to four digit numbers.
Materials:
 White board or chalk board
 White board marker/ chalk
 Computer Lab with one computer per student
 Internet access
 Projector and screen
 Projector cable that attaches to your computer
 Computer for the teacher to use
 My Calorie worksheet 1 per student
 Health folder
 Pencils 1 per student
Teacher Prep:
 Reserve computer lab
 Make sure all students have a login code and their password
 Cut the challenge part of the bottom of the My Calorie worksheet for the
students to take home at the end of the lesson.
Vocabulary:
 Calorie- 1000 joules of energy, human fuel.
 Basal Metabolic Rate (BMR)- How many Calories a person uses in a day by
just living. Exercise not included.
Procedure:
Hook (3-5 minutes): Last time we talked about exercise. What sort of
exercise did we do? (walking or aerobic) Did we raise our heart rates? What else
could we do that would be exercise?
Content (5 minutes): Write the word Calorie on the board. Ask a volunteer
to read that word for you. Ask the class if anyone has ever heard that word before.
Allow for a few students to provide answers. Follow the word Calorie with the
definition on the board. so it looks like
Calorie- 1000 joules of energy.
Calories are fuel for our body.
Ask the students how we get Calories? (From the food that we eat)
How do we burn off Calories? (By living, breathing, and exercising)
Activity (20 minutes): Today we are going to be going to the computer lab
to figure out how many Calories we use in a day when we exercise and how many
Calories we use. When I say go I would like for you to take your pencil and line up
quietly by the door. Go.
Bring along the My Calorie Worksheet. Lead the students to the computer
lab. Once in the computer lab have the students take a seat at a computer. Have the
students log in and sign on to the Internet. Hand out My Calorie worksheets to the
students and ask them to write their name and the date at the top.
 Get to the discovery health main page by typing in
http://health.discovery.com/tools/calculators.html. With your computer
screen projected on the big screen have the students follow along on their
computer. Students type http://health.discovery.com/tools/calculators.html
into the URL bar at the top of the page. They will be able to see how it is
typed by looking at your screen projected.
 Click Basal Metabolic Rate. A person’s basal metabolic rate is the amount of
Calories that person burns per day just by living and breathing. Have the
students write the definition on their worksheet. Tell the students we are
going to figure out their basal metabolic rate. Ask a volunteer student to read
the paragraph at the top of the page.
 Go step by step through the questions and have the students answer the
questions on the computer screen as well as on their worksheet. Fill out the
website for yourself so the students can see how it should go. It will look like:
Gender: female
Height: 5ft 5in
Weight: 125
Age: 21
 Click enter to get your BMR (ex. 1397.8 Calories)
 Allow two minutes to finish up writing their information on their worksheet.
After two minutes have the students hit the back button.
 Now we are going to find out how many Calories we burn doing different
activities throughout the day. Click the Activity Calorie burn rate link. Have
the students do the same. Students will type in their weight and then in the
activity box below find five activities they do on a regular basis. Students can
approximate the amount of time they would do each activity. The students
must write down the five activities they chose, the amount of time selected,
and the number of Calories burned doing the activity. Students only need to
write the whole number of Calories. Write to the decimal point.
 Show an example:
Weight: 125
Activity: Animal Care walk/ run moderate (took the dog for a
walk this morning)
Time: 1 hour
Calories burned: 276
 Allow the students 10 minutes to finish their worksheets. Walk around the
class to see if any students need help.
Closure (10 minutes): Have the students log off their computers, push in
their chairs, and line up by the door with their pencil and worksheet. Once all the
computers have been logged off (including the teachers) and the students are lined
up by the door, lead them quietly back to classroom and ask them to take their seats.
Ask for volunteers to share with the class something they learned today. Take about
3 or 4 volunteers and then ask the students to put their Calorie worksheets in their
Health folder.
Assessment: The students will turn in their My Calorie worksheet. It must be
completed. A completed worksheets means the students must have found their
basal metabolic rate as well as the Calorie count for five activities they do on a
regular basis.
Home and family involvement: Challenge the students to figure out how many
Calories are in their dinner tonight. Also to do at least one of the activities they got
the Calorie count for today.
Resources:
Calculators. (2009). Retrieved October 8, 2009 From Discovery Health website:
http://health.discovery.com/tools/calculators.html
Health Education Standards and Performance Indicators:
Standard 1: Comprehend concepts related to health promotion and disease
prevention to enhance health.
PI: Students will share what they learned about Calories, Basal metabolic
rates, and activity at the completion of this lesson.
Standard 3: Demonstrate the ability to access valid information, products, and
services to enhance health.
PI: Students will use the Discovery Health website to find their own basal
metabolic rate and Calories burned during activities.
Design a Day collage
Goal: Students will be able to discriminate healthy food and activity choices from
unhealthy ones.
Behavioral Objectives: The students will demonstrate their abilities make healthy
decisions by writing a goal for a healthier year and creating collages
Time: 50 minutes
Integration: This lesson can work in correlation with an art lesson that focuses on
collages.
Materials:
2 grocery store ads or magazines per student
Scissors 1 per student
Glue stick 1 per student
Crayons/markers/colored pencils
Tag board 1 per student
Vocabulary:
New Year’s Resolution- a goal many people set to better themselves for the
upcoming year.
Collage- a work of art made from gluing different materials to a flat surface.
Teacher prep:
Collect grocery store ads and magazines to cut out of
Print out one star per student
Procedure:
Hook (5 minutes): Ask the students if they have ever heard of a New Year’s
Resolution. Tell them to raise their hand if they have an idea of what it is. Allow a
few students to give answers. If nobody answers tell the students that a New Year’s
Resolution is a goal many people set to better themselves at the beginning of a new
year. Tell the students that today they are going to make goals like New Year’s
Resolutions to make them healthier this year.
Content (10 minutes): Hand out the star worksheets. Tell the students they
are going to color the star anyway they like and then write a goal to be healthier this
year. It can be about eating right, exercising, or anything else we have talked about
that will make them healthier kids. When they are all done coloring the star and
writing their goal on it the students will cut it out and throw the scrap paper away.
Activity (25 minutes): Have the students grab a few ads. They will go
through the ad to find and cut out pictures of things they would eat or do during a
healthy day. The students will make a collage of their pictures by pasting them on to
a blank piece of tag board. Tell the students to leave the center of their collage
empty; we are going to be putting their goal star there. In the collage the students
will need to have:
 Breakfast
 Lunch
 Dinner
 6 servings of grains
 5 servings of fruits and vegetables
 3 servings of dairy
 2 servings of protein
 2 Exercises
 Goal star
Allow the students the next twenty minutes to work. Once the students are
done with their collage they can paste their goal star in the middle of it. The
students can set the collage on the side of their desk to dry while they clean
up the scraps.
Closure (10 minutes): Ask for volunteers to share their goal for this year.
For each person that shares ask the student what they can do to accomplish this
goal. When there are no more volunteers call on the students that haven’t
volunteered to come up and share their goal one at a time. Once everybody has
shared the students can put their collages in their health folder. When you get home
tonight go through the newspaper ads with your parents and see if you can come up
with healthy meal ideas together.
Assessment: Students will create a collage of healthy meals and exercise they could
do during a healthy day. This will include a breakfast, lunch, dinner with the proper
number of servings for each food group and at least two exercises they could do.
Home and Family Involvement: Students will go through the ads with their
parents to look for healthy meal ideas they could make together. Students will be
looking for proper amounts of servings for each food group.
Resources:
Merriam Webster. (2007). Student dictionary. Retrieved October 8, 2009 from:
http://www.wordcentral.com/cgi-bin/student?book=Student&va=collage
Health Education Standards and Performance Indicators:
Standard 2- Analyze the influence of family, peers, culture, media, technology,
and other factors on health behaviors.
PI: Students will create a collage of a healthy day from newspaper ads and
magazines.
Standard 5- Demonstrate the ability to use decision making skills to enhance
health.
PI: The students will chose images of breakfast, lunch, dinner, and exercise to
represent what they would do during a healthy day.
Standard 6- Demonstrate the ability to use goal setting skills to enhance
health.
PI: Students will create goal stars to set goals for a healthier life.
Assessment Rubric
You will create a book using the Food Guide Pyramid, Combination food
coloring sheet, heath journal, and collage. You will need to create a cover
page and bind the book.
Food Guide Pyramid (5pts)
_____ /1 is colored correctly
_____ /1 is labeled correctly
_____ /2 has two examples of each food group
_____ /1 has the servings listed
Combination Food color sheet (5 pts)
_____/2 is colored correctly
_____ /3 has the correct number of servings for each food group
Health Journal (35 pts)
_____ /5 Thursday
_____ /5 Friday
_____ /5 Saturday
_____ /5 Sunday
_____/5 Monday
_____/5 Tuesday
_____/5 Wednesday
Collage (20 pts)
____/5 Goal star (neatly written with an appropriate healthy goal)
____ /15 has correct number of servings
_____/5 contains breakfast, lunch, dinner, and 2 exercises
Book Creation (5 pts)
______/3 has a cover page with a title, author, and illustration
______/2 is neatly bound
Sharing (5 pts)
_______/5 Share the creation and a new piece of information you
learned from this unit with the class.
References:
“10,000 Steps a Day.” Retrieved October 1, 2009, from The Walking Site:
http://www.thewalkingsite.com/10000steps.html
Discovery Education. (2008) Word search. Retrieved October 1, 2009 from
http://puzzlemaker.discoveryeducation.com/
Educational Color Pictures, Photos, and Crafts. (2005-2009). Retrieved on October 8,
2009 From EduPics website:
http://edupics.com/en-coloring-pictures-pages-photo-hamburgeri10108.html
Gavin, Mary L. (2009). Why Exercise Is Cool. Retrieved October 1, 2009, from
KidsHealth Website: http://kidshealth.org/kid/stay_healthy/fit/work_it_out.html#
Hawaii Child Care Nutrition Program. (2005). “Combination Foods” Retrieved on
October 9, 2009 From:
www.ode.state.or.us/services/nutrition/cacfp/centers/sponsor_manual/pdf
/chapt er_08.pdf
Hipes, Tammy. (2004) Mater Your Munchies. Retrieved October 1, 2009 from
http://www.pecentral.com/lessonideas/PrintLesson.asp?ID=5231.
Kognshaug, Jim. (2009). Mad for Munchies. Winona State University, Hers 320.
Kuisle, Kelly. (2009) Let’s Get Moving. Winona State University, Hers 320.
MyPyramid.gov. (2009) Be a Healthy Role Model for Children. Retrieved October 1,
2009 from
http://www.mypyramid.gov/downloads/TenTips/RoleModelTipsheet.pdf.
MyPyramid.gov. (2009) Blank food pyramid. Retrieved October 1, 2009 from
http://teamnutrition.usda.gov/resources/mpk_coloring.pdf
Merriam Webster. (2007). Student dictionary. Retrieved October 8, 2009 from:
http://www.wordcentral.com/cgi-bin/student?book=Student&va=collage
Print Materials. United states department of agriculture. 15 April 2005. 1 October 2009.
http://www.mypyramid.gov
Pyramid blast off game. United states department of agriculture. 15 April 2005. 1
October 2009.
http://www.mypyramid.gov/kids/kids_game.html#
Wordsearch. Discovery Education. 2008. October 2, 2009.
http://puzzlemaker.discoveryeducation.com/code/BuildWordSearch.asp#