KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM

Teacher Candidate: Dana Wendling Date: 10/8/2021

Cooperating Teacher: Heather Dewald Coop. Initials

Group Size: 21 Allotted Time 30 minutes Grade Level 2

Subject or Topic: Exercise and Nutrition Review Section Lesson #5

STANDARD: (PA/Common Core):

 10.1.2.C1: Identify foods and the roles they have in keeping our bodies healthy.
 10.1.2.D1: Distinguish between healthy and unhealthy behaviors.

I. Performance Objectives (Learning Outcomes)

II. Assessment/Evaluation plan

A. Formative

Assessment: Documentation Tool: Scale:

(e.g. product, quick (e.g. rating scale, (performance
response, interview) rubric, checklist, levels)
anecdotal notes)

- Teacher observations - Teacher anecdotal - Teacher will take

of student’s quick notes; take mental note of student
response note of student participation,
accuracy accuracy, and
discussion.

B. Summative: N/A

III. Instructional Materials (includes amount)

- Images or food examples of various food groups, with a folder or box to hold them in
- Poster with action/food group pairs written…
o Fruits: Jumping jacks
o Vegetables: Jog in place
o Grains: Star jumps
o Protein: Hop on one foot
o Dairy: Standing core twists
- We will need to use the gym or outdoor space, weather permitting
IV. Subject Matter/ Content (prerequisite skills, key vocabulary, new content)
A. Prerequisite Skills
a. Knowledge of food groups and examples of food items that fits in each

B. Key Vocabulary
a. Physical activity/exercise: moving your body in a way that gets your blood pumping;
your heart rate up

C. New Content
a. Physical activity and exercise is fueled by food; food gives us the energy for us to
move our bodies
b. Children should aim to have 60 minutes of physical activity every day.

V. Implementation

A. Introduction –
a. Tell students that we have not yet talked about one of the most important things to
have in a healthy lifestyle – EXERCISE!
b. We need some space in order to get some physical activity in today, so we’ll be
moving to the gym or the blacktop outside.
B. Development –
a. Once outside, ask for volunteers to share why physical activity is important
i. Builds muscle
ii. Keeps your heart healthy
iii. Helps us to stay focused in class and sleep well at night
b. Share with students that children like them should aim to have 60 minutes of
physical activity every day. On days where they have gym, they probably get that 60
minutes in while in school (gym, recess). Every other day, that means they should be
finding some way to move their body for 30 minutes while at home, in addition to at
recess.
c. Today we will be getting in some physical activity by playing a review game. Share
the rules/poster: I will hold up a food item, and students should perform the
corresponding action for 10 seconds or so.
i. Fruits: Jumping jacks
ii. Vegetables: Jog in place
iii. Grains: Star jumps
iv. Protein: Hop on one foot
v. Dairy: Standing core twists
d. Actions will be shown on the poster so students remember. Food items may
include…
i. Pasta (grains)
ii. Peanut butter (protein)
iii. Yogurt (dairy)
iv. Apple (fruit)
v. Broccoli (vegetable)
e. Ask further prompting questions when appropriate, such as “Is this a healthy source
of protein? Why or why not?” or “If I don’t like yogurt, what are some other ways I
can make sure I get enough dairy? Why is it important I get enough dairy?”
 C. Closure –
a. Allow enough time and variety for thorough review and body movement/exercise.
b. Move students back to the room and prepare for dismissal.

D. Accommodations / Differentiation –
a. If there are any movements/actions that are difficult for students, they can make
adaptations, such as marching in place instead of jogging in place.

VI. Reflective Response

A. Report of Students’ Performance in Terms of States Objectives (Reflection on students

performance written after lesson is taught, includes remediation for students who failed to meet acceptable
level of achievement)

B. Personal Reflection(Question written before lesson is taught.)(Reflective answers to

questions recorded after lesson is taught.)

1. Did my students achieve the expectations of the objective? What evidence supports this
conclusion?
2. What could I have done to increase the level of active engagement in the lesson?
3. What could I have changed to enhance the learning of my students?
4. Was the lesson completed in the time allotted? If not, why?

VII. Resources (APA Format)

U.S. Department of Agriculture. (2021). Life stages: Kids. MyPlate. https://www.myplate.gov/life-

stages/kids

Learning Zone Xpress. (2011). Empowering kids to choose MyPlate lesson plans. Utah Education
Network.
https://www.uen.org/cte/facs_cabinet/downloads/FoodNutritionI/S2O2MyPlateLessonPlans.p
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