LESSON PLAN # 3 (a) PJ
TITLE: NUTRITION: DESIGN AMENU FOR CLASS EXCURSION
Location: Classroom, Gym, hallway
Equipment
Needed: Overhead projector, chart paper &
markers, Canada’s food guide / Length: 30 minutes
Expectations: Analyze personal eating habits in
a variety of situations (e.g. at home, in school, in restaurants) (Gr. 6)
FOCUS
Warm-up (5 min)In 6 groups of 4 – 6, identify the 6 categories into which food can be sorted. Groups then report findings to the class which discusses information and finalizes the list. / Class brainstorms & “pools” knowledge.
Skill Development ( 15 min)
1. Graffeti: each group selects a category & in 90 seconds, lists examples of that food + recommended daily # of servings on posted chart paper. Groups rotate through all 6 stations. 2.Group returns to first station list and examines information recorded, crossing out
mis-information or repeated items through discussion. / group interaction and sharing of information to complete task.
One Step Further ( 5 min) Group Activity using the “Canada Food Guide.” Class designs a menu for class overnight excursion to pioneer camp. Each group selects one of breakfast, lunch, dinner and snack- AM, PM, or evening. / Nutritious Low Fat
Foods Identified
Canada Food Guide Resource consulted
Cool Down ( 5 min)
Each group shares their “menu” with the class on the overhead. Class agrees with thumbs up/thumbs down signal. / Nutritious appealing
Low fat Meals
designed
Assessment/Evaluation
Teacher uses rubric for assessment of healthy eating: Create a Menu
Menu’s are printed & sent home as part of the parent information
package.
Adaptations Adapt to needs of individual students, i.e., opportunity to ensure dietary needs of all students considered. Peanut allergy would prohibit inclusion of any peanut products. / Foods and related categories correctly identified.
Some allergies are life threatening
TEACHER
UNIT 2 Healthy Eating
Rubric for Assessment of Healthy Eating: Create a Menu
Overall Expectation:
Identify healthy eating practices and use a decision-making model to make healthy food choices.
Specific Expectation:
Identify a balanced diet and apply decision-making skills to create menus for healthy meals.
Activity:
Students plan three meals on a three-fold menu for the Healthy Happy Lodge.
Category / Level 1 / Level 2 / Level 3 / Level 4Understanding of Concepts/
Knowledge (K) / • shows a lack of understanding of concepts taught by including a few of the following choices in their menu: a variety
of foods from each food group, more grain and fruit and vegetable choices than other groups, few “sometimes” foods, and a breakfast that
includes 3 of the 4 food groups / • shows understanding of concepts taught by including some of the following choices in their menu: a variety of foods from each food group, more grain and fruit and vegetable choices than other groups, few
“sometimes” foods, and a breakfast that includes three of the four food groups / • shows understanding of concepts taught by including most of the following choices in their menu: a variety of foods from each food group, more grain and fruit and vegetable choices
than other groups, few “sometimes” foods, and a break f a s t that includes three of the four food groups / • shows understanding of concepts taught by including all or almost all of the following choices in their menu: a variety of foods from each food group, m o re grain and fruit and vegetable choices than other g roups, few “sometimes” foods, and a breakfast that includes three of the four food groups
Communication (C) / • communicates required knowledge, making many errors or omissions
• rarely uses appropriate terminology / • communicates required knowledge with some clarity, making some errors or omissions
• sometimes uses appropriate terminology / • communicates required knowledge clearly and precisely, making few errors or omissions
• usually uses appropriate terminology / • communicates required knowledge clearly and precisely, making no or almost no errors or omissions
• uses appropriate and varied terminology
Class List / K / C / K / C / K / C / K / C
“Reprinted with permission from "Ontario Health and Physical Education Curriculum Support: Grades K-10", Ontario Physical and
Health Education Association (Ophea), Toronto, 2000.
Health and Physical Education – Grade 2, Page 124
Healthy Living - Healthy Eating
Unit 2 - Appendix G
Page 50
LESSON PLAN # 3 (a) JI
TITLE: IDENTIFICATION OFPERSONAL SAFETY ISSUES, SITUATIONS & SUGGESTIONS OF PREVENTATIVE STEPS
Location: Classroom, Gym, hallway, field,
back top, other
Equipment
Needed: Chart paper, markers, music,
CD player / Length: 30 minutes
Expectations: Describe & respond to potentially
violent situations relevant to themselves
(Grade 6)
FOCUS
Warm-up ( 5 min) Introduction “Has anyone ever had a serious accident?” Sharing discussion. Brain storm to identify safety rules topics. Divide class into 4 groups each with one piece of chart paper labelled: Home, School, Outdoors, Other. Chart paper is moved after 1 minute from group to group to add ideas(carousel)*fall *bus *poisoning *animal
*fire & burns *pedestrians *weapons *cut & puncture
*water *choking *suffocation *strangulation
*sun *motor vehicle *bicycle *school yard
*outdoors *electrical / Identify variety of relevant situations
Skill Development ( 15 min) Activity
1. As a group (5) select 3 topics - # choices 1,2,3.
2. Receive topic approval (prevent duplications).
3. Discuss, identify/decide 3 or 4 most important safety rules
for that topic. (Verify info with Terry).
4. Using your selected rules, create a short presentation to introduce your topic to Junior/Intermediate students. / Develop strategies to assist peers when threatened with like situations in their daily
living
One Step Further ( 5 min)
Add some type of movement to your rhyme. / Make presentation
memorable to peers
Cool Down ( 5 min)
Following Group presentations - teach to all. / Importance of individual
responsibility for
preventative safety
steps is stressed
Assessment/Evaluation
*group “review”: The line I liked best is “………………”
because “…”
Adaptations
Mime an unsafe situation and safety rule and buddy guesses topic. / Positive feedback to
group
Change to suit needs
Safety Rules of Bike Safety
• Wear a helmet that fits properly and is positioned correctly on your head every time you ride.
• Cross the street with a grown up.
• Ride on sidewalks or paths where permitted.
• Do not ride on busy streets.
• Stop for all stop signs.
• Stop completely at all intersections, e.g., a driveway, sidewalk, path, or road, to ensure that the way is clear. Look left, right, then left again.
• Know and use correct hand signals.
• See and be seen, e.g., use bike reflectors and wear reflective clothing, do not ride at night.
• Wear shoes that cover your toes.
• Have a light on your bike.
• Put a bell on your bike.
• Ride on the right with traffic.
• Ride in a straight line (single file) when riding with friends.
• Be alert, watch where you are going, look ahead for any dangers.
• Ride a bike that is the right size for you.
• Keep your bike in good repair and have regular safety inspections.
Safety Rules for Pedestrians
• Look all ways before you cross the street.
• Do not play games near parked cars, play in a safe place away from traffic.
• Do not play on the road.
• Obey traffic signals and signs.
• Walk, do not run when you leave the curb.
• Walk on the left side of the road, facing traffic, when there are no sidewalks.
Safety Rules for Schoolyard Play
• Be a peacemaker.
• Talk to an adult, if you feel threatened or cannot peacefully resolve a conflict.
• Do not fight, hit, push, etc.
• Be courteous, take turns and play fair.
“Reprinted with permission from "Ontario Health and Physical Education Curriculum Support: Grades K-10", Ontario Physical and
Health Education Association (Ophea), Toronto, 2000.
Health and Physical Education – Grade 6, Page 40
Unit 1 – Overview
Healthy Living – Personal Safety and Injury Prevention
LESSON PLAN # 3 (b) PJ
USING THE CIRCUS THEME
Location: Classroom, Gym, hallway, field, back
top, other
Equipment
Needed: Ghetto Blaster with music, parachute / Length: 30 minutes
Expectations: Follow the rules of fair play in games and activities, and support the efforts of peers to improve their skills. Perform locomotion and stability skills in combination (Gr. 6)
FOCUS
Warm-up (5 min)Variety of locomotion, stretching, flexibility
exercises used with the parachute while listening
to and noting music tempo & style differences
– match “act” with music. / Raise pulse rate to target
heart rate zone
Co-operation of task
Page 50
Skill Development ( 15 min)Class divided into 4 groups & invited to explore movement
patterns of “circus acts”
1. Prancing ponies
2. Flying trapeze Act
3. Elephant or Lion Act
4. Tight rope walker Act
Group selects a sequence of movements & creates a short “circus
act.” In 1 of the 4 circles/rings on floor. / Explore movement patterns
Sequence selected movement
patterns with beginning,
middle and end.
One Step Further (5 min)
A visit to the circus. Everyone holds parachute & circles to
left/right marching in time to music before, after and & between
acts. Ring Master/Mistress signals /calls/announces the acts.
During Acts - everyone sits and watches “acts” & applauds. / Rhythmical synchronization /
timing of “big top & acts”.
Cool Down ( 5 min)
All together make a mushroom with the parachute and pull down
behind making a “Big Top”with everyone inside. Discuss “What
do you think you would see at a real circus visit?” / Lower heart rate
expand thinking
Page 50
Assessment/Evaluation1. Self assessment “How I felt being in the circus” poem or
painting.
2. Teacher observation of student participation using rubric.
Adaptations: adapt activities to individual student needs by
increasing or decreasing number of movement patterns to include
in group / Correctly identifies and
demonstrates movement
skills commonly found in a circus act
Movements selected include
all group members
Movement Education using the Circus Theme
Parachute is used for the circus parade and between each act in the center of gym. The acts are
performed in the small circles on either side of the basketball keys. An entire unit could follow
this lesson with the same concept applied at the end of the unit possibly modelled on the
“Cirque de Soleil” style.
Page 50
Page 50
Page 50
Circus Parade and Between Acts¨ Everyone holds the parachute and circles to the left and right left and right etc. marching in time to music
¨ Between acts everyone joins in together as in above
¨ During acts parachute holders sit and watch
¨ Ringmaster uses a whistle to signal changes / Acts (Wave & bow to audience)
¨ Divide the class into 4 groups
#1 Prancing Ponies Act
#2 Flying Trapeze Act
#3 Elephant or Lion Act
#4 Tight Rope Walker Act
¨ Each group listens to music and then is given time to create short act
¨ Designate a circle on floor for each act using 4 corners of the gym, leaving the center free for the "Big Top"
Page 50
Prancing Ponies¨ Gallop around circle in single file, then in 2's, 4's, 8's, now straight line
¨ Count by tapping foot on floor
¨ Prancing motion on floor
¨ Gallop out way entered / Flying Trapeze
¨ Sway arms from side to side
¨ Spin on the spot for air rolls (360 turn)
¨ Twist body from side to side
¨ Side steps with arm circles in front of body
Page 50
Elephant/Lion Act¨ Trainer who leads the animals
¨ Clap hands in front = trunks
¨ Enter holding "tails"; right hand under legs to hold left hand of person in front
¨ Turn around together
¨ Hands on back of person in front
¨ Jump through hoops
¨ Roll over one by one in a row
¨ Jump over another "lion", 2 lions, etc.
Resource: Kids Circus (Record & manual) / Tight Rope Walking Act
¨ Using line on floor pretend to walk slowly backward, forward, turning, kneeling down
¨ Turns 180, 360
¨ Jumps
Gerogiana Stewart (Kimbo 7032, Can Ed Media)
LESSON PLAN # 3 (b) JI
Title: OLYMPIC SPORTSCAPE INDANCE & GYMNASTICS
Location: Classroom, Gym, hallway, field,
back top, other
Equipment Sport cards/spinner cards, Ghetto
Needed: Blaster with music, 2 hoops
/ Length: 40 minutes
Expectations: Students will - perform a
sequence of movements (rotation, balance,
jump, landing) Follow the rules of fair play in
games and activities perform a combination
of locomotor/travelling movements. (Gr. 6)
FOCUS
Warm-up ( 5min)Name that sport (How many?)
Leader selects card – goes back to partners and without
talking, mimes sport. Partners guess. Both repeat movement.
Selection of card by new group member. Spinner – group
effort: all do exercise indicated by spinner cards. Music: The
Power of the Dream / Students as exercise leaders
identify various sport motion
Skill Development (15 min)
Blue Jays Rap. Dump on Ump. Take me out to the ball game
Baseball Sportscape: Olympic Sportscape:
Event - move to start position Each group creates
Getting Ready - action of sport Theatre in round
Action - mimes action of sport Presentation to music
The Finish - ultimate action (Group chooses sport)
Victory - excitement, joy, pride. #1 / Cooperation; smooth
sequencing rhythmical
activity to develop “sportscape”
One Step Further ( min)
Each group selects an Olympic winter sport and creates their
sportscape using a combination of movements:
1. rotation 2. balance 3. landing 4. jump / Introduction to gymnastics
Cool Down (5 min)
Co-Operative Game: Olympic Ring. Group forms a closed
circle. Task is to pass the hoops around the circle without
letting go of hands.
Marching and closing ceremonies to music using “ Rocky,
Marines’ Hymn & Yankee Doodle” to simulate Olympic
Event. / Problem solving with
cooperation
Fantasy & fun
Assessment / Evaluation
Teacher observation using challenge and respect and support
for others in participation rubric.
Adaptations Sportscape
Sportscape designed to showcases wide variety of abilities &
skills from simple to complex. / Observation of
participation/reaction to this
challenge
Encourage range of individual
abilities
LET THE GAMES BEGIN • THINKING SKILL