Group Teach Lesson Plan
Sacha Raino, Para Demosten
Renee Pasula and Daniella Chai
Grade: 3 Subject: PE: Nutrition
Date: Dec. 1 Time: 30 minutes
- A2—describe healthy nutritional choices for physical activity
- Students will know the 4 food groups and be able to name examples of foods from each category
- Students will know the daily recommended servings for each food group
- Students will gain an understanding of how healthy nutrition plays one important role in our overall health
- 119 Cards: [veg and fruit: 42; grains: 42; milk: 21; meat: 14]
- 7 index cards stating the daily servings per food group
- 7 hoola hoops
- 2 tambourines
Instant Activity (5 minutes) Daniella
-Get students to form a circle
-Recognize Musqueam territory and ask for students to be mindful and respectful of each other
-Introduce the lesson theme. Nutrition: food groups; daily servings; blood sugar levels
-Short discussion connecting to prior knowledge: ask for examples of food that makes our blood sugar rise; examples that keep our blood sugar levels balanced and consistent
-Activity: explain that we will be acting out the life of a student during one school day to see how everything he eats affects his energy levels. Listen to the story and mimic my movements!
- Breakfast: sugary food; run to school
- First class: Sugar Crash; fall to the ground
- Recess and snack: run outside; see-saw (squats) and veggies for a snack
- Class: I feel so good after eating veggies; I’m so balanced in class (tree pose on each side)
- Lunch: run to cafeteria; sandwich and a big glass of water
- Playtime: hopscotch; finds a chocolate in his /her pocket
- Class: run to class; hyper (spinning); sugar crash
- Birthday cupcakes (dance)
- Walk home: getting slower and slower till all sitting on the ground
Activity (20 minutes)
Phase 1: Sacha
Explanation: (students will still be sitting on the ground in a circle)
(during the explanation other teachers will lay out the cards on one end of the gym and hoops on the other)
-go over the daily servings for each food group: examples with a visual
-all the students will line up on one end of the gym
-they will be given an instruction at which time they will run across to the opposite side of the gym and look for the type of food we asked them to find; then run back and put the card in to the nearest “body” (a hoop); then stand behind the black end line.
-the catch is: for each food group we will ask you to move in a specific way.
-meat and alternatives: chicken dance; grains: harvest the wheat; fruits and veg: pick the apple and pull the carrot; milk and alternatives: milk the cow
-get everyone to practice each movement
-explain that we are going to use the tambourine as a signal. Demonstrate what it will sound like and what it means when we make the sound. [2 short = go; 1 long = quiet down, stop and listen]
-check for understanding (thumbs up or thumbs down)
-First Instruction: “When I shake my tambourine run and get one serving of a milk or alternative.” Second Instruction: “When I shake my tambourine run and get one serving of a grain” ect.
-Formative assessment: Checking for understanding after instructions; based on their answers to questions and performance in activity
Phase 2: Renee
Explanation: (students will all be standing on one side of the gym)
(while explanation is happening others will set up 7 hoops in front of the students)
-Next, we are going to get you in to small groups. [26 people: 5 groups of 4; 2 groups of 3]
-put them in to groups by numbering them 1 to 7
-Once you are in your groups you will find a “body” (hoop) and stand in front of it. (7 hoops; 1 per group)
-Each group is going to gather all the food they will need to have a balanced diet for one full day.
-Each group will be given an index card that shows you the recommended daily servings from the Canada Food Guide
-For your full day of healthy eating you will need: 6 servings of vegetables and fruits; 6 servings grains; 3 servings of milk and alternatives; 2 servings of meat and alternatives
(Index card for each group that shows them what they need distributed once they are in groups at their hoop)
-This is a relay race. So, decide which type of food each person in your group is going to look for. Remember that you will have to move in the assigned way depending on which type of food you’re going to gather.
-Everyone who is finding a grain show me your harvesting! (get them all to show us their moves)
-One person at a time, cheer on your team mates, safety concerns, mindful of each other
-The first group to get back to their “body” with all the food they need wins!
-When I shake the tambourine you can start.
-Formative assessment: checking each group’s hoop to see that they gathered the correct amount of food for each food group.
Phase 3 of Activity: Sugar Crash Tag: Sacha and Renee
(Clear all the hoops away and scatter all the food cards around the perimeter)
(Group children in to the center ring in the middle of the gym: explain the boundary)
-Now we are going to play a game of freeze tag that we have named Sugar Crash Tag
-Center ring is home base and the starting place.
-The goal is to run (regularly) from the center (safe zone), find a specific food and then run back in to the safe zone.
-The first 3 people back in the center with the correct food will be the monsters for the next round.
-We will indicate the round is finished with the sound of the tambourine.
-There will be 2 people chosen to be the Sugar Crash Monsters who will be trying to tag all of you as you are gathering your foods.
-If you are tagged by one of the Sugar Crash monsters you must give your food cards to the monster who will re-scatter them and then you must freeze in a sugar crash position for 10 seconds before you can move again.
-Demonstrate the sugar crash position
-For the next game we will give them a new food to find.
-At the sound of the tambourine we will start and end the games.
Cool-down (5 minutes) Para
-Get students to sit in a circle
-Song: call and repeat
Summative assessment: Asking each student to name a food from each food group
- Check gym space for hazards and clear/rectify them
- Tripping over hoola hoops
- Students running in to each other
- Students fighting over cards
- We could give increasingly difficult foods for students to look for (recipes for example)
- Increase the amount of students who are “it” for tag
- Math questions about serving size (fractions)
- Nutritional facts; more in-depth science
- Using a variety of modes to access different learners (oral, visual, written, kinesthetic)
- If students had physical limitations they could play the role of the teacher by deciding which combinations the students need to look for; or officiate by starting and ending the game with the tambourine.
- If there isn’t enough time, you could divide up the games and play them over a series of classes
- C. PE k-7—Integrated Resource Package
- Canada’s Food Guide—Health Canada