Observing for developmentally appropriate underhand throwing and catching patterns. If a chicken is NOT caught, the team returns the chicken, returns to their hoop, and tries again. Then, Partner B runs to the coop, gets a new chicken, and the relay starts again. This continues until one partner is standing in the hoop, and the chicken is caught. Then, Partner A runs to the next poly spot closer to the hoop, and Partner B underhand throws to Partner A, who catches. Partner A underhand throws to Partner B, who catches the chicken. Partner B can run to a poly spot that is closer to Partner A than the hoop is. ![]() When holding a chicken, a student cannot move. and try to underhand throw it into the cloud (after the. Activity 3: On a signal, students use their cloud racer to grab a raindrop. students should be familiar with the names of notes and their values in 4/4 time. Provide each student a scooter (the 'cloud racers'). Students practice underhand throwing skills, identify values of musical notes, and add values of notes (adding fractions). Partner A will run to the chicken coop, and pick up one chicken. Activity 2: On a signal, students grab a raindrop and try to overhand throw it into the cloud (teacher reminds them to use the cues for the underhand throw). Students practice underhand throwing skills, identify values of musical notes, and add values of notes (adding fractions). To do this, one partner must underhand throw the chicken, and the other partner must catch the chicken while standing in the hoop. The goal is to collect as many chickens as possible in the hula hoop. Demonstrate an underhand throw with a beanbag or a no-bounce ball, asking students to focus on the swing of your arms as you demonstrate the throw. Split class into pairs, and each pair shares a hula hoop. Poly spots (i.e., "stepping stones") are spread randomly throughout the area between the chickens and the hula hoops. Chickens all go in the middle of the playing area in the "chicken coop". Skill-based (Self-Management): During the Food Improvement worksheet, the student will self-manage their own eating habits to improve the foods they eat to better their food intake.Spread hula hoops around the outside of the playing area as "chicken nests". I used the same worksheets as for the Managing Your Nutrition lesson since they also were great for self-managing their lives.Ĭognitive: After the first activity, the student will be able to make comparisons between nutritional values of fast foods according to their calories, sodium, and fat content.Īffective: In small groups, the student will draw connections and state opinions between which weight loss strategies are positive and negative using previous class lectures and discussions. The power point I put together allowed them to understand what goes in to fast food and to make better choices if necessary. ![]() From teaching this class for a week or so, I realized they were not planning on cutting down their trips to fast food restaurants. I really enjoyed the first activity I did with the power point. This lesson was taught to an 8th grade class of 25 students in a rural school district. Skill-Based: (Self-Management) The students will create food logs that lists the foods they consumed and improvements they can make to their diet based on the information presented in class.īelow is a power point that went along side with the Managing Your Nutrition lesson plan. Students completed a Food Improvement Log which can be found under the "Assessment" tab.Ĭognitive: The student will be able to identify nutrition label items and connect health risks to overindulgence of items.Ĭognitive: The student will be able to identify the differences between serving sizes and portion sizes to control their own consumption.Īffective: The student will share thoughts and ideas during group work following each activity and presentation. The lesson focuses on portion sizes, serving sizes, and nutrition labels and learning how to cope with what is thrown at them every day. The students are trying to tag the other. ![]() Also, if a student is overweight, they don't need to be drilled with the facts on why they are that way. Students will underhand throw on the ground (roll the ball or slide the beanbag) across to the other teams side. ![]() It wasn't a fact-based lesson because students already know about obesity. The goal of this lesson plan was for students to understand the reasons behind the obesity epidemic. The students have to try to toss the bean bag underhanded and make their partner miss catching. The above lesson was presented to an 11th grade high school class of 19 students. In pairs, make a square with 4 spots, 1 bean bag for each pair.
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