Category Archives: Lesson Plans

ABC Cohort- Group Teach Lesson Plan- Health Literacy: Nutrition

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


Lesson Objectives:

  • 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

Lesson Overview:

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!

  1. Breakfast: sugary food; run to school
  2. First class: Sugar Crash; fall to the ground
  3. Recess and snack: run outside; see-saw (squats) and veggies for a snack
  4. Class: I feel so good after eating veggies; I’m so balanced in class (tree pose on each side)
  5. Lunch: run to cafeteria; sandwich and a big glass of water
  6. Playtime: hopscotch; finds a chocolate in his /her pocket
  7. Class: run to class; hyper (spinning); sugar crash
  8. Birthday cupcakes (dance)
  9. 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


Safety Concerns:

  • 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


Week 11 – Movement Journal

Track and field was an interesting lesson this week. Personally I struggled with the first game we played. I found I did not have enough momentum to push off and get away from the team that was chasing us. I wonder if this game would have been better if the spaces between the two teams was a little further apart.

The racing around the activities was an interesting activity! The group did a great job of explaining it, though I wonder if this would be an easy enough activity to explain if there was only one teacher instead of four. I know that after we split up into our groups, our group needed a second explanation of what exactly we were doing. With strong leaders in the classroom, I believe this would still be possible.

Regarding the topic of diversity and inclusion, I feel that this lesson could be easily adapted for students with a variety of different learning needs. If a child was in a wheelchair they would still be able to participate in the baton race activity, except they would race to the other team in their wheelchair instead of using their legs. If a student struggled with a language barrier, it may be possible to pair them with a student who speaks the same first language as this student so that they can participate in the class activity as well. For me, the most important thing is that all students are included in the physical education classroom whether they suffer from a learning or physical disability, or even a language barrier.

Thanks for keeping us all active! I feel like we all got a workout on Friday morning.

Dance lesson plan (Jessica, Rebecca, Iris, Cheryl)

Unit: Dance   Grade: 3/4
Date: October 30, 2015 Title: “Whip nae nae”
Lesson duration  30 minutes
PURPOSE (Big ideas) To practice locating yourself in a safe space

To use movement skills to express our emotions and creative self through dance

PLO’s (Content)


Students will learn:


1.   Proper technique for fundamental movement skills (locomotor)

2. Movement concepts (spatial and body awareness)

3. How to participate in different types of physical activities such as rhythmic activities



Students will demonstrate by:


1. Incorporating movements learned in activity 1 into activity 2

2. Being aware of the space around them and when it is safe to move

3. Using the fundamental skills taught (lunges, jumping jacks etc.) to relocate themselves in new spaces in the gym

5. Combining everything into a final dance

SWBAT (Curricular competencies)[students will be able to…]
  1. Develop and apply a variety of fundamental movement skills in a variety of physical activities and environments
  2. Apply a variety of movement concepts and strategies in different physical activities
  3. Develop and demonstrate safety, fair play, and leadership in physical activities
  • Rhythmic ribbons or scarves
  • Music
  • Speakers
  • Shakers
Elements of the lesson Estimated Time Instruction
Opener (the hook)  


2 Minute

  • Ask students if they know/ have heard about the whip nae nae dance. If someone does maybe they could should us a move..if not we may show a move as a hook.
  • By the end of this lesson you will know a few moves for the dance!
  • Safety instructions and whistle cues.
Warm up activity

  • Popcorn dance

3-5 minutes

  • Everyone grabs a ribbon, scarf or shaker.
  • Start off in a little ball (kernel) of popcorn
  • Once the music starts, slowly start ‘popping’ as the music speeds up students begin moving to the beat of the song and expressing themselves by moving (dancing) around the gym.

20 seconds


Blow whistle twice to signal that students need to meet back in the center of the gym.
Activity 1

  • 4 corner animal game

5-10 minutes

  • Each corner will be given an animal and each animal will have an action.

–       Bear: all fours crawl

–       Starfish: jumping jack

–       Lemur: high knees

–       Tiger: lunges

  • Ms. Ramberg will be calling out two different animals at once and students standing in those animal corners must then move to the other group’s corner.
  • Students must only use the action that their corners animal does while moving.
  • Students are encouraged to be expressive and portray the specific animal in their facial expressions, and body movement.
  • If students hear the music come on. They are to stop where they are and practice the ‘whip nae nae’ move.
  • Ms. Ramberg will demonstrate each action and move before the students are grouped off.
Activity 2

  • Whip nae nae dance

8 minutes

  • Ms. Leclerc will be leading the class in the full dance routine.
  • Students will be informed that we are looking to see them try each move that we learned at least once and after that they are welcome to follow along with Ms. Leclerc or interpret the dance they way they feel comfortable.
  • It will be made clear that there is more than one right way to dance and it is about expressing yourself and doing what feels comfortable.

  • Create your own move

3 minutes

  • Ms. Naka will split the group into two. (or 4?)
  • Each group will be given 2 minutes to create a new action/move to replace the starfish jumping jack.
  • Two groups at a time the music will be played and each group will show off their knew dance move.
TRANSITION 20 seconds Blow the whistle twice and students will return to the centre for the cool down.
Cool down and closure

  • Lana Del Ray-Video Games

5 minutes

  • Ms. Hall will lead the students in a cool down activity.
  • This will involve stretching out the muscles used during class
  • While stretching, reflection and further thinking questions will be asked to the students (I.e. Are there any other songs you would like to learn moves to? Did anyone have a favourite animal move today?)

Gymnastics Lesson Plan (Elissa Ky, Alana Westerhof, Jess Downie, Klara Brulhart)

Grade 6- Gymnastics

Lesson Plan Outline:

  1. Shape of the day, and definitions, safety (5 mins)
  2. Group discussion (10-15 mins)
  3. Basic Movement Patterns/Skills (2 mins)
  4. Instant Activity (5 mins)
  5. Haunted Halloween Line Tag (10 mins)
  6. Four stations (8 mins)
  7. Gymnastics Relay (5 mins)
  8. Cool down/ Goodbye Circle (2 mins)


Introduction (5 minutes):


  • “Good morning grade 6, we are excited to continue with our gymnastics unit. We would just like to remind you all of the safety rules”


  1. 1 whistle blow: stop, look at the instructor, and listen for further instructions
  2. 2 whistles: hurry into the center circle quietly, and sit down to wait for further instructions.  Ask for clarity → “Does everyone understand?”
  3. When we are using equipment, we must be mindful of others, and make sure everyone is able to have a turn. While waiting for your turn, keep a safe distance. Equipment that we are not using at the moment will be off-limits.
  4. We will be assessing the class on their individual participation throughout the class, their ability to follow along in the drills as instructed and are able to complete the tasks at their best ability (see assessment at the bottom the lesson plan).


Group Discussion (10-15 minutes):

    • Name students as: Witch (Alana), Zombie (Klara), Vampire (Jess), Ghost (Elissa)


  • Break into groups



Basic Movement Patterns/Skills (2 minutes):

  • Springs: coordinated limb movement to produce force
  • Locomotions: animal movements, jumping
  • Landings: absorption of body force
  • Rotations: centre of gravity
  • Practising a variety of non-locomotor (balancing), locomotor (rolling), and manipulative movement skills
  • Movement concepts (e.g. body awareness, spatial awareness, relationships to/with others and objects)
  • Able to participate in different types of physical activities (e.g. rhythmic activities, game)


Prescribed Learning Outcomes:

  • A1: relate personal physical and emotional health benefits of regular participation to physical activity (eg. energy, endurance, stress managements, fresh air and sunshine when activities are done outside)
  • A2: relate the development of muscular strength and endurance, cardiovascular endurance, and flexibility to participation in specific physical activities
  • B1: practise learned non-locomotor, locomotor, and manipulative movement skills in order to improve
  • B4: apply a combination of learned skills to create original sequence, drills, challenges, or games
  • C1: demonstrates safe procedures for specific physical activities
  • C3: demonstrate leadership in respecting individual differences and abilities during physical activity



  • mats
  • benches
  • cones
  • bean bags
  • hula hoops


Instant Activity (5-7 minutes):


  • Blow whistle twice to meet in centre circle


  • Jumping activity:
    • Warm up our bodies and mind by using a progressive coordination activity. Refer to YouTube.
    • Be sure to note that this is a challenging activity and to try their best to keep up. It is okay if they can not complete this warm up flawlessly. It is meant to challenge their brains and bodies.
  • Haunted Halloween Line Tag:
    • Learn the different shapes (V-Sit, Pike sit, Tuck sit, Straddle sit) explain the importance of balance in gymnastics, and use your body to express your character (witch, zombie, vampire, ghost).
    • Explain that once you get tagged, you are not out! Just perform all 4 body shapes on the side of the gym before you join in again. (This works on spatial awareness)
    • Blow whistle once to freeze, then twice to meet in centre circle


4 Stations (8 minutes: 2 minutes/station):


  • Break into 4 groups again and go to each station → Witches (Jess: Balancing), Zombies (Klara: Forward rolls/log rolls), Vampires (Elissa: Bear Walk/Crab walk), Ghosts (Alana: jumping)
  • Blow whistle for freeze after 2 minutes/station. Yell: “STATION ROTATION!”
  • Balancing on Benches:


    1. arrange 4 benches in a square
    2. next student may begin once student in front of them has finished first bench
    3. walking forwards, walking backwards, walking on tippy toes, walking with kicks
  • modifications: walk on lines if benches are too challenging
    1. balancing involves non-locomotor movement and movement concepts. With modifications you can incorporate rotational movement and increase cognitive development.



  • Forward Rolls and Log Rolls:


      1. Rolling down mats one way, coming back on another set of mats doing log rolls
      2. student may begin their turn once first student has finished their forward rolls.
      3. Log rolls may begin once first student is half way down mat.


  • Bear Walk/ Crab Walk with bean bag:


    1. Split group into 3 teams, and line up in front of the three columns of cones (4 cones per column)
    2. Teams begin on the same side, and practice weaving in between cones, starting off  with the bear walk in one direction, and then the crab walk when coming back.
    3. Next, to make it slightly more challenging, bear walk with bean bag tucked under chin, and crab walk with bean bag on stomach → if it falls, stop and place back on stomach
  • modifications: to simplify, remove the number of cones so to lower the difficulty level. Also, remove bean bags if necessary.  


  • Jumping:


  1. Start with students in a circle practicing their jumping and landings. First on one foot, then the other foot. Then focus on two foot jumps forwards and backwards over a line, followed by high jumps and hanging in a motorcycle landing.
  2. arrange hula hoops on the floor for jumping drills (side-to-side one foot jumps, and side-to-side two foot jumps)
  3. Have two stackable vaults set at different heights for the students to jump off of and practice their landings. Focus on their soft motorcycle landings. Making sure the students always feels safe and are not forced to do something they feel uncomfortable doing.
  4. Rotate through the little circuit.


  • Blow whistle to freeze, blow whistle twice to meet in centre circle



Teaching Cues:


  • Balancing on Benches:


      1. balancing arms → “Stretch your arms out like an airplane!”
      2. looking forwards
      3. stretch up high → “Make your body tall and long like a pencil!”
      4. straight legs
      5. one foot in front of the other


  • Forward Rolls & Log Rolls:


      1. tall like a tree, make a tunnel with your body, tuck your chin in, and push your body forwards
      2. “Make your body tall and long like a pencil!”


  • Bear Walk/ Crab Walk:


      1. Keep chin tucked in
      2. long legs and arms
      3. keep stomach up when doing crab walk


  • Jumping:


    1. arm drive
    2. bending knees to absorb impact
    3. motorcycle landing
    4. lower your center of gravity


Closure/ Cooldown (2 minutes):

  • stretching circle
  • goodbye circle  → “Head and shoulders, knees and toes, stretch up high and wave goodbye”


Safety Elements:

  • Equipment is dry, clean, and not broken
  • Secure landing mats
  • Flat landing area
  • Ensure that the athletes shoe laces are tied
  • Dress accordingly for the activity
  • Backpacks
  • Projector
  • Benches

Assessment & Evaluation:

  • Based on effort, participation and behavior which is given through oral feedback, rubric provided at the end of the document


Evaluation Strategies:

  • Each station has a specific skill that will be practiced and will be evaluated by the leading TC
  • The class will be notified before the activity and again at each station.
  • Leading TC’s will provide oral feedback for the students to implement

We were planning on including these additional activities if time permitted.

Gymnastics Routine!:

  • Separate teams into their 4 halloween groups (Witch, Zombie, Ghost, Vampire)
  • Have each group create a 1 minute routine incorporating the body shapes and locomotor movements that they have learned in class.
  • Have each group present their routine to the other groups


Gymnastics Challenge!:

  • Separate teams into their 4 halloween groups (Witch, Zombie, Ghost, Vampire)
  • Have students complete a sequence of activities learned in class by completing the activities with their best technique and creativity skills. This is set up across the gymnasium in groups of four (each group will be completing this on their own). This allows for creativity and incorporating all the new skills they have learned.   
  • Set up equipment:
    • 4 benches → balance across backwards
    • 8 mats (2 per each line) → 1 forward roll, 2 complete rotation log rolls
    • 16 cones (4 per each line) → bear walk bean back under chin through cones
    • 16 hula hoops (4 per each line) → jump like a frog from lily pad to lily pad
  • **Emphasize that this is not a race! We are looking for PROPER form and execution of practiced skills**


Marking Rubric:

Screenshot 2015-11-08 18.58.04

Work Cited:

Gymnastics Assessment. Exported from:

Cool Games & Fun Warm-Ups, YouTube. Exported from: