Ed 123 Lesson Plans

8/12/2019 Ed 123 Lesson Plans

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Melanie Roth

Ed123 Nutrition Unit Plan

Grade: 3rd

Day 1Topic:Nutrition- Good and Bad ChoicesObjective: Students will have a clear understanding of how to determine a bad choice from a

good choice when looking at food labels.Iowa Core Standards:

Demonstrate appropriate responses to negative and positive health influences. Identify characteristics of valid health information sources. Recognize the techniques used by print and non-print media sources. Choose healthy foods.

Time:30-40 minutesMaterials:

Book- Gregory the Terrible Eaterby Mitchell Sharmat

T-Chart worksheet (rubric on back of worksheet) Scissors Glue Markers, pencils, colored pencils Magazines Empty food containers or labels

Procedures:

1. Begin by having students sit at the carpet for a reading of Gregory the Terrible EaterbyMitchell Sharmat.

2. Have students talk to the peer next to them about some foods that are healthy andunhealthy, and how they can tell.

3. Come back as a class and have three to five students share some of the foods theydiscussed and how they know they are healthy or unhealthy (look for nutritional facts,

what it is made of, where it is from).

4. Then read the book.5. After the book is completed, ask the students how it was similar to what they discussed

before reading, and what new information can help inform you whether an item is a good

choice or a bad choice (look for what is included on the nutritional label).6. Then, have students return to their desks. Explain the T-Chart Worksheet.7. Explain the directions and the rubric printed on the back so that students can ensure they

have everything.

8. Model an example for students by looking at the label of Health Nut and a box of HoHosto compare. Write the different facts that distinguish the choices.Healthy? Unhealthy?

Whole Wheat Bread -80 calories

-110 calories

HoHos

-360 calories

-Saturated fat 12 g


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-Made with whole wheat -Sugar 43 g

9. Then have students explore the table of empty items and labels as well as magazines topick items to place in their charts (20-25 minutes).

10.After the given time, collect students T-Charts.Assessment: Collect the T-Charts Worksheet as a formal assessment. Grade the charts based on

the students completion of the chart, which should include three nutritional facts supporting theplacement of five items (good or bad choice), and a picture of the item (either drawn or cut out

and pasted). The assignment is worth 20 points. See rubric for further information.


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T-Chart Worksheet:


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Day 2Topic:Nutrition- The Food Pyramid

Objective:Students will have a clear understanding of the different categories of the food

pyramid and some food choices that fall under those categories.

Iowa Core Standards:

Identify characteristics of valid health information sources. Choose healthy foods. Explain how information from school and family influences health. Demonstrate appropriate responses to negative and positive health influences.

Time:25-30 minutes

Materials:

Food Pyramid Chart (picture, slide, or poster) Youtube video-http://www.youtube.com/watch?v=7qHSz2GQ0D8 Blank Food Pyramid worksheet Pencils

Procedures:1. Based on the students understanding of good and bad choices, display the food

group chart for them.

2. Have them discuss with their peers what they understand on the chart, what theyalready know, and what they question about the specific foods and groups.

3. Come back as a class and discuss what the groups came up with.4. Then watch the Youtube Video.5. After, show students the MyPyramid worksheet, and explain that they will use there

graded T-Charts and other foods they may think of, and place them in the blank

columns. Students must also label the columns.

6. Students will be given 15-20 minutes to complete the worksheet.7. Then have students place their worksheets on their desk for a gallery walk, where

students will observe their peers pyramids.

Assessment: Students are assessed on their participation during class discussion, in which

they appropriately answered questions and communicated with their peers. Along with

that, the students worked hard to complete the MyPyramid worksheet. The total

participation points is out of 10, 5 for participation and 5 for completion of the worksheet.
http://www.youtube.com/watch?v=7qHSz2GQ0D8http://www.youtube.com/watch?v=7qHSz2GQ0D8http://www.youtube.com/watch?v=7qHSz2GQ0D8http://www.youtube.com/watch?v=7qHSz2GQ0D8


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MyPyramid Worksheet:

Complete the pyramid by placing healthy foods that fall under each category. Be sure to 1)

label the columns and 2) write foods in the columns that fall under the category.


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Day 3Topic:Nutrition- My Plate

Objective: Students will understand the different food groups when applied to the My Platebooklet. Students will be able to create their own My Plate for breakfast, lunch, dinner, and

snack by choosing appropriate foods for food groups.

Iowa Core Standards: Demonstrate appropriate responses to negative and positive health influences. Identify characteristics of valid health information sources. Recognize the techniques used by print and non-print media sources. Choose healthy foods. Explain how information from school and family influences health.


Teacher example of My Plate Booklet My Plate Booklet Pencils, colored pencils, markers My Pyramids (that students completed prior to this lesson) On My Plate book series (total of 5) Rubric

Procedures:1. Read students your own My Plate Food Booklet, as a model of what is expected.2. When going through the model, ask student's questions what food is this? Why is there

more of this food than that food? What food group would this be?3. Then pass out the My Plate Booklets.4. Explain to students that they will complete their own My Plate Booklets by putting their

name on the cover, then picking their favorite foods that fall under the healthy categoriesas well as the serving size. Students will draw pictures of their choices on each page, for

breakfast, lunch, snack, and dinner.5. Inform students that they may use their MyPyramids to help assist them if needed.6. Show students the On My Plate book series (protein, dairy, healthy snacks, vegetables,

and fruits) that is provided at the front of the class, which can also help assist them with

food choices.

7. Then pass out the rubric, and explain what is expected and how many points for eachexpectation.

8. Provide students 20-30 minutes to complete their booklets.9. When completed, collect the books to be graded. Then let students know that the books

will be displayed in the classroom library so their peers can read each others.

Assessment:Students will be graded based on their My Plate Booklets based on the completion

of each page. The assignment is worth 20 points, 5 points for breakfast, lunch, dinner, and snack.Students must include all five food groups, a picture of their food choice, label the food choice,label the category the food choice falls under.


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My Plate Booklet:

(Pages 1-4)


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My Plate Booklet Rubric:

Student Name: ___________________________

Points Breakfast Lunch Dinner Snack

5 Five food groupsare included, apicture to represent

each food choice,

labeled the section

and the food

choice.

Five of the foodgroups are

included, a picture

to represent each

food choice,

labeled the section

and food choice.


included, a picture

to represent each

food choice,

labeled the section

and food choice.


included, a picture

to represent each

food choice,

labeled the section

and food choice.

4 Four of the foodgroups are

included, a picture

to represent each

food choice,

labeled the section

and food choice.

Four of the food

groups are

included, a picture

to represent each

food choice,

labeled the section

and food choice.

Four of the food

groups are

included, a picture

to represent each

food choice,

labeled the section

and food choice.

Four of the food

groups are

included, a picture

to represent each

food choice,

labeled the section

and food choice.

3 Three of the foodgroups are

included, a picture

to represent each

food choice,

labeled the section

and food choice.

Three of the food

groups are

included, a picture

to represent each

food choice,

labeled the section

and food choice.

Three of the food

groups are

included, a picture

to represent each

food choice,

labeled the section

and food choice.

Three of the food

groups are

included, a picture

to represent each

food choice,

labeled the section

and food choice.

2 Two of the foodgroups are

included, a picture

to represent each

food choice,

labeled the section

and food choice.

Two of the food

groups are

included, a picture

to represent each

food choice,

labeled the section

and food choice.

Two of the food

groups are

included, a picture

to represent each

food choice,

labeled the section

and food choice.

Two of the food

groups are

included, a picture

to represent each

food choice,

labeled the section

and food choice.

1 One of the foodgroups are

included, a picture

to represent each

food choice,

labeled the section

and food choice.

One of the food

groups are

included, a picture

to represent each

food choice,

labeled the section

and food choice.

One of the food

groups are

included, a picture

to represent each

food choice,

labeled the section

and food choice.

One of the food

groups are

included, a picture

to represent each

food choice,

labeled the section

and food choice.

/20 points


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Day 4Topic:Nutrition- Making Healthy Snacks

Objective: Students will create their own healthy snack by following instructions of a recipe.Students will establish nutritious facts on the packaging and record the different recipes each

group has.

Iowa Core Standards: Recognize the techniques used by print and non-print media sources. Choose healthy foods. Assess risk factors that contribute to healthy choices. Describe the influence of risk and protective factors.


Recipe cards (one for each group) Nutrition fact card Pencils Ingredients for each recipe (celery, peanut butter, raisons, peanuts, pretzels, almonds,

etc.) Mixing bowls, cups, utensils Hand sanitizer

Procedures:

1. Students will be put into groups of four or five (a total of 4 groups- number eachgroup).

2. Have students sanitize their hands.3. Provide students a recipe card (2 groups- trail mix, 2 groups- ants on a log).4. Each group will work together to make the recipes, by first looking at what is

included in the snack. Students will look at the packaging and write nutrition facts

on the nutrition fact card. Students will also record the recipe on the card.

5. As students work step-by-step, assist students with any questions they might have.6. Before passing out the actual ingredients, have the students discuss the nutritious

values found for each item, and how that makes it a healthy snack.

7. Then provide students the ingredients.8. Provide 20 minutes for the groups to complete the recipes, and some time to enjoy

their healthy snack.

9. As they enjoy the snack, have them talk with their groups about the snack and ifthey enjoy it. Also if they would make this at home. Or would they add anything else

to it.

10.Inform students they can take the nutrition cards home and share the healthy snackrecipe as well as the healthy facts.

Assessment:For this assignment, assessment is based on participation, in which studentscollaborate with their peers in groups, share ideas, help one another, and complete a

recipe. Students must also show their nutrition card on their way out of the classroom

(ticket out!). If the card is complete they receive 5 points. The total points received for

participation include and the completion of the nutrition card is 10.

Nutrition Card:


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Day 5Topic:Nutrition- Nutritious FactsObjective: Students will identify food groups and food facts when given a question. Students will

answer questions in groups as it relates to nutrition, food choices, food groups, etc.

Iowa Core Standards:

Recognize the techniques used by print and non-print media sources. Choose healthy foods. Assess risk factors that contribute to healthy choices. Describe the influence of risk and protective factors. Identify characteristics of valid health information sources.

Time:30 minutesMaterials:

Computer Projector Jeopardy Notebooks PencilsProcedures:1. Begin by having a class Take Away discussion. Have students share some things they

have discussed at home, how they have taken what they have learned and applied it

outside of the classroom, what they were most surprised about, etc.

2. Have students record any of the specific take aways from the discussion in theirnotebooks, they will be turned in at the end of class as their ticket out.

3. Split the class into two groups. Have each group on one sides of the classroom.4. Explain the rules of the jeopardy (One group goes first and selects a category and a

specific amount of points, then must collaborate with eachother to come up with an

answer, then state the answer, they will receive those points if they answer

correctly. The team with the most points wins).

5. After each questions, have a small discussion of why the answer is correct and thereasoning behind the answer. If a group was confused or answered it wrong, discuss

as a class why they believed that and why it is something else.

6. After completing the game provide students the opportunity to record anymore takeaways from the game.

7. Collect the take aways to ensure that students recorded at least three.


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Assessment:Students will be assessed on their take aways, with a total of three points, and

an additional seven points for participation during the game.

Ed 123 Lesson Plans

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