cassidylaikin.weebly.com€¦ · Web viewA Physical Education Unit Based on Health and Nutrition. By . Cassidy Laikin. Third. Grade Thematic Unit For Physical Education. EDUC 360:

A Physical Education Unit Based on Health

and Nutrition

By Cassidy Laikin

Third Grade Thematic Unit For Physical EducationEDUC 360: Physical Education in

Elementary Schools

May 16th, 2013

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Table of Contents: 3rd Grade P.E. unit focusing on Health and Nutrition1. Introduction and Background on 3rd Grade Students.………...……………3

2. Games: Health/Nutrition Games (all games included in thematic unit have

a health/nutrition component since it is my theme):o Super 19 Food Groups Relay: (Standards 3 and 5)

……………..4o Heart Health Tag (Standards 1,3, and 5)

………………………….5o Nutrition Scooter Relay: (Standards 3 and 5)

…………………….6o “Help Me” Tag (Standards 1,3, and 5)

…………………………….7o Nutrition Station Circuit (Standards 1,3, and 4)

…………………..8o My Pyramid Food Relay (Standards 4 and 5)

……………………9o Invasion of the Microbes (Standards 1 and 3)

………………….10o Hospital Tag (Standards 1,3, and 5)………………………………

11o Food Jump Rope (Standards 1 and 3)

…………………………..12

Games from other countries:o The Mambo Dance—from Cuba (Standards 1,2, and 3)……

13o Stuck in the Mud—from Australia (Standards 1, 3, and 5)

……14o Dog and Bone—from India (Standards 1,3, and 5)

……….......14

Rainy Day Games:o Good Basket, Bad Basket (Standards 3 and 4)……………...…

15o Survivor Challenge (Standards 1,2, and 4)………………….

…..16

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o No Gym, No Problem (Standard 3 and 4)……………………....17

3. Personal Reflection…………………….………………………………………………………19

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Introduction and Background on 3rd Grade Students

Third graders are at a concrete stage in cognitive development. The cognitive skills that are important for third graders are those that help children move from a very concrete learner to a more abstract thinker, able to apply ideas in many different situations. They are more interested in why things occur and they have longer attention spans. Therefore, practice time for activities is longer and students are interested in self-improvement.

Regarding physical development, third graders have higher energy and may be more physically daring. They are starting to grow more in their strength, endurance, and balance. Their fine motor skills show increased speed and smoothness. Seven to nine-year olds are also learning to use their small muscles skills (printing with a pencil and using scissors and small tools) and their large muscle skills (throwing and catching a ball).

Socialization with classmates is also very important at this age. Large differences in size and abilities of children may affect the way they get along with others, how they feel about themselves, and what physical activities they do.

My purpose in creating a theme based on health and nutrition is to show the importance for children to develop a positive attitude towards health and fitness early on in life. By encouraging children to develop healthy living habits through physical education, students will hopefully become even more active in their ever day lives. Teachers have the ability to inform students of what needs to be done to live a healthy life and can motivate them to stay physically fit and active outside of school.

I have therefore put together a group of games, which provides students with the ability to learn about healthy living habits through physical education and nutrition facts, and hopefully apply them to their own life habits. My purpose is to help improve the health and nutrition of children by working together to have fun and learn.

Source of above information:http://www.glendale.k12.wi.us/3_char.aspx

1. Super 19 Food Groups Relay:

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http://www.glendale.k12.wi.us/3_char.aspx

Objective/Purpose: This activity (taught during the nutrition unit) gives students an opportunity to learn about “My Plate” and the numbers of foods that are suggested to eat from each of the groups each day. The Virginia Extension Agency created a handout entitled, “The Super 19.” This number represents the number of servings of foods we should get each day from the food groups: 2 meat/beans (purple,) 3 fruits (red,) 3 dairy (blue,) 4 vegetables (green,) and 5 grains (orange.) This offers a starting point for students to begin to determine if they are getting foods from all of the food groups, and if their servings are balanced.While learning about health and nutrition, students will also increase their endurance through this engaging and cooperative running activity.

Standards Met: 3.7: Sustain continuous movement for increasing periods of time while participating in moderate to vigorous physical activity. 5.4: Use appropriate cues for movement and positive words of encouragement while coaching others in physical activities. 5.6: Work in pairs or small group to achieve an agreed-upon goal.

Instruction: Place six Folded Mats at the center of a court to create a circle. Inside the circle are 1-2 chefs who will hold wooden spoons (pool noodles.) On the mats are beanbags in orange, green, red, blue, and purple, spread all

around the edges of the mats. Around the perimeter of the gym are 4-6 teams of up to 4-5 students on each

relay team. Each relay team attempts to collect all of the “Super 19,” as represented by

the color of the beanbags. The concept of “dodging” is also incorporated. This is an extension of the

activity as the student with the relay stick approaches the “kitchen” and attempts to grab the needed color beanbag before being tagged by the chef with the “wooden spoon” (noodle.) If tagged, the beanbag must be returned. If not tagged, the student returns the beanbag, hands off the relay stick to the next team member, and the team continues to collect beanbags until they have all of the “Super 19.”

Discussion:1. What are the food groups, which you learned about? 2. What are some unhealthy foods not included in the game? 3. Are there any foods you can think of that are missing in the “Super 19” but that you think should be included? 4. Do you think that this game helped you become more aware of your nutrition?

Source: http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=11805

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http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=11805

2. Heart Health Tag:

Objective/Purpose: This game teaches students about important health lessons involving their bodies and the effects of the environment as well as their choices on their health, while also increasing their endurance through an interactive running activity.

Standards Met:1.1: Chase, flee, and move away from others in a constantly changing environment.3.7: Sustain continuous movement for increasing periods of time while participating in moderate to vigorous physical activity.5.4: Use appropriate cues for movement and positive words of encouragement while coaching others in physical activities.

Instruction: Use cones or boundaries to create a square or rectangular playing field. Assign three students to play “Bad Habit Taggers.” The three bad habits are

couch potato, junk food and tobacco. Assign each student a sign to indicate his/her bad habit.

Assign two-three students to play “Heart Healthy Helpers.” These students carry foam balls. The remaining students are Runners.

Line up the “Bad Habit Taggers” and “Heart Healthy Taggers” in the middle of the playing field. Then line up the remaining students along one edge of the playing field.

Play music and blow a whistle to begin the game. The runners will attempt to reach the other side of the playing field without

being tagged. Students who reach the other side without being tagged may rest until the next whistle blows.

Encourage the “Bad Habit Taggers” to tag as many students as possible. Once a student is tagged by one of them, he/she does jumping jacks in place, waiting for a “Heart Healthy Helper.”

Instruct the “Heart Healthy Helpers” to save the tagged students. To save a tagged student, a “Heart Healthy Helper” asks, “How do you keep your heart healthy?” The tagged student and the Helper answer, “Eat healthy, exercise and don’t smoke! For the rest of our lives!”

Tell the Helper to pass the foam ball onto that student. Now the tagged Runner becomes a Helper and the previous Helper enters the game as a Runner.

Continue the game with “Bad Habit taggers” tagging students and Helpers freeing them. Stop the music after about 15 minutes and assign the roles of “Bad Habit Taggers” and “Heart Healthy Helpers” to new students.

Discussion:1. What important lessons did you learn about your heart and body? Why is junk food bad for your heart?

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2. What are some things you could do now to change your habits in order to create a healthier lifestyle?3. What are some unhealthy environmental factors that affect your body?

Source:http://www.livestrong.com/article/559024-how-to-play-the-heart-healthy-tag-game/

3. Nutrition Scooter Relay:

Objective/Purpose: The students will be able to demonstrate safe scooter travel and will be able to correctly identify foods from the six food pyramid groups in order to learn of healthy foods and a more active lifestyle. Students will also increase their endurance through a cooperative and interactive activity.

Standards Met:3.7: Sustain continuous movement for increasing periods of time while participating in moderate to vigorous physical activity.5.4: Use appropriate cues for movement and positive words of encouragement while coaching others in physical activities. 5.6: Work in pairs or small group to achieve an agreed-upon goal.

Instruction: Divide the students into pairs and have them spread out along one side of the

gym with one scooter per pair. Spread out pictures of food from the six food groups along the opposite side

of the gym. Once the gym is set up, give the signal to the students to begin. One student from each group must travel on the scooter down to the

opposite end of the gym while the other student runs/skips/gallops/etc. beside his/her partner on the scooter.

The partner on the scooter must travel on his/her bottom or knees. Once they have made it to the opposite side of the gym, each group must pick

six different foods pictures of food that fit into the six food group categories before returning.

Partners can check with each other and the food pyramid poster to make sure they have all six before returning.

They must go back the same way they came, with the same partner on the scooter and the same partner moving alongside the scooter.

Once the first group has returned, begin counting down from 30 seconds, signaling to the other groups that they need to get back to the other side of the gym before time runs out with whatever pictures they have.

Once everyone is back, they can take 30 seconds to show their items to another group to double check their choices.

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http://www.livestrong.com/article/559024-how-to-play-the-heart-healthy-tag-game/

http://www.livestrong.com/article/559024-how-to-play-the-heart-healthy-tag-game/

Once the 30 seconds are up, collect all the food from the students, have them switch places and go again.

Discussion:1. Which group from the food pyramid do you eat most of?2. Which group from the food pyramid do you think is most important to eat?3. Besides eating healthy, what other ways can you contribute to living healthy? 4. What are some unhealthy foods or things not included in the game that could harm your body?

Source:http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=10080

4. “Help Me” Tag

Objective/Purpose:Introduce LDL’s (the loser cholesterol) and learn what a Cardiologist does for one’s health and why it is important to live a healthy life, while also increasing their endurance through a cooperative and interactive activity.

Standards Met: 1.1: Chase, flee, and move away from others in a constantly changing environment.3.7: Sustain continuous movement for increasing periods of time while participating in moderate to vigorous physical activity.5.4: Use appropriate cues for movement and positive words of encouragement while coaching others in physical activities.

Instruction: Assign 3-5 children to be “LDL’s,” which are the loser cholesterols. The LDL’s

will cause a heart attack once they tag any of the kids running around. Then assign another 3-5 children to be the “cardiologists” to run around in

their ambulances (hula hoops) saving children’s lives. If they see a kid frozen in place yelling, "Help Me," they must run over and say, "Don't worry, I'm a Cardiologist, I can save you. Let's exercise!” The Cardiologist and heart attack victim then jump up and down while saying, “I love being healthy!” The victim is then healthy and able to run free!

The rest of the students are the “healthy students” who run around, trying to move around enough in order to avoid being tagged by the LDL’s.

After a few minutes of playing, regroup and let the kids change jobs!

Discussion:1. What important lessons did you learn about maintaining a healthy lifestyle?2. What is cholesterol and what does a cardiologist do for your healthy?3. Why is it important to start being healthy as a child?

Source:

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5. Nutrition Station Circuit

Objective/Purpose:To have kids review and understand the different fitness concepts along with important nutrition and eating habits, while also increasing their endurance and strength through an interactive and cooperative activity.

Standards Met:1.5: Jump continuously a forward and a backward turning rope.1.6: Balance while traveling and manipulating an object. 1.9: Throw a ball, using the overhand movement with accuracy.3.7: Sustain continuous movement for increasing periods of time while participating in moderate to vigorous physical activity.4.2: List and define the components of physical fitness.4.5: Explain that fluid needs are linked to energy expenditure.

Instruction: This activity starts with 10 stations. Each station has a nutrition concept and

something to do with that concept physical. When rotating stations, the students look at a sign on a cone that tells them how to travel to the next station.

The first station is: Carbohydrates, the source of energy for your body. At this station, first have the students spell Carbohydrates. With every jump (jump rope) they earn a new letter. Once they spell Carbohydrates individually, they can jump with a partner and list sources of carbohydrates on each jump.

The second station is: Calories, the unit of energy. At this station, have a grab bag of several different aerobic exercises to burn calories. The students grab one exercise from the box, do it, then grab another.

The third station is: Dietary Guidelines, a 7 step guide to eating healthier. These guidelines talk about eating fewer fatty foods, etc. At this station they shoot a basket and after each shot, they go over to the poster and read the next dietary guideline.

The fourth station is: Calcium, a chemical element, which is essential for living organisms and to maintaining strong bones. This is a push up station where we have an upper body mat that has different ways to do pushups. Here, the teacher can predetermine how many pushups to do by having a bag full of different sources of calcium. The students draw out of the bag and read the source of calcium. The number of exercises they do depends on how many letters are in the word. Ex: Milk (4), Cheese (6)

The fifth station is: Empty Calories, Food loaded with calories and little or no nutritional value. These are cheap forms of energy and a lot of them make you tired and weak so this is a resting station. The teacher can have a picture of all these types of foods.

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The sixth station is: Minerals, a balance station where the students get a koosh ball and a polyspot to balance the mineral on there leg while balancing on one foot. Each koosh ball has a different mineral name attached to it.

The seventh station is: Fats. Here, they can “burn fat with aerobic exercise!” The teacher sets up 5 different ways to do jumping jacks here. Ex: Boxer jumping jacks (boxer jumps from jump ropes), forwards and back with legs, crisscross and jumping jacks with a kick.

The eighth station is: Water. This station is the scooter swim. The students ride the scooters on their bellies and each broken hula hoop they go under has a different fact about water.

The ninth station is: Protein, which builds and repairs muscles. You have the students using the resistance bands here.

The last station is: Vitamins. At this station the children choose their favorite exercise, read a food label then pick a vitamin off the food label. The number of exercises they do depends on how many letters are in the vitamin they selected. EX: Vitamin C= 8. They are then done with the circuit.

Discussion:1. What source of calcium did you draw? 2. Did you learn anything new that you didn't cover in health class. 3. Why is it important to read food labels before you eat food?


6. My Pyramid Food Relay

Objective/Purpose: To help the students understand the different food groups and make a breakfast, lunch and dinner menu using the proper number of food groups per day. This contributes to their everyday health habits.

Standards Met:4.5: Explain that fluid needs are linked to energy expenditure.5.4: Use appropriate cues for movement and positive words of encouragement while coaching others in physical activities. 5.6: Work in pairs or small group to achieve an agreed-upon goal.

Instruction: Prior to beginning the activity, discuss the different food groups and how

many servings of each. Ask what the relationship is between the division of the pyramid and the different food groups (Grains is largest because you need more grains than the other food groups while oil is smallest because you need the least of this group). Also explain the importance of daily fluid needs and energy.

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Put 3-4 students in relay formation. Each group has 5 plates marked with a food group and the number of servings for that food group to put the food group picture cards. They also have a menu worksheet to be filled out with the food group picture cards they have collected. The plates, food group pictures and the menus have been color coordinated (the dairy plate would have blue writing, while the diary pictures all have blue dots on them). In addition have available laminated My Pyramid info sheets.

The first person in each relay skips to the center and picks up 1 food group picture card, skips back to his line and tags the cone with the foot. The next person in line then takes their turn to run and pick up a food group picture.

While waiting, the students put the food group picture cards in the correct food group plate. In addition, students will work individually on creating a menu for 3 daily meals with the food group picture cards they have collected for their group.

The group is finished when students have all their food group servings and a menu for the day. If a person in the group completes their menu before others are done, they can then assist their teammates.

Discussion:1. Why is it important to eat three healthy meals a day?2. What other ways can you get the proper nutrition?3. Are there any other foods that you can think of which were not mentioned?4. What are some unhealthy foods not included in your meal plans?


7. Invasion of the Microbes

Objective/Purpose:Students will be able to enact the three lines of defense in our bodies that prevent the spread of microbes, in order to teach them the importance of staying healthy. Students will also increase their endurance through this interactive running activity.

Standards Met:1.1: Chase, flee, and move away from others in a constantly changing environment.1.6: Balance while traveling and manipulating an object. 3.7: Sustain continuous movement for increasing periods of time while participating in moderate to vigorous physical activity.

Instruction: Separate the gym into 3 sections, marking the 3 lines of defense. Half of the class will each get a scooter to ride. These students will be the

microbes who attempt to ride their scooters across the 3 lines of defense. The 1st line of defense is the “skin”. There should be 2-3 players who

represent the skin by riding a scooter while holding hands to stay connected.

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The "skin" players try to tag invading microbes while staying connected (holding hands).

The 2nd line of defense is the “White Blood Cells” (WBC). The WBC are represented by 4 students who each hold a corner of a mesh net, towel, or sheet and move inside the boundary to envelope/gently place net on top of invading microbes.

The 3rd and final line of defense are the “antibodies and immunity.” When an antibody scarves or "marks" a microbe in this 3rd line of defense, they need to recharge their "Marking" (scarving) power by going through a WBC tunnel. 2-3 students will act as antibodies (seated on scooters) who carry one scarf and try to tag ("mark") a microbe with a scarf. If a microbe is "marked" with a scarf, he/she must display this scarf openly (tying scarf around wrist will work well).

There will be one player on a scooter acting as “Immunity,” who is free to roam anywhere in the 3 lines of defense areas to tag any microbe with a scarf, a microbe that has been "marked".

When a microbe is tagged, enveloped, or marked with a scarf, he/she must pick up scooter and walk the "path of destruction" outside boundaries on sideline to start again.

Have microbes and defense players switch roles after about half of the class time.

Discussion:1. In what ways does staying healthy prevent you from getting sick?2. What do you each do to prevent getting sick?3. Which role did you like playing better and why? 4. What did you learn about health by playing this game?

Source:http://www.pecentral.org/LessonIdeas/ViewLesson.asp?ID=12191

8. Hospital Tag

Objective/Purpose:The purpose of this game is to understand the importance of preventing harm to one’s body and staying healthy and safe, while involving physical activity.


Instruction: Instruct the students that they will be playing a game of tag.

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http://www.pecentral.org/LessonIdeas/ViewLesson.asp?ID=12191

Then, designate two taggers. When tagged, you cannot use the part of the body that you were tagged on.

(If one is tagged on their arm, then they cannot use their arm.) If tagged again, you are frozen in place until other players “heal” you in the

hospital by tagging you. If untagged, you are free to roam around healthy again. Play for about 15 minutes, then designate two different taggers.

Discussion:1. How is this game of tag different than a regular game?2. What did it teach you about staying healthy?3. What can you do to stay safe and prevent yourself from injuring yourself and needing to go to the hospital?4. Have any of you been to the hospital? What is it like?


9. Food Jump Rope

Objective/Purpose:To work with a partner in naming the food groups and the food within each group to understand healthy eating habits. This is done while simultaneously performing in physical activity.

Standards Met:1.5: Jump continuously a forward and a backward turning rope.3.7: Sustain continuous movement for increasing periods of time while participating in moderate physical activity.

Instruction: Find a partner and each person takes a jump rope. One person in each pair chooses a food group, then both start jump roping. While jump roping, the student who didn’t choose the food group states a

food within that group. Then the other student chooses another food within that group. Each pair continues with this until they can’t think of any more foods within

that group. Then a student within each pair chooses a different food group and they

switch off doing the same thing. The only time the groups can take breaks jump roping is when they finish a

food group. The goal is to cover all of the food groups within the 10 minute time limit.

Discussion:1. Which food groups did you pick and which foods in each?

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2. Do you think it was harder to think about the food groups while simultaneously jump roping?3. Did anyone say an unhealthy food by accident? 4. Why do you think it is important to know the food groups and eat within them?

Source:Sparks Book (Grades 3-6)

10. The Mambo Dance (From Cuba)

Objective/Purpose:To perform a line dance in order to teach students that staying active throughout your life can prevent America’s most common disease, cardiovascular disease.

Standards Met:1.15: Perform a line dance, a circle dance, or a folk dance. 2.6: Define the terms folk dance, line dance, or circle dance. 3.7: Sustain continuous movement for increasing periods of time while participating in moderate physical activity.

Instruction: Before performing the line dance, introduce the different types of dances and

ask the students to define a folk dance, line dance, and circle dance. Then, ask the students why performing a dance could contribute to one’s

health and wellbeing. After the preface, create a large activity area for the students and scatter

them within the area. Begin by teaching them the steps, one at a time, without any music. The steps

are as follows:o Begin with feet together.o Step 1-2-3, where “1” is step forward on R, while lifting L; “2” is step

forward on L, while lifting R; “3” is step on R with L down on floor. o Mambo to the back, starting with L: L, R, Lo Mambo to R, starting with R: R, L, Ro Mambo to L, starting with L: L, R, Lo Then repeato For the chorus, Jump to straddle, jump to criss-cross, jump to straddle,

then jump together Then put every move together with the music.

Discussion:1. Was this dance more difficult for you than a game of tag? Why or why not?2. How can dancing contribute to your health?3. How could you incorporate nutrition and food to this dance?

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4. What other activities besides dance can help improve your health by staying active?

Source:Sparks Book (Grades 3-6)

11. Stuck in the Mud (From Australia)

Objective/Purpose:The objective is to maintain health and prevent oneself from getting infected by the tagger. The purpose of this game is to show the importance of staying healthy and not getting sick or inactive.


Instruction: Create an activity area by placing cones and spread out the students within it. One person is the “bacteria,” while all other students are healthy creatures. If someone gets tagged by the bacteria, that person stands in one place until

someone “healthy” crawls under their legs to heal them. While that person is crawling under the legs, the infected students needs to name a healthy food.

After about 20 minutes, rotate out the bacteria person.

Discussion:1. How is this game of tag different than a normal one?2. Did you enjoy being infected and “stuck in the mud” or running around healthy?3. What did you learn about health and ways to stay active and healthy?

Source:http://library.thinkquest.org/J0110166/

12. Dog and Bone (From India)

Objective/Purpose:To inform students of the importance of health and nutrition while also increasing their endurance through an interactive and cooperative running activity.

Standards Met:1.1: Chase, flee, and move away from others in a constantly changing environment.3.7: Sustain continuous movement for increasing periods of time while participating in moderate to vigorous physical activity.

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http://library.thinkquest.org/J0110166/

5.4: Use appropriate cues for movement and positive words of encouragement while coaching others in physical activities. 5.6: Work in pairs or small group to achieve an agreed-upon goal.

Instruction: Split students into two teams (team 1 and team 2) and have them line up on

opposite sides of the gym or activity area. In the middle of the two teams, place an object (like a ball), which will act as

the “bone.” Approach team 1 and quietly assign each person on the team a different type

unhealthy food. Then, approach team 2 and do the same thing, using the same foods as

assigned to team 1. Then, when the teacher calls out one of the unhealthy foods assigned, the

person from each team with that assigned food runs to the middle to capture the “bone.” The first student who captures the object needs to yell out a healthy food before returning back to his/her side. If a students grabs the object first but is then tagged by the student on the other team, then that student has the chance to run to his/her side.

Continue until every food is called out, then assign different foods to each person on the teams.

Discussion:1. Was it easy for you to come up with healthy foods? 2. What did you learn about health by playing this game?3. What are some ways you could change your habits in order to create a healthier and more active lifestyle?

Source:http://www.ehow.com/list_5929172_children_s-games-around-world.html

13. Good Basket, Bad Basket (Rainy Day Activity)

Objective/Purpose:To teach the students about proper nutrition while incorporating a Springtime theme.

Standards Met:3.1: Demonstrate-warm up and cool-down exercises. 4.1: List components of physical health.

Instruction: Since this game does not involve as much moving around, have the students

stretch as warm-up and cool-down exercises.

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http://www.ehow.com/list_5929172_children_s-games-around-world.html

After warming up, each student is given an egg or two with a food labeled on the egg.

When it is the students turn the student will come up and either put their food in the "Good" basket or the "Bad" basket. The "Good" basket is for healthy foods and the "Bad" basket is for choices that are not as healthy.

After the student has made a decision regarding which basket to put the egg in, the rest of the class will vote to see if they agree with the decision and explain why if they agreed, or why not, if they disagreed.

If students put an egg in the "bad basket," have them explain why it is not a good choice and have them substitute with a "healthy" option.

Discussion:1. Was it difficult for anyone to decide which basket to place a food in? If so, which food was it?2. Are there any foods you can think of that you wouldn’t know if it is healthy or unhealthy to eat? 3. Why do you think we did this activity? 4. Do you think that this game helped you become more aware of your nutrition?


14. Survivor Challenge (Rainy Day Activity)

Objective/Purpose:Within groups, complete the challenges on the “Challenge Task Card” in order to learn about maintaining a healthy and balanced lifestyle, while also increasing their endurance through an interactive and cooperative running activity.

Standards Met:1.5: Jump continuously a forward and a backward turning rope.2.3: Explain the difference between throwing to a stationary partner and throwing to a moving partner.4.5: Explain that fluid needs are linked to energy expenditure.4.8: Describe and record the changes in heart rate before, during, and after physical activity

Instruction: Create an activity area inside. Have students form groups of 6 people, scattered around in the activity area. Provide each group with a “Survivor Challenge Task Card,” three balls, and a

pencil. Each task card will contains 3 activities on it:

o First activity: Each person in group performs 10 jumping jacks, then record (on the back of the task card) the changes in heart rate before, during, and after that physical activity.

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o Second activity: Form pairs within your group and each pair practices throwing a ball to each other while stationary, then while moving. Then as group, explain on the back of your task card the difference between throwing to your partner while stationary and while moving.

o Third activity: Each person within your group runs to the water fountain. After each person in the group returns to the activity area, one person from the group records the benefits of water to one’s healthy and energy.

Whichever group finishes all activities first and has clear explanations of questions on the back of the task card is the, “Healthy Survivor Team.”

Discussion:1. Which activity was the most difficult for your group and why?2. What were your responses to the importance of water? To the change in heart rate? To the difference in throwing to your partner while stationary versus while moving? 3. What other activities do you suggest me putting on the task cards for next time?

Source: SPARKS Book (Grades 3-6)

15. No Gym, No Problem (Rainy Day Activity)

Objective/Purpose:Students will learn of the different muscles in the body and of the importance to one’s health of building and maintaining muscle, while also performing physical activity.

Standards Met:3.2: Demonstrate how to lift and carry objects correctly. 4.10: Identify which muscles are used in performing muscular endurance activities.4.11: Name and locate the major muscles of the body.4.13: Describe the role of muscle strength and proper lifting in the prevention of injuries.

Instruction: Divide students into groups of 3. Then hand out a muscle worksheet, which represents both the anterior and

posterior view of the muscles displayed in the body. Each group will complete one sheet, filling out the names of the muscle groups and activities that can be done which use those muscles.

Go over the worksheet once everyone has completed it, putting up the answers and seeing if anyone else got a different name for a muscle group.

Then, each group will have a turn to come up in front of the class and perform two exercises, which use different muscles. One person in the group

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will perform the exercise, while one describes what is going on and then other person talks about the muscle group being used after the description.

Once everyone has finished, discuss the role of muscle strength and how to prevent injuries in doing this.

Discussion:1. Was it difficult for you to identify the muscles groups?2. Did anyone want to perform the exercises? Why or why not?3. What can you each do to prevent injuries while working out and staying healthy?


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Personal Reflection

After completing this unit, I realized how much I learned through the process. I learned that organization is extremely important in physical education and teaching. In order to prevent injuries and contribute to the health of students, it is crucial to prepare detailed lesson plans and to be prepared for discussion and questions. The process of creating the unit took a lot of time and effort, but it taught me the importance of encouraging children to develop a positive attitude towards health and fitness. By enforcing a positive attitude, children can develop healthy living habits through physical education and will hopefully learn to be more active in their every day lives.

This course not only taught me the importance of being an organized and prepared teacher, but it also taught me of the importance of being a supportive and encouraging teacher. A teacher has the ability to improve a child’s success by encouraging him/her to work hard and develop healthy living habits and a positive learning experience as well.

With electronics and media becoming even more popular with teenagers, it has become easier for children to sit alone rather than socialize through games and sports. However, I think that the way out of this harmful cycle is to provide children with the opportunities to be active and healthy. Learning to interact and work as a team through sports and outdoor adventures is way more worthwhile. Moreover, since obesity is one of the biggest problems in our society today, it is even more important for children to join a program outside of school to motivate them through a healthy style of living. The lessons, which this course taught me, can be applied to not only physical education teaching, but also to my teaching profession as whole. This was a very worthwhile and engaging course.

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Documents

cassidylaikin.weebly.com€¦ · Web viewA Physical Education Unit Based on Health and Nutrition. By . Cassidy Laikin. Third. Grade Thematic Unit For Physical Education. EDUC 360: