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Smart Choices Movement Lab ✨ cross-curricular

Teacher: TeacherAI | Grade: 3 | Subject: Health Education, Physical Education | Duration: 45 minutes

📝 Description: Students practice decision-making steps through active movement stations and identify when to seek help for health choices.

Standards

  • HE.3.5.1 (Identify procedural steps in decision making)
  • HE.3.5.2 (Assess when help is needed to make a health decision)
  • HE.3.5.3 (Explain how family, peers, trusted adults, and media affect health decisions)
  • PE.3.2.1 (Recognizes locomotor skills specific to a wide variety of physical activities)
  • PE.3.2.2 (Combines movement concepts with skills in small-sided practice tasks)

Learning Objectives

Students will be able to:

  • List the four steps of decision-making in correct order
  • Identify situations where adult help is needed for health decisions
  • Recognize how family, peers, and media influence their choices
  • Demonstrate locomotor skills (skip, gallop, hop, slide) in movement activities
  • Combine directional concepts (forward, backward, sideways) with locomotor movements

Supplies Needed

  • Chart paper
  • Whiteboard and dry-erase markers
  • Construction paper
  • Crayons/colored pencils
  • Music speaker or device
  • Masking tape

Lesson Structure

Opening (5 minutes)

Gather students in a circle. Say: "Today we're going to become smart decision-makers AND smart movers! Let's start by showing me different ways to move around our space." Have students demonstrate walking, running in place, hopping, and skipping for 2 minutes. Then ask: "How did you decide which movement to do? Did you think first or just move?"

Main Activity (35 minutes)

Step-by-step instructions:

  1. Introduce Decision Steps (8 minutes): On chart paper, write the 4 decision steps: 1) What is the problem? 2) What are my choices? 3) What might happen? 4) Make the best choice. Have students practice saying these steps while doing different locomotor movements - skip while saying step 1, gallop for step 2, hop for step 3, slide for step 4.
  2. Set Up Movement Stations (2 minutes): Use masking tape to create 4 stations around the room. Label each station with one decision step. Post a health scenario at each station: healthy snack choice, playground safety, screen time, and exercise options.
  3. Decision-Making Movement Circuit (15 minutes): Divide class into 4 groups. Groups rotate through stations every 3-4 minutes using assigned locomotor skill (skipping to station 1, galloping to station 2, etc.). At each station, students discuss the health scenario and apply that step of decision-making process.
  4. Help-Seeking Discussion (5 minutes): Gather students back in circle. Present scenarios on whiteboard: "Choosing breakfast cereal" vs. "Taking medicine when sick." Have students move to different sides of room based on whether they need adult help or can decide alone.
  5. Influence Identification Activity (5 minutes): Give students construction paper. Have them fold it into thirds and label: Family, Friends, Media. Students draw or write how each influences their health choices while you play background music. They can stand, sit, or move around while working.

Closing (5 minutes)

Have students demonstrate the decision steps one more time using their favorite locomotor movement. Each group shows a different movement pattern while reciting the steps together.

Quick Check: Ask students: "What are the 4 decision steps? When should you ask an adult for help? Name one way friends can influence your health choices."

Formative Assessment

During the lesson, look for:

  • Students correctly sequencing the four decision-making steps during movement activities
  • Appropriate identification of scenarios requiring adult help versus independent decisions
  • Demonstration of smooth, controlled locomotor movements with proper form

Differentiation Strategies

Support for Struggling Students:

  • Provide visual cues and hand gestures for each decision step
  • Allow walking instead of complex locomotor movements if needed
  • Pair with buddy for station discussions and decision-making scenarios

Challenge for Advanced Learners:

  • Have them create additional health scenarios for classmates to solve
  • Combine multiple locomotor skills in creative sequences during transitions
  • Ask them to identify positive and negative influences for each scenario

ELL/ELD Support:

  • Use visual cards showing each locomotor movement and decision step
  • Encourage drawing responses alongside written answers on influence charts
  • Pair with English-proficient partner for verbal discussions

Printable Materials

Movement Station Scenario Cards

Station 1 - What is the problem?

Scenario: You're hungry after school but dinner isn't for 2 hours. Your stomach is growling and you feel tired.

Station 2 - What are my choices?

Scenario: It's recess and you want to play outside. You could: play on swings, join a soccer game, sit and read, or play on the monkey bars.

Station 3 - What might happen?

Scenario: Your friend wants you to watch TV for 3 more hours, but you haven't done homework yet. Think about what could happen with each choice.

Station 4 - Make the best choice

Scenario: You want to be more active. You could join a sports team, ride your bike more, take dance classes, or swim at the community center. Pick the best choice for YOU.

Help or No Help Decision Scenarios

Need Adult Help:

  • Taking medicine when you feel sick
  • Deciding if an injury needs medical attention
  • Choosing what to do if someone offers you something strange
  • Handling bullying situations

Can Decide Alone:

  • Choosing between an apple or orange for snack
  • Picking which playground activity to do
  • Deciding to wash hands before eating
  • Choosing to drink water when thirsty

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