17018223, a. lampropoulos. pdhpe lessons

17018223 Anthea Lampropoulos Tutor Name: Nicole Taylor
Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 4 games, one page for each one)

Name of the Game: Traffic lights Stage: Early stage 1
Explanation:

Teacher shouts out commands based on traffic rules and the students follow the actions. Note that all students must not stay in the same
spot.

Commands:
Red light: stop and freeze in the spot you are in.
Yellow light: Jog
Green light: Lightly sprint.
Zebra crossing: Gallop like a zebra.
Reverse: Slowly walk backwards.
Fire engine: Run around the room pretending they are putting out a fire.

Be sure to mark boundaries clearly so you don’t have accidents.

Why is this game important for this stage?

• Because it develops students consciousness on road safety rules which allows students to become more aware about living in safe
environments.
• It focuses on a variety of loco motor skills in subject matters of dance, and games and sports. This includes running, galloping and
walking
• It develops spatial awareness such as position and directions and also aids in communication skills such as listening to commands.


What are the PDHPE skills involved in this game? How?

1) SKILLS FOR COES1.1:
• Responds to simple instructions and rules
• Uses correct vocabulary for body movements eg, run, slide, skip, stretch, reach

2) SKILLS FOR MOES1.4:
• Demonstrates balance and high knee lift when sprinting
• Walks, runs, slides at different tempos/speeds
3) SKILLS FOR INES1.3:
• Learns to share equipment and shared workspace
• Observes playground and classroom rules

For this game students are developing communicating, interacting and movement skills by applying them through the use of physical
activity. The communicative skills require students to listen and pay attention to the verbal cues. The movement skills allow the child to
develop their locomotor skills such as running, walking, stoping and galloping. Interacting skills are acquired when students are interacting
within the same space as other students. Here they gain awareness and understanding of their spatial limits and boundaries while also
gaining skills of co-operation.

Equipment and Teaching cues

• Whistle- In case students cannot hear while running and throughout the change of different movements.
• Hats/sunscreen



Name of the Game: Mission Impossible Stage: Stage 1
Explanation:

“The mission is to move from equipment to equipment without touching the floor”.

Be sure to join equipment as an obstacle course, these acts as stepping-stones. There will be two groups so make sure there are 2
obstacles.

Safety instructions and rules. Clearly state boundaries

Divide the class into 2 groups by allowing them to choose partners. Ask them to distinguish which partner is agent 1 and 2. Agent 1’s will
group on the left side of the room and agent 2’s on the right.

Ask groups to line up behind equipment. Start game.

If student touches the floor they must complete 5 star jumps until they are able to get back in the game.

The first group to have all students on the other side of the obstacle course wins.

Vary the game by adding rolling and hopping movements.

Play mission impossible music if resources allow it.


• It develops student’s locomotor and non-locomotor skills in a variety of subject matters such as games and sports and
gymnastics. These include running, walking, balancing, and stretching and whole body movements.
• It helps students understand the concept of time, space and boundaries in any subject matter.
• It aids their development of communication skills in subject matters of interpersonal relationship but also focuses on
athletic ability.



1) SKILLS FOR COS1.1:
• Expresses themselves through movement.
2) SKILLS FOR DMS1.2:
• Sets simple goals that improve skills such as the non-locomotive skill of balancing, whole body movement and stretching.
• Predicts consequences of options in order to make decisions. So for they would identify the choices they are faced with;
that is, staying in obstacle course and finishing the mission or fall out and be faced with the consequence of star jumps.
Thus it makes them think of the influences and effects of their actions.
3) SKILLS FOR INS1.3:
• Displays co-operation in-group activities. Eg. Taking turns
• Observes rules regarding group conduct
• Develops friendships with peers
4) SKILLS FOR MOES1.4:
• Balances on different body parts. Eg balance on one knee.
• Repeats movement in a sequence
5) SKILLS FOR PSS1.5:
• When appropriate, identifies the problem situations
• Follows basic safety procedures
• Determines a safe way to travel over fixed equipment.

In this game all five-outcome skills are needed to enable students growth and development in each particular skill. Non loco-motive skills
such as whole body movements, balancing and stretching are met as students are crossing each part of the obstacle (‘mission’), thus they
are using communicative skills. They use decision-making skills during their decision on which way to cross the obstacle without touching
the floor. This enables the student to also become aware of the consequences of their actions because if they do touch the floor they will
have to do 5 star jumps which they won’t want to do as their aim is to get the whole group to the other side before the opposing team.
This also allows them to follow basic procedures and therefor they are also using their problem solving sills. Their Interacting skills allow
them to effectively co-operate amongst one another. The friendly environment also makes it easy for them to make friends. Through
movement skills they acquire a range of loco motor and non loco motor skills such as leaping, balancing and using whole body movements.
Equipment and Teaching cues.
• Whistle- in case students cannot hear and also for disciplinary reasons.
• Mats


• Hoops
• Ladders
• (Any other equipment that you can find to build an obstacle course for the mission {in the limits of your resources})
• Cd player (in the limits of your resources)



Name of the Game: Old Mcdonald had a farm Stage: Stage 2
Explanation:

Assign class into groups of 4 and have each group move into each corner of the play area (which should be marked with cones). Give each
group farm animal names such as cows, horse, chicken, and pig.

Call two farm names and those two groups have to trade places. However must maintain the same name throughout the game. Switch up
the names so all students have a turn. You can then add movements like hopping, skipping, and slide touching.

When you call ‘BARN’ all students must run in the centre of the play area.

Caution: May cause collision! Ensure safety rules and procedures are clearly explained.

• It focuses on locomotive skills in the subject matter of games and sports. These include, running/sprinting.
• It develops communication and participation in subject matters of Interpersonal relationships.
• It focuses on athletic ability in the subject matter of games and sports however delves into subject matter of active lifestyle where
students become aware of the effects physical activity has on their body. This includes feelings of excitement and the rates of
breathing, strength and cardiovascular endurance.

• Uses a variety of ways to communicate with and within groups. This would involve group participation in small and large
groups.
• Considers individual strengths and limitations when allocating team roles. Eg, team positions
• Works towards developing realistic goals to support decision made. Eg In regular physical activity
• Assists the group to achieve consensus in-group goal settings.
• Participates in the development of class rules
• Helps others to achieve tasks


• Develops friendship and support networks with a range of people.
4) SKILLS FOR MOS2.3:
• Student displays a focus on quality of movement skills to a variety of familiar and new situations.

Many skills are used to build a fun exciting physical activity that keeps the heart pumping and the muscles moving. In communication and
interaction skills the students gain understandings of co-operation, team work and encouragement They also produce active listening
skills, communication with group members and a higher levels of support to others. Movement skills are met when students clearly display
higher levels of locomotive skills by not only running and sprinting but also stand and start running. This allows them to build athletic
ability.

• Whistle
• Cones to set boundaries
• A large space
• Hat/sunscreen


Name of the Game: Friz Ball Stage: Stage 3
Explanation:

Students must be divided into 2 teams. Split into ‘boy/girl’ order and then into coloured bibs.

Aim is to get the Frisbee into the vertically aligned hula-hoop attached to the basketball hoop, without getting the frisbee intercepted by
the other team.


Two students come together for a toss up (like in basketball). The first team to catch the frisbee goes first. Each team member has 5
seconds to pass the frisbee to another player. If this rule is broken the frisbee then gets switched to the other team. This can further be
altered by hopping/skiping with the Frisbee.


• Because it assists in the development of further locomotor skills in the subject matter of games and sport. These include, running
variations such as accelerate and decelerate and stopping and staring
• It produces awareness on the effects of physical activity in the subject of active living. Eg, making students aware of cardiovascular
endurance
• It produces interpersonal relationships and communication skills.


• Uses negotiation skills in-group activities. Eg, negotiating whom to pass the Frisbee to.
• Evaluates personal decision
• Accepts responsibility for their decision
3) SKILLS FOR MOS3.4
• Adapts throwing action to cater for different types of equipment for distance, accuracy and speed.
• Transfers a sequence of locomotor skills
• Varies running patterns to cater for sprinting, marking and attacking.

For this game students are using communicating skills such as negotiating amongst team members. They do this by working out who to
pass the Frisbee to. The students then develop decision-making skills such as who to pass to and who to defend. This is very evident when
the 5-second time limit applies. They also use a variety of locomotive movements and skills. By this stage the students then refine and
apply movement skills creatively. Throughout the context of the game students are using their new and existing locomotive skills as well as
non-locomotive skills to challenge themselves. This is evident when the student undertakes the challenge of intercepting the ball by
jumping and stretching, aiming and throwing the Frisbee into the hoop and finally catching the Frisbee passed on by the other students.


Equipment and Teaching cues:
• Whistle
• Coloured bibs
• Hula hoops
• Basketball court
• Hat/sunscreen

Part B - INVASION GAMES – PROFORMA – PDHPE (students are to use one part B proforma for each of the 2 invasion game, one page/game, 1 game S 2 + 1 game
S3

Name of the Invasion Game: Capture the flag Stage: Stage 3
Explanation:
Court is split into 2 halves with 2 teams.

There are mats in diagonal to each other on different ends of the court. Each mat has 4 tennis balls.

The aim is to steal the other teams balls without getting tagged in there half.

If tagged you must jog to the sidle line and complete 5 skips with the rope then join the jail, which is a hula-hoop on the opposite side of
each mat. Your jail is on the other teams half.

You cannot return to game unless a team member bails you out without getting tagged themselves.


• Because it teaches students the ability to attack and defend. Which a higher levels manipulative skills in the subject matter of
games and sports.
• It allows them to make inform decisions
• And gain an understanding of teamwork and communication.


1) SKILLS FOR COES.3.3
• Communicates confidently in a variety of situations.
• Uses negotiating skills in group activities
• Communicates an idea through movement.
• Makes informed decisions and takes responsibility for consequences.
• Skills required by personal decisions
• Strives to achieve relevant target
• Finds and analyses information upon which to make informed decisions.
• Demonstrates actions that support the rights and feelings of others, eg, fair play
• Developed a variety of movement skills including locomotive and manipulative skills such as acceleration and deceleration,
base running, dogging, changing speeds and attacking and defending.
• Creates running patterns that cater for running and sprinting, stoping starting, dogging and stepping.
4) SKILLS FOR PSS3.5:
• Selects the most appropriate solution to any given problem
• Devises a plan on the safest way to travel to and from parts of the court.

Communication skills are tied in with decision-making skills. These team-based skills are evident as students work together through
physical movement and make informed decisions on strategies and tactics of how to go about securing the target (in this case is the
tennis balls). Another example evident is that every time they take a step towards their gaol (of stealing the tennis balls) they are
negotiating with team members through ideas based on personal movements. Their movement skills have developed further as they are


now more able to apply their skills confidently. This is evident as they run, doge, jump, skip, attack and defend. They use their negotiating
skills to solve the problem of how to gain the tennis balls and how to get team members put of jail.

• 2 mats
• 8 tennis balls (4 on each mat)
• 4 hula-hoops. (For the creation of the jail)
• Coloured bibs
• Court/ field ( if using a field you will need cones as markers and a tape measure to accurately measure the length of the field.

Part B - INVASION GAMES – PROFORMA – PDHPE (students are to use one part B proforma for each of the 2 invasion game, one page/game, 1 game S 2 + 1 game
S3

Name of the Invasion Game: Gold rush Stage: 2


Explanation:

Teams are split into two groups across football field. Each given coloured bibs.

Each team starts with 3 soft balls in front of a hula-hoop filled with bags. These bags are the ‘gold’, which must be collected out of the
pyramids ( the hula hoop)

The aim is to steal the other teams gold and bring it back to your pyramid without getting hit by the ball.

If you’re hit you must freeze until another one of your teammates can tag you in. Balls can be intercepted.

• It produces a range of locomotor and manipulative skills in the subject matter of games and sports. These include things such as
running/sprinting, dodging, passing and so on.
• It develops interpersonal relationships and creates a fun and inviting environment for students to communicate and develop
decision-making skills.
• Develops skills and tactics on how to defend and attack.


• Uses a variety of ways to communicate with and within groups.
• Makes decision as an individual and group member
• Considers individual strengths and limitation when allocating group roles, Eg, team positions
• Assists the group consensus on achieving set goal
• Works towards making realistic goals to support decisions made.
3) SKILLS FOR 1NS2.3:
• Participates in development of class rules
• Helps others to achieve set goals
• Develops friendships and support networks
• Displays a focus on quality of movement in applying movement skills to a variety of familiar and new situations


• Throw overarm proficiency
• Use manipulative skills such as, bowling and pitching skills, one hand or two hand catching
• Use of non-locomotor skills such as dodging.
• Uses locomotor skills such as dodging, which they then learn to side step.

This game allows students to build a variety of movement skills, communicative skills and interactive skills. Students use of movement
skills can be met when they are throwing the ball in the aim to hit the other team. It can also be used when balls are intercepted for
example jumping, landing and catching. Communication skills and interaction skills are used in the formation of groups/teams. Students
work together to call out things like where they should be passing the ball. This can form interpersonal relationships. These skills also
lead to decision-making skills. Not only to they make decisions on individual levels but also as they pass from team member to team
member they are deciding as a group how to solve the problem. This also uses problem-solving skills so usually they ask themselves
questions like ‘how do we get to the other side’ then they work as a team to solve the problem of getting to the other side without
getting hit.
Equipment and Teaching cues:
• Whistle
• 6 soft balls (3 on each team)
• Bean bags (preferably 3 in each teams hoop)
• 2 hula-hoops to act as the pyramid
• Coloured bibs to distinguish between team members

K-6 PDHPE BLANK LESSON PLAN PROFORMA – Part C Assignment 1 (students are to use one part C proforma for each of the four lessons to be planned)
LESSON: Road safety (1/3) STAGE: Early stage 1/ Kindergarten


Related lesson outcomes (PDHPE & other KLAs):
• V3 (values): enjoys a sense of belonging
• COES1.1: Identifying some options available when making decisions.
• DMES1.2: Identifies some options when making simple decisions.
• INES1.3: Relates well to others in work and play situations.
• PSES1.5: Seeks help as needed when faced with simple problems.
• IRES1.11: Identifies how individuals care for one another.
• SLES1.13: Demonstrates an emerging awareness in the concept of safe and unsafe living.
Part & Timing Content (WHAT) Teaching & learning strategies (HOW) Resources
Introduction Images of different
The purpose of this lesson is to start • Orientation: teacher stands at front of the class types of wheels. (might
10 min developing student’s awareness of and greets them. want to stick them on
the importance of Rad Safety. • Teacher introduces the topic of Road safety. the board or pass them
- Wheel safety • Show them pictures of different types of wheels. around in class)
Eg, car wheels, bike wheels, train wheels etc.
• Asks them ‘Where they believe the most
appropriate location to ride for each type of wheel
and why?’


Body Road safety: • Teacher will then bring in different types of Different types of
- Safe riding areas/zones. protective gear (see resources) protective gear:
- Passenger safety. • Allow students to try them on - Helmet
- Pedestrian safety • Then raise question and discussion as to ‘Where - Knee pads
and when students believe they should be wearing - Elbow pads
these types of protective gear?’
- Seatbelt
25 min • And ‘why they believe it is important to wear such (seatbelt cover
equipment’ will do to
• After discussion, focus on wearing this protective symbolise the
gear in safe areas. seat belt)
• Ask ‘what areas they believe are safe?’
• Inform students about the dangers of the road
such as busy cars, speeding, buses, and pedestrian
crossing.
• Play 5-10min traffic light games. Use these 3
commands.
-Green light: jog on the spot
-Yellow light: Change to a walking pace and get
ready to stop.
-Red light stop.
This gets students active and allows them to distinguish
that green means go and red means stop.
• This can be applied at traffic lights and pedestrian
crossings. Where students learn the safety in
crossing. And crossing in safe areas.
• Ask them ‘why it is important to cross at a
pedestrian crossing or traffic lights?’


Conclusion Revision to get students to think • Get students to complete conclusion work Teacher to prepare
about different wheels and safe sheet/letter. (Found in appendix 1) worksheet ‘road saftety
places to ride them, passenger passage’. (Appendix 1)
10 min safety and what me must wear to
prevent accidents and finally
pedestrian safety.

Lesson Evaluation:
• Was the information correctly discussed?
• Were students engaged?
• Did they understand the concept of road safety?
• Was there an understanding of decision-making and problem solving?
• Were students able to communicate together?
• Was the game effective in creating understandings pedestrian safety?
• Were the stimuli (images) easy to understand with the concept of wheel safety?



LESSON: Peer Relationships (1/4) STAGE: Stage 1: Year 2
• V3: (Values): enjoys a sense of belonging
• COS1.1: Communicates appropriately in a variety of ways
• DMS1.2: Recalls on past experiences in making decisions
• INS2.3: Develops positive relationships with peers and other people.
• PSS1.5: Draws on past experiences to solve familiar problems.
• GDS1.9: Describes the characteristics that make them both unique and similar to others.
• IRS1.11: Identifies the ways in which they communicate, cooperate and care for others.

Introduction Introduction to peer relationships: • Teacher stands at the front of the class
-Making friends • Teacher tells class they have 5 min introduce
10 min themselves and to make up a hand shake to the
person next to them.
• Then ask questions as to ‘why they believe this
activity is important for making friends?’
Body Peer relationships: • Brainstorm ideas of “what qualities make up a Mind map
- Qualities of friends good friend” and mind map them on the board. • Board
- Sharing (Answers like trusting, cooperation, sharing, • Marker
- Cooperation loveable, fun, supportive, someone yu can rely on
30 min etc.) Quote:
• Organise them into small groups and ask them to • Student Work
discuss between themselves ‘a specific time that books
someone has shown one of these qualities to • Pencils
them’.
• Have the students think about the single most Poster:
important quality. • A3 sheets of
• Get students to copy this quote in their books paper
“ To have a friend, you need to be one” • Coloured pencils
• Give students 5 min to write down why they think • Texta


this is true or not giving 3 specific dot points as to • Glitter
why? • Glue
• Then switch the groups up and get students to • Coloured paper
make a poster on the topic of friendship. • Scissors
• After posters are complete get students to present
them to the class (as a group) and discuss the
values of friendship and how to maintain
friendship. They must include the qualities talked
about earlier.
• After presentations get all students together and
ask them ‘What was happening in the groups?’
(Answers should include: sharing, cooperating,
working together as teams etc.)

Conclusion To get students to understand the • Get students to choose a partner. One person must
concepts of friendship and also the fall into the arms of the person standing behind
quality of sharing and cooperation. them. This produces the quality of trust and also
5 min the concept of working together such as
cooperation. Then switch because that way we
gain students understanding of sharing the turns
taken to play the game.

Lesson Evaluation:
• Is the concept of making friends and friendship achieved in the lesson
• Do the students understand the questions asked?
• Have they undertaken skills of cooperation and sharing?
• Does the poster work reflect the clear understandings of friendships and the qualities of good friends?
• Do the student particularly wants to recall on past experience to assist other students in their learning?
• Does the lesson make them think about problems? And ways to deal with those problems?



LESSON: Nutrition (4/4) STAGE: Stage 2/ Year 4
• V3: enjoys a sense of belonging
• V4 (Values) Increasingly accepts responsibility for personal and community health.
• ALS2.6: discuses the relationship between physical activity and health
• COS2.1: uses a variety of ways to communicate with and within groups
• INS2.3: Makes positive contributions to group activity
• PHS2.12: discusses the factors influencing personal health choices.
• SLS3.13: Discusses how safe practices promote personal wellbeing.

Introduction • Orientation, teacher meets and greets students at
Making students aware of the the front of the class
digestive system in regards to • To motivate students begin with asking questions
nutrition. such as ‘what have you eaten today?’ ‘Why did you
5 min choose to eat those foods?’ What happened to
your food after you ate it?’


• This should naturally make students think about
the digestive system in response to nutrition
• Then introduce the topic of the digestive system
and nutrition.

Body Nutrition: • Now you should begin to read aloud the definition Power-point:
- The digestive system of the digestive system and get students thinking • Images of
- Eating healthy about its functions and how it works. different parts
• Use a PowerPoint or images to explore the of the digestive
digestive system and its separate parts. system
• Once students are familiar with different parts of Creating the digestive
30min the digestive system; start to ask students system:
questions like: • Coloured paper
-‘Where do people get their energy from?’ • Coloured pencil
(Answer: from food) • Crayons
- ‘How does the energy from food get into the • Texta
body’? (Answer: the nutrients that you get from • Pens and
food go into blood stream from the small pencils.
intestine.) • Scissors
-‘What happens to all the pats that cannot be Min map:
digested’? (Answer: they go into large intestine • Board
and are eliminated) • Marker
• As students begin to answer start mind mapping all Pyramid:
the ideas on the board. • Image of
• Assign students into groups with coloured nutrition table
construction paper; tell them to cut out each part (appendix 2)
of the digestive system out. Game:
• For each organ students must write one or two • Cut out pictures
sentences on the description and function of each of food groups
organ. • Board
• By the end of this they have recreated a digestive • Markers
system of their own. • Blue tack or


• After the exercise have the groups discuss amongst sticky tape
themselves a few questions.
-‘why is the digestive system important’?
-‘what types of food do we need to eat in order to
better our body and level of energy intake’?
• Then have students look at the food
pyramid (As seen in appendix 2)
• Have them identify each group and
• And discuss questions like
-‘Why these types foods are important’
-Have them note which food we cannot
have too much of and why?
-‘What are the effects on the digestive
system’ by having such foods?
• Play a matching game to get students
thinking. Similar to pin the tail on the
donkey.
• Have drawn up a pyramid already on the
board. Get them to blue tack the pictures of
the different food groups on where they
think that food group may go on the
pyramid.
• Class discussion: ‘what foods are
considered healthy’?

Conclusion Healthy foods • Pens/pencils
• Work books
Get students to write down in work books 3
different types of food (one from each layer of the
pyramid and label them. Then they are to write a
summary as to why they believe they should eat that food,
and what are the positives of eating it.


Lesson Evaluation:
• Do the students effectively engage with the stimuli?
• Do they understand the difference between all the different food groups?
• Did the students all contribute equally in groups?
• Are there the resources available efficient to undertake these sorts of games?
• Were class discussions effective? Did they engage students?
• Were all students friendly and tolerant of other opinions and ideas raised in class?
• Did students cooperate well in-group work?
• Do they understand the concept of nutrition and healthy eating
• Do they understand the concept of the digestive system and its relation to nutrition
• Have they been able to make informed decisions on eating healthy?



LESSON: Personal Identity (1/6) STAGE: Stage 3/ Year 6
• V1: (Values) Refers to a sense if their own worth and dignity
• V2: (Values) Respects the right of others to hold different values and attitudes of their own
• V3: (Values) Enjoys a sense of belonging.
• COS3.3: Communicates confidently in a variety of situations
• GSS3.8: Applies movement skills in games and sports that require communication, cooperation, decision making and observation
• INS3.3: Acts in ways that enhance the contribution of self and others in a range of cooperative situations
• IRS3.11: Describes roles and responsibilities in developing and maintaining positive relationships
•

Introduction Personal identity: • Teacher at the front of the class • Board
-Influences on self-esteem and • Begin by introducing topic of self esteem • Marker
10 min behaviour. • Ask students, ‘what is self esteem’ or ‘what does
self esteem mean to you?’
• Start mind mapping any suggestions on the board
• Expand mind map by asking students, ‘who do you
think influences your personal identity and self
esteem’


Body Personal Identity: • Get students to make a collage of • Magazines/
- Influences on self esteem themselves on how they believe they will newspapers
and behaviour look be 10-15yrs in the future. Eg(cuts outs • Coloured paper
- Personal abilities like hair, clothes, food or anything that • Pencils
- Self-concept makes ‘them’) • Texta
• Start to initiate questions such as: • Crayons
- Feelings about self and
-Are there similarities? If so what are they • Scissors
others
30 min - Are there many changes and differences?
-How might the change come about?
- Who do you think influences you to
change?
- Are you happy with who you will become?
If so, in what way?
• After this get students thinking about the qualities
of self.
• Assign students into groups to discuss what are the
qualities of self identity are and share stories and
experiences of one quality of their choice
• Have one member from each group share their
experience with the class

Conclusion Conclude with a minor game and • Get students to write 5 things they learnt from the
discussion games and craft today.

5 min


Lesson Evaluation:
• Are students engaging in content and stimuli
• Are students working well in groups
• Are students developing communicating and interacting skills?
• Are other students accepting of experiences of other peers?
• Are students comfortable about sharing experiences with class?
• Have students clearly identified qualities of self?
• Do students understand the influences on self-esteem?


APPENDIX
1. Road Safety passage work sheet:
Road Safety:

Use this letter to tell your family something that you learned about road safety. Start a conversation by reading
your letter at the dinner table.

Dear ______________________________ ,In school we are learning about road safety. Today we studied
______________________________________

and I learned that ______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________

It is important to know about _____________________________ because
_______________________________________________
______________________________________________________

Let’s remember this next time we __________________________
_____________________________________________________ . Signed

2. Nutrition Pyramid.

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