Lesson One
UNIT THEME : Nutrition and Your Body
SUBJECT FOCUS: Food Pyramid
INTEGRATED SUBJECTS: Reading
CORE CONTENT NUMBER: PL-E-1.4.3
CORE CONTENT ADDRESSED: Nutritious snack choices (e.g.,
fruits, vegetables, dairy products) are preferable to snack foods (e.g.,
sugar-coated cereals, soft drinks, candy) for health and well-being.
UNIFIED OBJECTIVE: By the end of the lesson the student will
find examples of nutritional snack choices that are preferable for health and
well-being by using a grocery
store flyer to make choices between
good and bad foods.
TEACHING STRATEGIES/ACTIVITIES:
Preview– 5 minutes
Explain to students that we are going to be starting a unit about Nutrition and your body. Today we are going to go over the Food Pyramid and discuss how food and your body interact together.
Teaching Activities and Strategies– 35 minutes-
· Read book Gregory the Terrible Eater.
· Discuss with students the difference between healthy snacks and “bad for you” snacks.
· Pass around a grocery store flyer and have students discuss in groups what they feel are nutritional foods.
· Have students write down ten nutritional foods out of the flyer.
· Discuss out loud what each group thought was a nutritional food and write on the board for all to visually comprehend.
· Color the Eat Right handout.
· Discuss and pass out handout about fuel for your body (food)
Review and Assign Homework–5 minutes-
Review the Food Pyramid and answer any questions the
students may have on the food groups or number of servings. Explain to the students that they will start
keeping a food journal on everything that they eat during the day and this
journal is to be kept throughout the remainder of the unit.
CONTEXT:
Introduction to the Food Pyramid and the Unit.
MEDIA, MATERIALS, RESOURCES (TECHNOLOGY):
Book: Gregory The Terrible Eater
Grocery Store Flyer, Handout of Eat Right, Handout of Human
Fuel
ASSESSMENT TASKS:
Use rubric on healthy and bad for you foods taken from grocery store flyer
Rubric on handout
Eat Right.
Lesson Two
SUBJECT FOCUS: Bread, Cereals, Rice, and Pasta.
INTEGRATED SUBJECTS: Geography
CORE CONTENT NUMBER: PL-E-1.4.2
CORE CONTENT ADDRESSED: The food guide pyramid has an organizational structure that recommends the number of servings at each level.
UNIFIED OBJECTIVE: The students will be able to look at the
food guide pyramid and classify the recommended number of servings for grains
by creating a picture using several kinds of grains, pasta, and rice.
TEACHING STRATEGIES/ACTIVITIES:
Preview and Review– 5 minutes-
Do a quick summary on the lesson from yesterday over the food pyramid and explain that we are going to talk about bread, cereals, rice and pasta and how they provide energy for learning and playing.
Teaching Activities and Strategies– 35 minutes
· Talk
about what bread is made out of and how there are different kinds of bread.
· Pumpernickel,
Croissant, Flat, Pita, Soda, Maize, Crumpets, Veda
· Discuss
where these breads come from.
· Germany,
France, Egypt, Greece, Ireland, America, England, Scotland
· Locate
on the world map where these breads are from
· Discuss
the process of how bread is made.
· Grain
is ground into flour.
· Flour
is put into bags.
· Trucks
take flour to the bakery.
· Honey,
eggs, butter, and milk are added to flour.
· Dough
is baked in huge ovens.
· A
machine slices & packages wrapped bread.
· Trucks
take the unwrapped bread to stores.
· Talk
about the number of servings that are needed from this group each day to create
a healthy diet.
· Have
students draw pictures of bread, pasta, rice, and cereal on the blank handout
of the food pyramid.
· Create
a picture using pasta, rice and grains showing the recommended number of
servings.
Review and Assign Homework– 5 minutes
Review the lesson from today and answer any questions that
the student may have about the lesson.
Remind the students about the daily journal they are to be keeping
concerning the food they eat each day.
CONTEXT: This is the
second lesson in a series on Nutrition and Your Body. This lesson will be about grains and they will be shown different
kinds from all around the world. The
lesson also will be about the food pyramid and
the number of servings of grains required.
MEDIA, MATERIALS, RESOURCES (TECHNOLOGY):
Handout of blank Food Pyramid, World Map, Paper plates, Glue, Different pasta, rice and grains
ASSESSMENT TASKS:
Handout of Food Pyramid filled in properly with correct number of servings and food. (rubric)
Picture created showing number of servings for group using
different pasta, rice, and grains.
Lesson Three
SUBJECT FOCUS: Fruits and Vegetables
INTEGRATED SUBJECTS: Math, Writing
CORE CONTENT NUMBER: MA-E-1.2.2
CORE CONTENT ADDRESSED: Add, subtract, multiply, and divide
whole numbers using a variety of methods.
UNIFIED OBJECTIVE: The students will demonstrate the ability
to multiply whole numbers by counting the seeds found in different fruits and
vegetables and solving a variety of math problems.
TEACHING STRATEGIES/ACTIVITIES:
Review and Preview: 5 minutes-
Review the parts of the food pyramid that we have been over so far.
· Bread, Pasta, Rice, Cereal
Talk about the lesson today on fruits and vegetables and explain what we will be doing.
Teaching Strategies and Activities– 35 minutes-
· Talk about the number of servings needed in these groups to create a healthy diet.
· 3-5 for vegetable group
· 2-4 for fruit group
· Have students fill in the blank on the food pyramid sheet where fruits and vegetables would be, with the correct number of servings. Draw pictures of fruits and vegetables to equal servings. Put handout back in folder until tomorrow’s class.
· Appraise the different seeds from the different fruits and vegetables and have the students guess at which type the seeds came from.
· Have students solve a variety of math problems using the different seeds to come up with the answers.
· Write a short paragraph about the fruits and vegetables students like best and least.
· Make “Ants on a Log” for healthy snack and discuss what food groups they are made from.
· Celery– Vegetable
· Peanut Butter– Meat & Protein
· Raisins– Fruit
Review and Assign Homework– 5 minutes-
Answer any questions students may have on the lesson and
remind them to write in their journal about foods eaten that day. Tomorrow we will start on the Milk and Dairy
Group
CONTEXT: This third
lesson is teaching the students about fruits and vegetables on the food
pyramid. We used different seeds to
solve math problems and make a healthy snack.
MEDIA, MATERIALS, RESOURCES (TECHNOLOGY):
Handout of food pyramid, Overhead Projector, Seeds from a
variety of fruits and vegetables, celery, peanut butter, raisins. Handout : Math with Fruits and Vegetables.
ASSESSMENT TASKS:
Rubric on handout of math problems using seeds.
Written paper about fruits and vegetables that are liked best and least.
Lesson Four
SUBJECT FOCUS: Milk and Dairy
INTEGRATED SUBJECTS: Math, Reading
CORE CONTENT NUMBER: MA-E-2.2.5
CORE CONTENT ADDRESSED: Use nonstandard and standard units to measure weight, length, perimeter, area (figures that can be divided into rectangular shapes), and angles.
UNIFIED OBJECTIVE: The students will perform measurements by
using standard units of measurement to determine the volume of milk and other
dairy products.
TEACHING STRATEGIES/ACTIVITIES:
Review and Preview– 10 minutes-
Review the parts of the food pyramid that we have discussed so far in the unit and explain what we are going to do today with milk and dairy products.
Teaching Strategies and Activities– 30 minutes-
· Discuss the proper amount of milk and dairy products needed each day for a healthy diet. (3-4 servings)
· Fill in the food pyramid with proper number of servings. Draw pictures to equal number of servings.
· Discuss different kinds of dairy foods in the supermarket.
· Have children divide into groups and discuss what they think is a dairy product.
· Have each group give two examples.
· Cream, skim milk, sour cream, butter, cheese, yogurt, whole milk, cottage cheese, and ice cream.
· Let children sample a variety of dairy products.
· Measure milk by using: cups, pints, quarts, and gallons.
· Read “Little Miss Muffet” and see if the students can guess what curds and whey are.
· Curds are the solids and whey is the liquid.
Review and Assign Homework– 5 minutes-
Ask children if there are any questions over the lesson and
remind the children to write down food they have eaten today in their journal.
CONTEXT: This lesson is the fourth lesson in the Nutrition
and Your Body Unit. We are
discussing and measuring milk in the lesson and how milk is good for
your body.
MEDIA, MATERIALS, RESOURCES (TECHNOLOGY):
Measuring cups, different dairy products for children to
sample, 5 gallons of milk, empty milk jugs of different sizes, book on Little
Miss Muffet, handout of food pyramid.
ASSESSMENT TASKS:
Rubric on handout of food pyramid with proper number of servings
Rubric evaluation sheet on the measurements with milk.
Lesson Five
SUBJECT FOCUS: Meats and Proteins
INTEGRATED SUBJECTS: Reading
CORE CONTENT NUMBER: PL-E-1.4.1
CORE CONTENT ADDRESSED: Nutritious foods play a role in the growth of healthy bodies.
UNIFIED OBJECTIVE: The students will relate how different
meats and proteins are nutritious foods and how they play a role in the growth
of healthy bodies by writing a paragraph about the story and drawing a picture
of their favorite protein.
TEACHING STRATEGIES/ACTIVITIES:
Review and Preview– 10 minutes-
Review parts of the food pyramid that has already been discussed and explain that we will be working on meats and proteins today.
Teaching Strategies and Activities– 30 minutes-
· Discuss the amount of servings you need for this food group to create a healthy diet and types of food in this food group.
· Pass out the list of meats and proteins on the handout and let students figure out what the origins of the food are based on the discussion.
· Fill in the food pyramid with a drawing of the correct number of servings for this food group.
· Read “Cloudy with a Chance of Meatballs”.
· Write a paragraph and draw a picture of their favorite protein that fell out of the sky.
· Discuss with students that they will be graded on how well they listened to the story.
· Attention focused on the reader
Review and Assign Homework– 5 minutes-
Answer any questions the students may have on meats and
proteins and remind them to fill out their journal with foods that they have
eaten today.
CONTEXT: This lesson is the 5th lesson on Nutrition. The students will discover about meats and
proteins and the origins of the food.
MEDIA, MATERIALS, RESOURCES (TECHNOLOGY):
Book, “Cloudy with a Chance of Meatballs”; handout of food
pyramid, handout of meats and proteins.
ASSESSMENT TASKS:
Short paragraph telling about the story and the events with a drawing of students favorite meat and protein.
Handout on meat and protein origins.
SUBJECT FOCUS: Fats, Oil and Sugar
INTEGRATED SUBJECTS: Math
CORE CONTENT NUMBER: PL-E-1.4.1
CORE CONTENT ADDRESSED: Nutritious foods play a role in the growth of healthy bodies.
UNIFIED OBJECTIVE: The students will investigate how nutritious foods play a role
in the growth of healthy bodies by pretending to be a sugar detective and
looking at the ingredients in different foods.
TEACHING STRATEGIES/ACTIVITIES:
Review and Preview– 5 minutes-
Review the previous lessons on the food pyramid and answer any questions. Talk about the lesson for today and how it affects your body.
Teaching Strategies and Activities– 35 minutes-
· Discuss
the importance of limiting your intake of this food group so that you can live
a healthy lifestyle.
· Fill
out handout of the food pyramid and write down number of servings for this
category.
· Let
students look at labels from different groceries to decide which items have
high sugar and which items have sugar
that you wouldn’t think about and list at least ten different items on a sheet
of paper.
· Have
students divide up into groups and each group decide what item surprised them
with the most hidden amount of sugar.
· Does
sugar-free or fat-free really mean that?
· How
does eating too much sugar affect our bodies?
· Ask
a leading question working towards
tomorrow’s lesson.
· Ask
students what they need to do after they eat sweets.
Review and Assign Homework– 5 minutes-
Answer any questions about today’s lesson.
Remind students to write in their journal the foods that
they have eaten today.
CONTEXT: This is the 6th lesson in the unit on Nutrition and
Your Body. Today we will be a sugar
detective and find the hidden sugars in foods and learn how it affects our body
if we use too much.
MEDIA, MATERIALS, RESOURCES (TECHNOLOGY): Different grocery items ingredients
Handout of food pyramid, Handout called Sugar Detective
ASSESSMENT TASKS:
Sugar Detective handout on hidden sugars.
Food Pyramid placement rubric with correct number of
servings filled out.
Lesson Seven
SUBJECT FOCUS: Taking Care of Teeth after Eating Sweets
INTEGRATED SUBJECTS: Practical Living
CORE CONTENT NUMBER: PL-E-1.3.4
CORE CONTENT ADDRESSED: Young children’s health habits and behaviors affect physical health.
UNIFIED OBJECTIVE: The students will write a short paragraph
on why taking care of your teeth after eating sweets is important as a healthy
habit and how it affects the physical health.
TEACHING STRATEGIES/ACTIVITIES:
Review and Preview– 5 minutes-
Review the food pyramid and talk about the importance of eating a balanced diet. Talk about today’s lesson on the importance of brushing your teeth. Answer any questions that the students may have about the procedure.
Teaching Activities and Strategies– 35 minutes-
· Demonstrate the proper way for students to brush and floss teeth using the oversized teeth and toothbrush.
· Discuss the importance of eating a healthy diet but also brushing and flossing after every meal, especially sweets.
· Power Point
· Cavities
· Sealing Procedure to prevent cavities.
· Bad breath
· Going to see your dentist every six months
· Pass out toothbrushes, floss, and pink tablets.
· Pass out Handout Super Smile
· Let children practice brushing teeth for 30 seconds, then have them chew the pink tablet and see where the plaque is still on their teeth. Pass around the mirror.
· Pair up children and let them look at each others teeth .
· Teacher will walk around room and mark on Super Smile handout the teeth that children need to work on brushing.
· Have students practice brushing and flossing teeth after teacher looks at them.
· Who ever gets done may work on the Tommy and Toni Teeth handout or the Clean Teeth handout.
Review and Assign Homework– 5 minutes-
Answer any questions about the lesson today.
Remind students to write in their journals the food they have eaten today.
Homework assignment is to write a paragraph about how sweets
affect you physical health and the importance of brushing.
CONTEXT: This lesson is about how people need to brush their
teeth after eating but especially after sweets. A good diet is important but you also have to take care of you
body,
MEDIA, MATERIALS, RESOURCES (TECHNOLOGY): Power Point
presentation on Taking care of your Teeth.
Model of teeth, toothbrush and floss.
Handouts: Super Smile, Clean Teeth, Tommy and Toni Teeth. Toothbrushes, floss, pink tablets, and mirror.
ASSESSMENT TASKS:
Super Smile Rubric based on amount of dye remaining on teeth.
Writing Assignment is a paragraph on taking care of teeth
after eating sweets and how it affects student’s health.
Lesson Eight
SUBJECT FOCUS: Food and the Digestive System
INTEGRATED SUBJECTS: Science, Art
CORE CONTENT NUMBER: PL-E-1.3.1
CORE CONTENT ADDRESSED: The major body systems are affected by diet, exercise, and rest.
UNIFIED OBJECTIVE: The students will identify parts of the
digestive system, which is affected by diet, exercise, and rest by drawing a
picture and labeling the main organs.
TEACHING STRATEGIES/ACTIVITIES:
Review and Preview– 5 minutes-
Review the previous lessons and explain what today’s lesson will be over. Answer any questions that may come up about the lesson.
Teaching Activities and Strategies– 35 minutes-
· Watch computer movie “A.D.A.M. The Inside Story of the Digestive System”.
· Have students pair up and outline their body on butcher block paper.
· Have students draw on their outlined body the main organs of the digestive system.
· Label the organs
· Cut out body and hang in the classroom.
Review and Assign Homework– 5 minutes-
Answer and questions that students may have about the lesson.
Remind students to write in their journal what they have
eaten today.
CONTEXT: This is the 8th lesson in the unit about nutrition
and your body. I want the children to
learn how food travels through the body
using the digestive system.
MEDIA, MATERIALS, RESOURCES (TECHNOLOGY): Computer CD-ROM “A.D.A.M”
Butcher block paper, crayons, scissors, Handout of the shapes of the organs in the
digestive system.
ASSESSMENT TASKS:
Drawing of the digestive system and labeling of the organs.
Lesson Nine
SUBJECT FOCUS: Digestive System process food for our body to provide energy.
INTEGRATED SUBJECTS: Writing
CORE CONTENT NUMBER: SC-E-3.1.3
CORE CONTENT ADDRESSED: Each plant or animal has structures
that serve different functions in growth, survival, and reproduction. For example, humans have distinct body
structures for walking, holding, seeing, and talking.
UNIFIED OBJECTIVE: The students will demonstrate an
understanding about the digestive system and how it serves a specific function
in our growth and survival by processing food and providing energy by writing a short story.
TEACHING STRATEGIES/ACTIVITIES:
Review and Preview– 5 minutes-
Go over previous lessons and answer any questions students may have. Explain to students what they will be working on in today’s lesson.
Teaching Activities and Strategies– 35 minutes-
· Discuss with students the importance of :
· Eating a healthy diet
· How the food is turned into energy for the body
· Have students write a short story on what they think will happen if they do not eat a proper diet.
· Discuss the answers in the student’s short story.
· Explain the problems that can develop in a body if it does not receive proper nutrition.
Review and Assign Homework– 5 minutes-
Answer any questions that the student may have concerning today’s lesson.
Remind students to write in their journal the food they ate today.
CONTEXT: This lesson
is the 2nd part of the lesson eight on the digestive system. I want the children to know the importance
of eating a healthy diet and how it relates to the food that is processed and
received throughout the body for energy.
MEDIA, MATERIALS, RESOURCES (TECHNOLOGY): Writing
instruments, paper, visual aides on how energy is used in the body
ASSESSMENT TASKS:
Short story
Group discussion checklist
Lesson Ten
SUBJECT FOCUS: Food
Pyramid
INTEGRATED SUBJECTS: Writing
CORE CONTENT NUMBER: PL-E-1.4.2
CORE CONTENT ADDRESSED: The food guide pyramid has an
organizational structure that recommends the number of servings at each level.
UNIFIED OBJECTIVE: The students will review how the food
guide pyramid has an organizational structure that recommends the number of
servings at each level by constructing a collage using pictures cut out of
magazines showing healthy foods.
TEACHING STRATEGIES/ACTIVITIES:
Review and Preview– 5 minutes-
Answer any questions the students may have on the previous lessons and explain to them the lesson we are doing today.
Teaching Activities and Strategies– 35 minutes-
· Students
will make a collage using pictures they cut out of magazines showing healthy
foods from the food guide pyramid.
· Students
will trade their daily journals that they have been writing the food they eat
each day in with a partner.
· Each
person will review the journal they have and classify the foods from two days
into the proper categories.
· They
will write on the bottom of the page if the person is eating a balance diet,
not enough of something, or too much of something.
Review– 5 minutes-
Make sure that students questions are answered about the
food pyramid; how to brush your teeth after eating foods, and the digestive
system working with your food to provide energy.
CONTEXT: This is the
last lesson plan in the unit on nutrition and your body. It is a basic overview of the food guide
pyramid and lets the children apply the knowledge that they have learned in
this lesson.
MEDIA, MATERIALS, RESOURCES (TECHNOLOGY): Overhead of Food
pyramid, magazines, construction paper, scissors, glue
ASSESSMENT TASKS:
Construction of a collage showing healthy foods from the food groups.
Worksheet using daily journals with categorization of foods into proper groups.