School Name : Crandall University ED3823 PE Lesson
Developed by: Kendra Doyle, Melissa Hicks, Taylor McInnis-Hicks
Grade level: 3-5 Subject: Health Wellness/ Healthy Eating
Universal Design for Learning
Representation
1.1 Vary the display of
information
Students learn about the five
food groups in written, verbal,
and kinesthetic ways through
the Make Your Plate activity,
the relay race activity, and the
Food Sorting activity.
3.1 Activate
background knowledge
During the APK activity /relay
race students prior
knowledge of healthy and
unhealthy foods is accessed.
Action & Expression
4.1 Vary methods of response
Students can engage in
kinesthetic and artistic
activities as a way to respond
to questions.
6.1 Guide appropriate goal-
setting
Students can critically think
about what makes a healthy
meal and why which foods are
placed in the food groups.
Engagement
7.3 Minimize threats and
distractions
During relay race and Food
Sorting activities students are
reminded to keep their eyes in
front of them and to pay
attention to their
surroundings as not to fall into
anyone or anything.
Perimeters of the gym are also
set during kinesthetic
activities as to avoid hitting
into any areas of the gym that
may be dangerous.
Daily
Date(s): 20 March 2017 Weekly
Strand: N/A Unit __
Learning Target(s)
SCO: Students will be able to recognize the importance of healthy eating.
Objective: Students can learn how to better their own health and wellness.
Student Friendly Language: I will know how to eat healthy by sorting foods that do or do
not belong into the five food groups.
Required Materials, Tools and Technology
3 pieces of chart paper with outcome, agenda, attention getter written separately on them
chart paper markers
Cue cards for all students
Pencils
4 cones
Laminated food illustrations glued on popsicle sticks (http://pngimg.com)
Popsicle sticks
4 hula hoops for relay race activity (2 bluehealthy food, 2 purpleunhealthy food)
White pieces of paper for Make Your Plate activity
Pencil crayons
Plastic food pieces
Canadas Food Guide diagram illustrated on white Bristol board (modeled after
http://www.hc-sc.gc.ca/fn-an/food-guide-aliment/index-eng.php)
CD burned with Uptempo Music for Study Work Focus Concentration 1 Hour
https://www.youtube.com/watch?v=vnHudUSzDuY&t=1109s
CD player/boom box
Make Your Plate handouts for all students (https://choosemyplate-
prod.azureedge.net/sites/default/files/printablematerials/myplate_white.jpg)
Masking tape (yellow, blue, red, green, purple); used to make Food Sorting puzzle pieces
on gym floor, to hang chart paper (outcome, agenda, attention getter), Canadas Food
Guide chart) on gym wall
Assessment (formative/summative, self/peer)
What prior data is informing your instruction?
Students are reminded that the last class discussed healthy and unhealthy foods. The APK
activity applies their knowledge of the last class concepts.
Strategies used to check for understanding
Formative Assessment: Students can successfully sort themselves into the correct food
group.
Summative Assessment: The exit ticket and Make Your Plate activity are assessed for
understanding of the five food groups and which foods are under each category, as well as
students understanding of healthy eating.
Self Assessment: The Make Your Plate activity allows students to critically think about
which foods are grouped into which food groups and why. Students can also assess their
own understanding of which foods go in the food groups and why during the exit ticket
activity.
8.3 Foster collaboration and
communication
During Food Sorting activity
students can communicate
with other students if they are
unclear as to where to sort
themselves.
Peer Assessment: Sarah and Angela are team captains of respective relay race teams and
are able to assess their peers knowledge of the food groups.
Safety Issues to Consider
When running around the gym students should be reminded to follow their nose and be at
arms length apart throughout the class. Ensure students laces are tied during the relay race
activity and the Food Sorting activity. Perimeters are set around the gym, so students do
not wander off and get hurt.
Differentiation
Angela and Sarah are both unable to participate due to injury, so they will be team captains
of respective relay race teams and will assess their peers knowledge of the five food groups
by looking at the hula hoops at the end of the activity and assess whether students have
placed the correct foods into them.
Metacognition (Students are able to discuss what they know and how they know it)
Check for understanding after each set of instructions are given. There is a discussion of
why students have sorted themselves into the specific food groups following the Food
Sorting activity. The exit ticket is meant to check students understanding of what types of
food go into which of the five food groups.
Cross-curricular Connections
Physical Education: Students will be expected to identify nutritional needs related to
physical activity.
English Language Arts: Students will be expected to sustain one-to-one conversations and
contribute to small-and large-group interactions.
Art: Students will be expected to discuss their own visual images to share their intentions.
Music: Students will be expected to interpret songs and instrumental pieces combining
music and movement.
Timeline / Elaboration
Before Instant Activity and\or Warm-up 10 minutes

Once students enter the gym and are seated in front of the teachers in an unspecific manner, Ms. Hicks introduces the class,
reads aloud the outcome, the agenda, and the attention getter (We Eat, Healthy) to the class. Practice attention getter with
class. Breif students on the five food groups pertaining to this lesson (4 from Canadas Food Guide and 1 junk food, ONLY for the
sake of this lesson).

Transition to Ms. McInnis-Hicks for APK activity.

Relay Race Activity (APK)

Ms. McInnis-Hicks: Students are separated in half (numbered off either as a 1 or a 2) for teams. Explain the relay race to the
students and have the first person from each team model the game as a practice run through. The goal of the game is to separate
the unhealthy food/junk food (low in nutritional value and high in sugar and fat) from the healthy food (high in nutritional value
and low in sugar and fat) in a fun, engaging and kinesthetic manner. Blue and purple hoola hoops are set up at the end of the
gym on the left side (1 each per team). Students have 5 minutes to play. Music is played during this activity. Students stop once
the music is stopped, the whistle is blown, and/or the attention getter is said aloud.

C4U: What are you going to be doing in your teams and in how long? Wait three seconds, call on random student to answer.

Steps:
1.Students are separated into two equal lines for the food relay race.

2.When the whistle is blown, the first member will collect a plastic food item from a bin next to their line, and run to the hoola
hoops and place the item in either the unhealthy food hoop or the healthy food hoop. Students cannot throw it in the hoops, but
place it in. Once they have sorted the item, the student races back to their team and returns to the back of their team line, so the
next person in line can run to the hoola hoops and begin sorting the next food item. This same procedure goes on for the
remainder of the team members; so all team members have a chance to sort the food.

Note: one hoola-hoop is blue, which represents a plate (for healthy food items) and one is purple, which represents a trash can
(for unhealthy food). The hoola hoops are placed on the left side of the gym (using half of the gym) on the second black line.
Students have cones set up with bags of food on the opposite yellow line (where the students start at their lines).

3. Students have to place what they consider to be healthy foods on the plate (blue hoola-hoop), and unhealthy foods in the
garbage (purple hoola-hoop).

4.After 5 minutes, the music is stopped and the whistle is blown, so the teams stop sorting foods. Team captains help count
points based on number of foods in each hoola-hoop.

NOTE: If music is stopped and whistle being blown do not get the students attention than the attention getter is said aloud.

A team winner is established based on the number of food items in each hoola hoop and base points off of correct placement of
food items.

Transition to Ms. Doyle for Make Your Plate activity.

During Skill development, Practice and Culminating Activity 10 minutes

Activity #1: Make Your Plate

Ms. Doyle: Transition into a brief discussion about Canadas Food Guide and the different food groups (fruit and vegetables,
grains, meat and alternatives, milk and alternatives, unhealthy foods), and the appropriate serving sizes for each category. The
teacher directs students attention to the bristol board image of Canadas Food Guide for students to refer to. The colour of each
food group is discussed in order to inform students about Food Sorting puzzle pieces (which colours represent which food
group)

NOTE: Canadas Food Guide can be found online (See Materials list for link)
Ms. McInnis-Hicks

After the discussion on food groups and serving sizes students participate in a Make Your Plate artistic activity. Students are to
be seated on the gym floor in front of the co-teachers.

Steps:

1.Students are distributed the Make Your Plate blank template.

2.Students are asked to reflect on and draw foods that fit into each separate quadrant of the plate (i.e: examples of their
favourite vegetables in the vegetable section, etc.) They have 5 minutes to do so.

C4U: What are you going to be doing with the template? Wait three seconds, call on one random student to answer.

3.Once students have completed this activity the teacher asks if some students want to share what foods they chose for their
categories and why. This is handed in for assessment.

NOTE: The Make Your Plate template is pre-made and can be found online (check Materials list for link)

Activity #2: Food Sorting

Ms. Doyle

Students engage in a Food Sorting activity. The object of the activity is to get students to practice sorting foods into their
correct food groups in Canadas Food Guide. Music is played during the game.

After students have been introduced to Canadas Food Guide and have gone through a brief discussion of the main food groups
they are given a food from the laminated illustrations on popsicle sticks and can proceed to sort themselves into the correct
food group. Food group options include the four main food group as well as an unhealthy food group. (For example students
who are assigned a laminated illustration of yogurt walk over and stand in the Milk and Alternatives section/masking tape colour
in the gym). Students are reminded about previous discussion on which colour represents which food group.

NOTES: Different coloured masking tape arranged in puzzle pieces are placed on the middle of the gym floor to represent the
food groups (1 colour per food groupyellow: grains, blue: milk and alternatives, red: meats and alternatives, green: vegetables
and fruit, purple: unhealthy foods). The laminated food can be found online (see Materials list for link).

When all students have sorted themselves into the correct food group 1 student from each food group is chosen to discuss what,
where, and why. What food they were given, where they sorted themselves, and why they chose that food group to sort
themselves into.

After discussion Ms. Doyle transitions to Ms. Hicks for closure activity and exit ticket.

After Closing (Check for understanding) and cooldown 10 minutes

Ms. Hicks has students seat themselves in front of the teachers on the gym floor.

Ms. Hicks explains the exit ticket.

Exit Ticket: students look at 2 laminated food items (1 healthy and 1 unhealthy) and write on a cue card which food group they
are placed in and why. Students have 5 minutes to do so.

C4U: What are you going to be doing and in how long?

While Ms. Hicks holds up laminated food illustrations students write on their cue cards which food groups they are from and why.

Students are checking their own understanding of the food groups during this activity. The teachers also get to check students
understanding of the food groups.
Ms. Hicks uses the attention getter after 5 minutes and then directs students attention to the outcome. Ask one student to read
the outcome and then randomly choose one student to discuss how they achieved the outcome today.

Ms. Hicks thanks students and dismisses them.

Reflection (How did it go? / Changes for next time)

Next Step

We will be continuing on reinforcing the outcomes for the next several classes, switching up the activities, so students
remain engaged.