Student Teachers: Hope Yantis and Dustin Johnson

Grade
Class
Length of time
level
Size
(min)
3rd
26
30 min
Lab School Teacher: Ms. Chandler

Teaching
Date
11/17/15

Group #1
Lab School
Teacher
Ms. Fos

Room #
120

Content Area (Scope & Sequence): Nutrition

Health Goal (Scope & Sequence): Health goal #31: I will select foods that contain nutrients.

Standard(
s):
Benchmar
k(s):
GLE(s):

NHES (SHAPE America) & LHES (Louisiana)

Standard 5: Students will demonstrate the ability to use decision-making
skills to enhance health.
Benchmark 5-E-1: Illustrate the outcomes of a health-related decision.
5-E-1.1 Identify health-related situations that require a thoughtful decision.

LEARNING OBJECTIVES (TLW) Who? Will do? How much? Of What? By When
Cognitive:
TLW be able to make healthful decisions by choosing what kind of food
gives energy and what kind of food builds muscle on an exit card by
the end of the lesson.
Affective:
TLW be confident in their ability decide what kind of food gives energy
and what kind of food builds muscle by the end of the lesson.
Psychomo TLW be able to distinguish between what kind of food gives energy and
tor:
what kind of food builds muscle by doing the correct exercises that
correlates with the type of food on the screen by the end of the lesson.
ASSESSMENT/EVALUATION (TTW)
What method? Should match learning objectives:
Cognitive:
TTW ask questions on an exit card about what food gives energy and
what food builds muscle by the end of the lesson.
Affective:
TTW informally assess students about how they feel about their ability to
distinguish from carbs and protein in food by using the thumbs up,
thumbs down method by the end of the lesson.
Psychomo TTW informally assess students understanding of what food builds muscle
tor:
and what food gives energy by doing the correct exercise that correlates
with the type of food on the screen by the end of the lesson.

TEACHING MATERIALS (be specific and detailed):

Type:
Note/exit cards
Slide show of food for culminating activity

Amount Needed:
26
# of slides

SAFETY CONSIDERATIONS (address physical, emotional and social enviorment):

-Keep your hands, feet, and objects to yourself
-Help out your friends if they dont understand!
-Dont forget about personal space.
MODIFICATIONS/ACCOMODATIONS:
Modifications:
If the lesson is too easy, we will ask more difficult questions relating to the lesson, such
as what would happen if you ate too many carbs or protein?
If the lesson is too hard, we will ask less difficult questions relating to the lesson, such as
what kind of food builds your muslces and what kind of food gives you energy?
Accomodations:
There were no children with cognitive or physical disabilities in class.
INTEGRATION: (Identify the Subject and Describe how it relates or is used within the lesson)
Operations and Algebraic Thinking: 3.0A
Represent and solve problems involving multiplication and division.
Interpret products of whole numbers, e.g., interpret 5 7 as the total number of objects
in 5 groups of 7 objects each. For example, describe a context in which a total number of
objects can be expressed as Integration in LP: Mulitiply the number of food on the screen
by the magic number of the day (3) = the amount of reps they will have to do for the
culminating activity.
RESOURCES (e.g. websites, textbook including page #s):
Meek text book: page 199

Start time: 12:00

End time: 12:03

Anticipatory Set

Procedures:
Who are your favorite atheletes?
Can anyone tell me what 2 main nutrients these
athletes need in order to do their best in competition?
carbs and protein

Instructional
Prompts &
Teacher Cues
If you want to
answer or have a
question, raise
your hand.

Reminders/
Organization
If they get too
loud
if you can hear
me, clap
once
If you can hear
me, put your
hand on your
elbowover
your mouth

Transition: Flow into instant activity by asking the following questions

Instant Activity
Start time: 12:03
End time:12:10

Procedures:
What are carbs and protein?
What kind of foods can you find these nutrients?
What kind of exercises would you see these atheletes
doing?

Instructional
Prompts &
Teacher Cues

Reminders/
Organization

Write their answers

on the board.
Make one column
for carbs and one
column for protein.
Write their answers
under the
appropriate
column.
Make another list of
what exercise those
nutrients correlate
with.

As one of us
explains the
lesson, the other
will walk around
the room

Transition: Given what we know about carbs and protiein, now we are going to do a fun activity!
Culminating Activity
Start time:12:10
End time:12:25

Procedures (Teacher Instruction)

Explain activity followed by a demonstration:
- We will show pictures of food on the screen.
- They will have to choose an exercise that would
demonstrate what that food is used for in the
body
- Ex: steak -> protein -> students will choose an
exercise that represents building muscle (arm
flex, push ups, squats)
- Ex: Noodles -> carbs -> students will do an
excerise that uses a lot of energy (jog in place,
do jumping jacks, etc.)

Instructional
Prompts &
Teacher Cues

Reminders/
Organization

Magic number of
the day is 3
Ex: If there are X
amount of food on
the screen they
will multiply that
number by 3
whatever the
answer is, they will
do this many reps
of the execise.

Remind students
about personal
space because
they will be
doing exercises
in a small area.

Transition: If your favorite sport is soccer, find a spot around the room. If your favorite sport if footballetc.
find a spot around the room.
The class will stand in open space around the room.
Be sure to multiply
We will be
- We will show pictures of food on the screen
the amount of food walking around
3

They will have to choose an exercise that would

demonstrate what that food is used for in the
body
Ex: steak -> protein -> students will choose an
exercise that represents building muscle (arm
flex, push ups, squats)
Ex: Noodles -> carbs -> students will do an
excerise that uses a lot of energy (jog in place,
do jumping jacks, etc.)

on the screen by 3!

the room while

we guide the
lesson

Transition: Thumbs up or down if you liked the lesson. When I say go, get back in your chair and fill out your
exit card. As students sit down, Dustin will pass out the exit cards.

Closure:
Start time:12:25
End time:12:30

Procedures

Exit card:
What type of food contains carbs?
What type of food contains protein?

Instructional
Prompts &
Teacher Cues
We will ask them
to raise their hand
and share their
answers.

Reminders/
Organization

Transition: Pick up with exit cards at the end of the lesson.