Name: JaiEisha Huntley

Class: Science
Date: 03/27/2015
edTPA Indirect Instruction Lesson Plan Template
How healthy are your everyday snacks?
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Central Focus/Big Idea: Maintaining a Healthy Body
Subject of this lesson: Vitamins offered in everyday snacks
Grade Level: 4th
NC Essential Standard(s): 4.L.2.2: Explain the role of vitamins, minerals and exercise in
maintaining a healthy body.
Next Generation Science Standard(s): 1.MD.C.4. Organize, represent, and interpret data with
up to three categories; ask and answer questions about the total number of data points, how many
in each category, and how many more or less are in one category than in another.
21st Century Skills:

Collaboration Students will work in groups throughout the entire lesson to explore the amount
of Vitamins in each item.
Communication Students will explore labels to find the amount of Vitamin A and Vitamin C in
an item and create a chart to represent their findings.

Academic Language Demand

Language Function: In the table below highlight the one most important language
function for your lesson. Explain why you chose these.
Analyze

Argue

Categorize

Interpret

Predict

Question

Compare/contras
t
Retell

Describe

Explain

Summarize

Scientific Vocabulary: What are the key scientific terms that your students will learn
through this lesson? Vitamins, Labels, Healthy, Serving Size

Instructional Objective: After the lesson students should be able to interpret the amount of
Vitamin A and Vitamin C in an item per serving size based off the data on the labels of the item.
Students should earn 9 out of 9 for the chart created that displays three items including the
serving size, percent of Vitamin A, and percent of Vitamin C in the three items.

Prior Knowledge (student): Students should already know how to read labels for items.
Content Knowledge (teacher): The teacher should know how to read and interpret labels and
how to create a chart based off the labels.
Accommodations for special needs (individual and/or small group): For students who are ELL I
will ensure that they are in a group with other students who arent ELL so they can help the
student who may be struggling with reading and writing in English.
Materials and Technology requirements:
Computer
Index Cards (5 sets labels and items)
Chart Worksheet (1 per student)
Computer Poster Paper
Markers
Color Pencils
Pencils
Crayons
Total Estimated Time: 60 - 75 minutes
Source of lesson: http://www.learnnc.org/lp/pages/6425 and My Brain
Safety considerations: I will ensure that I am monitoring students on the computers as they
research the three items of their choice.

Content and Strategies (Procedure)

In your procedure, be sure to include all of the following 5 Es. Your procedure should be
detailed enough for a colleague to follow. If you will be relying on technology (e.g., a YouTube
video), describe your back up plan thoroughly. Imagine your most novice colleague needing to
teach from your plan. Dont just answer the questions. Additionally, I expect you to include
possible questions you could ask for each section. This needs to include higher-order questions.
Engage: I will begin lesson by letting students know that today were going to discuss Vitamin A
and Vitamin C and its importance in maintaining a healthy body. I will show the video listed
below: https://www.youtube.com/watch?v=3H8_6gMH4Do
After video I will ask students the following:
Why is Vitamin A essential to maintaining a healthy body?
What is the importance of Vitamin C?
Do you think the everyday snacks that you eat have these Vitamins in them?
What are some of the daily snacks you eat?
I will then split students in groups of 5 and pass out the first set of index cards (three total)

I will then give students 2-3 minutes to sort index cards. They will be asked to sort index cards
based off which snack offers the most Vitamin A and Vitamin C combined (one being the most
and three being the least). I will then ask students to stop sorting and go around the class and ask

students by a show of hands who has eaten at least one of the snacks on the index cards, at least
two and finally who has eaten all the snacks? I will then ask what order did their group come
up with and why do they think the order is correct? I will then reveal the correct order
1. Rice Krispies Treats (10% Vitamin A and 15% Vitamin C per bar)
2. Nutri-Grain Bar (15% Vitamin A and 0% Vitamin C per bar)
3. Doritos (0% Vitamin A and Vitamin C combined)

Explore: I will then ask students to stay in their 5 groups and handout the Worksheet below to
each student:

Students will be directed to choose three items per group and use the computer to find the labels
for the items of their choice and fill in the chart. Students should then go to their desk and
independently answer questions after they fill in the data. While students are doing this part of
activity I will ask
What items did they decide on as a group?
Which item do they predict will offer the most Vitamin A and Vitamin C combined?
Was the data easy to interpret from the labels?

Explanation: Once all groups have completed research and analyzed data when will regroup as
a class and each group will be asked to share the items they chose and answer the following
questions while sharing:
Which item did you originally predict would have the most Vitamin A and Vitamin C
combined?
Was your prediction accurate if not what item actually had the most Vitamin A and Vitamin C
combined?
Elaborate: Students will be asked to create a poster of a snack that includes a label (can be an
actual snack or a made up snack) but the label must include a serving size, Vitamin A percentage,
Vitamin C percentage and the amount of Vitamin A and Vitamin C combined. Students will be
giving 15-20 minutes to complete posters. Students will be asked the following questions while
completing activity:
What item are you choosing?
Will your item have more Vitamin A or more Vitamin C or an equal amount?
We will then regroup and students will be given opportunity to share their posters to the class if
the would like and as a class we will interpret whos snack has the most Vitamins and whose
snack doesnt and which snack would be the best choice to chose from.
Evaluate: Students will be asked to regroup with their original groups and be given the original
set of index cards and three additional index cards which will include the label of each item (on
actual index cards the (bar and cup is whited out so students cant use that to match the labels
with the items):
Doritos label:
Nutri-Grain Bar Label:
Rice Krispies Treat:

Students will compete in their groups to see which group can match the label with the snack
based off the beginning sorting lesson. This will determine which groups paid attention to the

data given after the original sorting. Students should successfully match 3 out of 3 items with the
correct label.
To be complete after the lesson is taught as appropriate
Assessment Results of all objectives/skills:
Reflection on lesson:
CT signature/confirmation: _________________________________ Date: ________________