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Transcript of Health Unit
CEF Standards for Health UnitStudents will be able to.
1.5.1Describe the relationship between health behaviors and personal health 1.5.4-Identify key nutrients, their functions, and the role they play to promote optimal health 2.5.3-Discuss nutrition and physical activity habits in diverse cultures 7.5.2-Demonstrate the ability to interpret nutrition information
Food Pyramid song by Marilyn M. LinfordThere are five food groups on the food pyramid That I should choose from each day. Vegetables, grain, meat, dairy and fruit Will help my body work and play. Each food group supplies needed nutrients To help my body to grow. The fats and oils use sparingly, That's something that I should know. Chorus: Vitamins and minerals are part of the plan That keeps me healthy and strong. I will choose each day to do all that I can to help my body grow real strong. Calories within my food becomes energy. Energy my body will need, To help me think, work, and exercise. They will help me to succeed. Healthy body builders will choose carefully A healthy balance each day.Eating foods from each category Will help me live a healthy way. Repeat Chorus:I will choose each day to do all that I can to help my body grow strong
**These worksheets & the song part of my text set**
Da y One I will introduce the topic of Health and Nutrition, along with an anticipatory guide, to my students. I will read aloud Good Enough to Eat: A Kids Guide to Food and Nutrition by Lizzy Rockwell from the text set and have a whole group discussion about the book and what this unit will entail .
Anticipation GuideStatements There are 5 food groups in the food pyramid. Calcium helps build and repair bones. Vitamins dont help you stay healthy. Different colors are used to identify the food groups. If you dont exercise you wont be healthy. SA X A D SD Explanations The five food groups are grains, vegetables, fruits, meat & beans, and milk. Calcium comes from dairy products, such as milk, and helps keep your bones strong. Vitamins are necessary to help your body grow and stay healthy. Yes, for example purple is for meat and beans, and blue is for milk/dairy. This isnt necessarily true, however, exercise is an extremely important factor to staying fit and healthy. This is very true, for example, the bands for meat and protein
The skinnier the band in the food
pyramid the less you food you need of that food group.
(purple) and oils (yellow) are skinnier than the others. That's because you need less of those kinds of foods than you do of fruits, vegetables, grains, and dairy foods. Although you shouldnt eat sweets everyday, its not bad to have sugar and sweets every once in a while. It isnt always necessary, but it is recommended. You should have at least 7 to 8 hours of sleep a night to stay healthy.
You can never eat sweets.
Half of your grain intake should be whole grains. Sleep is an important part of staying healthy.
Da y Two I will put together three baskets using the books and artifacts from the Each basket the by will book, have Why text set a I have created. of Have The materials Cake for
variety Cant I
including Dinner, Health
Active, and Feeling Great For Monsters & K ids, by Edward Miller, the Food and Nutrition Song with lyrics and the CD, and two worksheets (one food journal and one food pyramid coloring sheet) from the My Pyramid for Kids website. The students will have a chance to browse through the baskets while broken up into three small groups. As a group the students will choose one item from their basket to share with the rest of the class. They will discuss why they chose the artifact, what
they know about it, and what else they would like to learn about it.
Da y Thr ee Vocabulary Lesson
HEALTH/NUTRITION VOCABULARY LESSON
Description of Classroom: Third grade classroom. 21 Students. 12 boys and 9 girls. All students are at various levels of learning and one English Language Learner is present. Background: Students are just beginning a new unit on health and nutrition. This lesson is an introductory activity to the key vocabulary words that will be seen and heard several times throughout the unit. Content Objective(s): 1. Given a list of health/nutritional vocabulary words the students will be able to organize the words in a list that make sense with each other. 2. The students will be able to draw a picture of the vocabulary word next to each word. 3. The students will be able to test themselves at the end of the TOAST and should know the definitions of at least 6 out of the 8 words. Language Objective(s): After completing the TOAST the students should know and be able to recite the definitions of the five multiplication vocabulary words and be able to draw a picture to match each definition. Nevada Standards: (3) 1.4. E. It is expected that students will build vocabulary using 1. pictures [NS 1.3.4] 2. symbols [NS 1.3.4] 3. classification and categorizing (3) 1.4. F. It is expected that students will develop vocabulary through meaningful experiences (e.g., listen
to and discuss selections read aloud, wide reading, discuss word meaning, interactive activities, examples and non-examples) (3) 8.4 A. It is expected that students will contribute to conversations and discussions about a given topic (e.g., share ideas and opinions) [NS 8.3.4] B. respond to conversations and discussions about a given topic [NS 8.3.4] C. ask relevant questions to clarify information [NS 8.3.4] D. take a leadership role in conversations and discussions with assistance [NS 8.3.4]
Key Vocabulary: 1. Food Pyramid 2. Calcium 3. Vitamin 4. Nutrition 5. Exercise 6. Calories 7. Minerals 8. Fat Best Practices: (put an X next to those that you address in your lesson) Preparation Scaffolding Grouping Options x Adaptation of content x Modeling Whole Class x Links to background x Guided practice x Small groups x Links to past learning x Independent practice x Partners x Strategies incorporated x Verbal scaffolds x Independent x Procedural scaffolds Integration of Processes Application Assessment x Listening x Hands-on x Individual x Speaking x Authentic (Meaningful) x Group x Reading x Linked to objectives x Written x Writing x Promotes engagement x Oral Warm Up Activity: To get the students excited about the lesson I will read the book by Cindy Neuschwander. Lesson Sequence: This lesson will be based off of the TOAST assessment method. The teacher will first introduce the lesson and then begin the TOAST. Test (Pre-Test): The teacher will pretest the students with the list of multiplication vocabulary words to see what the students know and remember. Organize: The teacher will then have the students organize the list of vocabulary words into a
way that is meaningful to them. This will help to have the students understand the list of words better. Anchor: The students will now work with a partner and recite the words out loud. After they are done reciting the words they will draw an illustration next to the written word. Say: The students will say the words one more time as a review. Test: The students will test themselves first to see how well they have learned the words and I will test them at the end for an overall assessment. Accommodations: I will be sitting with the small group of students and will therefore be able to accommodate them with any assistance they may need be it more time or further explanation. Supplementary Materials: Pencil Paper Review/Assessment: Students will be graded based off of the TOAST assessment. Reflection: I anticipate this lesson will go very well the students. I believe that using the TOAST method of assessment is a great way to review previous vocabulary words with students and bring them back to their memory in a fun and simple way.
Da y Fou r I will read Why Cant I Have Cake for Dinner ?, by Jodi Huelin, aloud to the class. Students will then respond to the read aloud using a RAFT strategy. The RAFT that we will be using for this assignment is an invitation. The students will create family an to a invitation Health inviting Party. their will friends be a and party
where the students will have a chance to introduce their friends and family to what they have learned about eating healthy and staying fit. Students will include four to five key facts about what they have learned when they create their
invitation. I will start of by showing students a sample and going over each step in creating their invitations.
Da y 5 Students will continue to work on their RAFT invitation. When the students have finished they will share their invitation with their shoulder partner.
Da y 6 Students will create a Tree Map. It should look something like this:
Food Pyramid: Food Groups
Meats & Beans
Tuna Peanut Butter
THE CURRICULUM HEALTH/NUTRITION THINKING MAP (TREE MAP) LESSON
Description of Classroom: Third grade classroom. 21 Students. 12 boys and 9 girls. All students are at various levels of learning and one English Language Learner is present. Background: Students are in the middle of a unit on health and nutrition. This lesson will allow them to explore the food pyramid further through use of a thinking map. Content Objective(s): 1. Students will listen as we review the food pyramid aloud as a class and pick out key components they want to include in their thinking map. 2. Given a labeled diagram of the food pyramid, students will be able to create a tree map. 3. Students will discuss their map, when they are finished, with their shoulder partner. Language Objective(s): After completing their tree maps, each student should be able to name three food groups of the food pyramid with at least three examples of foods included in that group. Nevada Standards: (3) 3.1 describe a balanced diet and how it relates to good health (3) 2.3 A. select after-reading strategies based on text and purpose to.. 3. organize information (e.g., graphic organizer [PS/NS 2.3.3] 4. record information [PS/NS 2.3.3] Key Vocabulary: 1. Food Pyramid Best Practices: (put an X next to those that you address in your lesson) Preparation Scaffolding Grouping Options x Adaptation of content x Modeling x Whole Class
x x x x x x x
Links to background Links to past learning Strategies incorporated Integration of Processes Listening Speaking Reading Writing
x x x x x x x x
Guided practice Independent practice Verbal scaffolds Procedural scaffolds Application Hands-on Authentic (Meaningful) Linked to objectives Promotes engagement
x x x X X
Small groups Partners Independent Assessment Individual Group Written Oral
Warm Up Activity: We will go over our giant poster of the food pyramid out loud as a class. Lesson Sequence: 1. As a class we will review what we have learned so far about the food groups in the food pyramid. 2. I will model how to create a Tree Map based off of the food groups and explain what is expected for the assignment. 3. I will then pass out a pre-made tree map handout (blank). 4. I will then ask the students to pick out three main food groups from the food pyramid and write down at least three foods that fall underneath that category. The poster will be covered up at t the time, so this should all be from memory and individually. 5. As a wrap up, I will have the students show their shoulder partner, and we will go over some out loud in class. Accommodations: I will be walking around the classroom during the activity and will therefore be able to accommodate them with any assistance they may need be it more time or further explanation. Supplementary Materials: Pencil Paper Food Pyramid Diagram Review/Assessment: Students will be assessed based off of their completion and organization of their tree map. Reflection: I anticipate this lesson will go very well the students. I believe that using the Tree Map for this assignment will allow the students to focus on three key food groups and the foods that fit within each group. This will also give the students a deeper insight into the food pyramid.
Da y S ev en I will read to aloud Eating for The Monster Health book: A
Guide Feeling Miller.
While I am reading aloud, the students will need to write down any words that they find interesting or that they are uncertain of in their glossary journal.
After I am finished reading we will come together as a class and the students will tell me which words they want put on the chart for further explanation.
Da y Eig ht Using the list of vocabulary words from day seven, the students will select five words and they will
It should look like this: 1. Word 2. Definition
4. Phrase or similar word
Da y N ine Students will be able to select one RAFT strategy of their choice. In their RAFT they must include ten facts that they have learned from this week health and nutrition unit. They can use their thinking map, postcard, or visual verbal response to get their facts. two-
Students RAFT will be used for assessment.
HEALTH/NUTRITION RAFT LESSON Description of Classroom: Third grade classroom. 21 Students. 12 boys and 9 girls. All students are at various levels of learning and one English Language Learner is present. Background: Students are ending a unit on health and nutrition. This activity will wrap up the unit and act as an assessment of what the students came to understand in the past nine days. Content Objective(s): 1. Students will be listening as I review major concepts that we have learned over the past nine days. 2. Students will speak out loud as they answer their questions in review. 3. Students will be reading over past material to gain facts for their RAFTS. 4. Students will be creating a RAFT of their choice. Language Objective(s): Students will create a RAFT of their choice and they must include at least ten different facts about health, nutrition, and the food pyramid. It must demonstrate knowledge of what we have learned throughout the unit and be well thought out. Nevada Standards: 7.5.2-Demonstrate the ability to interpret nutrition information Best Practices: (put an X next to those that you address in your lesson) Preparation Scaffolding Grouping Options x Adaptation of content x Modeling Whole Class x Links to background x Guided practice Small groups x Links to past learning x Independent practice Partners x Strategies incorporated x Verbal scaffolds x Independent x Procedural scaffolds Integration of Processes Application Assessment x Listening x Hands-on x Individual x Speaking x Authentic (Meaningful) G...