PEP 421 Secondary Methods in Physical Activity Pedagogy

Lesson Plan
Name:

Amy Kaucic

Role:

Lead-X

Name:

Role:

Lead

Assist

Co-Teacher

Other:

Name:

Role:

Lead

Assist

Co-Teacher

Other:

School: Moscow Middle School

Assist

Co-Teacher

Other:

Day/Date: Tuesday, March 29, 2016

Unit: Nutrition and GamesLesson #:2 out of 4

Grade Level: 7_

# of Students: 22 (11 males/11 females)

Lesson Length: 51 minutes

Facilities: Moscow Middle School gymnasium

Equipment (include amount):

pedometers, assorted # of nutrition bean bags, 1 MyPlate mat, 22 exit slips with 3 nutrition

questions

Unit Goal(s)

Nutrition and Games

Lesson
Summary /
Set
Induction

What SWBAT find their healthy eating style & maintain it for a lifetime (ChooseMyPlate.gov)
Why SWBAT comprehend that half the plate should be fruits and vegetables that are colorful, vary protein
choices, eat whole grains, limit dairy to 1% or non-fat. The right mix can help students be healthier now
and into the future.
How - SWBAT build a healthy MyPlate with teammates during adventure game.

Lesson Big
Idea

SWBAT comprehend Dietary guidelines, read labels and build a healthy MyPlate.

National Standards and Grade Level Outcomes:

Standard 4: Students will demonstrate ability to use interpersonal communication skills to enhance health & avoid or reduce
health risks.
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PEP 421 Secondary Methods in Physical Activity Pedagogy

Lesson Plan
GLO 4.8.1 apply effective verbal and non-verbal communication skills to enhance health
Standard 5: Students will demonstrate ability to use decision-making skills to enhance health.
GLO 5.8.6 Choose healthy alternatives over unhealthy alternatives when making a decision.
Standard 6: Students will demonstrate ability to use goal-setting skills to enhance health.
GLO 6.8.3 apply strategies and skills needed to attain a personal health goal.
Standard 7: Students will demonstrate ability to practice health-enhancing behavior and avoid or reduce health risks.
GLO 7.8.2 demonstrate health practices and behaviors that will maintain or improve the health of self and others.
IDAHO CONTENT STANDARDS
Standard 2: Movement Knowledge
6-8.PE.2.1.1 Identify & apply the critical elements, strategies, and tactics of higher level movements in wall/net, invasion,
field/striking, target, dance, outdoor activities, fitness, etc.
Standard 3: Valuing a Physically Active Lifestyle
6-8.PE.3.1.3 Explore a variety of challenging physical activities for personal interest, self-expression, social interaction in a
variety of settings including school, home, workplace, and community.
Standard 4: Personal Fitness
6-8.PE.4.1.1 Know & demonstrate the health-related fitness components including cardiorespiratory endurance, muscular
strength & endurance, flexibility, and body composition by improving, meeting, and/or sustaining gender & age-related
contemporary fitness standards as defined by approved tests (e.g. identify various activities that demonstrate the basic
knowledge of skill-related fitness.
Standard 5: Personal and Social Responsibility
6-8.PE.5.1.3 Work independently and in groups to achieve goals in competitive and cooperative settings (e.g. adventure
activities, challenges, etc.)

Lesson Objectives/Learning Outcomes: The students will be able to:

1) Use team strategy to gather nutritional bean bags while playing Zombies,
Survival and Nutrition game at least 80% of the game time.
2) Invasion game strategy to reduce open space, anticipating the object or person
for the purpose of the game(s).
3) Understand importance of eating carbohydrates, fats and proteins for a healthy
diet by completing a MyPlate using nutrition bean bags, and correctly placing

Domain:

National
Standar
ds:

P
P

4
2

Idaho
Standar
ds:
68.PE.4.1.
1
68.PE.2.1.
1
68.PE.3.1.
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PEP 421 Secondary Methods in Physical Activity Pedagogy

Lesson Plan
them on the MyPlate mat at least 80% of the time.
4) Work cooperative skills with teammates to complete a MyPlate using strategy
during games, and giving a thumbs up or a high five at least 80% during the
Zombie game, and at closure.

3
A

6-8.PE.
5.1.3

Teacher Objectives: The teacher will be able to:

1) Keep students motivated by introducing new and innovative games to help students concrete the MyPlate healthy
plate nutritional information.
2) Increase knowledge of nutrition by researching internet resources to develop age-appropriate lessons.
3) Follow Moscow Middle School physical education classroom whistle stops: 1 whistle means play/go, 2 whistle
blows means freeze, or 3 whistle blows means bring it in.

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Lesson Plan
Developmental Analysis of Content (highlight the section of the DAC this lesson will focus on)
Extension

Refinement

Application

Starting Point:

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Lesson Plan
Approx.
Time

Student Learning Experiences

(Anticipated Progression of Tasks)
For each task add at least one idea for intratask variation
or teaching by invitation

20 min.

Instant Activity- Progressive warm-up and

stretching attached

Performan
ce Cues

Goal Orientation
of Task:

Organizational
Arrangement:

Informing,
Extension,
Refinement,
Application/Assessm
ent

(Grouping & Task

Presentation
method; SAFETY)

Objective
Alignment

Standard
Alignmen
t

3.1

Safety: watch
out for other
groups during
the warm up
X=students
follow the
fitness trail
(attached
detailed
diagram)

1 min.
= 21
min

Set Induction:
Students, today we are going to use
important resources: five food groups,
and MyPlate. MyPlate helps you divide
your plate into areas that use fruits and
vegetables, grains (whole), proteins and
dairy.

Sitting together
as a group on
the floor

We will be playing Zombies, Survival and

Nutrition game that Mr. Thill designed.
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Lesson Plan
You and your teammates will demonstrate
MyPlate using Fruits, Grains, Dairy,
Vegetables and Protein. The right mix can
help you be healthier now & into the
future.
3 min
= 24
min

3 min.
= 27
min

Body of lesson:
Foods in Five Food Groups:
Fruits apples, grapes, lemons, limes,
bananas
Vegetables tomatoes, spinach, avocado
Protein meats, eggs, beans, soy
products
Grains whole grains, refined grains
Dairy milk, cheese, yogurt, calciumfortified soy
Daily food plan

Game: Zombies, Survival and Nutrition

The object of the game is to gather enough
food to keep the survivors from starving to
death. We will be focused on developing a
balanced diet using MyPlate.

10 min
per
game

A group of survivors have found a safe

place to hide during the rise of the Zombie
Apocalypse. However, the food supply is
starting to run out so they must go out in
search of supplies. By doing this, they are
putting themselves at risk of being

Important
pieces of
informatio
n are
Students
will
discover
how much
fat and
sugar,
sodium is
in the
food. This
is
important
for weight
managem
ent.
Students
want to
make

Application

4, 5

4.1, 5.1

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Lesson Plan
2 games
= 20
min

attacked by the ever-growing number of

walking dead. How long can the survivors
last as they must battle against not only
the zombies, but also starvation?

=49 min
Directions:

1.
2.
3.
4.

5.

6.

Game starts with 5-6 students as zombies,

rest of class are survivors.
Survivors start in their safe zone (area inside
the 3 point line). The zombies start at the
opposite end of the survivors on the base line.
Nutrition bean bags are placed inside of the
basketball court KEY on the same side as the
zombies.
Zombies are only allowed to walk or use the
Zombie shuffle. Survivors can move however
they choose. (If you want, you can modify
survivors movement to increase difficulty
slide, not walk, jog not run).
Survivors are trying to cooperatively gather
food as a team by crossing the gym, and
return back to their safe zone. They may
only take one piece of food at a time.
Survivor must work as a team to gather
enough food (bean bags) to survive. Zombies
are trying to prevent the survivors from
gathering food so they must work together as
a team to tag the survivors so they become
infected and can help become a stronger
Zombie team. Each team must come up with
a strategy for their sides.

7. If a survivor is touched by a zombie, they are

now INFECTED. If the infected survivor

healthy
choices.
Poor
nutritional
choices
can keep
you from
being
active.
We want
to eat a
rainbow of
color, and
a balanced
diet.

Key points
of the
gameFocus on
building a
balanced
diet using
MyPlate.
Half plate
fruits &
vegetables
, vary your
protein,
eat whole
grains,

4, 5, 6, 7

4.8.1,
5.8.6,
6.8.3
7.8.2

Diagram:
Small x
=survivors
Small o =
MyPlate
xxxxxxxx
O
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Lesson Plan
has a piece of food, they must return the food
and go back to the safe zone before trying to
steal a second piece of food. They DO NOT
have a safe return to the safe zone.
8. If the infected survivor is touched a 2nd
time, they are turned into a zombie
(returning the card if they have one).
9. Bean bags can be purchased between rounds).
Zombies cannot move or touch a survivor during
this time.
10. The game is played in short round of 5 minutes.
11. After each round, all infected survivors must be
saved. This means that the survivors must
give up 5 pieces of food to save the infected
survivor. If they are unable to save the infected
survivor, than they turn into zombies and join
the zombie team.
12. If the survivors have extra food, they can choose
to use it to purchase bean bags at the cost of 5
pieces of food.
13. At the start of each round return all of the bean
bags back to the zombie side of the play area.

drink & eat

less
sodium,
saturated
fats, and
added
sugars.
Whole
fruits are
good, lowfat or fatfree
milk/yogur
t.

-----center
court---zz
z z
fff f f
z
small z =
zombies
small f = food
(bean bags)

Strategygather
enough
food by
team
members.
Try to get
a variety
of foods. If
you are
running
out of
food, how
can you
survive?
Send your
fastest
runners, or
how can
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Lesson Plan
you get by
the
Zombies.
Cooperate
with
teammate
s to gather
enough
nutrition to
survive the
Zombie
Apocalyps
e.
Survivors
work
together to
gather a
healthy
MyPlate.

2 min.
= 51

Closure
Students will be asked the importance of

Did the
MyPlate

Closure

Students seated
in the center of

4.8.1
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Lesson Plan
min

eating a variety of foods for MyPlate. Exit

slip taken (paper) ask 3 nutrition questions

Macronutrients value answers:

Carbohydrates = 4 kcal
Fats = 9 kcal
Proteins = 4 kal

include
fruits,
grains,
dairy,
vegetables
, and
protein?
Everything
you eat
and drink
matters so
we want to
make eat a
colorful
diet.
the plate is
fruits and
veg.
Proteins
can be
lean
meats,
poultry,
fish, nuts,
eggs,
peas,

the gym.

Students will dress down, cool down and leave

for next class
Reflection:
Question

Reflection

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What went well with both
your teaching and student
learning (connect to
objectives)? Why?
What did not go well with
both your teaching and
student learning (connect to
objectives)? Why?
What will be done to
improve the success of the
next lesson as it relates to
your teaching and student
learning?
Modifications for next time this lesson is taught:
Assessment:
Peer assessment sticky hand someone taller or shorter than you; stand together and name a food you find in
each of the MyPlate food groups grains, proteins, dairy, fruits, vegetables. Sit down when you have the task
done.

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Name, first and last initial:______________________________
Please write in the k-cal values for the following macronutrients. Thank you.
Carbohydrates equal how many k-cals?____
Fat equal how many k-cals?____
Protein equal how many k-cals?___

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