Clare Paronich Grade/ Subject Area: 4th grade Science Duration of lesson: 2-3 periods Objectives: Students will

l be able to identify the different foods in the different food groups. Students will be able to recognize the significance of the food pyramid. Students will understand the importance of a healthy, nutritional and well-balanced diet.

Pre-Assessment: The lesson and objectives are appropriate for this grade level because they are identified in the Common Core Learning Standards and the Scope and Sequence for 5th grade science. This lesson is part of a nutrition unit. This lesson is scaffolding on previous lessons taught in the unit. The students are expected to know the difference between a healthy and unhealthy diet, and the rest will be learned from this lesson. Lesson Presentation: Set-InductionThe teacher will begin by having the students copy down the vocabulary. The teacher will have a student read the first vocabulary word and then show an example of it. The teacher will call on the students and continue to show the pictures of the vocabulary. In some cases, the teacher may pass around the items she has brought in so that the students can touch and see the item up close. Procedure1. Show the students a candy bar and an apple. Ask the students, which they think, is better and healthier for their bodies. 2. Ask the students if they ever think about what they are putting in their bodies before they eat something. 3. Explain that in order to be healthy children should be eating more of certain foods and less of others. 4. Ask the students if they know any of the six food groups. List them on the board. 5. Ask the students if they know what the food pyramid is and write it on the board. 7. Display the food pyramid picture. 8. Explain to the students the purpose of the food pyramid 9. Tell the students each of these food groups provide some but not all, of the nutrients you need. Foods in one group can't replace those in another. No on food group is more important that another. For good health, you need them all. 10. Review with the students what the food pyramid is, what the six food groups are and, how many servings you should consume a day. 11. Give each student and envelope with twenty pictures of different foods. Have them categorize them into the right food group without making any errors. ( students will be given a blank food pyramid to complete this activity) The teacher will have one person from each group share out what foods they put in which level of the pyramid.

ClosureTo close the lesson, the teacher will review the food groups and the food pyramid with the students. The teacher will answer any final questions the students have about the lesson. Then the teacher will assign the students the homework. The homework assignment will be to answer these three questions: a. What are some other foods in the bread group? Meat? Milk? Fruits? Vegetables? Fats? b. Why are some of the foods in the bread group nutritious? Meat? Milk? Fruits? Vegetables? Fats? c. What is your favorite food group? Why Evaluation/Assessment: The students will be instructed to chart the foods that they have eaten in one day. In addition they will have to describe how the foods in their diet adhere to the food pyramid. Students will also be instructed to modify their diet on paper so that it better correlates with the food pyramid. Differentiation: Before the teacher begins the lesson, she will put a checklist up on the board for the ADD/ADHD students so that they know what exactly what they will be doing for the next period or so. In addition, the food pyramid that is being shown to the students will be color coordinated so the students can clearly see the difference between the levels. For visual learners the teacher will pass out and show the actual food items that fall into the different levels of the food pyramid. The activity will be differentiated into 3 levels. For the lower students, the students will have to sort foods into the different levels of the food pyramid, but they will be given a copy of the food pyramid and the pictures that they have to sort will be already sorted on the food pyramid that they teacher gives them. The intermediate level will be given the same activity. They will be given a copy of the food pyramid, but the pictures that they will have to sort will not be displayed on their food pyramid. The highest level will be given a blank food pyramid to sort and they will not be given a copy of the food pyramid. Multiple Intelligence: This will support visual learners because there will be pictures. It will support kinesthetic learners because they will be using their hands to order the pictures. It will support interpersonal because they will be working in groups. Lesson 2 Food Mobiles This lesson is on: Food Mobiles (placing foods into proper groups) Create interest and set focus by showing students materials and telling them about the lesson. Objectives:

List and describe foods in different food groups Categorize and separate foods and food labels into the proper group Construct a food mobile which represents one food group (which has been previous assigned to each group Prove how food mobiles are either accurate or inaccurate (must give reasons why)

Pre-Assessment: The students have previously learned about the food pyramid and the food groups that make up the food pyramid. The students will use this lesson to make the food mobiles. Set-Induction: The teacher will begin the lesson by showing the students her own food mobile that she has created. She will get the students excited about making the food mobiles by showing the students the materials that we will be using like hangers, yarn, and food ads. Questioning: The teacher will question the students about the food groups. The teacher will ask the students to list the food groups. She will also ask them about the food pyramid and how the food pyramid is categorized. Then, the teacher will ask the students for examples of foods that will be in the different food groups.

Procedure

Time 4 min.

Teacher Activity Distribute several handfuls of food labels, samples, pictures, etc. to each group; direct them to separate items into correct analysis groups, keep the items of their group, and deliver the other items to the appropriate groups (be sure each group assigns only one gopher) Demonstrate how items will look attached to mobile; direct students to assemble mobiles; circulate and assist. Ask each group to share the characteristics of their food group by showing examples on their mobiles, etc. Hang each mobile over each group (desks are already arranged). Direct students to clean up and tell them that the next lesson will involve some detective work.

Student Activity Separate and categorize; deliver.

20 min.

Listen and respond; assemble mobiles. Respond.

5 min.

Differentiation: The groups will be differentiated from the beginning. Certain students with behavior issues will be grouped with certain students that they work better with in a group. Each student will be put in a group that will be assigned to a certain food group. The lower groups will be given things like fruits and vegetables because it is easy to distinguish what fruits a vegetables are, but other things like grains can be difficult to identify so those things will be given to students with higher abilities. Learning Styles: This lesson also accommodates multiple learning styles. This hands on activity will be helpful to students who are visual and spatial learners, bodily kinesthetic, and interpersonal intelligences. The activity involves creating a food mobile with pictures and colors and working in groups to complete this task. Assessment: The students will be assessed on how accurate their food mobiles are. For example, students in the fruits and vegetable food mobile group should not have breads or meats on their food mobile or it will show that they do not understand the food groups.

Lesson 3 Serving Size

1. Objectives: Students will label appropriate serving sizes for each food group. Students will investigate the nutritional value of different foods. Students will differentiate between healthy and non-healthy food groups. 2. Pre-Assessment: The students will already be familiar with the food pyramid and which foods are grouped into each food group. They will have an understanding of the importance of healthy eating and nutrition. 3. Lesson Presentation: Set Induction: I will begin by telling the students that they are going to be detectives and need to investigate different food labels for their ingredients and nutritional value. Ask the students, what does it mean if something is nutritional? Procedure: 1. On the board there will be a large food pyramid will be displayed so the students can see the different food groups. 2. Ask the class why they think the foods at the bottom have a larger section than the foods at the top. As a class we will go over the serving sizes for each food group and place them next to the appropriate food group. 3. Ask the students how they are determining which serving size belongs to which food group. 4. Ask the students why fats/oils/sugars should be used sparingly. 5. Next, the students will be investigating different food labels of some of their favorite foods. Model the first example. 6. The students will be separated into 6 groups based on their learning ability levels and given a worksheet with questions to be filled out. Closure: The students will be asked to stop their work and I will look for students that are ready to share their work. 2-3 groups of students what they discovered based on their products nutritional label. After the group has shared what they have discovered, ask the students what food group their product belongs under and how many servings of that product they should eat a day to maintain a balanced diet.

4. Evaluation/Assessment: From the students homework I will be able to assess whether or not the students grasped the concept that they need to eat certain amounts of different food groups. They will be graded on completion of assignment and accuracy of how well they answer the questions. 5. Multiple Intelligences: Group work will support interpersonal learners. Verbal/ linguistic will be supported by reading the labels.
6. Differentiated: For the students that are struggling they will be given food labels that

have specific areas highlighted so they know exactly where to find the answer to their question.
Lesson 4 Food Journals In this lesson students are taking the concepts of a balanced diet and applying it to their own everyday life. Objectives: As a result of this lesson, students will be able to: Analyze food choices Evaluate their own eating habits Determine how to eat a balanced diet Pre-Assessment: Previous the students have been studying about the food pyramid, food groups and serving size. Today they are going to monitor their own eating habits and determine where most of their foods come from on the food pyramid. Set-Induction: The teacher will begin this assignment by discussing what everyone had for breakfast this morning. The teacher will tell the students what she ate and ask the students if they think that was healthy or unhealthy and she will want to know why something is healthy or unhealthy. Then the teacher will ask a student what he or she had for breakfast? Again she will ask them if that was a healthy or unhealthy choice. Next the teacher will ask the students to put what they ate for breakfast into the different food groups and share with a partner. Then the teacher will explain what the students are going to do today. Questioning: The teacher will ask the students about their breakfast, whether it was healthy or not, and why they think it was healthy or not. Students will have to give details to back up their answers. Procedure: Time 10-15 minutes

Teacher- 4 min Student- 15 min

Teacher Activity Teacher will tell the students what they will be doing for the day. Explain that students will construct their own food

Student Activity Student will have to keep a notebook of everything that they have eaten in one entire day Student will have to put the foods in their diet into their

pyramid Teacher 2 minutes Student -30 min Teacher will collect food journal and self-constructed food pyramid.

specific place on the food pyramid. Students will have to complete both assignments and had them in the next day

Differentiation: Designated students will be allowed to use pictures and cutouts when making their food journals. Students will be allowed to draw pictures of the foods that they eat if they would like to do that. Students will be allowed to type their journals if they prefer to do that as well. Learning Styles: Multiple learning styles are included in this hands on lesson. Visual/ spatial l(pictures of food can be used) ,verbal/ linguistic (students will be able to share if they would like with the class, intrapersonal( students will be writing their own food journals and not working with a group when writing them). Assessment: Students will be assessed on the writing or pictures in their food journal. They will also be assessed on how accurately they constructed their own personal food pyramid. So if they correctly placed the foods in their diet in the correct food group.

Lesson 5MyPlate Build a Healthy Plate I. Nutrition Education Goal & Objective: Students will comprehend concepts consistent with USDA guidance related to eating and physical activity for good health Students will apply skills consistent with USDA guidance related to eating and physical activity for good health Students will identify MyPlate food groups and examples of foods from each group. Students will explain the importance of consuming foods from each food group every day.

Pre-Assessment: Students will already have begun to keep a food journal to track the foods they are eating. They will be familiar with the food pyramid and serving sizes and will be able to distinguish between healthy and unhealthy foods. Set Induction: On the board there will be a picture of a plate with candy, sugary foods representing and unbalanced diet. The students will be asked whether or not this would be a healthy choice to have for dinner or unhealthy. Procedure: 1. Ask students why is healthy eating important? 2. Have picture of food pyramid on board and distribute Get to know MyPlate Food Groups worksheet.

3. Students will take time to go over worksheet and organize which foods belong in which category. Explain that the Empty Calories column would consist of foods with solid fats and added sugar and few other nutrients, and that we want to limit our intake of these foods. 4. Go over the worksheet together as a class. 5. Explain to the students that MyPlate is a new way to help people maintain a balanced diet. 6. Using the food pyramid the students should determine how much of each food group they should have based on their understanding of serving size. 7. Pass out MyPlate worksheet and have students create their own plate of a balanced meal using drawings or magazine cutouts. Questioning: Would the sugar filled plate be a healthy choice for dinner? Why or why not? Ask students, why healthy eating is important? Discuss answers. Ask students, why does size of the food groups on the pyramid decrease as it gets to the top? What significance do the sizes of these groups have on our diets? Differentiation: Students with learning disabilities will be able to work with another student of higher functioning to create a balanced plate. Multiple Learning styles: Students that are visual learners will benefit from the large displays of the food pyramid and MyPlate of the board. Students working with partners will support those interpersonal learners. By organizing the foods onto a plate those students that are visual/spatial will further grasp the concept of how much of each food group is necessary to create a balanced diet. Assessment: Each student or pair of students MyPlate will be collected and reviewed. Their completion and accuracy of the balanced meal on the plate will allow the teacher to determine whether or not the student fully grasped the concept of a balanced meal.