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. 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…

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Student will be able to…

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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

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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))

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

Teacher-Created Assessments Pre-test: Students will be given a blank copy of the food pyramid poster and be asked to color it in and label each section. Post-test: Students will be asked to log their food and exercise habits in a journal. (Performance Assessments:) Students will be assessed on their worksheets and journals by a 4 scale rubric.

(Other Assessments: Peer, Self) Students can sit down with their parents after school and look over their journal entry to be sure that nothing was left out. Students will then have the opportunity to add missing pieces. Students will be allowed to break into groups and discuss physical activities that they can incorporate at with each other at recess. (Assessment Adaptations)

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

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Stage 3 – Learning Plan Learning Activities Instructional Strategies/Learning Activities: e.g., demonstration, discussion, small groups, role play, etc. The lesson will start with a student discussion about what it means to eat healthy. Students will be asked to give examples of healthy food and junk food that will be listed on a T chart. Students will be asked to give examples of physical activities and well as non physical activities that will be charted as well. Teacher will follow up with any examples that were missed as well as provide a sample journal of food intake and physical activity. Introducing the lesson: (capturing students’ attention, activating students’ prior knowledge).

Students will listen to a series of songs from CD’s about Nutrition and exercise. These songs such as The Vegetable Rock, Junk food Judy, The Good Food Express etc. will reinforce students’ prior knowledge. 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

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 Adaptations to the Instructional Sequence to Differentiate: Rather than listening to songs about Nutrition and exercise a book can be read or a short video can be played 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) 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 Closure: Extensions for early finishers: Students that are done early will be expected to begin brainstorming meal ideas for the electronic menu we will be creating as a class. Alternate strategies for struggling students or those who learn differently: Students who are struggling with the assignments can modify their journals by using illustrations. They may also request the help of another student who may have already finished. © Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))

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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.

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

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CD player Nutricise Shake and Bake Materials and set up for the game. Bucket, laminated cut outs

(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

(Contact Information) Katya Outwater [email protected]

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

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