LESSON PLAN TEMPLATE Curriculum and Instruction Fall 2019 St.

Georges

LESSON PLAN 1
Grade:_6______ Lesson Title: ___Nutrition and Physical Activity_____ Lesson Duration (mins): 40_

Overview of lesson (150 words).

The lesson is tailored for my classroom to learn about the relationship between nutrition and performance in physical
activity. My students will be learning about the different components of nutrition and how it affects our bodies. My
lesson has an engaging video, direct instruction for the information, worksheet to follow up with the information,
followed by an activity where they practice what they have learned. If I had longer time I could incorporate a longer
activity to be more engaging but for this particular information I thought that this combination of strategies would help
to clarify this information the best. The lesson is connected to physical education in grade 6 and outcome B. The overall
learning is to connect health benefits to physical activity. Connecting eating habits to performance helped to specify a
way of promoting healthy and active lifestyles, which is the main concept of the unit. Students will learn to draw on the
concepts learned in class and apply them to their daily lives to help promote healthy living.

Alberta Program of Study:

GLO /GLE: Outcome B SLO/SLE: B6-1
Students will understand, experience and appreciate Students will explain the relationship between nutritional habits and
the health benefits that result from physical activity. performance in physical activity.

Critical Questions

Unit Inquiry Question: Why is it important to incorporate a combination of nutrition and physical activity into your life?

Lesson Guiding Questions

Lesson Guiding Questions

1. How do you feel when you eat foods like…(bad foods/good foods, chips vs. salad)?
2. Do we think that the foods we eat affect our performance?
3. Why do we not feel as good when we eat bad foods compared to when we eat good foods?

Learning Objectives
Students will…
Students will demonstrate the relationship between nutritional habits and performance in
physical activity.

Annotated Learning Resources List

Resource #1: Alberta Health Services- Vitamins and Minerals How They Work Worksheet
https://www.albertahealthservices.ca/assets/info/nutrition/if-nfs-vitamins-and-minerals-4-6.pdf
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 LESSON PLAN TEMPLATE Curriculum and Instruction Fall 2019 St. Georges
This worksheet will be incorporated into the lesson after we have learned about components of nutrition. Vitamins and minerals
will be discussed based on their benefits on our body, which will result in a better performance. The worksheet provides the
students with a basic understanding of a few essential vitamins and minerals.

Resource #2: Healthy Aging with Nutrition YouTube video (end at 2:46)
https://www.youtube.com/watch?v=KD-FmeueFUo
This video will be used as a hook in my lesson to provide my students with the basic understanding of our lesson and the
importance of nutrition on our bodies. It gives a really good quick overview of essential nutrients and how it affects us.

Resource #3: Meal Plan

https://healthbeet.org/wp-content/uploads/2019/02/plan-healthy-meals-with-choose-myplate.pdf
At the end of the lesson I will hand out a meal plan template for the students to implement what they have learned and how to use
the information given. This meal plan template has four meals and has the food groups listed underneath to give them guidance.
This is a useful tool because they can now use what we have learned and use it in their lives, having a discussion about the foods
that they choose will affect how they feel, how they perform physically and mentally and other benefits and negatives to certain
foods.

Resource #4: Portion Plate Image and The Five Food Groups Sheet
https://healthbeet.org/portion-control-plates-that-get-results
https://healthbeet.org/wp-content/uploads/2019/02/MyPlate-5-food-groups-food-lists.pdf
This portion plate idea is a great concept to introduce to my class so that they can have a better understanding of the core food
groups and how much they should have. I would have a discussion with them about what types of foods they think are under each
category, then hand out the five-food groups sheet and go over the foods listed and the importance of each.

Material and Equipment

- Worksheets printed out for # of students in my classroom
- Powerpoint for my slides on nutrition, whiteboard screen
- YouTube video link embedded within slides
- Agenda written down on board

Lesson Procedures

Introduction (_4_min.):

There should be an agenda of the lesson and what we will be working on written on board. I will use an attention grabber such as 1, 2, 3
eyes on me… 1, 2, eyes on you (30 secs). I will then proceed into introducing our topic of the lesson nutrition and physical activity.
Introduce the video (hooker) about our topic for today’s phys ed class which will take place in our classroom for today (1 min). Put on
video. (2 mins 46 secs). Students will be expected to pay attention to video so they can participate in discussion after. Once video is
completed I will open up powerpoint slides on whiteboard.

Body (_34_min.):

Steps and Procedures Identify Teaching Strategies:

1. Once the video is finished I will create a discussion with the
class about nutrition and physical activity. “How do they feel
when they eat good foods like salad, than how do they feel
when they eat bad foods like chips?” (Get them to use
1. Direct Instruction: will be to teach them about
nutrients, I chose to use direct instruction
because there is a lot of information and it will be
more efficient to narrow down the information

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 LESSON PLAN TEMPLATE Curriculum and Instruction
descriptive adjectives) Use hot seat technique, call on students
in a random organization. (3 mins.)
2. Follow that discussion with the question regarding whether
they believe the foods you eat affect their performance?
(particularly physical activity but can be performance in school
as well). Call on a student from each group of tables, use
examples such as if they eat cake before they play a soccer
game how do they think they will feel? (3 mins.) (I am assuming
my seating arrangements are in groups of tables for lesson)
3. Move focus towards powerpoint for some direct instruction
on topic. “Today we will be focusing on nutrition and how it can
affect our performance both in positive and negative ways.”
“Does anyone know why we feel better when we eat healthy
foods?” (discuss), main concept to grasp “Unhealthy foods do
not have the essential nutrients our body needs to function
because of this we can not perform to our highest when we eat
poorly.” Transition into the powerpoint it will include the 6
essential nutrients: carbohydrates, fats, fiber, minerals, vitamins
and proteins. There will be a slide on each nutrient giving a brief
yet specific overview of what the nutrients do and what kind of
foods are included under each of them. (15 mins.)
4. Next slide will have picture of portion plate, explain what the
categories are that are placed on the plates (grains, fruits,
vegetables, proteins). Provide each student with the three
handouts: five food groups, vitamins/minerals, meal plan. Have
the students look at the five food groups sheet first. Have
students volunteer to help hand out or if designated helper (1
min.)
5. The five food groups sheet is just an information sheet, have
them take a minute to look over the sheet and talk with a
partner about which foods they would put on their plate in each
category and what kind of essential nutrient it would be. Ask
students what they came up with to make sure they understand
the basics. (formative assessment) (2 mins.)
6. Take note on who understands or if there is confusion in the
class, if confusion skip next sheet and focus more on primary
information given. If students understand then have students
move to vitamin/mineral worksheet this will not take long so
keep them on task, they can work with group. There is a key
that goes along with worksheet; this worksheet will help them
to reiterate the nutrients. ( 3 mins.) (formative assessment)
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given to the class.
2. Whole group discussion: I think that creating a
conversation with the class is an important tool
and will help to influence students to talk as a
class about their thoughts.
3. Hot seat technique: This is a good technique
for a formative assessment to determine where
the class’s understanding is.
4. Pair and share: Another great tool to create
conversation and it is not as much pressure for
students to talk in class they can discuss with a
partner and bounce ideas back and forth.
5. Homework is provided so that they can
individualize their assignments and have a deeper
look into their eating habits and where they
would like to grow in their lifestyle.
Assessments
Formative:
-Throughout the lesson I have times where I will
be completing formative assessments by
observing and asking questions. I call on students
for hot seat to get a feel for whether the class
understands, these are spaced out through my
lesson during discussions.
-When the students pair and share or are working
on their sheets I will be circulating and observing
whether they are struggling or if they have a good
understanding.
Summative Assessment:
- Their meal plan will be linked to the second
lesson and incorporated with a physical activity
summative assessment. This could be considered
a mini project and will be marked together so
that I know they have grasped the unit.
 LESSON PLAN TEMPLATE Curriculum and Instruction Fall 2019 St. Georges
7. Finally they should have a good understanding surrounding
the nutrients and how good foods have key components that
support our bodies while bad foods do not and that these key
components help our bodies function and perform. Move into
the final worksheet, meal plan sheet. Let the class know that
this meal plan will be important for our next lesson and they will
be handing it in to me later on so if they do not finish it than
they will need to have it completed for next class (at least 3 out
of 4 meals). (1 min.)

8. Meal plan worksheet will be to show the students

understanding of nutritional habits and performance. They will
need to make 4 meals (min. 3) make sure they include the foods
they want to have and what categories each food is associated
with for example: eggs for breakfast would be considered
protein and could have essential vitamins, protein is good for
strength. They can work on this individually but if they need
help they can ask teacher or peers. The meal plan should also
include one sentence at the end on how these meals would
benefit their performance in physical activity or like stated
above mention what component of performance it could help.
(6 mins.) (will also be apart of summative assessment)

Differentiation
1. There is a lot of direct instruction so if students have difficulty following along with the information I could switch the lesson so that the students are researching
about the topic, this would depend on whether we had computer.

2. There is also a lot of writing within the lesson, for students who have difficulty writing they could pair up with a partner so they could have support or I could add in a
hand-on activity so that it reduces the amount of writing.

Consolidating and Closure:

The end of our lesson has time dedicated to working on their summative assessment portion because of
this I will be around for any individual questions that arise and will clarify anything throughout the end of
class. I will dedicate 2 mins. to the closure to reinstate to my class that the meal plan sheet will need to be
completed on their own time so that the next class we can focus on our next topic, also they will not have
a lot left over so there should not be any materials needing to be cleaned up.

Reflective Notes: You will only fill out this section after your deliver your lesson.

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 LESSON PLAN TEMPLATE Curriculum and Instruction Fall 2019 St. Georges

LESSON PLAN 2
Grade:____6______ Lesson Title: _____Personal Physical Activity __________ Lesson Duration (mins): 40 mins__

Overview of lesson (150 words).

Within this lesson students will learn about SMART goals and how to incorporate activities into their everyday lives so
that they can achieve their personal fitness through physical activity. This lesson is a scaffold off of the first lesson to
help strengthen the understanding of promoting healthy living, creating healthy eating habits that can be associated
with fitness goals will teach students to apply these concepts into their everyday lives. I incorporated direct instruction,
activities, group work and a final assignment. These strategies were used to apply direct information to the class, than
have them collaborate with others and finally apply the information individually. This lesson is connected to the POS
through the grade 6 physical education programs, it demonstrates teaching students to appreciate the health benefits
from physical activity and how they can achieve their fitness goals through PA. Students will learn how to apply this
knowledge to their everyday lives and help promote a healthier active lifestyle.

Alberta Program of Study:

GLO /GLE
Students will understand, experience and appreciate
the health benefits that result from physical activity.
Critical Questions
SLO/SLE
Students will demonstrate and select ways to achieve a personal
functional level of physical fitness through participation in
physical activity.

Unit Inquiry Question: Why is it important to incorporate a combination of nutrition and physical activity into your life?

Lesson Guiding Questions

Lesson Guiding Questions

1. What are some ways we can achieve our personal level of fitness?
2. Does anyone know what SMART goals are?
3. What types of activities can we participate in that will help to achieve your goals?

Learning Objectives
Students will…
Students will demonstrate ways to achieve a personal functional level of physical fitness
through participation in physical activity.

Annotated Learning Resources List

Resource #1: Fitness Skill Cards
https://sparkpe.org/free-lesson-downloads
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 LESSON PLAN TEMPLATE Curriculum and Instruction Fall 2019 St. Georges
These cards will be handed out to help students with ideas of physical activity that can be incorporated into their lives to achieve a
personal level of fitness. Each student will have an envelope of cards and will choose activities that they can complete and link to
their SMART goals. The cards will have activities such as walking, yoga, basketball, lunges etc. The students have to try each activity
or exercise than choose one to practice the SMART goal method.

Resource #2: Logbook

http://hub.rockyview.ab.ca/mod/book/view.php?id=3334&chapterid=3068
This link provides an example of a logbook, my logbook would be changed to specify my class. This activity is a way of getting
students to acknowledge their physical activity and create ways to achieve personal fitness goals. This will collected along with last
lessons work to create a scaffolding technique that demonstrates the students overall understanding of nutrition, physical fitness
and how it all is connected to help live a healthy active lifestyle.

Resource #3: SMART goals sheet

http://templatelab.com/smart-goals/#Smart_Goals_Examples
The students will be given a sheet where they can plan their personal fitness goals they will than connect their goals to specific
activities provided in their envelopes. This is one way of helping them demonstrate a way of achieving their personal fitness through
physical activity. The option will be provided if they want to complete it in a different way, as long as they can demonstrate a way of
achieving their goals.

Material and Equipment

- Fitness skill cards printed for each envelope
- SMART goals activity sheet
- Logbook Sheet
- Students will need either a book or some sort of hardcover to write on if we are outside/gymnasium
-Agenda written up with me so that I can show my class

Lesson Procedures

Introduction (_5_min.):

We will be using our gym time outside for today’s lesson (weather permitting, if not then gymnasium). This is so that the students get
ample time outside since our last lesson was content heavy and they were not active in that class. I will begin class by creating a circle
this should take 30 secs – 1 min (circle of knowledge). We will begin by having an open discussion about what physical activities the
class likes to do in their spare time, how often are they active a week? How often do they think they should be active outside of school?
Do they have fitness goals they have already created for themselves? (4 mins). This will be very relaxed and just get the class to begin
thinking about physical activity and what types of fitness they do outside of school.

Body (_30_min.):
Steps and Procedures Identify Teaching Strategies:

1. We will begin the lesson by discussing ideas of how we can
achieve our fitness goals through physical activity. Asking
prompting questions such as, “what are some ways we can
achieve our personal fitness?”, “What helps you get motivated
to reach your fitness goals?” this could be through playing with
1. Direct Instruction: this will be used to teach
smart goals to the class, we are not in a classroom
so it is the easiest way to relay information about
goals. If in a classroom I could have had the
students research it so they could learn about the
goals in their own way and create their own

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 LESSON PLAN TEMPLATE Curriculum and Instruction
friends, participating in extra-curricular activities, sports etc.
Connect this to our conversation in the beginning of class.
Formative Assessment: grasping an understanding of where the
class is on this topic, have them talk with a partner first to break
up type of conversation. (3 mins)
2. Handout SMART sheet, Discuss/direct instruction SMART
goals, “Does anyone know about SMART goals? Can anyone take
a guess on what characteristics our goals should have?” This
lesson will be outside/gym since our last lesson was content
heavy. There will be no powerpoint, I will describe to them what
each goal is in SMART. When I tell them what each letter
represents I will prompt students to try and talk about what
they think these goals mean. For example, “this goal means
specific, does anyone have any ideas on what a specific goal
would be or what specific means?” Each student will have a
SMART worksheet where they can write down the meaning and
eventually their goals. (5 mins)
3. Once we have completed this discussion, direct instruction of
goals and ways of achieving our fitness we will move into the
envelope activity. Student will be given an envelope with
different types of physical activities, each student will be
instructed to try out their activities or exercises so that they
can have a brain break but as well so they can get comfortable
with different types of physical activity (Groups of 5, there will
be 5 groups with class of 25). Once they have tried out their
activities they will need to pick an activity from their envelope
and write it under their SMART goal. Example: if a student had
yoga they would make a goal, using SMART to accomplish their
personal fitness goal in yoga. This is just so they can get a sense
of how to use this technique. (15 mins)
4. Once the students have finished their SMART goal we will
move into the logbook, just like the meal plan sheet from last
lesson the students will have time to work on it in class but will
need to finish it on their own time if not completed. The
logbook is a way of recording their physical activity so that they
can become aware of what they want to achieve in regards to
their fitness, this logbook is only for 5 days (it could be the last 5
days or the week before but it should be relevant and
representative of their recent activities). This sheet will be used
in a scaffolding technique where the students will hand in their
meal plan, SMART goal and logbook. This demonstrates the
students understanding of connecting their nutrition to fitness
and being able to foster a healthier active lifestyle. (7 mins)
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Fall 2019 St. Georges
definition.
2. Group Work: students will be given the
opportunity to work in groups so that they can
collaborate and have fun while working together.
This will be done during the envelope activity and
I will also allow for asking each other for help
when working on sheets.
3. Whole group discussions is a big component of
this class as well, during the introduction, body
and closure there are plenty of opportunities for
discussions. This is used to help students engage
in this topic and have conversations about their
thoughts and prior knowledge.
4. Circle of knowledge is like a discussion used
within my introduction to encourage students to
share what they already know and what they
have past knowledge on regarding physical
activity and their activity within their everyday
lives.
5. Homework is also given as an independent
study in both lessons so that they can create a
more personalized assignment, which reflects the
individual benefits in their lives.
Assessments
Formative:
- The discussions held throughout class are all
moments where I will be taking mental notes of
prior knowledge and understanding the topic so
they can implement it into their own lives. Using
hot seat technique like in the first lesson will help
me to assess an overview of the class learning.
- The exit slip is also a second way that I can
narrow down on individual understanding and
learning, I will be able to keep an eye on who has
a good grasp of the unit and who might need
extra help or time for assignments.
Summative Assessment:
- The SMART goals and logbook will be handed in
as a scaffold of the prior lesson to be evaluated
for an overall assessment of the unit.
 LESSON PLAN TEMPLATE Curriculum and Instruction Fall 2019 St. Georges
Differentiation
1. If my class has any students with physical disabilities then I might need to change my activity to help better incorporate their needs.

2. If anyone wanted to complete their log in a different mode then that would be okay, for example if a student has difficulty writing but wanted to
make a video that would be acceptable.

Consolidating and Closure:

During our closure we will get back into a class group and talk about what we have learned, I will use the
hot seat technique so that I can get a sense of understanding from different students. “What are the
SMART goals?”, “Do you feel comfortable demonstrating ways to achieve your personal fitness?”,
“If in a situation where we would need to make our own meal and then exercise, would we feel
comfortable making a healthy decision?”.
During this time I will also remind students that their meal plan, SMART goal and logbook will be due 2
classes from now. If they need help or having difficulties they should come to me for help and ask
questions, inform them that it should not take long to complete but if they are having troubles completing
then come talk to me.
(3 mins.)
Exit slip will be asked from students before they leave, this will be for my measures to take note on how
much work each student has to take home and whether they took something important from this lesson.
Students will write down whether they finished their logbook if not how much they have left, and one
thing they took away from this lesson.
(2 mins.)

Reflective Notes: You will only fill out this section after your deliver your lesson.

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LESSON PLAN TEMPLATE Curriculum and Instruction Fall 2019 St. Georges
Unit Overview and Rationale

My unit is part of the grade 6 physical education program of studies, for a class size of around

20- 25 students. The title of the unit is Living a Healthy Lifestyle Through Nutrition and Physical

Activity. My inquiry question for this unit is as followed: Why is it important to incorporate a

combination of nutrition and physical activity into your life? I believe that this question is relevant to

the general outcome B in the POS because it helps students to understand, experience and appreciate

the benefits you receive from physical activity. My learning activities are scaffold in a way where I

teach the necessary components followed by group and individual work where students can

confidently apply these strategies to their lives. I incorporated activities such as worksheets so that my

students can practice their knowledge on the information provided, the group work helps my students

collaborate on ideas and questions that may appear, individual assignments are included so that they

can incorporate an individualized component that is relevant to their lives, and finally physical activity

so that my students can have fun and be active. My evaluation is based off of the three worksheets

these include meal prep, SMART goal, and an exercise logbook. This was used as a scaffold to carry

over their prior knowledge of nutrition in lesson 1 and incorporate it into physical activity; the end goal

is for my students to have an example and the experience to confidently implement these healthy habits

into their lives. My students should have learned the importance of healthy eating on performance and

how to meal plan, how to achieve fitness goals and create a SMART goal, and finally log their exercise

so that they can become aware of their habits within their lives at this time.

My classroom is full of discussion, this helps to foster a positive learning environment where

every one of my student’s voices are heard and valued. I also have added a lot of group work because I

think community is very important, creating group work will help students to get closer to each other

and work collaboratively so that they can hear different ideas and thoughts. I will use techniques such

as formative assessments and shorter time periods from each activity that will help me to manage my

classroom. I will be able to grasp whether this lesson is working for my students or if I have to change

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LESSON PLAN TEMPLATE Curriculum and Instruction Fall 2019 St. Georges
the lesson. Having different modes of teaching will also help manage my classroom because it will

help to switch things up so that my class is not doing the same one thing during the whole class time.

The lessons are only 40 minutes and being new to teaching I found that time management was a

difficult task to accomplish. Time was a consideration that I had to take into account because I wanted

to do more hands on activities but still needed time to teach the intended material. Balancing activities

with information was more difficult then I intended. I also chose to stick with my major when

considering my lesson plans, reflecting on it now I wish I had completed a younger grade level and

possibly a different subject since that is more of my interest but I am happy I tried something new.

I chose direct instruction for big portions of my lessons and I found that the information I chose to

focus on needed the type of instructional strategy so that my students could have a more specified

lesson. I also chose a lot of whole group and peer discussion, fostering communication within the

classroom is a huge component for myself as a teacher. Talking about what my students know or

discussing their thoughts is so important, this can help me to understand how they learn and whether or

not they are learning the important concepts. Discussion is a way of engaging students and creating an

environment where all my students feel comfortable to talk. I am not a huge advocate on homework

but the assignments I have provided are not long and should be a fairly easy task for them to complete.

Having my student’s take the assignment home also helps them to apply a more individualized

perspective that they can apply to their own lives. Additionally, I have different options to help

differentiate for different students, if I have a student who shows difficulty writing than they can work

with a partner or use a different mode of presenting their information. I also can incorporate more of a

research method for instruction so that it can be more learners centered instead of direct instruction. I

believe I have a diverse range of activities, though I could use different kinds of activities that are not

worksheets. Using an online method or a hands-on activity could be more beneficial. My activity with

the exercises I believe is a good way to help students understand the exercises and how their bodies

feel when they do them. I think that having different methods of activities will help all of my student’s

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LESSON PLAN TEMPLATE Curriculum and Instruction Fall 2019 St. Georges
because they are all activities that can be easily manipulated to benefit students with different needs.

I found that during our curriculum ideology lessons we all favored the lessons that focused around

direct teaching followed by providing a worksheet, I think this is because most of my peers have

grown up with this type of instruction and it is what comes easiest to us. I do want my teaching

philosophy to be different than this though, I want my students to be engaged and have fun while still

gaining important information. I think that direct instruction should not be used all of the time yet more

hands-on learning opportunities for students as well as topics that interest them should be incorporated.

Including multi-model lessons will help students to stay engaged and develop more of a love for school

rather than a sense of requirement. Developing these lessons really helped me to understand what goes

into lesson planning, I have reflected on components that I could change but overall I believe that this

would be a successful lesson for teaching grade 6 students the importance of living a healthy lifestyle.

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