1

Unit Plan
Unit: Games with a nutritional emphasis
Teacher: Amy Kaucic
Dates: March 28 to April 1, 2016 and April 4 to April 8, 2016
Learner Grade (s): 6-7-8
1. Unit Content
1.1 Rationale and Introduction: The nutrition unit is included in the
PE curriculum because middle school students need to know what
healthy eating is. They need to comprehend how different foods
affect our bodies, and what food choices to make at school, home
and when eating out. Children should be empowered to make food
and physical activity choices that reflect the Dietary Guidelines for
America. Good nutrition and physical activity are essential to
children's health and educational success. School, parent, and
community teamwork is essential to encouraging children to make
food and physical activity choices for a healthy lifestyle. Messages
to children should be age appropriate and delivered in language
they speak, through media they use, in ways that are entertaining
and actively involve them in learning. Focusing on positive
messages regarding food and physical activity choices children can
make.
1.2 Content Knowledge and Physical Engagement Experience (past &
present) for each individual teacher: The teacher studies health,
nutrition and sports nutrition at the University of Idaho. Previous
and past physical engagement experience is teaching at the middle
school, and working for the Penn State Cooperative Extension
Service. Personal experience is training for and participating in
endurance events by properly fueling the body.
The teacher has knowledge of fun games from participating as a
Scout leader, at home working with children, working with Special
Olympics, and through recreation classes at the University of Idaho.
The teacher has a library at home with physical education and play
resources. The teacher taught games at an elementary school
setting in Moscow, Idaho, and in Palmer, Alaska.
Food is only one part of the fitness equation. The optimal growth
and development of bodies requires movement and exercise. A
successful program incorporates fun, fitness, and the attainment of
life skills.

1.3

Overview of all essential content concepts and terminology:

Nutrient a food or biochemical substance used by the body that must

be supplied in adequate amounts from foods consumed. There are six
classes of nutrients: WATER, PROTEINS, CARBOHYDRATES, FATS, MINERALS,
and VITAMINS.

Calorie a food calorie is the quantity of heat required to raise the

temperature of one kilogram of water one degree Celsius (one
kilogram equals 2.2 pounds)
Carbohydrates 4 calories per gram, major source of energy and
includes sugars (simple carbs) and starches (complex carbs)
Proteins 4 calories per gram, essential to growth, building and
repairing cells, making enzymes, and hormones. Proteins are
produced by cells. Adolescents need 1 g/kg per day
Fats 9 calories per gram, important for cell structure, transporting
fat-soluble vitamins and insulating our bodies. Body fat stores
energy, too.
Unsaturated fat is liquid at room temp, and keeps the blood
cholesterol low.
Saturate fat and Trans fat are linked to high blood cholesterol.
Vitamins and minerals- are sparkplugs of life and are
considered micronutrients and examples are B-energy, Iron-RBC
and muscles, A-skin & vision, C-healing and immunity, D-helps
Calcium for strong bones, K- blood clotting, E- protects Vit A
Water is a micronutrient.
Energy Balance- energy in (food) and energy out (exercise) for
weight management
Nutrition label- list of nutritional information on a food
can/box/package, and is listed in order of the most to the least.
Look on packages for nutrition values

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MyPlate- resources to help individuals make good choices in their diet.
Learn about foods they should eat, what nutrients their bodies need, and
how much to eat to maintain a healthy weight. Students also learn the
value of combining exercise with their diets to improve life-long eating
habits. Website: www.ChooseMyPlate.gov

Five food groups fruits, vegetables, dairy, grains, meats/beans

2. Unit Objectives/Learning Outcomes
2.1 Behavioral objectives for the unit (behavior, condition, criteria for
each standard)
2.1.1. By the end of the unit, students will be able to explain the
importance of choosing healthy foods and beverages, define the
terms nutrient dense and calorie as they relate to food and
beverage choices, analyze the nutrition information on food labels,
develop strategies for making healthier choices in school, home and
community, and describe strategies a person can use to reduce the
amount of empty calories consumed.
2.2 National K-12 Physical Education Standards Targeted (write out
standard and GLO)
2.2.1 Include Grade Level Outcomes for each standard
S3.M1 Identifies barriers related to maintaining a physically
active lifestyle and seeks solutions for eliminating those barriers.
Identifies the 5 components of health-related fitness and explains the
connections between fitness and overall physical and mental health.
S3.M10 Describes the role of exercise and nutrition in weight
management.
S3.M17 Develops strategies for balancing healthy food, snacks,
and water intake along with daily physical activity. Describes the
relationship between poor nutrition and health risk factors.
S4.M1 Exhibits social responsible social behavior by cooperating
with classmates, demonstrating inclusive behaviors and supporting
classmates. Accepts responsibility for improving ones own levels of
physical activity and fitness.
S4.M5 Problem solves with a small group of classmates during
adventure activities, small group initiatives or game play. Cooperates
with multiple classmates on problem-solving initiatives including
adventure activities, large-group initiatives and game play.

S5.M1 Identifies different types of physical activities and

describes how each exerts a positive effect on health.
S5.M5 Explains the relationship between self-expression and
lifelong enjoyment through physical activity.
S5.M6 Demonstrates the importance of social interaction by
helping and encouraging others, avoiding trash talk and providing
support to classmates.
2.3 Idaho K-12 Physical Education Standards Targeted (write out
standard and GLO)
2.3.1 Include Grade Level Outcomes for each standard
Standard 3: Valuing a Physically Active Lifestyle
Goal 3.1: Participate daily in physical activity for health,
enjoyment and/or satisfaction, challenge, self-expression and/or
social interaction
Standard 4: Personal Fitness
Goal 4.1: Achieve and maintain a health-enhancing level of
physical fitness
Standard 5: Personal and Social Responsibility
Goal 5.1: Exhibit responsible and social behavior that respects
self and others in physical activity settings
2.4 Learning Domains written in all 3 domains
2.4.1. Psychomotor/Physical: Actively participate in games to
increase knowledge of nutrition, and to measure intensity
of exercise using pedometers and a heart rate monitor.
2.4.2. Cognitive: Describe healthy eating using MyPlate and
analyze nutrition labels
2.4.3. Affective: Work cooperatively with a group to achieve
group nutrition goals in cooperative games.

2.5. Align objectives with learning domains, national standards and

GLOs, and Idaho standards and GLOs
Objectives:

Learning

National K-12

Idaho K-12

By the end of the unit, Domain

Ntl. Standards/GLOs
ID Standards/GLOs students will be able to
Targeted
Targeted
Use
locomotor
and nonlocomotor
activity to
help
complete
the tasks at
hand.

Psychomoto
r

Standard 3
S3.M1, S3.M17

Standard 3
6-8.PE.3.1.1

Understand Cognitive
s the
benefits of
nutrition
using
physical
activity, and
physical
activity
provides the
opportunity
for
enjoyment,
challenge,
selfexpression,
& social
interaction.

Standard 5
S5.M5

Standard 5
6-8.PE.5.1.1

Develop
strategies
with other
classmates
& develop
cooperation
and
teamwork
skills over
the period

Standard Four
S4.M1

Standard 4
6-8.PE.4.1.4

Affective

of the unit.
3. Setting/Environment
3.1. Sessions:
A days are Mondays and Tuesdays 8:15 am to 9:06
am (51 min)
B days are Wednesdays
8:15 am to 9:22 am (67 min)
D days are Fridays
8:15 am to 9:22 am (67
min)
PE classes are four days per week
3.2. Learners: Grade level is 7th and 8th; gym clothing is Moscow Middle
School attire either red, gray, dark gray t-shirts, basketball shorts and
students own athletic shoes
Names/gender
Names/gender
Baird, K.
M
Buchanan, A.
M
Carter, J.
M
Coddington, C.
M
Croston, W.
M
Flowers, C.
F
Fountain, E
F
Gray, B
F
Hammond, E
F
Hawkes, K
M
Hurn, J
M
Kester, A
F
McAden, E
F
Pimienta Tovar, E M
Sampson, C
F
Stovall, I
F
Sullivan, T
F
Ting, N
M
Watson, M
F
Windsor, H
F
Wolbrecht, T
M
Woolley, N
M

3.3. Facilities: Will be indoors playing games with nutrition emphasis

3.4. Equipment/Supplies/Materials needs:
Heart rate monitors
Pedometers
Cones
Jumbo Speed Stack Cups
Nutrition bean bags
Soft balls
Frisbees
Bowling Pins
Hula Hoops
MyPlate mat
Rubber Chickens
Poly-spots
Whistle

3.5. School Weather and Safety/Injury Policies

Fire Bell: Evacuate the building. 5 short bells in a row will tell you it is
safe to return.
Weather: Adverse conditions may cause the school to be closed. Past
closures have been caused by heavy snowfall, high winds, extreme
cold, and volcanic eruption. The primary method of notifying families
of school closures is through our automated calling service called
School Messenger and a posting on the district website. Closure
announcements are usually made shortly after 6:30 a.m. though
parents may want to monitor reports throughout the day. Bus riders, in
particular, need to plan an alternative destination in town for when
emergencies close the schools and disrupt the normal way you would
get home. It would also be wise to tune your radio or TV to a local
station coming to school on days when the weather is extreme or
extraordinary events are occurring.
Lock Down: One long bell of at least 15 seconds. Enter the nearest
occupied room and follow staff directions.
Injuries: Statement completed and submitted to office in case of
serious injury. Minor injuries may be treated at the teachers
discretion.

4. Curriculum/Teaching Model(s) and Key Model Points/Teaching

Styles and Key Style Points
Reciprocal: practice communication skills, extend socialization and
interaction skills, to learn from peers and receive feedback from peers,
develop patience, tolerance, and acceptance of others, learn social
manners (games), to trust interacting/socializing with others, and
experience rewards of seeing ones peers succeed
Don Hellison described five developmental levels on a path to
acquiring values and a lifestyle that would help students make wise
choices and lead them to a personally satisfying lifestyle.
Level 0 irresponsibility, Level I self-control, Level II involvement,
Level III self-responsibility, Level IV caring, Level V outside the
gym
5. Teaching Aids: MyPlate resources, Lesson Plans, Taskcard with
pedometer and heart rate monitor goals

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6. Technology Integration: pedometers for step count, heart rate

monitors for intensity, Google Docs for post assessment, laptop for
student attendance
7. Behavior Management and Empowerment According Rink
textbook, the environment should be conductive to learning. Positive
experiences, students feel safe physically and psychologically, and the
students are engaging in appropriate behavior and with the content
alongside their peers. Content is age-appropriate and management
skills are important. The socio-ecological model implies an
interdependence of many systems working at the same time viewed on
page four (FIG 1).
High levels of engagement in the content where the students act
responsibly, interact with each other, and work in groups productively
while supporting each other. Classroom rules are established at the
beginning of the unit, and ideally at the beginning of each school year.
Management at the middle school level is one of motivating and
controlling students so they know what is expected of them. Working
with individuals is important. Involve students in decision making, and
reinforce consistently.
7.1.3. Classroom Rules/7.1.3.1. A-B-C-D rules stated positively and
posted
A - Act safely

B - Be prepared and be positive.

C - Cooperate
D - Do your best
Have Fun - Work Hard Learn
7.1.3.2. Importance of classroom rules is it makes for a positive
learning environment open to all learners that are respectful to each
other. Rules are stated and posted at the beginning of the school year
in a visible area of the PE classroom. Visitors may see the students
being hard workers and exuding Don Hellisons model.
7.1.4. Discipline Procedures/Consequences
SCHOOLS TO BE FREE OF WEAPONS (BOARD POLICY #5053.08)
After immediate suspension ... the Board of Trustees shall expel from

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school for a period of not less than one (1) year ... a student who has
been found to have carried a weapon or firearm on school property. ...
The superintendent shall report such student and incident to the
appropriate law enforcement agency. The complete policy is available
in the school office
ALCOHOL AND CONTROLLED SUBSTANCES (DRUGS) Students
who are under the influence of alcohol or controlled substances will be
turned over to the Moscow Police Department and a suspension
hearing will be held. The School District prohibits the possession,
manufacture, distribution, use or sale of drugs or alcoholic beverages
by suspension or expulsion, and may require that the student and
his/her parent/guardian consent to have substance abuse evaluation
and counseling, at the students expense, by an agreed upon agency
before re-entry is granted. Students who possess alcohol or controlled
substances and/or drug paraphernalia will be suspended from school
for five days. A second offense will result in suspension to the
Superintendent for consideration of whether the student should return
to school or appear before the Board of Trustees for an expulsion
hearing. All incidents of possession will be reported to the Moscow
Police Department.
Prescription drugs are treated as controlled substances and cant be
used by anyone other than the person named on the prescription.
ACADEMIC DISHONESTY Academic dishonesty (cheating, use of
non-authorized electronic devices, stealing, copying or sharing work,
working together without specific permission from teacher/s, not giving
appropriate credit to authors, plagiarizing inappropriate use of Internet,
forgery, etc.) in any form cannot be tolerated in the school
environment. If academic dishonesty is detected, the teacher/s will
confiscate the evidence and submit a report to the administrator that
will be kept in the disciplinary file.
STUDENT BEHAVIOR VIOLATIONS As students break school rules,
they will incur consequences appropriate to the action and severity of
the offense. If students repeat rules violations, they will progress
through an escalating progression of behavioral intervention. This
progression could include a teacher conference, office referral,
detention, Saturday School, suspension, and/or possible expulsion.
When any of the following acts is committed or suspected, and it is
determined that a student may be suspended from school attendance,
and/or participation in district activities, the student's parent will be

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notified and the student will be given an informal hearing. The hearing
may precede or follow the notification of parents (Board Policy
5053.02). At the hearing, the reasons for possible suspension will be
stated and the student will be given an opportunity to refute those
reasons. (Board Policy 5053.03) Disruption of the educational
process Harassment of any nature Violence or the threat of
violence to any person Defiance of the school authority
insubordination Endangerment of others Vandalism and/or the
theft of property Being under the influence, and/or possession of
alcohol or controlled substances Possession of a weapon
Dishonesty and/or cheating Misconduct on buses operated,
chartered or leases by the District. Progression through the sequence is
a product of the frequency and severity of inappropriate behavior.
Conversely, periods of appropriate behavior, may hold the student at a
given step or reverse the sequence. This is often the result of a
specific contract with the student.
Step 1: Teacher-Student Conference - The teacher will meet with the
student in a private, but informal setting to discuss the students
behavior and the teachers expectations. Appropriate classroom
management strategies will be incorporated to attempt to correct the
problem.
Step 2: Teacher Assigned Detention -The student will be assigned
detention time to be served with the teacher. The amount of time and
structure of detention will be consistent with the teachers classroom
management plan. Alternate classroom consequences may be utilized
at this step.
Step 3: Teacher-Parent Contact/Conference - In addition to classroom
consequences for misbehavior, the teacher will make a parent contact
to discuss the recurring infractions, strategies used and parental
assistance. Merit points will be deducted.
Step 4: Office Referral -- Teacher or Incident - The student will be
referred to the assistant principal for administrative action. For
continuing behavior problems, the teacher will provide a referral form
with documentation of previous misbehavior, consequence and
contacts. Major offenses will be described on an incident report form
and will enter the sequence at step 4 or higher. Administrative action
may include, but not be limited to, parent contact, detention, work

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details, isolation and/or suspension from school. Merit points will be

deducted.
Step 5: Office Referral -- Parent Conference - In addition to
administrative action assigned, a formal parent conference will be
scheduled to discuss the misbehavior, expectations, parental
assistance and future consequences. Merit points will be deducted.
Step 6: Office Referral -- Suspension Alternatives - As discussed in the
parent conference, consequences will be incorporated that might
include loss of privileges, in-school suspension, Saturday program,
restitution, etc. Merit points will be deducted.
Step 7: Suspension from School -- 1 or 2 Days - The parent will be
contacted regarding the suspension. A parent conference may be
required prior to the students re-entry. The student is eligible to make
up all work missed for credit. The student is responsible for making
arrangements with the teacher immediately upon re-entry to school.
The suspended student may not come onto the school grounds or
participate in any school activity during the suspension period. Merit
points will be deducted.
Step 8: Suspension from School -- 3 Days - The parent will be
contacted regarding the suspension. A parent conference may be
required prior to the students re-entry. Merit points will be deducted.
Step 9: Suspension from School -- 4 or 5 Days - The parent will be
contacted regarding the suspension. Parents are encouraged to make
arrangements for school work prior to the students re-entry.
Step 10: Recommendation to School Board for Expulsion - If the
students behavior is incorrigible or if the nature of an incident is
sufficiently severe, the student may be recommended for expulsion.
Merit points will be deducted.
SEARCH AND SEIZURE - Students shall have the right to be secure in
their person, papers, and personal effects against unreasonable search
and seizure. a. A general search of school property may be conducted
by the school authorities when they have reasonable cause to believe
that lives, individual health, safety, and/or property are in danger, or
when the school premises are being used for purposes seriously
inconsistent with school policy and/or regulations. b. Student lockers
remain the property of the school, and school officials retain the

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authority to inspect lockers. However, school authorities shall inspect

student lockers in the absence of the student only when: 1. It occurs
as part of a general inspection of all lockers for the purpose of
returning school property such as library books; or 2. School
authorities have reasonable cause to believe that conditions or
circumstances exist which threaten the immediate health and safety of
those in the school. c. Prohibited material or other items reasonably
determined to be a threat to the security and safety of the student or
others may be removed from the students possession. d. Items which
are, or reasonably may be, used to interrupt or interfere with the
educational process can be temporarily removed from student
possession.
7.1.5. Approaches to Minimize and/or Extinguish Inappropriate
Behavior
With-it-Ness: Ability to be aware at all times of what is going on
regardless of what you are doing during the lesson. I will keep my eyes
open.
Back to the Wall: The wall/curtain remains at your back so you are
aware of the students at all times. Walk around the perimeter of the
area. If you have to be in the center of the area, then switch to with-itness.
Proximity Control: Move physically closer to student(s) to make known
teacher is aware of inappropriate behavior taking place; do not say
anything. Students will sense your presence. If the behavior
continues, then separate students or change them into different
groups.
Motivated: Student perceive what is to be learned as meaningful,
tasks are designed to allow the student to function with a sense of
personal control (autonomy), variety in learning activities are novel
and interesting tasks. Games are taught with a purpose. Students are
motivated to learn, and demonstrate their knowledge during physical
activities.
7.1.6. Approaches to Motivate Self/Teaching Team and Students
7.1.6.1. Self/Teaching Team Plan units ahead of time, be
enthusiastic and respectful

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7.1.6.2. Students unit planned ahead of time to motivate

students to play fun games using sense of adventure and nutrition
knowledge
7.2. Implementation of the Teaching Personal and Social Responsibility
Model
7.2.1. Level 0 irresponsibility, Level I self-control, Level II
involvement, Level III self-responsibility, Level IV caring, Level
V outside the gym
7.2.2. and 7.2.3. Awareness of levels and levels in action
0 unmotivated student that denies responsibility, abusive
towards others, interrupts, needs constant supervision
I not highly engaged, but not disruptive; does not need
constant supervision, compliance during lessons
II demonstrates self-control and enthusiasm, willing to try
new things and has a personal definition of success
III ability to work without direct supervision, can identify
own needs and interests, independent in pursuit of them
IV cooperative, supportive, caring about others, willing to
help others
V transfers responsibility to life outside the gym (family
and community)
7.3. Management and Empowerment Assessments: Affective and
Cognitive domains used by asking for answers to questions during
closure/reflection time. Use QR codes or Google Docs.
8. Handouts/Forms/Task Sheets/Assessments used throughout the unit
No handouts or forms used in order to keep lesson and unit plan
green. Task Sheet posted for goals attached. Assessments are peer
evaluation of underhand throw, and high five or thumbs up, pedometer data
downloaded at the end of the lesson and heart rate data recorded at the
download station. Heart Rate viewed between games and after playing.
Post Assessment administered on fourth day of the week using either Google
Docs or QR codes.
9. References and Resources:
Berei, C. PEP 421.classroom resources. University of Idaho
CDC - http://www.cdc.gov/obesity/data/adult.html
Five for Life - https://www.focusedfitness.org/curriculum/five-for-life

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USDA MyPlate http://www.ChooseMyPlate.gov

Carter, J et al. Planet health: an interdisplinary curriculum for teaching
middle school nutrition and physical activity. Human Kinetics. Second Edition.
(2007)
Rink, J. Teaching Physical Education for Learning. Judith E. Rink., University of
South Carolina Seventh Edition (2014)
American Alliance for Health, Physical Education, Recreation and Dance.
(2013). Grade-level outcomes for k-12 physical educator. Reston, VA: author
For future professional development:
https://docs.google.com/spreadsheets/d/16D7ScH8VKb0YRJfXXHcIj1SrZDBEn
6hm9VEdoD4U6_M/htmlview?pli=1

Week 1 and Week 2 will each have the same four lessons
Lesson #1:
Day: Monday
Date: 3/28/2016
Teacher: Amy Kaucic
Location: Moscow Middle School
Objective #: 3, 4, 5
Standards/GLOS #: S3.M1/S3.M17, S4.M1, S5.M5
Instant Activity: Warm Up

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Lesson Theme/Content: Macronutrients, carbs, proteins, fats, physical

activity and nutrition using games
Learning Activity (s): Energy Boosters & Zappers and Castle Crashers
Assessments: pedometers, heart rate monitors
Technology: laptop, pedometers, heart rate monitors, Team Shake
Lesson #2:
Day: Tuesday
Date: 3/29/2016
Teacher: Amy Kaucic
Location: Moscow Middle School
Objective #: 3, 4, 5; 7-8.PE.3.1.1, 7-8.PE.4.1.4, 7-8.PE.5.1.1
IA: Warm up track weather permitting
Theme: Dietary guidelines, nutrition labels, MyPlate
Lesson Activities: Zombie Survival and Nutrition Game
Assess: MyPlate completed with all five food groups. Peer assess each other
using 3 questions.
Technology: pedometers, HR monitors, I-PADS for supertracker from MyPlate

Lesson #3:
Day: Wednesday Date: 3/30/2016
Teacher: Amy Kaucic
Location: MMS:
Obj: 3, 4, 5, and 3.1, 4.1, 5.1
Theme: Physical activity burning off energy in and energy out for weight
maintenance, nutrition and hydration
Lrn Act: Nutrition Pin Down
Assessment: pedometers and HR monitors, exit slip
Tech: pedometers, HR monitors, IPad exit slip

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Lesson #4:
Friday

Date: 4/1/2016

Teacher: Amy Kaucic

Location: MMS
Obj: 3, 4, 5 and 3.1, 4.1, 5.1
Theme: nutrition post assessment and adventure game with 5 stations
Lrn Act: adventure game
Assessment: post assessment using Google Docs or QR code
Tech: Google, pedometers, QR code