Topic of Lesson Plan
Teacher(s) Name(s):
Where the Lesson is Taught:
Unit:
Day:
Title of Lesson:
Total Time Planned:
Engaging and Supporting Diverse Learning: Applying Principles of Universal Design for
Sociocultural Details:
Students Strengths and Needs
Relevant to this Lesson:
Jasmine Calaro
Wilson Elementary School
Health Plate & Balancing
Day 2
Creating Your Own Balanced Healthy Plate
40 - 45 minutes
Learning
From grades Kindergarten to fifth grade, the majority of
the students' first language is English. However, there
are at least one or two students that are either Japanese,
Chinese or Korean in each class. I need to make sure
that I have a visual demonstration for each instruction.
For grades K - 5 each class is split into either “White” or
“Blue” which entails which group is in school learning
face to face or at home learning asynchronously. There
are also students who come everyday. Whether their
SPED, EL, Acellus or because their parents chose to. I
need to ensure that I am giving instruction and
assignments to both the students who are in school and
the ones at home. I also need to make sure that I
accommodate those who are at home and make it ideal
for each one to perform the tasks without any hassle.
Last lesson I had the students learn about the 5 food
groups and had them classify which type of food belongs
to one out of the five food groups. Now I am going to
teach the students about balanced meals and how much
of each food group should they have on their plates.
They should already have an understanding about what
balance means or could demonstrate using their bodies.
➔ Kindergarten - 2nd Grade: Might need their
parents help to guide them about size reference
on foods and building their own balanced plate.
For the physical aspect, some students still might
be understanding their own weight, but they
should be able to perform the activity.
 ➔ 3rd - 5th Grade: The students should already have
a general idea on how much is enough for each
food group on their plate already. Then for the
physical part the students shouldn’t have a rough
time balancing. There might be some SPED
students who might struggle a little but it
shouldn’t be too difficult.
To ensure that the students understand what a balanced
meal is, they will need to complete an assignment that
will be turned in on seesaw.
For the students who are learning asynchronous at
home, I need to make sure that I make the links visible
and easy to access. Last lesson, some of the links were
restricted, so I need to make sure that I edit the
accessibility for anyone with the wilson email can view
it.

Materials and Digital Tools Needed

Equipment and Set-Up for Lesson: Equipment:

❏ At Home Assignment
❏ laptop/computer
❏ Open area for fitness
❏ Water bottle
❏ Bean Bag Balance
❏ 14 poly spots
❏ 4 red
❏ 4 yellow
❏ 3 blue
❏ 3 green
❏ 14 bean bags
❏ 4 red
❏ 3 yellow
❏ 3 blue
❏ 3 green
❏ 3 - 5 graders
❏ 12 red
❏ 12 yellow
❏ 9 blue
❏ 9 green
❏ Obstacle Course #1
❏ 4 red paddles
❏ 4 cones
❏ Chalk
 ❏ Obstacle Course #2
❏ 4 yellow paddles
❏ 4 cones
❏ 12 stepping stones
❏ Obstacle Course #3
❏ 3 blue paddles
❏ 3 cones
❏ 4 poly spots
❏ 4 balance beams

Set-Up:
➔ For students at school
◆ Students will walk down with their teacher
to the park, and then, place their water
bottles on top of the rock wall. Then get
into the open area.
● The teacher will drop off their
students and come back 10 minutes
before to pick them up.
◆ Students need to make sure they maintain
social distancing with their classmates.
➔ For students online
◆ Students were in school last PE class, so
they know that they need to complete
online activities.
● They will have till next week to finish
through the presentation.

Risk Management Concerns:
1. Students need to make sure that they are
checking their surroundings to ensure their
safety.
2. Students need to make sure that they continue
social distance during activities.
3. During Google Meet students will only use the
chat for important questions only and not for
random comments.
4. Since students will be using equipment, they will
need to make sure to only touch their own foam
ball given in the beginning.

Outcomes and Assessment

National Standards Standard 1: The physically literate individual demonstrates

Addressed: competency in a variety of motor skills and movement patterns.
Standard 3: The physically literate individual demonstrates the
 knowledge and skills to achieve and maintain a health-enhancing
level of physical activity and fitness.

State Standards PE.K-2.1.3: Use basic manipulative skills in initial (immature) form
Addressed: alone, with a partner, and in small groups.
PE.K-2.2.1: Use basic movement concepts related to space, time,
effort, and relationships.
PE.K-2.2.2: Identify basic rules for safe participation in physical
activities.

PE.3-5.1.2: Use manipulative skills in a mature (proper) form.

PE.3-5.2.1: Apply movement tactics in simple and modified
activities.
PE.3-5.2.2: Identify procedures for safe participation in physical
activities.

Hawaii General Learner GLO 1: Self-Directed Learner

Outcomes (GLOs): GLO 4: Quality Producer
GLO 6: Effective and Ethical Users of Technology

Lesson Objectives: Kindergarten - 1st Grade Objectives

1. SWBAT balance the bean bag on their head for at least 5
seconds (action/behavior) by placing the bean bag flat on top
of their head and keeping their chin up (criteria) when I call
out the body part (condition).
a. (Psychomotor) Indicators: flat on top of head, and chin
up
2. SWBAT control their balance (action/behavior) by balancing
the bean bag on the paddle the whole way through for at
least one out of the three balance courses (criteria). Must
maintain heel-to-toe technique (condition) the whole way
through each course.
a. (Psychomotor) Indicators: toe-to-heel walk, eyes
forward, maintain balance, and keep paddle flat

2nd - 3rd Grade Objectives

3. SWBAT balance the bean bag on their foot for at least 5
seconds (action/behavior) by placing the bean bag on top of
their foot and lifting their leg up at least 3 inches off the
ground (criteria) when I call out the body part (condition).
a. (Psychomotor) Indicators: lift leg at least 3 inches, keep
eyes forward, raise arms to the side, and slight bent
leg.
4. SWBAT control their balance (action/behavior) by balancing
 the bean bag on the paddle the whole way through for at
least two out of the four balance courses (criteria). Must
maintain heel-to-toe technique (condition) the whole way
through each course.
a. (Psychomotor) Indicators: toe-to-heel walk, eyes
forward, maintain balance, and keep paddle flat

4th - 5th Grade Objectives

5. SWBAT balance at least two out of the three bean bags on
different parts of their body (action/behavior) by placing one
on their foot, one on their elbow and one on their head
(criteria) while trying to balance all three for at least ten
seconds (condition).
a. (Psychomotor) Indicators: lift leg at least 3 inches, keep
eyes forward, bend elbow, keep arm parallel to ground,
and keep chin up
6. SWBAT control their balance (action/behavior) by balancing
the yarn ball on the paddle the whole way through for at
least two out of the four balance courses (criteria). Must
maintain heel-to-toe technique (condition) the whole way
through each course.
a. (Psychomotor) Indicators: toe-to-heel walk, eyes
forward, maintain balance, and keep paddle flat

All Grades
7. SWBAT create their own healthy plate (action/behavior) via
Seesaw by including at least four out of the five food groups,
labeling each food and their corresponding food groups
(criteria) to score the full four points on their assignment
(condition).
a. (Cognitive)

Lesson Assessments: For students in school:

➢ The students will be assessed via teacher observation during
the bean bag balance in the beginning and while they are on
the balance beam. During the bean bag balance I will look for
students who are able to balance the bean bag for at least 5
seconds and look for those who are struggling. This will help
me gauge the rest of the class as average in balancing. When
it comes to the balance beam, I will be looking for students
who are able to keep their balance by not wombling or falling
off the beams.
○ K-1: will be assessed on their ability to balance the
 bean bag on their head for at least 5 seconds. And
then, be able to balance the bean bag on the paddle
without dropping for at least one out of the four
balance courses.
○ 2-3: will be assessed on their ability to balance the
bean bag on their foot for at least 5 seconds. And then,
be able to balance the bean bag on the paddle without
dropping it for at least two out of the four balance
courses.
○ 4-5: will be assessed on their ability to balance at least
two out of three bean bags on different parts of their
body for five seconds. And then, be able to balance the
yarn ball on the paddle without dropping it for at least
two out of the four balance courses.
For students at home:
➢ The students will be assessed through their online
assignment submission via Seesaw. They will need to either
draw, insert pictures, or type out their own healthy plate. It
can either be from what they ate for dinner or foods that
wish to eat. Each student will be graded through a rubric
scoring from 0 to 4 points. The student needs to include four
out of the five food groups, each food must be labeled and
state which food group it belongs to, to receive full credit.
This will let me know if the content I created via Google
Slides is informational for the students to grasp. From the
last lesson to this lesson, the students should have an idea
about food groups, and know the right amount of portions
for each food group.

All grades will have 1 week or till the next time we meet for class
to submit their homework assignment.

Instructional Practice

Lesson Preview: Lesson Sequence (3 - 5 minutes)

❖ Good morning/Good afternoon boys and girls. So last class
we learned about the 5 food groups (fruits, vegetables,
protein, grain, and dairy) and how it affects our bodies. Since
we know which types of food belong to each food group, you
will be making your own balanced plate. But for class today
we will be practicing our balancing. Does anyone know what
balance means?
➢ Answer: it’s the ability to hold your body upright and
still without falling.
 ❖ So for today we are going to try and keep our bodies still like
a statue. Everybody says stillness. When you do a balance I
want you to try and keep it still for at least 5 mississipis. We
are going to start off easy with a little game and then, we are
going to move up and really strengthen our balance skills.
❖ Then, we are going to test our coordination and balance
skills in trying to implement some objects to help strengthen
our balance. So, we are going to balance a bean bag using our
bodies, balance a ball on top of a paddle, or try to walk
through different heights and tricky surfaces.
➢ Balance doesn’t only mean being able to stand still like a
statue, but being able to balance other things. For
example, balancing a ball on top of the paddle, being
able to balance our bodies on the beams, and actually
being able to balance our own meals which we will be
learning more about when we have PE at home.

Inform student: Since we will be going outside for class, please

make sure we bring our water bottles and maintain six feet
distance from our friends. Also, we need to make sure that we are
keeping our face masks on during the activities. If you need a
breather, then you may step to the side and remove your mask.

Lesso Kindergarten - 3rd Grade 3rd Grade

n (Tuesday - Thursday)
Devel
opme
nt: Introductions:
Welcome back to PE class today! It will be
the same set up as last class where those of
you who are at home will be logging off and
doing your own at home lesson. Then, you
will log back in for your next class. So, for my
students who are at home you will find your
assignment in your Google Classroom
account like before and go through the
google presentation once again. Then, you
will need to submit a seesaw assignment that
will be due next class. Once, again if the links
are working you can log into your seesaw
account and find the links attached to your
assignment for reference.
➔ Kindergarten - 2nd grade will be due
(Friday)
Introductions:
Welcome back to PE class today! It will
be the same set up as last class where
those of you who are at home will be
logging off and doing your own at home
lesson. Then, you will log back in for
your next class. So, for my students
who are at home you will find your
assignment in your Google Classroom
account like before and go through the
google presentation once again. Then,
you will need to submit a seesaw
assignment that will be due next class.
Once, again if the links are working you
can log into your seesaw account and
find the links attached to your
 3/22 (Monday after spring break)
And for those of you who are here I will see
you at the courts for some fun activities.
Transition (5 - 8 minutes): Students will need
to maintain social distance when walking to
the designated area from their classroom.
They will drop off their water bottles along
the fence and stand on the yellow line
maintaining arm length distance from each
other.
Balancing Introductions (5 minutes):
Alright boys and girls, so for today we are
going to learn about balance.
Can anybody explain to me what balance
means? Great!
Yes, so balance is the ability to hold your
body upright and still without falling.
Can anyone tell me some examples of
balancing?
Answers:
➢ Someone balancing on a tightrope like
at the circus
➢ Balancing on one foot
➢ Balancing in a handstand position
➢ Riding a bike
Everything you said were great examples of
balance. So, for today, we are going to test
ourselves and see how great we are at
balancing our bodies, walking through a tight
line, and using equipment.
Warm-Up (5 - 7 minutes)
Toy Story Statues:
Have any of you watched the movie “Toy
Story?” Do you remember how the toys
freeze whenever Andy walks into the room.
assignment for reference.
➔ 3rd Grade due 3/22 (Monday
after spring break)
And for those of you who are here I will
see you at the courts for some fun
activities.
Transition (5 - 8 minutes): Students will
need to maintain social distance when
walking to the designated area from
their classroom. They will drop off their
water bottles along the fence and stand
on the yellow line maintaining arm
length distance from each other.
Balancing Introductions (5 minutes):
Alright boys and girls, so for today we
are going to learn about balance.
Can anybody explain to me what
balance means? Great!
Yes, so balance is the ability to hold
your body upright and still without
falling.
Can anyone tell me some examples of
balancing?
Answers:
➢ Someone balancing on a tightrope
like at the circus
➢ Balancing on one foot
➢ Balancing in a handstand
position
➢ Riding a bike
Everything you said were great
examples of balance. So, for today, we
are going to test ourselves and see how
great we are at balancing our bodies,
walking through a tight line, and using
equipment.
The teacher will model one of the ones
below and then have the students try
and guess where else on their bodies
So we are going to pretend that we are those
toys and move around the area. You may
skip, gallop, or slide around the area but no
running.
When I yell out “Andy is coming” that is your
cue to freeze like a toy. Before we get into
the game we are going to practice different
shapes to freeze like the toys.
★ Woody - curvy and loose
★ Buzz Lightyear - one arm on hip, other
arm in a fist in the air and legs
shoulder width apart
★ Mr. Potato Head - in a half running
position
★ Bullseye - on all fours like a horse
★ Rex - legs slightly bent, arms close to
chest, chest slightly forward
★ Hamm the Pig - on all fours with one
arm lifted up
★ Jessie - curvy and loose
Alright, so I want you to try to mimic a
different character each round. Remember
that we need to keep our own personal
space. Meaning that we at least be an arm
length apart from one another. If you forget
one of the poses, then feel free to make your
own pose, but I don’t want anyone to be
lying on the ground or sitting down.
When I say “He’s gone!” then it is your cue to
keep moving around the area.
*After a couple freezes choose a student to
give some feedback on their balancing skills*
Transition (2 minutes): students will grab a
drink of water and meet back on the yellow
line for instructions.
Bean Bag Challenge (15 minutes)
There will be three challenges for the
students to complete. Each student will have
one bean bag for themselves.
*Remind students that they are not allowed to
that they can balance the bean bag. The
students should at least get more than
half of these.
1. Right foot
2. Airplane arms on right wrist
3. Right elbow
4. Right shoulder
5. Right thigh
6. Left foot
7. Airplane arms on left wrist
8. Left elbow
9. Left shoulder
10. Left thigh
11. Top of head
12. On the back
Bean Bag Challenge (15 minutes)
There will be three challenges for the
students to complete. Each student will
have 4 bean bags for themselves.
*Remind students that they are not
allowed to share or touch another
person’s bean bag*
Please make sure that we are taking
care of our equipment which means,
we do not kick the equipment, throw it
around, or step on them. We need to
treat these like these are our toys just
like at home.
Challenge #1: High - Low
The teacher will model while the
students copy along. The students will
have to complete different levels of
movement at each bean bag pose we
did in the first challenge.
1. Hold the bean bag in your right
palm and start from ankle height,
to hip height, to arm to the sky.
a. Easy modification - wider
stance or more bend to
the knees
b. Hard modification -
share or touch another person’s bean bag*
Please make sure that we are taking care of
our equipment which means, we do not kick
the equipment, throw it around, or step on
them. We need to treat these like these are
our toys just like at home.
Challenge #1: 5 Second Hold
The teacher will model one of the ones
below and then have the students try and
guess where else on their bodies that they
can balance the bean bag. The students
should at least get more than half of these.
*Remind students that the face is off limits
since it isn’t sanitary*
1. Right foot
2. Airplane arms on right wrist
3. Right elbow
4. Right shoulder
5. Right thigh
6. Left foot
7. Airplane arms on left wrist
8. Left elbow
9. Left shoulder
10. Left thigh
11. Top of head
12. On the back
Challenge #2: High - Low
The teacher will model while the students
copy along. The students will have to
complete different levels of movement at
each bean bag pose.
1. Hold the bean bag in your right palm
and start from ankle height, to hip
height, to arm to the sky.
a. Easy modification - wider
stance or more bend to the
knees
b. Hard modification - straight leg
stance or lift one leg up
2. Place the bean bag on the right foot
and raise your leg from low, to middle
to high height.
a. Easy modification - bend knees
when lifting up and arms out
straight leg stance or lift
one leg up
2. Place the bean bag on the right
foot and raise your leg from low,
to middle to high height.
a. Easy modification - bend
knees when lifting up and
arms out like a airplane
b. Hard modification -
straight leg lifts and hands
on hips
3. Place the bean bag on the right
thigh and lift the leg up. Try to
extend your leg out straight as
far as you can.
a. Easy modification - arms
out like a airplane
b. Hard modification - arms
on hips
4. Repeat everything on the left
side
5. Place a bean bag on top of your
head and try to squat up and
down at least 10 times
a. Make sure to look straight
up and not down on the
ground. Focus on
something in front of you.
b. Hard modification - lift
one leg back into warrior
pose and hold.
Challenge #2: Bean Bag Pick-Up
The students will be given 3 bean bags
each where they will try to pick-up
each bean bag one at a time and stack it
from one side to the other while
balancing on one foot.
Then the students will try and stack all
3 bean bags on their…
➢ Head
➢ Elbow
➢ Back of hand
➢ Foot
➢ Wrists
 like a airplane
b. Hard modification - straight leg
lifts and hands on hips
3. Place the bean bag on the right thigh
and lift the leg up. Try to extend your
leg out straight as far as you can.
a. Easy modification - arms out
like a airplane
b. Hard modification - arms on
hips
4. Repeat everything on the left side
5. Place a bean bag on top of your head
and try to squat up and down at least
10 times
a. Make sure to look straight up
and not down on the ground.
Focus on something in front of
you.
b. Hard modification - lift one leg
back into warrior pose and hold.
For the 2nd & 3rd Grade:
Balance 2 or more bean bags on their body at
the same time.
1. Walk around with the bean bag on the
elbow and shoulder
2. Bean bag on the palm and thigh while
moving at different low to high levels
3. Walk around with the bean bag on the
head and wrist
4. Place bean bag on the back and try to
lift one leg back into an airplane pose
Challenge #3: Walk It Out
The teacher will model the task for students,
and they will try and copy each task. The
students will try and balance the bean bag on
different parts of the body while moving
around their poly spots.
1. Elbow
2. Wrists
3. Shoulder
4. Back of hand
5. Head
6. Chest
➢ Thigh
Paddle Board Balance (15 minutes):
Each student will have their own
paddle board, bean bag and yarn ball.
The students will try to toss the bean
bag up and catch it back on the paddle
board throughout the course. Then, the
students will try and balance the yarn
ball through 3 different types of
courses as much as they can within 2
minutes.
They will be split up into three different
groups where they will try to walk
through.
*Students need to make sure they wait
till their teammate has reached the
halfway point before they can go. If a
student is struggling in the beginning,
the teammate needs to wait till they
cross to the end to go*
Track #1: Tightrope (Circus)
The students will imagine that the
chalk line is a tightrope just like in the
circus. They will try to walk heel-to-toe
in a straight line while going
backwards. The objective is to flip the
bean bag at least five times while
walking the line.
*emphasize toe-to-heel style of walking*
Track #2: Watch Out for Alligators
The students will imagine that they are
trying to cross a river by stepping from
stone to stone. However, if they fall
down then the alligator will try and
catch you for dinner.
*students need to step onto each
stepping stone with two feet before
moving onto the next one*
Track #3: Floor Is Lava
 7. Back
Paddle Board Balance (15 minutes):
Each student will have their own paddle
board, bean bag and yarn ball. The students
will try and balance the bean bag, and then,
the yarn ball through 3 different types of
courses as much as they can in 2 minutes.
They will be split up into three different
groups where they will try to walk through.
*Students need to make sure they wait till
their teammate has reached the halfway point
before they can go. If a student is struggling in
the beginning, the teammate needs to wait till
they cross to the end to go*
Track #1: Tightrope (Circus)
The students will imagine that the chalk line
is a tightrope just like in the circus. They will
try to walk heel to toe in a straight line while
trying to look forward the whole time.
*emphasize toe-to-heel style of walking*
Track #2: Watch Out for Alligators
The students will imagine that they are
trying to cross a river by stepping from stone
to stone. However, if they fall down then the
alligator will try and catch you for dinner.
*students need to step onto each stepping
stone with two feet before moving onto the
next one*
Track #3: Floor Is Lava
The students will imagine that the ground is
lava and the balance beams are a bridge with
no ropes. They will need to cross over the
lava to the safe land.
*emphasize toe-to-heel style of walking*
Once everyone has gone through the
obstacle course at least 3 times each, then
they will switch to a yarn ball and repeat the
courses again.
The students will imagine that the
ground is lava and the balance beams
are a bridge with no ropes. They will
need to cross over the lava to the safe
land.
*try walk toe-to-heel, side-to-side, or
backwards*
Track #4: Side-to-Side
The students will weave through the
cones while maintaining the heel-to-
toe style walking. The students will
have the same objective as the
tightrope track by being able to flip the
bean bag at leave five times.
*emphasize toe-to-heel style of walking*
Once everyone has gone through the
obstacle course once, then they will
switch to a yarn ball and repeat the
courses again until everyone has had a
chance to go through the balance
courses at least once.
*Might need to stop the students after
each rotation to make sure that they
are maintaining the correct heel-to-toe
technique.*
Transition (2 minutes): the students will
place the equipment down next to their
cones and grab water if needed to. If not
they will stay next to their cone for the
next game.
Game Time (5 minutes):
Paddle Ball Race
The students will stay next to their
cones and leave their bean bags and
yarn balls on the ground. Just like the
famous egg spoon race where they
have to balance the egg on the spoon
they will balance the yarn ball on their

For 2nd and 3rd graders:
The students will have to toss the bean bag in
the air while going through the courses. They
can either do it standing still or moving.
Transition (2 minutes): the students will place
the equipment down next to their cones and
meet back on the yellow line from the
beginning.
paddle board. Each group is assigned
only one yarn ball. They will work
together as a team to fast walk around
the cone and back. Once their
teammates comes back they will have
to pass the yarn ball to the next person
in line without touching it.
*If the ball drops, the team will need to
reset from the beginning (first person)*

Lesson Review: Lesson Review and Cool Down (time)

➔ Students in school
◆ Alrighty my friends, so today we did some balancing
with the bean bags on different parts of our bodies.
We tested our balancing skills by

Questions:
➔

Preview for next lesson:

Next class, you will be at home completing the online task about
building a healthy balanced plate.

References and Resources Toy Story Statue Game

Used: ➢ https://www.pecentral.org/lessonideas/ViewLesson.asp?
ID=1439#.YDgZ311KgcQ
Nutrition Information
➢ http://www.nourishinteractive.com/nutrition-education-
printables/585-estimate-portion-size-food-groups-kids-
information-household-items
➢ http://www.nourishinteractive.com/system/assets/free-
printables/6/kids-food-servings-food-groups-servings-
pictures-kids-printable-guidelines-food-portions.pdf?
1340218562

Balancing Set-Up for K-5 on the courts

 Balance
Courses

Bean Bag
Balance

Balancing Relay Race Set-Up for 3 - 5 on the courts

On the field

Online Assignment:
1. Healthy Balance Meal YouTube Video
 a. https://youtu.be/B-SCwJ4kUI4
2. Read through Healthy Plate

a.
3. Learn about the different serving sizes of each food group
4. Information Video on U R WAT U EAT
a. https://youtu.be/I5gPGO369eo
b. https://www.nhlbi.nih.gov/health/educational/wecan/downloads/urwhateat.pdf
5. Fill Your Plate Fitness YouTube Video
a. https://youtu.be/zLUCAiCV0cA
6. Seesaw HW Assignment

a.
 Healthy Plate Rubric

0 point 1 points 2 points 3 points 4 points

Name: The student The student The student The student The student
fails to submit submitted the was able to was able to successfully
their assignment include at include three made a
assignment in but only least two out out of the five healthy plate
seesaw. included the of the five food groups. including at
food groups food groups, Addressed least four out
on the plate. but did not each item and of the five
Did not include any labeled the food groups.
include any labels on the corresponding Each food was
drawing or type of food food group. labeled as well
pictures of and their as their
examples. respective respective
food group. food group.

Total:

The student received a total of ___ out of 4 points on their healthy plate assignment.