1. Topic-
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| Nutrition using drawing, molding and and intro with storytelling |
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2. Content-
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Will incorporate the following GLCEHealth Education Expectations
Grade Two
NUTRITION AND PHYSICAL ACTIVITY
Standard 1: Core Concepts
1.1 Explain the importance of eating a variety of foods from all of
the food groups.
1.2 Classify foods into the food groups.
1.3 Describe the characteristics of combination foods.
1.4 Describe the characteristics of foods and beverages that should
be limited.
Standard 3: Health Behaviors
1.5 Provide examples of combination foods.
1.6 Provide examples of foods and beverages that should be limited.
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3. Goals: Aims/Outcomes-
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1. Understand the different areas of the food pyramid and application
2. Fit foods into the different areas
3. Develop understanding for a balanced diet |
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4. Objectives-
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1. Teach students how they can monitor their own eating
2. Engage in art and group-work to bring the pyramid into real life
foods they can relate to everyday |
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5. Materials and Aids-
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Play-Doh
Paper plate, paper cup or other container
Post-it note
Food Pyramid Chart
Crayons, pens, markers, or other writing utensils
Tape
Plastic wrap |
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6. Procedures/Methods-
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A. Introduction-
1.Students will get a brief intro to me and have an opportunity
to ask questions because the teacher already told me the kids had
a lot of football questions.
2. The class will participate in a quick warm-up called Story circle.
Have everyone sit in a circle. Have one person start by saying the
first sentence in a story. The person next to them will add the second
sentence. The person next to them will add the third sentence. Continue
around the circle adding to the story one sentence at a time until
the story comes to an end.
The purpose is to listen and work together to create a story that
makes sense.
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B. Development-
1. Will first have all the students take a post-it and draw their
favorite food on it.
2. The food must be natural for example be grown or come from an animal
not specific commercial foods.
3. A projection of the food pyramid will be projected on the wall.
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C. Practice-
1. After the students draw their food they will place the post-it
in the block of the pyramid that they think the food belongs in.
2. After that's completed take a look and see if there are any that
are incorrect which most likely there will.
3. I will then go through the incorrect ones and explain why they
should go in another group. Explain the effects of each group of food
such as meat building muscle and milk boosting bone growth. Explain
how deficits in each area will affect them along with servings. |
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D. Independent Practice-
1. Then divide the class into groups of 4-5
2. The groups will be instructed to make out of play-doh a food item
from each area.
3. The students will then place their sculpture on plastic and then
write the appropriate number of serving a day underneath.
4. The students will quickly be able to look at the other groups sculptures
before coming back together. |
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E. Accommodations (Differentiated Instruction)-
| 1. Group work allows for students all to get involved |
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F. Checking for understanding-
1. Bring the class back together and check that all the foods and
servings match up .
2. Go back over the pyramid and the benefits to each food group along
with an overall balanced diet
3. Give students a blank pyramid and draw in the appropriate foods
from a list
3. |
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G. Closure-
| 1. Encourage kids to be aware of what they are eating and how it
will help them in the long run. |
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