Winona State University

Elementary Health Education Teaching Module 3rd Grade

Healthy Habits for life

ByBrittney Graham

Submitted to Dr. Gail Grimmin 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 decision-making 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 wall2 paper bags2 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 pyramidHula Hoop3-5 pennies to distinguish who the taggers areGymnasium space (large outdoor space if not available)Foam balls (construction paper if not available)

Purple (5) – meatBlack (4) – waterRed (2) – fruitsYellow (1) – sweets/oilsOrange (6) – grainsBlue (3) – dairy Green (2)– vegetablesWhite (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 canColor coded chart showing what each color ball represents Appropriate music for 3rd grade students (Hannah Montana, etc…)CD player or computer to play musicBlank food pyramid worksheetsPencils“Food Pyramid and Physical Activity”“Be a Healthy Role Model for Children” tip sheet

Lesson 3: White boardWhite board markersCheeseburger coloring sheet 1per studentCrayons 1 pack per studentCompleted food guide pyramids from the previous lessonBathroom/sink/soap2 large HotplatesMini tortillas 2per studentShredded cheese 2 Tbsp per studentPlastic bowls to put the cheese and salsa inMild SalsaPaper platesPlastic spoon for the salsaExtra table or desk to put the quesadilla supplies onLysol wipes

Lesson 4:GymPedometersFood Pyramid and Exercise Picture

Three Pennies or Shirts Pedometer WorksheetMarkers – One per student

Lesson 5: White board or chalk boardWhite board marker/ chalkComputer Lab with one computer per studentInternet accessProjector and screenProjector cable that attaches to your computerComputer for the teacher to useMy Calorie worksheet 1 per studentHealth folderPencils 1 per student

Lesson 6:2 grocery store ads or magazines per studentScissors 1 per student Glue stick 1 per studentCrayons/markers/colored pencilsTag 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 Brittney GrahamGrade 3 HERS 320Central Elementary BLGraham07@winona.eduMrs. FellmanOctober 5, 2009

“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 wall2 paper bags2 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’ deskCreate 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.govPyramid 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

P V C W J D O A U A O X W E ZH A E O C A H P B V T I U R FT C X G T N A S T A F G I W BG D A M E S I D G C S B U C SW H E E T T B E R A N L N R HN A B A P Q A L T D I L I Y RL Y O G U R T B E O A B R M FS T O R R A C G L S R N S Z AW W C S M L N G L E G P N Z MM L H E L A O R M Y M C A R II W A O R I S A R T F P E A RL T V O L W O I K I T U B V SK T L F R E A N Q Q I U G H GN S G P Z D G D R X E I F A AQ C J A P N I U S G K I H E O

AVACADOS BEANSDAIRY FATSGRAIN GRAINSMEAT MILKOILS ORANGEPEACH PEARVEGETABLE WHOLE

For fun health games check out this cool website!! http://www.mypyramid.gov/kids/kids_game.html#

Nutrition James Kognshaug3rd Grade HERS 320Central Elementary jakongsh7401@winona.eduMrs. FellmanOct. 6, 2009

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) – meato Black (4) – watero Red (2) – fruitso Yellow (1) – sweets/oilso Orange (6) – grainso Blue (3) – dairy o Green (2)– vegetableso 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 - 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.

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 hula-hoop 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:- 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 decision-

making 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.

B Z B N S S S G B S R E P Q CY A G W T N V Q T U U G O J PN S D I I E L O N Z H N X X ZN U U A Q Z R N E Y A A M J OM R R S W R I W Y R L R E E LF G A H A N W A A R D O A X JX F P C G U J A U L I D T N KK F P O C F W D T J K A S T TX A G E D E K D G E A I D T PE S I C R E X E S W R H N A PS E L P P A E I T W U C S G GC A N D Y E F R X E E T L L OQ F D W A G Q S I A A E Q F VV E G E T A B L E S Y V T X IW K L I M Y J T L V X Q I S S

APPLESCANDY

CARROTSDAIRY

EXERCISEFRUITSGRAINSMEATSMILK

ORANGEPASTA

RUNNINGSWEETS

VEGETABLESWALKING

WATER

Combination QuesadillasGoal: 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 boardWhite board markersCheeseburger coloring sheet 1per studentCrayons 1 pack per studentCompleted food guide pyramids from the previous lessonBathroom/sink/soap2 large HotplatesMini tortillas 2per studentShredded cheese 2 Tbsp per studentPlastic bowls to put the cheese and salsa inMild SalsaPaper platesPlastic spoon for the salsaExtra table or desk to put the quesadilla supplies onLysol 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-hamburger-i10108.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 ________ Dairy

Combination Food Coloring Sheet (ANSWERS)

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 ____1____ Dairy

Nutrition Kelly Kuisle3rd Grade HERS 320Central Elementary School KJKuisle1253@winona.eduMrs. Fellman 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 exerciseo 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 goal-setting 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 health-enhancing 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: femaleHeight: 5ft 5inWeight: 125Age: 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: 125Activity: Animal Care walk/ run moderate (took the dog for a

walk this morning)Time: 1 hourCalories 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 studentScissors 1 per student Glue stick 1 per studentCrayons/markers/colored pencilsTag 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-hamburger-i10108.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#