What is the best way to exercise?

What does it mean to be healthy? 

Fry, E. (2012). Losing It. Las Vegas, NV: Amazon Children's Publishing.

Hardyman, R. (2010). Being Healthy, Feeling Great: Exercise. New York, NY: Power Kids Press.

Koch, E., & Koch Thaler, P. (2011). Eddie Shapes Up. New York, NY: ZAGAT.

Marsico, K. (2015). Eat a Balanced Diet! Ann Arbor, MI: Cherry Lake Publishing.

Mason, M. (2018). Jump, Swing, Climb. Naples, FL: Iversen Publishing.

Murphy, S. J. (2012). Happy, Healthy Ajay! Watertown, MA: Charlesbridge.

Natterson, C. (2017). Guy Stuff: The Body Book for Boys. Middleton, WI: American Girl.

Nelson, R. (2006). Exercising. Minneapolis, MN: Lerner Classroom.

Petrie, K. (2012). Food as Fuel: Nutrition for Athletes. Miamisburg, OH: Checkerboard Books.

Reinke, B. B. (2019). Following Special Diets. Minneapolis, MN: Lerner Classroom.

Royston, A. (2010). Being Healthy, Feeling Great: Diet. New York, NY: Power Kids Press.

Rue, N. (2012). Lily Robbins, M.D. Nashville, TN: Thomas Nelson Inc.

Schaefer, V. L. (1998). The Care and Keeping of You: The Body Book for Girls. Middleton, WI: Pleasant Company Publications.

Spinelli, E. (2011). Miss Fox's Class Shapes Up. Chicago, IL: Albert Whitman & Company.

Thomas, P. (2000). My Amazing Body: A First Look at Health and Fitness. Hauppauge, NY: B.E.S. Publishing.

Thompson, L. (2012). Hop, Hop, Jump! New York, NY: Margaret K. McElderry Books.

Students will be divided into seven* groups, and each group must choose 11* food items from the books in the text set that all group members agree are healthy to eat. They will receive pictures of their chosen food items to cut out and arrange. Each group will then divide their food choices into 3* sets of meals and 2* snacks – 3 items per meal, 1 item per snack – with each meal and snack being taped to its own colored piece of paper.

The groups will then work together as a class to place each group’s meals and snacks on the board, so that each day represents a balanced diet. Each group must place pictures on three different days, to encourage variety throughout the week.

Throughout this activity, the educator should check in with each group and provide guidance when needed, especially during the final stage when the groups come together as a class.

 

*These numbers are based on a class size of 21 students.

Groups will select eleven food items they consider healthy from the text set. (cognitive)
Groups will organize their chosen foods into three sets of meals and two snacks using cutout pictures and tape. (affective)

Groups will place their pictures of meal sets and snacks onto at least three different days on the week board. (psychomotor) 

Students will choose one exercise activity from the text set that they can physically perform themselves. It will need to be a simple exercise they can perform in thirty seconds or less; students will sign up on a class signup sheet to ensure no exercise is repeated. Once all the students have read about and practiced their chosen exercise, they will each give a one-minute presentation where they demonstrate their exercise activity and explain why it is a good way to exercise. These show-and-tells should be done together in one class period if possible.

Students will identify one exercise activity they can perform from the text set. (cognitive)
Students will reproduce their chosen exercise as a demonstration in thirty seconds or less. (psychomotor)
Students will recommend their chosen exercise to their classmates in a one-minute presentation. (affective)