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Go Foods, Slow Foods

Date: March 27, 2015

Teacher: Lana Zuck


School: Wilson Elementary School

Class: KIN 355


Equipment Used: N/A
Grade Level: 3rd
Time:8:00 a.m.
Targeted NASPE Standard(s): 1, 2, 4, 5, 6
Specific Objective: The main purpose of this activity is for students to recognize
the foods that help fuel their bodies in a positive way and those that do not.
Students will have to listen for the foods that I say aloud and think critically about
whether or not they provide nutritional benefits.
Concomitant Objective: Students will find motivation to eat more nutritious foods
after realizing through activity that the unhealthy foods hinder them from achieving
a healthy lifestyle.
Time
Procedures Followed
Materials
Warm Up: Stretch legs because we are going to jog,
__30___ skip, hop on one leg, then hop on the other during the
Seconds
activity. Some may stand forward from the green line,
others may stand back to open up space.
Transition: I will say, Everyone, please put your toes
__15___ on the green line.
Seconds

__1___
Minute

__1___
Minutes

__1__
Minute

Set Induction: How many of you like McDonalds?


Can someone guess how many miles of walking it would
take to burn off a big mac?
Well, did you know that it would take 9.5 miles of walking
to burn off a big mac?
It is much better to aim for a more balanced diet that
consists of food groups like fruit. Bananas, for instance,
are filled with potassium that help give your body energy
and can even help reduce high blood pressure!
Go in depth about more nutritious foods and foods to
avoid such a donuts that are high in sugar and fat.
Learnable Piece: The primary focus of this activity is for
students to recognize foods that fuel their bodies in a
positive way and those that do not. They will have to
work on their listening skills and critical thinking.
Students will be listening for the foods that they hear
aloud and have to think about whether or not the food
would provide positive nutritional value to their bodies.
Students will also recognize that the unhealthy foods are
the ones that stop them from achieving a healthy
lifestyle.
Presentation of New Material/Directions: I will explain
the concept of Go Foods and Slow Foods. Go foods
like grilled chicken will give the students energy to start
moving more quickly to the other side of the gym. Slow

___1__
Minute

__3___
Minutes

_N/A____
Minutes
__1___
Minute

Notes:

foods like french fries will require the students to freeze


in place. Students will be required to think critically about
whether or not the food said aloud holds positive
nutritional value. After every food is said aloud, I will wait
about 3 seconds to say whether or not its go or slow. If
a student fails to recognize that a food is go or slow, they
will have to go back to the starting point. Also, it is
important to recognize that the other side of the gym
symbolizes the most healthy lifestyle that one can
achieve, so it will be crucial to recognize how go foods
allow students to get to the other side faster.
Transition: When I say go, students will put their toes
on the green line so that they are facing only half of the
courts distance.
Activity: Xs are students. Circle is teacher.
X
X
X
X
X
X
X
Possible Modifications: Speed up or slow down the
pace of the foods being read aloud.
Lesson Review: How did you feel when you heard a
go food? How did you feel when you heard a slow
food? How did the go vs. slow foods effect how
quickly you could reach the other side of the gym?

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