LESSONPLANTEMPLATE

YourName:AlexaSchottin
TitleofLesson:WhatsInYourSnack?
Grade:3rd

STANDARDS
NOTE:Pleaselistatleasttwocompletestandardsyourlessonplancovers.[CommonCoreStateStandards
(mathandlanguagearts),NextGenerationScienceStandards(science),ArizonaStateSocialStudies
Standards(socialstudies)].

PO 2. Predict the results of an investigation based on observed patterns, not random guessing.
PO 5. Record data in an organized and appropriate format (e.g., t-chart, table, list, written log).

LESSONSUMMARY/OVERVIEW
Provideanoverview/synopsisofthelessonandthetopicsthatitwillcover.Makesuretoprovideareason
whyyouselectedthistoberelevantforaunitonsustainability?

During this lesson plan, students will learn how to sort food based on the food pyramid. Students
will also learn the nutrition value in their favorite snack.
Students will use this information and background knowledge to sort between their wants and
needs. This will show that everyone has different wants and needs based on values thinking.
This is very relevant to sustainability so students are able to choose a healthy and sustainable
snack (fruits, veggies, etc.) rather than the chips/donuts they brought in to examine.

OBJECTIVES
Describewhatyouwantstudentstoknow/beabletodoasaresultofthelesson.
Forexample,Studentswillbeableto

Students will be able to make healthy decisions about what they should be putting in their body
and why.
Students will be able to identify the difference between their wants and needs while also
respecting others.
ASSESSMENT/EVALUATION
Whatmeasureswillyouusetoknowifyoustudentsmettheobjectives?

Students notes/observations written down in their science notebook will be evaluated and their
personal wants/needs chart explanation of their choices will be assessed.
PREREQUISITEKNOWLEDGE
Whatwillstudentsneedtoknowpriortocompletingthislessonandhowwillyouaccesstheirprior
knowledge?

Students will need to know how to take observational notes and discuss their findings with
others. Also, students will need to know the difference between a want and a need, based on their
prior knowledge. Prior knowledge will also be activated when sorting the pictures on the chart
(cars, house, dog, flower, purse, etc.)
MATERIALS
Listofrequiredmaterials.
Pencil
Paperplates/Brownpaperbags
Onesnackperchild
Sciencenotebook
Foodpyramid
Sortingwants/needschart
VOCABULARY/KEYWORDS
Listofkeyvocabularyterms.
Nutrition
ValuesThinking
Want
Need
Foodgroup
Fats/Oils
Grains
Dairy

TEACHINGPROCEDURES
ProceduralSteps(Stepbystepinstructionsforteachingthelesson):

Teacher will instruct students to bring in their favorite snack for a class experiment the next day.

Begin the lesson by having everyone gather on the carpet and explain what snack they brought
and why it was their favorite snack. The teacher will also bring in his/her favorite snack and
explain why. The teacher and students will place their snack in the appropriate food group (many
wont even be considered a food group).

Then tell the students that their snack will be getting the FAT TEST!!!
The Fat Test starts by the students placing a measured portion of their food on the circle on the
brown paper bag. (Draw the circles to save time!)
Have students write predictions in their science notebook what will happen when it is left out
overnight.

The next day, many will be discolored and have grease stains. Have students write the
observations and guess why this happened (Sugar, oils, etc). Share as a class and if technology is
available, research a few favorite snack ingredients so students are able to make the connection.

Next, students will use this new knowledge and prior knowledge to create a needs/wants
chart.

The teacher will show the class the chart he/she made and discuss why she made each
decision. Then, each student will create their own personal chart.
As a reflection, teacher will discuss Values thinking. Values Thinking means being able to
examine the effects our values have on our decisions. The influence of values on our
decisions is often unconscious, and people tend not to think about their values. Sometimes
people dont know exactly what their values are, or why they have them. This can make
communication and education very difficult. Values thinking recognizes that different people
have different values, and that particular values are neither good nor bad. This can be
especially difficult when someone elses values do not align with your own. If you can
express your own values, and be open to understanding the values of others, significant
progress can be made in resolving differing points of view. Understanding others values can
also help break through the barriers of prejudice, politics, and culture, among other areas.

Explain to students that they will all have different wants and needs based on values thinking
and it is important to respect each others charts.

RESOURCES
Kozerski, M., Says, W., Says, R., Says, L., & Says, C. (2016, June 28). Fat Experiment. Retrieved
April 24, 2017, from http://inspiremeasap.com/2011/03/fat-test-lesson-students-have-to-see-
to.html
WAYSOFTHINKINGCONNECTION
Provideacompleteexplanationofhowyourlessonplanconnectstofutures,system,strategic,orvalues
thinking.Definethewayofthinkingyouselectedandusedinthislessonplan.Remember,thisshouldbe
includedmeaningfullyinthelessonplan.

Values Thinking means being able to examine the effects our values have on our decisions.
The influence of values on our decisions is often unconscious, and people tend not to think
about their values.
Values thinking is incorporated in my lesson plan when students make a needs and wants chart.
Values thinking recognizes that different people have different values, and that particular
values are neither good nor bad. As the teacher will explain during the procedure, everyones
chart will differ and it is important to respect each others wants and needs. The teacher models
this by creating their own and praising each students chart as well.