Instructional Resource Guide:

Nutrition and the Food Guide Pyramid in Physical Education

Raymond Dougherty

Stallions

TESL 220

April 17, 2014

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Table of Contents

Introduction

ELL Learning Outcomes

Instructional Strategies

Work Samples

Summary Reflection

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Introduction

Throughout our semester in TESL 220, or Teaching English as a Second Language, we as

a class have come to understand that as teachers we are teaching an ever growing, diverse,

student body. There were over 11 million students in the United States as of 2009 who spoke a

language other than English in their home. These students were either born here in the United

States or were brought here from another country by their parents. Most often the student’s

native or first language is Spanish as this encompasses 70% of all English language learners. It is

important to keep in mind however that over 400 different home languages are spoken. With

that said we as teachers have an obligation to each and every child that walks through our

door. It is our job to provide them with content in a manner in which they can understand both

the material and the language, particularly for English language learners. This means that you

must make the content subjective and be able to apply it to multiple different students at

different levels of language acquisition.

My Instructional Resource Guide is a lesson about nutrition in the Second grade Physical

Education classroom. This particularly stood out to me as my topic of choice as there is a

growing epidemic in the United States, and that epidemic is our alarmingly high obesity rate

among children and teens in our schools. As a Health & Physical Education major it will soon be

my occupation to prepare and educate our nation’s students how to be healthy and physically

active for a lifetime. So naturally, the opportunity to combine those two elements into one

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comprehensive lesson was very appealing to me. Also being able to incorporate these elements

into a SIOP lesson plan in which I will be teaching English language learners the importance of

nutrition is extremely exciting.

I understand that my second grade classroom will have a variety of English language

learners at multiple different levels of language acquisition. My lesson clearly and actively

engages all English language learners regardless of their level of language acquisition. The

instructional strategies provided throughout are hands-on activities with clear visual aids and

defined vocabulary. All of the activities require locomotor movement once they are split into

groups.

Students at any level of language acquisition will be able to participate, silent or

preproduction students with little to no vocabulary to intermediate language fluency who are

almost fluent as the proper scaffolding is provided for anyone to succeed. Students will be

shown videos relevant to the lesson as well as given handouts, and homework which help build

their level of language acquisition as well as their content knowledge of healthy foods and

knowledge of the food guide pyramid.

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ELL Learning Outcomes

As a Health & Physical Education major teaching English language learners, you are not

only trying to teach the content of the lesson, which involves anything and everything in the

wheel, or skill themes and movement concepts, but you are simultaneously teaching the

English language to your few students English language learners. This only compounds Physical

Educators problems, as throughout the country class sessions are extremely strapped for time

and there are only so many classes in a week.

I have developed a lesson plan which I believe not only has reasonable learning

outcomes, but attainable learning outcomes. Students in all four phases of language

acquisition: pre-production, early production, speech emergent and intermediate fluency will

be able to show improvement over the course of the class or several classes. They will show

achievement of the learning outcomes through content understanding. This particular lesson

has content objectives for Health and Physical Education as well as desired language objectives

for English language learners.

Stage Learning Outcomes Content UnderstandingSilent/Pre-Production Students will show

competency in both health and physical education. Students will be able to identify healthy foods and sort them according to food group through the use of images and Spanish primarily.

The student will demonstrate this understanding by successfully completing the activities in their assigned group and actively participating with their classmates.

Early Production Students will show competency in both health and physical education. Students will be able to participate in group discussion

The student will show understanding of these desired outcomes by actively listing and talking to fellow group members. They can

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and complete the activities through the use of images and English vocabulary primarily.

also complete the activities and worksheets with their group members while doing their best to only use images and English vocabulary.

Speech Emergent Students will show competency in both health and physical education. Students will be able to complete all activities and worksheets with English vocabulary primarily and very little help from images.

Students will demonstrate understanding by actively participating in group work and discussion as well as completing all worksheets, games and activities primarily through the use of the English language.

Intermediate Fluency Students will show competency in both health and physical education. Students require little to no help at all. They can complete all activities and worksheets while solely using the English vocabulary.

Students will be able to demonstrate their understanding by articulating their understanding of key vocabulary completely in English and by requiring no help or assistance from the teacher or scaffolding provided.

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Instructional Strategies

As previously stated it can be difficult for Health & Physical Education teachers to be

able to provide all the necessary content needed to effectively implement a lesson and help

develop the language acquisition of English language learners in the very limited amount of

time the class meets per class, per week. With that said I tried to find meaningful, hands-on

activities with significant and meaningful resources to build on each other to best develop both

the students content as well as their language.

The worksheets and discussion take into consideration the many different kinds of

learning styles you will find in a classroom. There are visual representations of most every key

vocabulary word, general food product, and key concepts. This accommodates the need for

visuals as some students are visual leaners and must be able to see something in order to make

the correlation between the word and the concept. Another strategy I used was dividing the

class up into much smaller, more manageable groups for practically the entirety of the lesson.

This allows English language learners to draw from their peers and in certain situations fellow

English language learners. This also allows the teacher to work with groups of students and

individual students more easily. Next I decided to have the class perform different locomotor

movements during the activities as they are movement concepts that the English language

learners would be familiar with. They are not entirely complex for second grade students and it

is not an activity such as dribbling a basketball which they may not be comfortable or familiar

with. This more easily integrates them into the class as they have the confidence to participate

right away and succeed (Sato, 2010).

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The activities I chose were significant to my lesson as they built upon the worksheets I

chose, which I will discuss later, and were easily understandable transitions away from a

discussion or a worksheet. The first activity was one from PECentral called know your food

(Thomas 2013). I chose this game as it gave the students a general idea of the foods they would

be working with for the lesson as well as giving them a concrete understanding of foods which

are health for you and which are not. Part of my lesson on nutrition or more specifically the

food guide pyramid, should educate students to the foods which they should be eating every

day and the ones they should avoid. The game works by splitting the class into groups and

spreading pictures of different foods into the center of the gym. One student from each group

at a time must perform a certain locomotor movement to the center of the gym where they will

choose a food and head back to the group. The group will determine if the food is and everyday

food or not and continue this until the end of the activity. My next activity was an adaptation of

my own design between my first activity and my last activity. It works in principle the same way

as the last however the students must work together to determine what food group the chosen

food belongs. This gives the students a general understanding about which foods generally fit

where in the food guide pyramid. Finally, my last activity was another PECentral lesson plan

idea called what’s on your plate (Cain 2009). This activity is a little like the others however you

will be collecting bean bags to put on your plate in order to create a well-balanced meal.

I chose the particular worksheets I did as resources as they went along extremely well

with my lesson and complimented the activities I had chosen resulting in a better, more

developed lesson as a whole. The first worksheet I use in my lesson is a matching worksheet I

give the students to complete after the first activity. The students match some of the foods

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they just sorted and try to match them with a food group which is written in words. This works

well as we move into our next activity where the students must sort food into food group bins

which are represented by pictures. This gives the students a picture to put with the words. Next

I implemented a printout which demonstrated proper portion size for the different food groups.

We discuss the food groups more in depth and give the students an understanding of what is a

healthy amount of food for them to eat by having them look at the myplate also on the print

out. This prepares the students for the final activity as they will need to make a plate with

proper portions that is well-balanced. Finally as a review I have the students fill out the food

guide pyramid worksheet individually which brings everything they learned in terms of content

together.

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Roanoke CollegeTESL 221

Name(s): Raymond Dougherty ______

SIOP LESSON PLAN TEMPLATE

Key: SW = Students will; TW = Teacher will; SWBAT = Students will be able to…:

Topic: Nutrition in Physical Education Grade/Class: Grade 2 Date: April 17, 2014

Content Objective(s):

-Virginia SOL: Physical Education 2.1: The student will continue to demonstrate correct critical elements (small, isolated parts of the whole skill or movement) of locomotor, non-locomotor, and manipulative skills

-SWBAT perform different kinds of locomotor movements (walking, running, hoping, skipping, galloping, chasing, fleeing, dodging)

-TW demonstrate appropriate locomotor movements as well as provide a picture book with names labeled in English and Spanish which visually displays the appropriate steps for each movement

-Virginia SOL: Health Education 2.2: The student will explain that personal health decisions and health habits influence health and wellness throughout life

-SWBAT identify and categorize foods into the food guide pyramid

-SWBAT identify healthy and non-healthy foods and determine the appropriate amount of servings for each

-TW provide help when asked or signaled and provide a picture book of all of the different foods used during the activity with names in English and Spanish

Language Objectives:

Conversation: SWBAT work cooperatively in small groups in order to complete the assigned worksheets and interactive activities

Grammar: SWBAT spell and pronounce key vocabulary correctly

Reading: SWBAT read the provided pictures and worksheets as they are comprehensive and provide English and Spanish definitions and rely their meaning back to the teacher

Vocabulary: SWBAT identify key vocabulary words and be able to associate the appropriate image or material with that word

Writing: SWBAT describe in words or draw key vocabulary terms

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Materials (including supplementary and adapted):

Computer, projector, music, laminated pictures of locomotor movements, laminated pictures of food, cones, colored bean bags, hula hoops, index cards, small containers, posters

Higher Order Questions:

How can your food choices now affect your health and wellness for the rest of your life?

Why are fats and oils no longer considered a food group?

Teacher Activities:

Building Background

Links to Students’ Past Experience:

The teacher will link to the students’ past experience by asking the students to provide examples of activities and games in which they have participated in, or seen that use different forms of locomotor movement.

Teacher links to Prior Learning:

The teacher will ask the students to discuss the role of proper nutrition in regards to good health and when making health-promoting decisions.

Key vocabulary:

Food guide Pyramid, well-balanced meal, Fruit Group, Milk Group, Grains Group, Meat and Beans Group, Vegetable Group

Comprehensible Input

This component comprises some of the features that make SIOP instruction different from “just good instruction.”

Check those that apply and describe below. Include those selected to the lesson sequence section below.

_X_Speech appropriate for students’ proficiency level _X_Clear explanation of academic task

_X_Techniques used to make content concepts clear for:

1. Beginning2. Early Intermediate – Group activities, worksheets, visuals3. Intermediate4. Early Advanced

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Scaffolding _X_Modeling _X_Guided Practice _X_Independent Practice

Verbal Scaffolding:

The teacher will provide English and Spanish definitions while also providing visual representations for English language learners.

Procedural Scaffolding:

The teacher will split the class into smaller groups so that the students can work cooperatively amongst themselves and draw from each others knowledge of the material.

Instructional Scaffolding:

The teacher will demonstrate all activities while giving instructions simultaneously in order to model the appropriate behavior to English language learners who may not understand what he is saying.

Interaction _X_Whole class _X_ Small group _X_Partners _X_Independent

Description of Cooperative Learning Structure/s:

Students will be split up into small groups so that they can complete the worksheets cooperatively and work through the activities provided as a team. They will work independently at the beginning and end of class as a means to gauge prior and as an assessment.

Use of Students’ Primary Language/s:

The class will be taught primarily in English however Spanish translations and definitions will be provided where needed for English language learners to be able to succeed.

Practice/Application _X_Hands-on _X_Meaningful _X_Linked to objectives _X_Promotes engagement

Integration of Processes _X_Listening _X_Speaking _X_Reading _X_Writing

Description of Hands-on activity:

After reviewing portion size worksheet and discussing the myplate image students will be split up into groups of four or five students each and be provided with a hula hoop to be placed on the ground which represents a plate. They must perform a locomotor movement to the center of the gymnasium where an assortment of color coordinated bean bags, each color representing a different food group, has been placed. Grabbing one bean bag at a time, each group must collect enough bean bags for each food group to be representative of a well-balanced meal.

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Lesson Delivery _X_Pacing _X_Student engagement _X_Content objectives _X_Language objectives

Description of Lesson Delivery components:

Students will be presented with worksheets, diagrams, and interactive games which incorporate content and language objectives. After the opening activity and discussion we will move to group work and activities primarily all the way up to the review and assessment which will be individual. The students will be engaged with the material and with each other as the groups will consist of four to five students each. They will meet the content and language objectives by following along and participating fully throughout the class.

Time:5 min

10 min

5 min

10 min

5 min

10 min

5 min

Lesson SequenceOpening discussion-connects students past experiences and prior learning to current lessonKnow your food- students asked to sort general foods into piles of everyday and sometimesFood Group Matching-students asked to complete worksheet in groups to the best of their ability then reviewKnow your food-students given 5 bins and must sort larger group of foods into their respective groupPortion size-teacher will review portion sizes and myplate to discuss importance of a well-balanced mealWhats on your plate-students will collect bean bags and attempt to make a well-balanced mealClosing-students will fill in empty food guide pyramid and draw or label a healthy well balanced plate

Notes regarding differentiation

Food picture labeled in English and SpanishStudents work on worksheet in groupsIn same groups and picture to represent groups providedImages

Working in groups, allowed to use provided worksheetsComplete separately

Review and Assessment (Check all that apply and describe)

_X_Individual __Group _X_Oral _X_Written

The assessment will be individual so that you can gauge every individual’s progress. The students will fill in a food guide pyramid with the appropriate key vocabulary terms and draw or describe what a well-balanced plate would look like.

Review Key Vocabulary:

The students will review the vocabulary by individually filling in a food guide pyramid with the appropriate terms. They will further review by drawing or describing, in the more advanced student’s case, what a well-balanced plate will look like and label the food groups they use on the plate.

Review Key Concepts:

The teacher will ask the students what locomotor movement skills they developed while participating in the respective activities as well as calling on students to define or describe key vocabulary.

Adapted from Making Content Comprehensible for English Language Learners, 2nd/ 3rd

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Work Samples

To quote one of Dr. Stallions PowerPoint’s there is one English language leaner for every

thirteen students statistically in today’s classroom. This fluctuates based on the area in which

you live but the point being is that you are most likely at some point in your teaching career

going to have to teach an English language learner. This means that you will have to adapt your

instruction so that they are learning the content on which your lesson is based and

simultaneously learning the language used.

As a future teacher I must come to grips with the very likely scenario that I will, at one

point or another, have to teach and adapt my curriculum to accommodate the needs of an

English language learner. The students are either born here in the United States and speak very

little English at home, or moved here with their parents from another country. Taking into

consideration multiple different factors, that child may have received very little in terms of a

formal education. What this means is that the English language learner could be on and level of

language acquisition which are: pre-production, early production, speech emergent and

intermediate fluency.

There will be certain situations that arise in the classroom however as a result of a

student that is on the pre-production or silent level of language acquisition. These students are

particularly hard to deal with as they know so little English, if any at all, they are overwhelmed,

and shut down in a sense. These students will watch and observe as they clearly cannot

understand you speaking and unless the appropriate measures are taken, they will not be able

to understand the content of the lesson being taught either.

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Using the second know your foods activity I had designed I will demonstrate how to best

modify instruction in order to incorporate all of the members of the class into the activity at

hand, specifically pre-production language acquisition level students. The first thing to do is

model the activity by first performing it yourself. Give one set of instructions to the students by

talking them through each step of the activity. Next walk literally through each step of the

activity as if you were participating in the game. Make sure to vocalize what you are doing at

each station or required task.

For instance, in know your foods; the teacher will first explain the directions to the

students, them immediately afterwards walk through the steps. The teacher will explain that

you will begin by standing by a designated cone with your respective teams. You will perform a

locomotor activity such as skipping to the center of the gym, pick up a food card, and skip back.

As a team you will then deliberate and decide which food group’s bin the food belongs. The

teacher will actually perform the last part of the activity as well.

Next, in order to provide the student or students in question with a sense of confidence,

split the class up into small groups that can work together throughout the session. This gives

the students a sense of familiarity with their classmates that allows them to relax and be

themselves. As I am already doing this in know your foods it would be wise to put the English

language learner in question with other English language learners in the classroom or any

student who has some Spanish speaking skills. This further provides the student with a sense of

confidence and comfortability. As you are placing them in a small group with which they can

hopefully communicate you are encouraging that student to interact with their peers and not

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remain silent. This way they are developing their conversational or social language without

even realizing it.

Finally, provide proper scaffolding throughout the lesson. This means all of verbal

scaffolding, procedural scaffolding, and instructional scaffolding. You want to make the student

as comfortable as possible so that they can lean on you, their classmates, or the provided

materials and be able to complete the task presented. What I would do for know your foods is

make sure that every picture has both the English and Spanish translations of the word so that

the student can get a visual representation of the material while being able to relate that the

English and Spanish words have the same meaning. It would be beneficial as well to potentially

have a written set of instructions or steps that are written in both English and Spanish, like a

manual, for the students to use as a guide when you are busy or not available to help a specific

group or child.

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Summary Reflection

The Instructional Resource Guide has done a great many things in terms of my

understanding of how to best teach culturally and linguistically diverse students in the modern

day classroom. As a future educator to be able to design this lesson from the ground up was an

enlightening experience and one that gives me a measure of confidence that I will be able to do

so in the future.

As a Health & Physical Education major it never occurred to me that I could devise a

lesson in which I combine elements of both Physical Education and Health Education and make

one interactive lesson. Students will be able to work on key elements of locomotor,

manipulative, and non-manipulative movements all while learning in a defined setting. Having

done this now I know that I will be able to apply this concept to any subject or content area and

be able to effectively work it into my own Physical Education lesson without losing its integrity.

Finally I believe that the biggest take away for me in terms of teaching culturally and

linguistically diverse students is to be patient with them. My lesson is based on the premise that

English language learners need visual representations and repetition in order to learn both the

content and the language. Moving through my lesson without realizing, I saw that I had

developed it in a way that they key concepts and vocabulary would be repeating in each activity

and worksheet. I understood on paper that repetition and patience was important but to see it

in practice solidifies how vital it actually is.

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Resources

Sato, T. (2010). Strategies for Including English Language Learners in Physical Education. Virginia Journal, 31(2), 8-10. http://eds.a.ebscohost.com/eds/pdfviewer/pdfviewer?sid=58ed82aa-cc5b-4bf6-aad4-caefe52b1d1c%40sessionmgr4002&vid=3&hid=4210

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Thomas, E. (2013). K-2 PE Lesson Ideas. PE Central. http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=9549#.U092X_ldXkY

Cain, S. (2009). Classroom Teacher Integrated. PE Central. http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=9433#.U095e_ldXkY

Food Guide Pyramid Worksheet: http://www.nourishinteractive.com/nutrition-education-printables/107-kids-coloring-printables-food-pyramid-girl

Food Group Matching Worksheet: http://www.nourishinteractive.com/nutrition-education-printables/108-kids-worksheet-matching-food-groups

Serving Size Worksheet: http://www.nourishinteractive.com/nutrition-education-printables/585-estimate-portion-size-food-groups-kids-information-household-items

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