Name:

Labna Bayazeed

Date:12-9-2015
Unit Title

Health Education

Grade level(s) 3rd grade

Southwestern College-Teacher Education

Unit Planning Guidelines and Template with Lesson Plan format embedded
Directions: Use the following template for unit and lesson planning. The unit planning components
are only done once for the unit-this includes all sections from Standards to Unit Outline. The
Lesson Plans sections are then copied and completed for as many lesson sessions as the unit entails.
In the space below, list standards that will be addressed in the unit. Use Common Core Standards for ELA and Math. Use
state standards for other disciplines.
Students will be able to use Physical and Health Education to:
1. Recognize the importance of exercise and physical training to their health
2. Explain how to live healthy and active life
3. Be able to recognize the advantages of living actively and eat healthy on their bodies and mind.
4. Outline the benefits of being physically active
5. Have an awareness of and use safe training technique
6. Speak the language associated with physical training
7. Apply the principles of effective thinking to movement.
8. Explore the science of physical education.
9. Experience challenges and enjoyment through physical training

Know (nouns)
Definition
Physical education: is defined as the process of education that develops the human body, specifically fitness and movement skills
Obesity: the condition of being grossly fat or overweight.
Health: are a state of complete physical, mental and social well being and not merely the absence of disease or infirmity.
Technique: a way of carrying out a particular task, especially the execution or performance of an artistic work or a scientific procedure.
Diabetes: a metabolic disease in which the bodys inability to produce any or enough insulin causes elevated levels of glucose in the blood.
Be Able to Do (Verbs)

Level I

Level II

Level III

Understand

Apply

Memorize facts,
definitions, &
formulas

Perform
Procedures

Demonstrate
understanding

Remember

Explore
Explain
Develop
Learn
Recognize

Level IV

Level V

Analyze
Conjecture,
Generalize,
Prove

Evaluate/Create
Solve non-routine
problems; make
connections

This standard means a student will know and be able to do

Student will learn that there are a significant number of benefits of physical activity because healthy food and physical training are linked to healthy life.

Essential Questions:

How will being a healthy person and athlete impact my life?

Unit Questions:

What is the difference between healthy and unhealthy lifestyle?

What are the most important benefits of physical activity?

What safety steps should be taken before participating in an activity or sport on a hot sunny day?

What are the safety procedures one should take before engaging in physical activity?

Summary: The primary aims of this course are to provide students with knowledge, skills, capacities, values, and enthusiasm to
maintain a healthy life and fitness. In addition, to build a generation that is physically active and healthy. Also, in this course Physical
and Health Education, students will learn appropriate activities to help achieve healthy bodies, and eating healthy reduces the risk of
premature mortality and of coronary heart disease, hypertension, colon cancer, and diabetes. Physical activity also improves mental
health and it is important for the health of muscles, bones, and joints.

Data analysis:
Data type:
Prior to this unit students have learned some information about heathy food and food pyramid.
Students will enter the unit at different levels of understanding.

Analysis details:
Prior to the unit students learned about health education to healthy life. Students are familiar with attributes of health.

Materials and Resources:

Resources:

http://www.discoveryeducation.com/?ErrMsg=Please%20provide%20a%20Username%20and%20Password&query_string=

https://kids.usa.gov/teachers/lesson-plans/health-and-safety/index.shtml

http://teachers.net/lessonplans/subjects/health/

http://www.uen.org

Materials:

Books/record
Activity play
Colors
Paper
Picture
glue
markers
food play

Unit Outline-Lesson Segments: Provide a brief description of each session in the unit sequence.
Session
1
2
3
4

Instruction and Learning Experience

A Healthy Lifestyle
Food Pyramid
The Relationship Between Health and Exercise
Obesity

Assessment: How will you know students have learned? It is important to think about your assessment before planning lesson(s).
How will the student(s) demonstrate they have met the objective?
Formative Assessment should be conducted regularly throughout the lesson(s). Pre-assessment may be conducted prior to
lesson(s). Assessment may be informal-teacher observation, checklist, journal entry, practice tasks. It may
Summative assessment will generally be at the end of a unit or series of lessons on similar learning goals. be formal-written task,
performance task, paper/pencil or computer based quiz/test. You may come back and make adjustments to the assessments as you
progress through planning or even after teaching the lesson to ensure objectives, instruction, and assessment are aligned and students
are meeting the objectives.

Performance Task(s):

Students will work with partners to create menu of food that have all food pyramid elements.

Students will discuses front of class about your heathy pictures.

Other Evidence:
Formative:
1. Observations of learning and participation during activates.
2. Think pair shear
3. Verbal whole class questioning to teacher guided question
4. Mental checklist during observations activity
Summative:
1. Portfolios
2. Checklist for monitoring students

Lesson Title: A Healthy Lifestyle

Objective (s):

Increase knowledge about healthy lifestyles.

Identify if she/he is a healthy person or not.

Identify healthy food and unhealthy food.

Assessment:
G Formative assessment will be during open question, observation, and student interview thought out the lesson. Students will be
assessed on their knowledge and ability to complete the class activity. Students will identify a healthy and unhealthy lifestyle through
pictures that will be provided to them.
G 0 point

G One point

G Two points

G Three points

G Student cannot identify a G Student can identify a few G Student can identify some G Student can identify all
healthy pictures and
healthy pictures and
healthy pictures and
healthy pictures and
unhealthy pictures
unhealthy pictures
unhealthy pictures
unhealthy pictures

Meeting the need of various/ accommodation:

Lower level/ Disabilities- group lower level students with higher- level student during partner check. Help student to find and

identify the pictures of people doing healthy and unhealthy lifestyle. provide hands-on experiences and make sure students are
participating. Modeling with verbal and visual cues. Sit students with visual or hearing impairment closer to the front of room.
Provide opportunities for students to interact with actual and victual manipulates.
ELL- provide additional assistance to any student who is struggling during any part of the lesson. Provide hands-on experiences
and make sure students are participating. Modeling with visual cues.
Higher Level/Gifted- class presentation and modify outcome of objective to meets the interest and creative of the student.
Opening:
Before beginning the lesson, I will ask the class "How are you? How do you feel today?" Briefly discuss how students feel
(sick, tired, happy, homesick...). Then, I will ask students if they think that they are living a healthy life or not? Another question I
would ask them if they are exercising on a regular bass? Students will be asked about what their view of healthy life. Once students
understanding the fundamentals of healthy life, they can start living their lives in a heathy way.
Instruction:
I will tell them that this lesson talks about a Healthy Lifestyle. Link to prior knowledge by asking students about some heathy
habits? In addition, they will be asked to name some heathy food and unhealthy food. Then, I will start discussion by holding up a
candy bar and an apple and ask the students which do they think is better and healthier for their bodies. Then, I will ask the students if
they ever think about what they are putting into their bodies before they eat something. Also, I will introduce information on how to

live heathy lifestyle, and how they could decide what food is considered heathy.
Practice:
In small groups (4 or 5 students), students find and cut out pictures of people doing healthy and unhealthy things (foods,
medicines, etc.)
After a given amount of time, have the groups take turns coming to the front of the class with their pictures. The class can vote
on whether each activity is healthy or not.
Closing:
As closure, first I will give students my observation of some the pictures of people doing healthy and unhealthy things. Also, I
will review the heathy lifestyle definition, how he/she can be heathy person, and what is healthy food and unhealthy food? Ask the
students if they have any questions about the heathy lifestyle or heathy food and unhealthy food.
After assessment:
Students must be able to know how they can be healthy person also students should be able to identify what habits are heathy
or not. During small group students will make comparison between heathy and unhealthy lifestyle, then they will discuss together and
given a practice worksheet where they will have to count the unit and find the what is a Healthy Lifestyle. If I notice that the students
dont understanding the topic:

If I notice that 60% students dont understanding the topic:

Tier 1
Give them some activity for t more understanding
Tier 2
Give them homework to increase their understanding
If notice that 30% students dont understanding the topic:
Tier 1
Give them some extra sheet to enhance the learning.
Tier 2
Give them some resources that can help them
If I notice that the students understand the topic move to next lesson

Lesson title: Food Pyramid

Objectives:

Understand that a human body needs food to function properly.

Describe the elements that make up food pyramid.

Demonstrate and understand of the food groups by categorizing foods in the proper area.

Assessment:
Formative assessment will be during open question, observation, and student interview thought out the lesson. Students will be
assessed on their knowledge and ability to complete the class activity. Students will learn what are five categories of food pyramid.
The students will also be assessed on their ability to create box includes 5 categories of food pyramid.
G 0 point

G One point

G Two points

G Three points

G Students cannot create G Students can create G Students can create G Students can create
pyramid includes 5
pyramid includes a few pyramid includes some
pyramid includes 5
categories for food
categories for food
categories for food
categories for food
pyramid
pyramid
pyramid
pyramid
Meeting the need of various/ accommodation:
Lower level/ Disabilities- group lower level students with higher- level student during partner check. Help student to find and

identify the pictures of different categories of food pyramid. provide hands-on experiences and make sure students are
participating. Modeling with verbal and visual cues. Sit students with visual or hearing impairment closer to the front of room.
Provide opportunities for students to interact with actual and victual manipulates.
ELL- provide additional assistance to any student who is struggling during any part of the lesson. Provide hands-on experiences
and make sure students are participating. Modeling with visual cues.
Higher Level/Gifted- class presentation and modify outcome of objective to meets the interest and creative of the student.
Opening:
After watching a video about categorizing food using food pyramid, open a class discussion on food pyramid. I will ask
students what is their favorite food? Then, ask the students to think about the nutritional value of what they're eating, what does this
pyramid mean to you? and which food group do they eat the most? And which food groups should they eat more. Once students
recognizing the food pyramid, they can identify and categorize food.
Instruction:
I will star with telling them that today we will learn about food pyramid and elements that make up food pyramid. Link to prior
knowledge by asking students if they know about the 5 Food Groups, and what elements that make up food pyramid. I will list the five
categories (grains, proteins, fruits, vegetables, and dairy) of food groups on the board. Then I will ask students to get a dictionary and
look up each word, the definitions will then be put on the board. Also I will provide many examples and explain why they are
examples of each group. In addition, I will explain to the class the purpose of the food pyramid and tell how many servings of each

food they should be eaten

Practice:
I will divide the class into 5 groups and give them each a box of assorted food products. The groups will then create pyramids
that include the food products into the correct 5 categories and list them on a separate sheet of paper.
Closing:
As a closure, first I will give students my observation of box of assorted food products. Also, I will review the elements that
make up food pyramid definitions, the purpose of five categories form the food pyramid. Then, I will ask the students if they have any
questions about the food pyramid.
After assessment:
Students must be able to know which consists are food pyramid, and students pass a written test where they circle the category
of food pyramid. Students should be able to recognize and remember values of each category food pyramid. Students also should be
able to know what food their body needs. During small group, students will make different menus include categories of food pyramid,
then they will discuss together and given a practice worksheet where they will have to count the unit and find the food pyramid.
If I notice that 60% students dont understanding the topic:
Tier 1

Give them some activity for t more understanding

Tier 2
Give them homework to increase their understanding
If notice that 30% students dont understanding the topic:
Tier 1
Give them some extra sheet to enhance the learning.
Tier 2
Give them some resources that can help them
If I notice that the students understand the topic move to next lesson

Lesson title: The Relationship Between Health and Exercise

Objectives:

Recognize value of physical activity for health,

Explain the benefits of exercise on a person's overall health

Identify exercises, which will improve each of the health related issue

Assessment:
Formative assessment will be during open question, observation, and student interview thought out the lesson. Students will be
assessed on their knowledge and ability to complete the class activity. Students will identify which part of body that benefit from
exercise
G 0 point

G One point

G Two points

G Three points

G Students can not G Students can identify aG Students can identify G Students can identify
identify which part of
few part of body that
some part of body that which part of body that
body that benefit from
benefit from exercise
benefit from exercise
benefit from exercise
exercise
Meeting the need of various/ accommodation:

Lower level/ Disabilities- group lower level students with higher- level student during partner check. Help student to find and
identify the pictures of people doing healthy and unhealthy lifestyle. provide hands-on experiences and make sure students are
participating. Modeling with verbal and visual cues. Sit students with visual or hearing impairment closer to the front of room.
Provide opportunities for students to interact with actual and victual manipulates.
ELL- provide additional assistance to any student who is struggling during any part of the lesson. Provide hands-on experiences
and make sure students are participating. Modeling with visual cues.
Higher Level/Gifted- class presentation and modify outcome of objective to meets the interest and creative of the student.
Opening:
After watching a video about importation of some exercises for bodys health, ask students what they know about the value of
physical activity for health and body. Record students ideas on the board or chart paper. Ask students what some exercises they do in
at their homes. Ask students what the relationship between health and exercise? Have them share with a partner and then open up for
class discussion. Students will recognize what the importance of exercise for heath. Today, we are going to explore and learn the
relationship between health and exercising.
Instruction:
I will start with telling that today we will learn about the relationship between health and exercise. Link to prior knowledge
by asking students if they exercise practiced on a daily basis, and what are those exercises. I will mention some kind of exercises that

benefit our health. In addition, I explain to the class the benefit of exercising to our heath, and how exercising affects our health and
body. I will show and teach some exercises that can help body to be heathy.
Practice:
I will divide the students to four group, then I will give each group different pictures for some people doing one kind of
exercise, then I will ask them to put and identify what part of body that would benefit from this exercise. After a given amount of time,
have the groups take turns coming to the front of the class with their pictures. Then, talk about this exercise and how can benefit body.
Closing:
As closure, first I will give students my observation of their activity. Then, have them practice by pair sharing with their
partners one thing observed about their activity. Also, I will review the importance of exercise and how it affects heath, the benefit of
exercising, what kind of exercises should be practiced on a daily basis. Record things the learned in this lesson. Ask the students if
they have any questions about the relationship between health and exercising.
After assessment:
Students must be able to decide what the relationship between health and exercise, and recognize the benefit when they do
activity also students should be able to recognize and remember values of each kind of exercising. Students also should be able to
know the benefits of exercising. Within small groups, students will make different list of benefit, then they will discuss together and
given a practice worksheet where they will have to count the unit and find the relationship between health and exercising. If I notice

that the students dont understanding the topic:

If I notice that 60% students dont understanding the topic:

Tier 1
Give them some activity for t more understanding
Tier 2
Give them homework to increase their understanding
If notice that 30% students dont understanding the topic:
Tier 1
Give them some extra sheet to enhance the learning.
Tier 2
Give them some resources that can help them
If I notice that the students understand the topic move to next lesson