KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN FORMAT

Teacher Candidate: Liz Shields

Date: November 19, 2015

Cooperating Teacher:
Group Size:

20

Subject or Topic:

Coop. Initials
Allotted Time 60 minutes
Nutrition

Grade Level

Section

STANDARD:
10.4.3.A: Identify and engage in physical activities that promote
physical fitness and health.
I. Performance Objectives (Learning Outcomes):
The students will be able to define what calories are and describe how to
affectively burn the calories by physical activity.
The students will determine the importance of burning calories.
II. Instructional Materials
M&M candies
Slices of a raw baby carrot
Fruit loops
Prediction sheet
Pedometers
III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea, outline of
additional content)
A. Prerequisite skills
1. Counting
2. Physical education: being active
B. Key Vocabulary
1. Calorie- the amount of energy a food supply has per serving
C. Big Idea
1. How can we burn off the calories we consume?
D. New content
1. Balancing energy intake and outtake
2. Exercising
IV. Implementation

A. Introduction
1. (Connect to prior lesson) Yesterday, we talked about sugar and how
it can negatively affect our bodies.
2. Today we are going to be talking about balancing our energy intake
and outtake.
3. What is the purpose of exercise? To burn calories, lose weight etc.
4. Talk to your small group and brainstorm about how much exercise
you would need to do to burn off a 550-calorie Big Mac from
McDonalds.
5. Show picture after predictions are made.
B. Development
1. Crazy that someone would need to run for almost an hour to burn off
those calories.
2. Show PowerPoint: Energy Intake and Outtake Balance (together
counts)
3. Now that we know about balancing what we eat with the amount of
exercise we participate in, take out your predictions worksheets.
4. The Big Mac showed us multiple ways to exercise but today we are
going to be calculating our steps to burn calories.
5. Explain to the students that they will be working with: M&Ms,
carrot slices, and fruit loops.
6. Estimate how many steps you think it will take to burn off each of
these tiny foods. (Predictions worksheet)
7. Next, go outside or in the hallway and have the students (with their
table mates) walk the amount of steps they predicted for each food
so they understand how many steps they actually predicted.
8. Ask if anyone would change their predictions after taking those
steps.
9. Ask for three volunteers to show the class how many steps each food
we predicted needs to be burned off
10. Have the three volunteers line up and start stepping.
11. Ask student one to stop at 57 (carrot), student two to stop at 114
(fruit loop), and student three to stop at 342 (M&M)
12. After getting back into the classroom, have the students look at their
predictions made in the beginning and ask f anyone was close to any
of the guesses.
13. Have the students write the correct answers and put it into their
science journals
14. Next, ask the students to predict how many steps it will take to burn
the calories in a whole package of M&Ms (write in science journal
prediction and correct answer)
15. After hearing a few answers, let them know they would have to take
26,904 steps.
C. Closure

1. Lets watch this video of Fast Food vs. Exercise to see all the other
ways we can burn calories besides walking,
https://screen.yahoo.com/buzzfeed/vs-junk-food-190412486.html
2. Hand out exit slip
3. Answer 3 questions before leaving!
D. Accommodations/Differentiation
1. Ask Johnny to be one of the volunteers to take steps, so he is paying
attention and not distracted.
E. Assessment/Evaluation Plan
1. Formative- Exit slip
2. Formative- Science journal
3. Summative- end of the unit test
V. Reflective Response
A. Report of Student Performance in Terms of Stated Objectives (Reflection on
student performance written after lesson is taught, includes remediation for
students who fail to meet acceptable level of achievement)
Remediation Plan
B. Personal Reflection (Questions written before lesson is taught. Reflective
answers to question recorded after lesson is taught)
How could this lesson be improved?
Did I stay true to my predicted time?
What would I change if I did it again?
VI. Resources (in APA format)
Molle, J. (2010, April 27). Fourth Grade Nutrition. Retrieved October 15, 2015.
https://jmolle.files.wordpress.com/2010/11/nutrition-unit-plan-j.pdf
New-Tritional Info : A Lesson by Mathalicious. (n.d.). Retrieved November 9, 2015,
from http://www.mathalicious.com/lessons/newtritional-info/teach
You Vs. Junk Food | BuzzFeed - Yahoo Screen. (n.d.). Retrieved November 9, 2015, from
https://screen.yahoo.com/buzzfeed/vs-junk-food-190412486.html

What Exactly is Energy Balance? (n.d.). Retrieved November 9, 2015, from

http://www.togethercounts.com/sites/togethercounts.com/files/resources/documents/What
_Exactly_Is_Energy_Balance.pdf

Exit Slip Quiz

1. Name three ways you could burn calories today:
_____________________, ________________________,
_________________________.
2. Energy balance is the balance of calories consumed
(_______________) and calories burned
(___________________).
3. What takes more steps to burn off, carrot, M&M, or fruit
loop? ________________________

Exit Slip Quiz

1. Name three ways you could burn calories today: walking,

running, swimming.
2. Energy balance is the balance of calories consumed (Intake)
and calories burned (Outtake).
3. What takes more steps to burn off, carrot, M&M, or fruit
loop? M&M