My Body, MyPlate

Date: 3/22/16

Teacher: Ms. Dobbs

School: MSU Elementary

Class: KIN 355

Equipment Used: 5 cones, labels, MyPlate
Grade Level: 5th
diagrams, 5 bags filled with food groups.
Time: 10:20am-12:20pm
Targeted NASPE Standard(s): 1, 3, 4, 5
Specific Objective: By the end of this lesson, students will better understand the
MyPlate diagram, the five food groups, and the breakdown of portion sizes in your
diet.
Concomitant Objective: Students will remain physically active throughout the
activity, while also working as a team to complete the task.
Time
Procedures Followed
Materials
Transition:
15
-When I say go, everyone needs to be standing with
Second
their toes on the green line.
s
1
Minute

30
Second
s

30
Second
s

1
Minute

1
Minute

Warm Up:
-(not speed walking, running, skipping) grapevine,
shuffle
-Also explain: rocket ships, push-ups, crunches, jumping
jacks, lunges
Set Induction:
-What does a well-balanced meal mean to you? (meal
that contains healthy foods from the five food groups:
fruits, vegetables, grains, proteins and dairy).
-MyPlate illustrates these 5 food groups using a diagram
that replicates a place setting.
Learnable Piece:
-Today you will work with a team in a relay race in order
to fill your plate with the proper portion from each food
group. You will need to be able to discuss the general
portion size of each food group thats on your plate and
why portion sizes are important.
Transition:
-Create groups of 4-5 (teams of 4 will have to choose a
person to go twice).
-After your group receives a plate, you will need to go to
the middle of the gym and wait quietly for further
instructions.
Presentation of New Material/Directions:
- You will run to the cone (of your choice), complete the
objective, pick up your portion of the plate, go back to

your team, place the food group where it belongs on the

plate, then the next person can go.
-On each cone I have written a food group along with
one objective you must complete before you can pick up
that portion of the plate, which you can find in the
envelope.
-There is also a method stated for how you must return
to your team. These methods include the exercises
from our warm-up, with the addition of speed walking,
running, and skipping.

3
Minutes

_____
Minutes
1
Minute

Notes:

-SAFETY: if you happen to be at a cone with other

people, make sure to be aware of your personal space
and keep a safe distance so no one gets hurt.
-Check for understanding
Activity:
-Groups will be gathered in the middle of the gym. The
cones will be on the outside of the gym, scattered.
-First team to complete their plate, wins.
-Protocol: clapping
Possible Modifications:
-Add in specific examples of each food group
Lesson Review:
-Was anyone surprised with the portion sizes of each
food on their plate?
-What did this activity show you about that foods that
should make up the greatest portion of your plate?
-Often times people do not realize how much they are
actually eating, and MyPlate provides you with an easy
diagram to follow on a daily basis, which helps to show
you what a healthy plate looks

Cones

Card Play

Teacher: Ms. Dobbs

School: MSU Elementary

Date: 04/26/16
Class: KIN 355 4th Grade
Equipment: Deck of Cards
Time: 10:20 am
Term: Spring
Targeted NASPE Standard(s): NASPE Standards 1, 2, 4, 5, 6

Specific Objective: Students will practice addition, subtraction, multiplication, and

division in a creative way.
Concomitant Objective: The students will stay physically active while working with
others.
Time
_N/A__
Minutes
__0___
Second
s

30
Second
s

Procedures Followed
Warm Up: NONE NEEDED

Transition:
- Students sitting at their seats to begin.

Set Induction:
- Who here enjoys math?
- Who here doesnt really enjoy math? Well youre not
alone because me neitherand I always thought
math was easier when I had help from others. Does
anyone else agree?

Materials

30
Second
s

__2___
Minutes

Learnable Piece:
- Today we will be practicing our math skills using
creativity and teamwork in order to create various
equations.
- Our goal of practicing using various operations is to
become more comfortable and thus faster when it
comes to solving lower digit math problems.
Presentation of New Material/Directions:
- Instead of filling out the answers to math problems
on a worksheet today, you will be coming up with
various equations using addition, subtraction,
multiplication, or division.
- In this activity you will each be given two cards from
this deck of cards. When I say go and the music
starts, you will need to move around the classroom in
a way that Ill call out (which will be either skipping,
speed walking, side shuffle, hopping)
- When the music stops I will call out a number and
everyone will need to find a classmate and make an
equation out of two of their cards, using a card from
each student that equals the number called out.
- You can use addition, subtraction, division, or
multiplication.
- For example, if I call out 6 and you have a 2 and a 9
in your hand and you find someone else who has a
3you and your partner could either use the 2 and 3
by multiplying to get 6 or the 9 and 3 by subtracting
to get 6.
- If you cant find someone else with a card that works
you can either make a group of 3 and create two
equations, or simply come up with a number that
works with a number you have.
Check for understanding:
- What will you do when the music stops and I call out
a number?
- What will you do if you cant find another partner or
theirs an odd number?

__4___
Minutes

Safety:
- Make sure you are aware of your surroundings while
moving around the classroom by being mindful of
other classmates, desks, chairs, etc.
Guided Activity Time with Corrective Feedback:
- Give each student 2 cards and then start music.
- Each time music stops call out:
o 6
o 8
o 9
o 13

Deck of
cards
(not
including
Queens,
Kings,

o 16

_____
Minutes
__30___
Second
s

Notes:

Possible Modifications:
- If too easy, require students to use three cards (ex: a
9, 6, and 2 to make 6 they could do 9-6=3, then
3x2=6)
Lesson Review/Checking for Understanding:
- Questions:
o Was there a particular operation that anyone
found easier to use during this activity?
o I always find that math is easier when theres
a break in between each problem!

Jacks,
Jokers)