Lesson Plan 2

Name: Jessica Lam Date: Day # 4 Grade: 6th

Focus: Walking/Jogging

Subfocus: Hydration & Fueling

VA SOLs: 6.1d, 6.2a, 6.3a, 6.3d

Objectives:
Students will correctly identify the 5 components of MyPlate, and understand the
importance of each component.
Students will perform the 3 cues of jogging correctly during various activities.
Students will practice communication, cooperation, and leadership skills throughout
various activities.
Students will identify at least 5 important facts about hydration, or consequences of not
hydrating correctly.
Students will reach their pedometer step goals for the day by participating fully in all
activities.

Cues: Jogging: Eyes Forward, Arms Contralateral, Long Strides

Assessment: Pedometer Log and Journal (Assessment Unit Plan), Culminating activity
assessment
Materials/Equipment: 10 pinnies, 20+ cones, whiteboard, marker, 10 buckets, veggies, small
bucket of balls, paper, pencil, 10 clipboards, tape, 30 dome cones, 1 poster board, markers, 4
noodles, 1 big dice, hula hoops

Area Diagram:

Safety Precautions: Since this lesson will be outside, water will be provided for students to
prevent dehydration. Students will not be allowed to leave the activity area at any time unless for
a bathroom emergency to ensure adequate supervision at all times. I will put an emphasis on the
cues of jogging to ensure students keep their eyes up and keep good spacing in order to prevent
crashes.

Instant Activity (Time- 7 minutes): Builders/Destroyers

For this activity, there will be 20+ different sized cones spread out around one half of the
football field. The class will be split up into two groups, one with pinnies and one without. When
the music plays (or when I say go), one team will be knocking down the cones and the other will
be picking them up. After or 30 seconds stop I will pause the music and see how many cones are
knocked down and upright. I plan on alternating walking and jogging throughout this activity.
After every trial I will challenge each team to try and higher their score.
As a demonstration I will run through which team is the builders and which is the
destroyers.
 Transition: Freeze! Nice job everyone! When I say go I would like for each of you to
collect as many cones as you can and stack them on the sideline by me, and then line up on the
sideline. Ready, go!

Introduction (Time- 6 minutes): Awesome job with the instant activity boys and girls, I saw
everyone giving lots of effort. Now as I am talking I would like everyone to practice some of the
stretches we have reviewed. I was glad to see people executing the three cues of jogging we have
been working on. Can everyone remind me what those are? Yes! Eyes Forward, Arms
Contralateral, and Long Strides. Why is it important to keep your eyes up when you are walking
or jogging? Can someone show me what it means to have your arm and leg contralateral to each
other? Who can tell me why we have long strides? Right! To use all our lower extremity muscles.
Now today we are going to review some concepts that are important to keep in mind when
walking or jogging. Who can tell me what this is? (Holds up MyPlate) Who can tell me what this
is? (Holds up water bottle) So who can tell me what we are working on today? Yes! The
Concepts of fueling and hydrating. Who can tell me what all the groups are? Why do we think it
is important to be well fueled and hydrated before and after exercising? Way to have your
thinking caps on boys and girls. These next activities will show you how important hydration and
fueling are.

Transition: Alright when I say go, I want each of you to find a partner and you both go
stand in a hula hoop, ready, go!

Content Development (Time- 40 minutes):

T1 (Time- 20 minutes): MyPlate Scavenger Hunt
This first activity is designed for students to think about how many servings per day they
need for each food group at their age without giving them the answer right away. In the center of
the football field there will buckets labeled by each food group (there will be more than one of
each for safety purposes). Surrounding these buckets will be 10 hula hoops, two people in each
hoop. When the music starts (or when I say go) I will hold up the white board, and it will say
how many ounces or cups of one food group is recommended per day? The pair will talk to each
other and decide what number they think is correct. When they decide, one partner will walk or
jog (this will be specified by me) out to the buckets, pick up an object, and return back to their
hoop. The partners will keep alternating to go pick up an object until the number they have in
their hoop matches the number of cups or ounces they are guessing. In addition, there will be a
clipboard and a piece of paper at each station. When each student returns their hoop, they must
write down on their piece of paper the fun fact that is taped to their object. These fun facts tell
why a certain food group is important, and the consequences of not having it. After each pain is
in their hoops and think they have the right number, I will reveal what the correct number is and
they must write it on their paper. We will continue this game for all food groups.

Cues: Jogging: Eyes Forward, Arms Contralateral, Long Strides

E1: Since your pair is getting to the buckets so quickly, Im limiting you both to a
speedy walk, but see if you can still finish first!
C1: Try to retrieve the number of objects you need quicker than any other group
Individual Instruction: I may give students hints on finding the quickest route to the
bucket in order to get their objects as quickly as they can. I also may need to remind students of
the jogging cues if I see them doing things incorrectly.
SSN: My student with autism will work with a partner he is comfortable with, and will have a
separate bucket for himself so he doesnt have to get anxious over people running into one spot.

Transition: Great job everyone! Now when I say go I need one person from your group to
pick up the hula hoop and clipboard, and the other to place all your objects back in the correct
bucket and bring them over to the sideline beside the cones. Then line up on the side line and I
will go over the next activity Ready, go!

T2 (Time- 20 minutes): Steal the Hydration Facts

This activity is designed to get students to learn facts about the importance of
hydration, and the consequences of not hydrating properly. On both sidelines of the football field
there will be 10 dome cones spread out. Under each cones there will be 2 notecards, one blue and
one orange. The blue will have important hydration facts, and the orange will have
consequences. The students will be split up into two teams and line up in front of their own dome
cones. The object of the game is to steal the other teams facts from under their dome cones.
However, two taggers will be designated for each team to protect their cones with noodles. If
someone gets tagged, they have to jog back over to their own line of cones, and try again. Once a
card has been taken from the cone, the student must run over to their own side, open up the card,
and write what it says on the big poster-board. Making them write it will help foster their
learning about hydration, once it is written they may go back into the game. For the first game
students will only be allowed to pick up the blue cards, when we play again they can pick up the
orange cards. After one team has won, we will go over

Cues: Jogging: Eyes Forward, Arms Contralateral, Long Strides

E1: Students may be only allowed to steal cards from the inner cones
 E2: Students may only be limited to a speedy walk if they are too quick for the
taggers
C1: See how many cards you can steal from the other team individually
C2: Try as a team to steal all the cards before the other team does
Individual Instruction: If students are struggling with energy for this game, I may remind
them the importance of pacing, and to speed walk if needed. I may also remind them the cues of
jogging if I see them performing parts incorrectly.
SSN: My student with autism may be designed a tagger if he does not feel comfortable
running with a team. If he does not want to tag, I will have his own cones that he can find cards
under, and his own board that he can write facts on.

Transition: Great job boys and girls! When I say go I want everyone to meet me in the
middle of the field. Ready, go!

Culminating Activity (Time- 10 minutes):

This activity is designed for a cool-down, but still reviews the concepts that were taught
in this lesson. I will mark off a boundary square with 4 dome cones. At each of these corners will
be a list of questions that pertain to todays lesson. When the activity starts students will be
jogging around the perimeter of the square, when I yell out corners, students will flee to a corner
and jog in place. While jogging in place, the students will read through the clipboard or poster to
review posted at their corner. I will then roll a large dice, and whichever I number I roll (I will
roll again if it is a number over 4) these students will come to the middle and perform static
stretches until I tell them to jog the perimeter again.

Transition: Great job! Whatever corner you are at please collect all the materials and
bring sideline when I say go. Ready, go!

Closure (Time- 6 minutes): I loved the effort today everyone! Now lets review a little bit before
I have you take your exit slips. What are the two concepts we learned today? Yes, thats correct,
the importance of fueling and hydration. Can anyone remind me the 3 cues of jogging? Perfect!
Now I want everyone to take a sheet, fill it out, and when you complete it you are free to go
change. Do not forget to pick up your folder and fill out your pedometer log and your reflection
for todays lesson. Great day today everyone Im proud of you all!