Lesson Title: Healthy Living Teacher: Miss Katya Outwater Subject: Nutrition

Lesson Title: Healthy Living Teacher: Miss Katya Outwater Subject: Nutrition Time Required: 50 minutes over 3 days Topic: Health, Nutrition, Physical Education

Grade Level: 2

Essential Question: What foods help make and keep our bodies healthy? What activities help maintain a healthy lifestyle? Prerequisites (Prior knowledge) Students will think about the food and beverages that they consume in their day to day life at home and at school. They will use their knowledge of healthy foods versus junk food in order to read and apply the food pyramid to their everyday lives. Students will also incorporate their knowledge about what constitutes an activity as physical. Students will make reference to the food pyramid and its guidelines and purpose of use. Stage 1 – Desired Results Content Area Standard(s) (include complete standard, not just standard #) Standard 1 : Personal Health and Fitness

Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health.

Intended Learning Outcome (Should define what students will know and be able to do and at what level of mastery they should be able to do it.) Students will know…

• • • •

Student will be able to…

•

Vocabulary of the food pyramid Corresponding colors of the food pyramid Guidelines for using the food pyramid Possible health risks due to non healthy living

• • • •

Categorize different foods using the food pyramid format Recognize different ways to be and remain physically active Analyze the foods they eat and activities they participate in and recognize changes that can be made Create a food log Create a menu that follows the guidelines of the food pyramid

© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))

1

Stage 2 – Assessment Evidence Students will demonstrate their learning/understanding in the following way(s):

Teacher-Created Assessments Pre-test: Students will be asked to log their food intake as well as activity levels for two nights.

Post-test: Students will be responsible for creating an electronic menu that corresponds to the food pyramid for our class project. Students will need to include a main course, side dish, and beverage. Students may choose any meal of the day to create their menu around.

(Performance Assessments: ) Students will be assessed on their journals and menus based on a 4 scale rubric. (Other Assessments: Peer, Self) Students will be separated into groups according to the meal in which they chose to create a menu for. Students will be asked to compare meals and give feedback to their group members. Students will be given a verbal assessment by the teacher regarding their journals to determine what changes they think they can make to enhance healthy living. (Assessment Adaptations)

© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))

2

Stage 3 – Learning Plan Learning Activities Instructional Strategies/Learning Activities: e.g., demonstration, discussion, small groups, role play, etc. Students will now be asked to think about what kinds of foods they like to eat. Students will be asked to brainstorms lists of foods that they would eat every day if they had the choice to make their own meals. Each student will be asked to share one food that they came up with. They will then be asked, using their prior knowledge if it fits into any category on the food pyramid and if so which one. Introducing the lesson: (capturing students’ attention, activating students’ prior knowledge).

Students will be given a worksheet that displays the serving sizes that correspond to the food pyramid. The worksheet will be similar to this: Portion Control. Teacher will then provide an example of a menu created around personal serving sizes and corresponding to the food pyramid. Students will be given an example of a completed classroom menu project as well as other way to display the knowledge learned about Nutrition. For example Food Pyramid Rap

Instructional Sequence: (representing the content: teaching/learning activities, connecting to students’ prior knowledge, etc.)

Teacher activity (The teacher is doing….) • Teacher will explain the food pyramid by using a poster as an example • Teacher will provide examples of healthy foods versus junk foods and active and idle activities • Teacher will play songs referencing Nutritional issues • Teacher will provide a sample work showing the how food and exercise can be logged • Teacher will conduct a game • Teacher will provide first draft of sample menu • Teacher will show students how to convert their menu into a Word document

Student activity (The student is doing…) • Students are completing a worksheet on the food pyramid • Students are listening to the CD’s and making connection to the food pyramid and prior knowledge • Students are contributing ideas about nutrition and physical activity to the discussion • Students are creating journals to track food intake and exercise • Students are brainstorming ideas for their portion of the class menu • Students will create a first draft of their menu • Students will work in the computer lab to put their menu into a word document including graphics Adaptations to the Instructional Sequence to Differentiate: Discussion and Assessment of Learning: (Pointing out to students how what they are learning is related to the driving question; assessing students’ learning as a result of the lesson) © Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))

3

Students will be asked why they think that leading a healthy lifestyle is important. Students will be given a list (including brief explanations) about the possible risks at stake to leading an unhealthy life Students will be asked to share ways in which they could choose to practice a healthier lifestyle Closure: Extensions for early finishers: Students who finish early with their menu may begin searching the web for nutritional games to play i.e. My Pyramid Blast Off Alternate strategies for struggling students or those who learn differently: Students who are struggling with computing their ideas may seek the help of another student or teacher. Procedures: (already established procedures to be used and procedures to be taught for this lesson) • • • • •

•

How to read a food pyramid Categorizing food into groups What is physical activity Do we practice healthy lifestyles? Personal reflections Game-Students will take part in a game in which a bucket is place in the center of the room. The bucket will represent the human body. All around the bucket will be cut outs of different foods and exercises. One by one each student will be given the opportunity to pick a cut out of choice and place it into the bucket. Students must be careful to choose foods and exercises that correspond with the food pyramid guidelines that we discussed. After each student gets a turn, as a class we will take the contents out and categorize them into the respective food pyramid groups. With our findings we will be able to examine if we created a healthy lifestyle for our body. Menu- Students will each create a rough draft of their menu. Students will then go into the computer lab and transfer their menus onto a Word document and include graphics using Clip Art.

© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))

4

Lesson Development Resources Technology Tools and Materials: (classroom set-up, preparations, resources, etc.)

• • •

Computer lab Sample Menu Serving Size Worksheet

(Parent/Community Resources) • • •

Parents will be sent home a handout listing tips for healthy living that can be practiced at home with their children Information for the local Community or Recreational Center will be sent home as well providing a calendar of free events (i.e. free swim) for parents to involve their children in to help them become and remain active Parents will be sent home the menu that their child, as well as the menus of the rest of the class, to provide healthy meal ideas that parents and children can make together

(Contact Information) Katya Outwater [email protected]

© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))

5