Nutrition and Diet

Grade 3 · Physical Education

Semester 2 | Period 6 | Week 33

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Subject: Physical Education

Semester: 2

Period: 6

Week: 33

School Name:
Teacher’s Name:
Subject: Physical Education
Grade Level: Grade 3
Date: Week 33
Lesson Duration: 45 minutes
Week & Period: Week 33, Period 6
Topic: Nutrition and Diet
Sub-topic: Food groups and effects of poor nutrition

Learning Objectives
By the end of the lesson, students should be able to:
State the meaning of nutrition and diet
Name the three groups of food
Choose nutritious food for Physical Education activities

Previous Knowledge
Students already know:
Basic foods and meals eaten daily

Instructional Materials
Food charts, flashcards, real fruits/vegetables, handouts

Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Show pictures of meals and ask learners to identify healthy vs. unhealthy foods

B – Building Knowledge (Main Lesson Body)

Time: 25–30 minutes

Teacher Input (Expanded & Detailed):

  1. Definitions & Explanation:
  • Nutrition: The process of providing or obtaining the food necessary for health and growth.
  • Diet: The types of food and drinks a person regularly consumes.
  • Explain in age-appropriate terms that eating the right food helps the body grow, gives energy, and keeps the body healthy.
  1. Three Main Food Groups:
  • Carbohydrates: Provide energy for activities like running, jumping, and playing. Examples: rice, bread, yam, maize.
  • Proteins: Build and repair muscles and body tissues. Examples: eggs, beans, fish, meat.
  • Vitamins & Minerals: Keep the body strong, prevent sickness, and support body functions. Examples: vegetables, fruits, milk.
  1. Effects of Poor Nutrition:
  • Weakness and fatigue
  • Slow recovery from illness
  • Reduced performance in physical activities
  • Difficulty concentrating in class
  1. Connection Between Nutrition and Physical Activity:
  • Eating a balanced diet helps learners perform better in PE activities, such as running, jumping, and games.
  • Examples:
    • Eating rice and beans gives energy for a soccer match.
    • Drinking milk helps strengthen bones for jumping and running.
  1. Demonstration & Examples:
  • Show flashcards or real food items representing each food group.
  • Discuss which foods give energy, which build muscles, and which prevent sickness.
  • Create a sample balanced meal on the board combining all three groups.

 

Learners’ Activities (Expanded & Detailed):

  • Flashcard Activity: Learners identify and sort foods into carbohydrates, proteins, and vitamins/minerals.
  • Group Meal Planning: In small groups, learners plan a balanced breakfast, lunch, or dinner using the three food groups.
  • Discussion: Reflect on how different foods make them feel during exercises or games.
  • Peer Sharing: Each group presents their balanced meal plan and explains why it is healthy.

 

Assessment Checks (Expanded):

  • Oral Questions:
    • “Name the three main food groups we learned today.”
    • “Which foods give you energy for playing games?”
  • Observation: Teacher monitors group meal planning and participation in discussion.
  • Practical Check: Learners correctly categorize at least one food item in each group.

 

Notes (Expanded & Detailed):

  • Emphasize the importance of nutritious choices for growth, energy, and overall health.
  • Reinforce the link between diet and performance in Physical Education activities.
  • Encourage learners to observe what they eat daily and try to include all three food groups in meals.
  • Make learning interactive and visual with flashcards, charts, and real food examples to enhance understanding and retention.
  • Promote discussions about healthy habits and how nutrition affects energy, strength, and well-being.

C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Recap definitions, food groups, and importance of nutrition

Evaluation Method (Expanded):
Exit slip/quiz: List 1 food from each group
Teacher provides oral feedback

Assignment (Expanded):
Keep a 1-day food diary noting food groups consumed

Follow-up Activity:
Discuss food diary observations in next lesson

Differentiation / Inclusive Strategies
Use real foods and tactile flashcards for learners with visual impairments

Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low