Outcomes: (What should students know, understand and be able to do as a result of this lesson?) USC5.1: Analyze Personal Eating Practices Students should be able to explain what kinds of nutrients they need to be eating. (Next lesson we could look at where we get all of these different nutrients)
Indicators (Assessment Evidence): (What will students do to show what they have learned?) Use I can statement(s). (d) Investigate a variety of information about healthy eating practices. I can tell you what nutrients I need in order to be healthy. Assessment Strategies: (formative-before & during & summative - end)
Fill in the blank activity
Written or drawn closing activity
Instructional Strategies: (specific strategies)
Quick write – Quick Draw
Adaptive Dimension: Differentiated Learning (what adaptations in content, process, product and learning environment will be provided to meet diverse student needs?) For Thu (EAL): have Carina sit with her to translate, have strong visuals for her (video) For non-writers: The option to draw a picture rather than write and for the fill-in-the-blank I could help them through it as well as someone else in the room if applicable. If no one was available I could create groups to do the blanks. Materials Needed: -Video link - Handouts - Something to write/draw with
Set (2-5 min) What did we do last day? Review. Why do we eat healthy? (live a longer life, helps boost our immune system, etc.) Development (15-20 min) Watch the fun video once without anything and then hand out the fill in the blank sheet. Have them watch it again and do the fill in the blank activity (attached). https://www.flocabulary.com/unit/nutrition/
Think-Pair-Share: Fill in the blanks on your own. Turn to a partner and review your answers. Share with the class. Closure (5 min) Quick Write or Quick Draw
Take a few minutes to let students write or draw a picture of what they have learned about healthy eating.
We need six different nutrients in order to be healthy. The six different nutrients we need are ____________________, ______________________, ____________________, _____________________, _________________ & ____________________. These nutrients provide us with the ________________ to live. Carbohydrates ________________ our bodies. You need protein to help your ________________ & ________________ grow. There are _______________ & _______________ fats. One thing that vitamins help us with is our _______________. Minerals such as calcium can help us grow our ________________ strong. We need _________________ in order to survive.
Outcomes: (What should students know, understand and be able to do as a result of this lesson?) Analyze personal eating practices. Indicators (Assessment Evidence): (What will students do to show what they have learned?) Use I can statements. Investigate a variety of information about foods and beverages I can tell you what a calorie is. I can explain why some people need more energy than others. Assessment Strategies: (formative-before & during & summative - end) Ask students to reflect Open-ended questions that get them writing/talking Instructional Strategies: (specific strategies) Brainstorming Questioning Reflective Discussion Demonstrations Adaptive Dimension: Differentiated Learning (what adaptations in content, process, product and learning environment will be provided to meet diverse student needs?)
Have someone work with Thu
Having more discussion rather than written work to help with students who struggle with writing
Option between written or drawing
Three foods or beverages with different caloric levels. (For example: lettuce, peanuts, and juice)
Measuring cups and spoons
"Energy Web" student activity sheet which is attached.
Learning Experiences: Set ( ____min) As students enter the room, ask them to raise their hands if they think they have enough energy to dance for one minute. Enough energy to do 25 jumping jacks? Enough energy to take a math test? Get students to dance or doing 25 jumping jacks to demonstrate! Development ( ___min)
think about the word "energy." What does it mean to you?
Distribute the "Energy Web" student activity sheet and direct students to write words on each line that relate to energy.
In addition to being able to walk and run and jump, do students know what else we need energy for?
Explain that humans need energy to survive. We need it to breathe, move, think, and pump our blood.
Where does energy comes from? (Hint: Ask students how they feel when they don't eat breakfast before a big game or long day of school? Why do they think that their parents or caregivers tell them to eat before they need energy?)
That's because food and beverages give them the energy, they need for everything they have to do. Without energy from food and beverages, they could not do all the things they love to do!
Put the three foods/beverages at the front of the room (see materials list).
Challenge students to rank the items from the one they think would give them the most energy (#1) to the one that would give them the least energy (#3). Don't give any answers yet!
Put the word, "calorie" on the board.
What do students know about this word? Explain that a calorie is a unit of energy in food.
The number of calories in a food or beverage tells us how much energy we get by eating or drinking it. When we eat or drink something, the calories convert to energy. Calories are important. They give us the energy we need to function each day. However, if we eat more calories than we burn each day through physical activity, the leftover calories are stored in our body and converted to fat.
Now that students know that energy is measured in calories, give them the opportunity to change their original rankings for the three foods. Then, using measuring cups and spoons, show students how much of each food or beverage they would consume to get the same amount of energy. = For example, to 100 calorie of iceberg lettuce would be approx. 8 cups. 100 calories of raw peanuts would be approx. 1/8 of a cup. 100 calorie of unsweetened apple juice would be approx. 1 cup! In this example, students would get the most energy from the peanuts. Then the apple juice. And finally, the lettuce. You can even have students make guesses before showing them the measurements! Ask students if they know the number of calories, they should consume each day to get the energy they need. Explain that we all come in different shapes and sizes and the number of calories we need each day depends on our age, our weight, our height, our gender and how active we are each day. The average school age child needs anywhere from 1600 to 2500 calories per day. That range is pretty big! What might be the characteristics of a school-age child who needs 1,600? (Maybe someone younger, smaller or not very physically active). What would be the characteristics of someone who needs 2,500? (Maybe someone older, bigger or very physically active).
Put the following pairs on the board and challenge students to predict which in the pair would need more calories (energy) each day, based only on gender, age and activity level.
A two-year-old or a twelve-year-old.
Someone who does less than 30 minutes of physical activity each day (sedentary) or someone who does at least 60 minutes of physical activity each day (active).
An active nine-year-old boy or an active nine-year-old girl.
Then have students go online to http://www.nhlbi.nih.gov/health/public/heart/obesity/wecan/downloads/calreqtips.pdf to find out the answers, or print out the worksheet ahead of time.
Closure ( ___ min) Finally, ask students again if they have the energy to dance for one minute, do 25 jumping jacks or take a math test. For those who do, ask them to name one food or beverage they consumed today that gave them this energy! Write down this food or draw a picture of it!