Graphic organizer Grade 5 Health & Consumer Science
Before, During, and After Practice: A Marbury Hydration Plan
A grade 5 three-row planning organizer for drinking water before, during, and after practice, with a cups-to-quarts total and a filled exemplar from a fictional club.
Objectives
- Students will plan water amounts for the time before, during, and after a practice.
- Students will convert a planned total from cups to quarts using four cups per quart.
- Students will write a short explanation of their plan that gives a reason for each time block.
Vocabulary
Key words: hydration, cup, quart, practice
Teacher overview
Advice about drinking water for sports is usually general, while a usable plan has to say when to drink and how much to drink at each point, which is what this organizer asks students to decide. This organizer is a three-row planning frame, one row for the hour before practice, one for the practice itself, and one for the hour afterward, with columns for the drink, the amount in cups, and the reason. A total row asks students to add their cups and convert the total to quarts, and a final writing row turns the completed frame into a short explanatory paragraph. The completed exemplar comes from a fictional runner in the Marbury Elementary track club.
Organizer
Fill in every box. Use cups for the amounts, and write a reason in your own words.
| Time block | What I will drink | How much (cups) | Why it helps |
|---|---|---|---|
| The hour before practice | |||
| During practice | |||
| The hour after practice |
Total row. Add the three amounts in the cups column.
| My total for practice day | Cups | Quarts (4 cups = 1 quart) |
|---|---|---|
| Total |
Writing row. Use your three rows to write three or four sentences explaining your plan. Name each time block, give the amount you chose, and give one reason for that amount.
From Water for Schools (waterforschools.org). This material is in the public domain (CC0) and may be copied, edited, and shared freely.
Completed Exemplar
The runner below, Callum, is a fictional member of the Marbury Elementary track club.
| Time block | What I will drink | How much (cups) | Why it helps |
|---|---|---|---|
| The hour before practice | Plain water after my last class and again before I change | 2 cups | I start practice well hydrated instead of trying to catch up later |
| During practice | Plain water in small sips at each break | 3 cups | Small sips at every break are easier to drink than one large amount at the end |
| The hour after practice | Plain water with my snack on the way home | 3 cups | I replace what I lost while I was sweating, before dinner |
| My total for practice day | Cups | Quarts (4 cups = 1 quart) |
|---|---|---|
| Total | 8 cups | 2 quarts |
Writing row, exemplar response. My plan starts an hour before practice, when I drink 2 cups of water so that I do not begin already thirsty. During practice I drink 3 cups in small sips at the breaks, because sipping is easier on my stomach than drinking a large amount at once. In the hour after practice I drink 3 more cups with my snack to replace what I lost while sweating. My total for the day is 8 cups, which is 2 quarts.
Differentiation
Support
Give these students a version of the organizer with the drink column already filled in as plain water and the reason column offering two sentence choices to circle for each row. Provide a marked cup and a quart container at a side table so the total row can be built physically before it is written, and accept a labeled drawing in place of the writing row.
Extension
Ask students to build a second organizer for a hot afternoon practice, choose amounts that raise the total by at least 2 cups, and explain in their writing row which row they increased and why. Students should also convert both totals to quarts and state the difference between them.
ELL supports
Post picture cards for cup, quart, and practice, along with a labeled clock showing before, during, and after. Give the sentence frames "Before practice I will drink ____ cups because " and " cups equals ____ quarts," and allow students to rehearse their writing row orally with a partner before they write it.
Extensions
Students can carry their finished organizer to one real practice or PE class, mark the amounts they actually drank next to the amounts they planned, and bring it back for comparison. A class discussion of where plans and reality differed most gives a natural reason to revise the plan rather than to abandon it.