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Primaryschool

Grade 3

2| Discovery Vitality

3Grade 31. List of warm-up and cool-down exercises 3

2. Lesson 1: Components of an exercise session 5

3. Lesson2:Buildingbasicsportingskills 10

4. Lesson3:Doesnutritionmakeadifference? 14

5. Lesson 4: Fuelling up for your best performance 19

6. Lesson 5: Healthy challenge quiz 24

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Grade 3

4Discovery Vitality | 3 | Discovery Vitality

Grade 3 List of warm-up and cool-down exercisesWarm-up exercises Warm-up exercise 1 (8 minutes)Warm-up1islongerthanusualtoallowyoutimetoexplainthebenefitsofandthe reasons for warming up.

Part 1:• Playsomemusicandaskthelearnerstodanceandmovetothemusic• Eachtimeyoustopthemusic,theymustholdtheircurrentposition.

Part 2:• Divide learners into pairs. 1 learner has to mirror the other’s dance moves.• When the music stops, they have to swap roles.

Part 3:Instruct the learners to do the following stretches:

The learners must hold each stretch for 20 seconds and repeat them twice on both sides.

The learners must hold each stretch for 20 seconds and repeat them twice on both sides.

1 Warm-up exercise 2 (8 minutes)Divide learners into pairs, standing a few metres away from each other. Give each pair a tennis ball.Part 1: Bounces (1 minute)• Instruct the learners to bounce the ball to their partner• The ball must bounce once before being caught. Part 2: Throwing (1 minute)• Instruct the learners to throw the ball to each other • They must catch the ball before it bounces. Part 3: High throwing (1 minute)• Instruct the learners to move closer to each other• The 1 partner must throw the ball straight up into the air and the other must

try to catch it.Repeat parts 1 to 3 again.Part 4: StretchesInstruct the learners to stretch:

Cool-down exercises Cool-down exercise 1 (5 minutes)• Askthelearnerstomakebigcircleswiththeirarms.Theyshoulddothis

5timesforwardsand5timesbackwards.• Askthemtowalkaroundinacircleslowlyandwhiletheyaredoingthis,

explain the importance of a cool-down• Instruct the learners to stretch their chest and quadriceps.

Cool-down exercise 2 (3 minutes)• Askthelearnerstolieontheirbacks• Instruct them to close their eyes and imagine that they are made of lead,

pushing their bodies into the ground• They must contract all their muscles and even squeeze their eyes• They must then relax and imagine that their bodies are so light that they can

liftofftheground.

Quadriceps

Chest

Hamstrings

Shoulder Triceps

Calf

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Grade 3

The front of the shoulders Hamstrings


Grade 3 Grade 3

OutcomesBy the end of this lesson the learners should be able to:• Understand and explain the components of an exercise session• Understand and explain the importance of stretching• Giveanexampleofanaerobicorcardiovascularactivity• Give an example of a strengthening exercise.

Teacher’s cornerIn lesson 1, you should explain the components of an exercise session to the learners. There are 4 components of an exercise session:a. Warm-upThe warm-up prepares the body for the exercise session. It increases the blood flowtoallactivemusclesandgraduallyraisestheheartrateandbreathingrate.Inaddition,adequatewarm-upexercisesreducetheriskofinjury.Awarm-upshouldbelightandlast6to10minutes.Youmayhavenoticedthatthewarm-up exercises in most of the lesson plans are only 5 minutes – this is to allow you timetocompletethesession.However,feelfreetoincreasethelengthofthewarm-up to suit the needs of your class. b. StretchingStretchingisalsopartofthewarm-upandplaysaroleinincreasingbloodflowtothemuscles.Itimprovesthemuscles’flexibilityandthejoints’rangeofmotion.Stretchingisparticularlyimportantforpeoplewithmovementproblemsorbadposture.Keep to the following guidelines when stretching:• Hold each stretch for 20 to 30 seconds• Repeat each stretch twice on each side• Whenyouareintheposition,holdthestretchforthespecifiedtime

(do not bounce it)• They should feel a slight pull but no pain.c. Main part of an exercise session Thefocusofthissectionoftheexercisesessionvariesdependingonwhetheryouwanttotraincardiovascularfitness,musclestrength,coordinationorflexibility.Thesecomponentsoffitnesswillbeexploredinmoredetailingrade5.d. Cool-downThecool-downisyourwayofsayingthankyoutoyourbodyfortheexercisesession.Asitimplies,itcoolsthebodydownandbringsitbacktoarestingstate.The aim is to slowly return the breathing rate, heart rate and temperature to pre-exerciselevels.Italsoplaysaroleinreducingtheriskofinjuryandmuscularpainafterexercise.The detail in which you explain and teach the components of the exercise session should depend on your class. However, the learners must be aware of each exercise componentandwhatitinvolves.Withstretching,theydonothavetoknowtheguidelines.However,youshouldreinforcetheguidelineseachtimeyoustretchwith the class.

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1Lesson planLesson theme Components of an exercise session Grade 3

Duration 30 minutes Date/week

Context

• Gettingmorephysicallyactive• Benefitsofleadingahealthylifestyle.

Linking with previous lesson Linking with next lesson

N/a. • Showslearnersthebenefitsofphysicalactivity,aswellashowto carry out the 4 components of an exercise session.

Core knowledge

• Understanding the 4 components of an exercise session: – Warm-up – Stretching – Main part of an exercise session – Cool-down.

Learning activities and assessment

• Warm-up• Gamesthatgetlearnersactive• Cool-down• Introducelearnerstotheworksheetforlesson1.

Forms of assessment Resources

• Worksheet• Observe learners whilst they play.

• Alarge,flatplayingarea• A wall• 2markedlines • A music system or drums (you can also clap hands to the beat)• A whistle• Worksheets.

Expanded opportunities Teacher reflection

• Learnersshouldpractiseall4componentswhenevertheydoanexercise session.

• Theactivitiesshowlearnersthatphysicalactivitycanbefun • Learners learn how to include the 4 components into their

exercise sessions.

Lesson 1: Components of an exercise session (30 minutes)

Lesson 1


Grade 3 Grade 3Wall slides:• Askthelearnerstostandwiththeirbacksagainstthewallsotheirhead,

shoulders and hips are touching the wall and their feet are shoulder-width apart• Theywillthenslidedown,bendingtheirkneesto90degrees,keepingtheir

back,shouldersandhipsagainstthewall• Theyshouldholdthispositionfor3to4secondsbeforeslidingupagain• Theyshouldrepeatthismovement10times• Theirkneesmustnotgoovertheirtoes.

Alternate between the wall pushes and the wall slides. Aim for 3 sets of 10eachforthewallpushesandwallslides,dependingonthetimeavailable.

Activity 4: Cool-down: (5 minutes) Chooseacool-downactivityfromthelistofwarm-upandcool-downexercises.Tips for the activities:Mostoftheactivitiesforthislessonrequirelittleorganisationandtheclasscandothem as 1 big group. However, ensure that all the learners can hear you when youareexplainingtheinstructionsorthebenefitsofeachexercisecomponentastheyarelikelytobequitespreadout.

Wrap up (3 minutes)Revisethecomponentsoftheexercisesessionandmakesurethatthelearnersknowhowtodotheseexercisesontheirown.Introducethelearnerstotheworksheetforlesson1.

ActivitiesFor lesson 1 you’ll need the following equipment:• Alarge,flatplayingarea• A wall• 2markedlines(forcrowsandcranes)• A music system or drums (you can also clap hands to the beat)• A whistle.

Activity 1: Warm-up (8 minutes)Chooseawarm-upactivityfromthelistofwarm-upandcool-downexercises.

Activity 2: Crows and cranes (7 minutes)Activity2is1ofthemainpartsofthisexercisesessionandfocusesonaerobics.• Dividelearnersinto2teamsandhavethemstandbacktoback• 1 row is the cranes and the other row is the crows• When you call out ‘cranes’, the cranes must run to a line you have set

beforehand, while the crows chase and try to touch them• Whenacraneistouched,theyhavetoleavetheirteamandjointhecrows• When you call ‘crows’, the cranes have to touch the crows.Note that the learners may be confused about which team has to chase the other if you draw out the ‘cr…’ sound when calling ’crows’ or ‘cranes’.

Activity 3: Wall slides and wall pushes (7 minutes)Activity3isalsoamainpartofthisexercisesessionandfocusesonmusclestrength and endurance.

Wall pushes:• Thisislikeapush-up,butisdoneinastandingposition• The learners should stand facing the wall, with their feet shoulder-width apart• Theyplacetheirhandsonthewall.Theirarmsshouldberelativelystraight,

butnotlockedattheelbowjoint.Theyshouldbeleaningforwardslightly,with their arms shoulder-width apart

• Thelearnerswillthenbendtheirarmsslowlyuntiltheirnosestouchthewalland then straighten their arms slowly

• Theyshouldrepeatthismovement10times.Tip for wall pushes:Ifyouwanttomakethismorechallenging,askthelearnerstostandfurtherawayfrom the wall or to do it even slower.

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Grade 3Worksheet: Grade 3, lesson 1Task1:AnexercisesessionFill in the parts of an exercise session in the table as shown in the example. Then you should write down what that part of theexercisesessiondoestohelpyourbodystayfitandhealthy.

Task2:PicturesFindpicturesinmagazinesofpeopledoingphysicalactivity.Pastetheminthetableprovidedandwritedownwhichpartoftheexercisesessionyouthinktheyaredoing.

Part of exercise session What it does

Example: Warm-up Gets my body ready for exercise

Picture Part of the exercise session

Grade 3

Lesson planLesson theme Buildingbasicsportingskills Grade 3


Context

• Gettingmorephysicallyactive• Benefitsofleadingahealthylifestyle.


• Showslearnersthebenefitsofphysicalactivity,aswellashowto carry out the 4 components of an exercise session.

• Learners learn how to lead healthier lifestyles.

Core knowledge

• Revisionofthebenefitsofphysicalactivity.


• Warm-up• Activitiesincludevariousgamesthatdevelophand-eyeandhand-footcoordination,andhittingatargetwithaball• Cool-down• Introducelearnerstoworksheetforlesson2.


• Worksheet• Observe learners whilst they play.

• Largearea(aboutthesizeofasoccerorhockeyfield)• A whistle• Hula hoops or targets• Soccer balls (ideally, 1 soccer ball for every 8 learners)• Worksheets.


• Learnerscanpractisethesegamesathomeandon the playground.

• Theactivitiesmakelearnersawareofthebenefitsofphysicalactivity,andalsodeveloptheirballskills.

Name: Lesson 2


Grade 3

OutcomesBy the end of this lesson the learners should be able to:• Showimprovedskillathittingatargetwithaball• Learn and demonstrate throwing and catching techniques.

Teacher’s cornerThebenefitsofphysicalactivitywereintroducedinthepreviousgrades. Ingrade3,youneedtorevisethesebenefits.Mostofthissessioninvolvesballskillsandaimstofurtherdevelophand-eyeandhand-footcoordination,withimproved dynamic balance.

ActivitiesFor lesson 2 you’ll need the following equipment:• Largearea(aboutthesizeofasoccerorhockeyfield)• A whistle• Hula hoops or targets• Soccer balls (ideally, 1 soccer ball for every 8 learners).

Activity 1: Warm-up (8 minutes)Chooseawarm-upactivityfromthelistofwarm-upandcool-downexercises.

Activity 2: Mini soccer (10 minutes)• Divide the learners into groups of 8 to 10 • Each group needs their own playing area. For example, you can divide a soccer

fieldinto3equalparts• Place2conesormarkersateachendoftheplayingareatomakethegoals• Further divide each group of learners into 2 teams• Each team has to try to score a goal• Rotatewhichlearnerplaysthegoalkeeperposition.

Activity 3: Bull’s eye (8 minutes)Teach the learners the following techniques using a soccer ball (or netball if you prefer).

Catching the ball • Thelearnersshouldfacetheirpalmsupwardsinthedirectionoftheballand

curvetheirfingersandrelaxthem• Letthepadsoftheirfingersreceivetheball,nottheirpalms• Instructthemtowatchtheballuntilitlandsintheirhands• They should pull their hands into their body to absorb the force of the ball as

it reaches them.

Overhead passHow to pass:• They should hold the ball with their hands a comfortable distance apart• Whilestillholdingtheball,theymustlifttheirarmsbehindtheirheads.

As they bring their arms forward, they should release the ball.

Divide the learners into 4 groups:

• Placeahooponawallormarkoutasquaretargetonawall

• Have each group form a row

• Have the learners in each group line up 1 behind the other

• Eachlearnerwilltakeaturntryingtothrowtheballintothetarget.

Tomaketheexercisemoreinteresting,youcanaskthelearnerstokeepscoreofhowmanytimestheyhitthetarget.

Activity 4: Cool-down (3 minutes)Chooseawarm-upactivityfromthelistofwarm-upandcool-downexercises.

Wrap up (2 minutes)Revisethebenefitsofanexercisesession.Emphasisethataballis1ofthemostfun pieces of equipment to use and you can play lots of games with it, either in groupsofpeopleorontheirown.Introducethelearnerstotheworksheetforlesson 2.

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Lesson 2: Building basic sporting skills (30 minutes)


Lesson planLesson theme Doesnutritionmakeadifference Grade 3


Context

• Makinghealthierfoodchoices• Benefitsofleadingahealthylifestyle.


• Learners learn how to lead healthier lifestyles. • Expandlearners’knowledgeofhealthyandpooreatinghabits.

Core knowledge

• Understanding healthy and poor dietary habits• Understandingwhatconstitutesahealthy,well-balanceddiet.


• Discussion on a healthy diet• Learnersfillinacartoonstripofastoryaboutachildwhoeatsawell-balanceddietandishealthyandhappy.


• Worksheet• Oral/discussion.

• AnA4pagewithcartoonstripandafewblanklinesunderneath• Worksheets.


• Encourage learners to eat a well-balanced diet and become healthy and happy themselves.

• The discussion shows learners what a well-balanced diet is and how it will help them lead healthier lives.

Grade 3Worksheet: Grade 3, lesson 2Task1:Quiz

Task2:CatchTeachmembersofyourhouseholdtheproperthrowingandcatchingtechnique.Askthemtoplaycatchwithyou.

1. List2activitiesthatcountasexercise:

2. Listany2benefitsofphysicalactivity:

4. Trueorfalse?Childrenshouldtrytowatchmorethan2hoursofTVaday.

5. Trueorfalse?Childrenshouldtrytoplay(physicalactivityorsports)foratleast1houraday.

3.Whichofthefollowingisacardiovascularactivity?(Remembercardiovascularactivitiesexerciseyourheartandlungs,soitmakesyourheartbeatfasterandyoutendtohuffandpuff.)Markyouranswerwithacross.

a. Walking

b. Stretching

c. Watching TV

d. Push-ups

6. List3waysinwhichyoucanincludephysicalactivityinyourday.

Grade 3Name: Lesson 3


Grade 3

• Cartoon strip: ‘Winning Welile’

Grade 3

OutcomesBy the end of this lesson the learners should be able to:• List 3 ways that a healthy diet can improve physical wellness• List 3 ways that a healthy diet can improve mental wellness.

Teacher’s cornerThe aim of this lesson is to introduce learners to:• Healthy and poor dietary habits• Howhealthyandpoordietaryhabitsaffectpersonalhealth.Youshouldexplainthatawell-balanceddiethasmanyhealthbenefits.• Manyharmfulconditionscanbeimprovedoravoidedbyeatinganadequately

nutritiousdiet:anaemia,obesity,allergies,toothdecay,arthritis,osteoporosis,heartattacks,strokesandhighbloodpressure

• Ifoneeatscorrectly,oneismuchmorelikelytofeelhealthyandbeabletodoenjoyablethings

• Eatingavarietyoffoodsintherightproportionswillhelptoavoidtheproblemsofovereatingandwillensurethatavarietyofnutrientsareobtained

• Choosing a diet with plenty of vegetables, fruits and grain products helps to preventconstipation,cancer,obesity,heartattacksandstrokes.Thefibrealsohelps the food to move through the system faster.

• Limitingtheamountofsugaroneeatshelpstopreventobesityandtoothdecay. Instead, we should try to eat more nutrient-rich foods.

Eating a healthy, well-balanced diet that is low in fat helps to maintain a healthy weight, which in turn has many health benefits:• Maintainingahealthyweightwilldecreasethechancesofsufferingfrom

heartdisease,astroke,certaincancersandobesity• Choosing a diet that is low in fat (especially saturated fat) and cholesterol

helpstopreventhighbloodpressure,heartattacks,strokesandobesity.Highbloodpressureandheartattacksarecausedbyblockageswithinthearteriesgoingtotheheart.Astrokeiscausedwhenabloodvesselgoingtoyourbrainisblocked.

• Usingsaltinmoderationwillalsoreducetheriskofsufferingfromhighbloodpressure,whichisassociatedwithheartattacksandstrokes.

ActivitiesFor lesson 3, you’ll need the following equipment:• AnA4pagewiththecartoonstripandafewblanklinesunderneath.Give

each learner a copy of the A4 page with the cartoon strip.

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Lesson 3: Does nutrition make a difference? (30 minutes)


Grade 3Activity 1: Discussion on a healthy diet (5 minutes)Tell the learners about what foods make up a healthy diet. Be sure to discuss the following points:• The importance of variety in a diet• Foodcontainingalotofsugarandfatshouldbeeateninmoderation.

Listtypicalfoodsthatarehighinsugar(fizzydrinks,sweetsetc)andfat(hamburgers, chips, etc).

• Explainthelinkbetweenfeelinghealthyandenergeticandeatingabalanceddiet.

Activity 2: Make healthy food choices (20 minutes)Startoffbyaskingthelearnersiftheyatebreakfastandthenletthemdescribeto you what they ate.Tell a story about a learner who eats a well-balanced diet and is happy and healthy.Emphasisetheimportanceofeatingbreakfast.• Give each learner a copy of the cartoon strip template• Placethelearnersintogroupsandcompletethestorybywritingunderneath

the pictures• Askeachgrouptotelltheirstorytotheclass.

Wrap up (5 minutes)Remindthelearnersthateatingahealthydietmeanseatingavarietyofnutritiousfoods.Emphasisethebenefitsofahealthydietandhowthisisrepresented by the cartoons.

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Bread

Lollypop

Sweets

Pizza

Chocolate

Ice cream

Apple

Banana

Carrots

Milk

Fizzy drinks

Ice cream

Grade 3Worksheet: Grade 3, lesson 3Task1:HealthyorunhealthyCompletethetablebelow.Ifyouthinktheeatinghabitbelowishealthy,placeatickinthe‘healthy’column.Ifyouthinkitisunhealthy,placeatickinthe‘unhealthy’column.Ifyoudon’tknow,drawaquestionmark.

Task2:ConnectthedotsLinkthehealthyfoodsusingagreencrayon,andtheunhealthyfoodsusingaredcrayon.

Eating habit Healthy UnhealthyEatingbreakfasteveryday

Drinkinglotsoffizzydrinks

Drinkingcleanwater

Eatingchocolatesandsweetsinsteadofsupper

Eatinglotsofvegetablesandfruit

Puttinglotsofsugarintoyourtea

Name:


Lesson planLesson theme Fuelling up for your best performance Grade 3


Context

• Makinghealthierfoodchoices• Benefitsofleadingahealthierlifestyle.


• Revisionofunhealthyandpooreatinghabits. • Learners learn how to lead healthier lifestyles.

Core knowledge

• Understandingtheimportanceofeatinghealthily• Knowledgeofthedifferenttypesoffruitsandvegetables• Knowledge of what nutrients are, and what vitamins and minerals can do for our bodies.


• Discussionabouttheimportanceofeatinghealthilyandhowfoodislikefuelthatkeepsourbodiesperformingoptimally• Learnersgetintopairsorsmallgroupsanddiscusswaysinwhichtogetmorecolourintheirdietsfromeatingavarietyoffruits

and vegetables• Introduceworksheetforlesson4.



N/a.


• Encourage learners to eat at least 5 servings of fruits and vegetables each day

• Encourage learners to add colour to their diets with a wide variety of fruits and vegetables.

• Theactivitiesgivelearnersanappreciationofthehealth-givingpropertiesoffruitsandvegetables.

• Learnersbegintounderstandthatnotonlyiseatinghealthilyfun and delicious, it also helps them to perform at their best.

Grade 3 Grade 3

OutcomesBy the end of this lesson the learners should be able to:• List3healthyeatinghabits• List3unhealthyeatinghabits• List3problemsthatunhealthyeatinghabitscancause.

Teacher’s cornerIn lesson 4 you should give the learners a deeper understanding of how importanteatinghealthilyis.Usethecaranalogyinactivity1todothis.Youshouldensurethelearnersknowdifferenttypesofvegetablesandfruit.

ActivitiesLesson 3 is mainly discussion-based. You will not need any equipment, but you shouldmakesurethatallthelearnersparticipateinthediscussions.

Activity 1: What you put in is what you get out (10 minutes)Usingtheanalogyofacar,explaintheimportanceofeatinghealthily.Explainthat a car needs good quality fuel to run. If a car doesn’t get enough fuel and is notlookedafterproperly,itbreaksdownandstopsworking.However,ifacarisgivenenoughfuelandislookedafter,itcankeepgoingformanyyears!Ourbodiesarelikeacar–wemustgivethemthefueltheyneedtobehealthyandlookafterthem,sothattheyworkproperly.Breakfastislikefuel–wemustfillupourtanksbeforethedaybeginssowehaveenergyatschooltothinkandplay.Someofthebestfuelwecangiveourbodiesisnutritiousfood.Vegetablesandfruitareverynutritiousbecausetheycontainplentyofvitamins,mineralsandfibretokeepourbodieshealthy.Therearealsoseveralothertypesoffuelsthatwe also need.Remind the learners what nutrients are. • Explain that vitamins are nutrients found in food and that they protect our bodies• Explainthatmineralsarenutrientswhichourbodiesneedtoworkproperly.Tell the learners that vegetables and fruit are very important for our health and help to prevent several diseases. They help:• Our eyesight• Ourbodiesfightagainstillnesseslikecolds,diarrhoeaandtuberculosis(TB)• Ourbowelstoworkproperly• Protectourbodiesagainstillnessessuchasheartdisease,strokesandsome

types of cancer.Theyalsoaddcolourtoourplatesandflavourtoourmeals!Weallneedtoeatatleast5servingsofvegetablesandfruitaday,soasklearnerstorememberthephrase‘5aday’andtotakeupthechallengeofeatingabout 3 servings of vegetables and 2 servings of fruit each day.Give examples of what counts as a serving of vegetables or fruit:• 1 piece of fresh fruit • 1/2 cup of cut vegetables • 1 cup of leafy vegetables • 1 handful (1/4 cup) of dried fruit.

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Lesson 4: Fuelling up for your best performance (30 minutes)

Lesson 4


Grade 3Activity 2: Colouring in your rainbow diet! (10 to 15 minutes)Explainthatmanyofthehealth-givingpropertiesofvegetablesandfruitcanbeseenintheircolours.Whiletherearehundredsofdifferentcolours,theycanbedivided into the following colour groups:• Red(tomato,watermelon,pinkgrapefruit,redpeppers,strawberriesandapples)• Orange(carrots,mangoes,apricots,pumpkin,orangesandspanspek)• Yellow (bananas, pineapple, gem squash and mielies)• Greens(broccoli,Brusselssprouts,spinach,cabbage,lettuce,peasandkiwifruit).Ask the class the following questions:• Whattypesoffruitdoyouandyourfamilymemberseat?• Whichtypesofvegetablesdoyouandyourfamilymemberseat?Writethesuitableanswersontheboardandaskthelearnerstotellyouwhichcolour category each fruit or vegetable falls into.Askthelearnerstoworkinpairsorsmallgroupsandcomeupwithideasonhowthey can get more colour in their diets. They can present their ideas to the class or they can give them to you to list on the board. Examples of suggestions could be to:• Eat a vegetable or fruit at every meal• Eatafruitwithbreakfast• Add raw vegetables such as carrots or shredded cabbage to your lunch• Havefreshvegetablesorfruitasasnackbetweenmeals• Have an orange or yellow vegetable and a green vegetable with your main

meal of the day• Eatafruitinsteadofpuddingaftersupper• Eat at least 1 vitamin A-rich vegetable or fruit such as cantaloupe, carrots,

sweet potato, spinach or broccoli every day• Eat at least 1 vitamin C-rich vegetable or fruit such as grapefruit, oranges,

greenpepper,orcauliflowereveryday• Eatatleast1high-fibrevegetableorfruitsuchasapples,grapefruit,or

broccoli every day • Eatgreenvegetablessuchasbroccoli,cauliflower,Brusselssproutsand

cabbageseveraltimeseachweek• Eat a large salad at lunch• Foramorningsnack,eatapieceoffreshfruitsuchasabanana,apple,orange,

pear or grapes • Foranafternoonsnack,eatcarrotandcelerysticksormini-peeledcarrots• Fordinner,eatadarkgreenvegetable,suchasbroccoliorspinach.

Wrap up (5 minutes)Remindthelearnersthatthehealth-givingpropertiesoffruitsandvegetablescanbeseenintheircolours.Emphasisethatnotonlycanhealthyeatingcanbefunanddelicious,italsohasgreathealthbenefits.

Grade 3Worksheet: Grade 3, lesson 4Task1:HealthyfuelforyourbodyRememberfromthelessonhowyourbody,justlikeacar,needsgoodfueltoworkproperlyandhowthefoodyoueatislikethe fuel you put into a car.Inthespacebelow,draworfindapictureofashiny,newsportscar.Nexttothat,stickpicturesoffoodanddrinksthatwouldbegoodfuelforyourbodythatwouldmakeyoufeelenergetic,strongandhealthyifyouateordrankthemoften.

Shiny, new sports car Examples of good fuel for your body

Old, broken-down car Examples of bad fuel for your body

Draworfindapictureofaveryold,brokendowncarinthespacebelow.Nexttothatstickpicturesoffoodsanddrinksthatyouthinkwouldbebadfuelforyourbodyandthatwouldmakeyoufeeltired,weakandsickifyouateordrankthemoften.

Name:

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Grade 3Task2:Questions

Ifyouweregoingtodriveinarace,whichcarwouldyouchooseandwhywouldyouchoosethatcar?

Write down some examples of good fuel for your body to have before you go to school.

Lesson planLesson theme Healthy challenge quiz Grade 3


Context

• Benefitsofleadingahealthierlifestyle.


• Integratethenutritionandphysicalactivityknowledgethelearners gained in the previous 4 lessons.

N/a.

Core knowledge

• Sametheoreticalbaseforlessons1to4.


• Discussionaboutwhatthelearnerseat,whatphysicalactivitytheydoandhowoftentheydophysicalactivity.Theyalsodiscusswaysinwhichtomaketheirliveshealthier

• Learners do a quiz• Learnerssetgoalstohelpthemleadahealthierlifestyleand,after2weeks,givefeedbackonhowwelltheydid.



• Worksheets.


• Encourage learners to set more health goals for themselves that they should try and meet.

• The quiz helps learners revise all they have learnt in the previous 4 lessons

• Settinguphealthgoalsmakestheexperienceofadoptingahealthier lifestyle more fun and rewarding for learners.

Grade 3Name: Lesson 5


Grade 3 Grade 3 Wrap upEncouragethelearnerstosticktotheirgoals.Youcouldcelebratetheirsuccessesby allowing them to tell their peers about their progress. However, do not force learners to share if they are not comfortable doing so.After2weeks,givethelearnerstheopportunitytosharewiththeclasshowwellthey did:• They can rate their performance as great, average or not so good• Letthemtellyouwhatwentwellandwhatwasdifficultorchallenging.

OutcomesBy the end of this lesson the learners should be able to:• Checktheirownhealthhabitsandidentifywaystheycanimprovethem• Setsomefoodandphysicalactivity-relatedhealthgoals.

Teacher’s cornerTheaimofthislessonistointegratethenutritionandphysicalactivityknowledgethelearnersgainedintheprevious4lessonplans.Therefore,thetheoreticalbaseforthislessonisthesameasthatforlessons1to4.

ActivitiesForthislessonyou’llneedtohaveacopyoftheworksheetforeachlearner.

Activity 1: Let’s talk about our lifestyles (20 to 25 minutes)Activity1involvesstimulatingdiscussionaboutwhatthelearnerseatandhowmuchphysicalactivitytheydo.Throughthediscussionandthequizthatfollows,thelearnersshouldbeabletoanalysetheirownlifestylehabitsandidentifyways to improve them.• Letthelearnerstalkabouttheirlifestylehabits.Letthemthinkaboutwhat

theyeat,whatphysicalactivitytheydoandhowoftentheydothem• Allow the learners to discuss how they relax and how much rest and sleep

they get• Telltheclasstothinkofwaysofmakingtheirlifestyleshealthier.

Afterthediscussion,youshouldintroducethequiz.• Readthroughthequizwiththelearners,makingsurethattheyunderstand

the words and concepts • Instructthelearnerstocompletethequizonthefrontworksheet.Tellthem

nottothinktoodeeplyabouteachsentence.Theyshouldjustgivetheirimmediate response

• Makesurethelearnersdonotturntheworksheetovertoseethetipsandassessmentsoftheiranswersuntiltheyhavecompletedthequiz.

Itshouldnottakemorethan5minutesforthelearnerstocompletethequiz.• Oncetheyhavecompletedthequiz,tellthelearnerstoreadthetipsatthe

backoftheworksheetandsetsomegoalstohelpthemleadahealthierlifestyle• Encourage the learners to display their goals in a visible place at home so they

willberemindedtosticktothem• They should complete the following sentences to set their goals. They can

havemorethan1foodoractivitygoaliftheychoose. – My food goal is to ... – Myactivitygoalisto...

Tips for activity 1Encourage the learners to be honest when describing their health habits and to setrealisticandachievablehealthgoals.Talkabouthoweachlearner’sneedsmaybedifferentandtheaimoftheactivityisself-improvementandnotmerelytocompletetheactivity.

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Lesson 5: Healthy challenge quiz (30 minutes)


Grade 3Worksheet: Grade 3, lesson 5Task1:NutritionquizComplete the quiz on your own. Circle only 1 answer for each sentence.

1. When eating vegetables, I: a. Only eat them when I’m forced to b. Eat 1 or 2 a day c. Eatatleast4ormoreadayandIevenask

formoresometimes.

2. When I eat my meals and during the day, I drink: a. Fizzydrinks b. Milkorjuice c. Water.

3. When I eat fruit: a. I only eat them because I’m forced to b. I eat 1 or 2 a day c. Ilovefruit!Ieat4ormoreeveryday.

4. After school I go: a. Home and play video games b. Home and watch TV c. Tosportspracticeorplayoutside.

5. When I eat cereal, I: a. Eatitdry.Idon’tlikemilk b. Usefullcreammilk c. Uselow-fat,skimorsoymilk.

6. When waking up in the morning, I: a. Have to be dragged out of bed b. TakeawhilebeforeIcangetup c. Wakeupveryeasilyonmyown.

7. After playing outside, I am: a. Notreallytired b. Alittletiredandabitsweaty c. Reallysweatyandtired.

8. I don’t go outside to play because: a. I have no one to play with b. I’d rather watch TV c. Iloveplayingandbeingactive.

Some healthy tips:

• Trysomedifferenttypesoffruitsandvegetables

• Drinkplentyofwater

• Drinkfewerfizzydrinks

• Drinkmilkoften,itisgoodforyou

• Drinkfreshjuicemixedwithwater,buthavenomorethan1glassaday

• Watch less than 2 hours of TV daily

• Try to get at least 10 hours of sleep every night. Sleep helps you grow

• Beingsweatyandtiredafteryouplayisgoodforyou

• Playoutside.Thinkoffunactivitiesyoucandoandlistthemonyourfridgedoor.

Now check your answers and rate yourself.•Ifallyouranswerswere‘c’,youarearealhealthchampion!Youhaveveryhealthyhabits.Keepitup!• If your answers are mostly ‘c’ with a few ‘bs’ and ‘as’, you’re doing well. You could add a few new healthy habits

to your every day life.•Ifyouranswersaremostly‘a’and‘b’,followthetipsatthebottomofthispageforaheathierlifestyle.Goodluck!

Discoveryhasendeavouredtoensurethatalltheinformationcontainedinthelessonplansandsupportingliteratureisaccurateandbasedoncredibleclinicalandscientificresearch.Discoverycannothowever,beheldresponsibleforanyinjury,lossordamagesthatmayresultfromrelianceontheinformation,andbyutilisingtheinformationtheuserspecificallywaivesanyclaimitmayhaveagainst Discovery in this regard. Users are advised that each individual has their own unique clinical make-upandwhilethelessonplansweredesignedwithallindividualsinmind,somemayresponddifferentlytoothers.Usersarethereforeadvisedtotakeduecautionwhenparticipatinginanyoftheactivitiesrecommended.

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