healthy eating unit lessons plans

8/13/2019 Healthy Eating Unit Lessons Plans

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Libby Bouma, Melinda Lansing, Jeff RostEDUC223 PE/Healt Metods

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Healthy Eating Unit Plan

Lesson 1, Day 1

Grade 3

Lesson $oals%1. Understand the Myplate health initiative2. Collaborate with classmates to learn about the Myplate in a Jigsaw activity

&o'a Co(e )tanda(ds%

1. Obtain, interpret, understand and use basic health concepts to enhance personal, family, and community

health.

2. emonstrate critical literacy!thin"ing s"ills related to personal, family, and community wellness.

Mate(ials%

#lan" Myplate templates

Myplate powerpoint, from http$!!www.uen.org!%essonplan!preview.cgi&%'id(2)**1

'oster paper, mar"ers, crayons, etc

boo"s, other materials as needed to complete Jigsaw

P(o*edu(es%

1. +ntroduce students to Myplate. and out blan" Myplate templates and as" students to fill the sheet out based

on what they believe a healthy meal consists of. +f students e-press confusion, instruct them to thin" about

healthy meals at school and home, and what types of food are included in these meals. ime$ / minutes


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2. 0how students the Myplate 'ower'oint and e-plain to them what it is. -plain that it is a new health initiative

started under 'resident Obama that replaces the food pyramid. -plain each of the different food categories,

and e-plain the serving sie each student should get of each type of food at their meal. ime$ 1* minutes

3. 4e-t, begin the 5igsaw activity. 6roup the students into their e-pert groups. his grouping will be done by

readiness and ability. he groups will be e7ually paired and will be done by the teacher ahead of time. he

teacher will monitor group progress during this time and will ad5ust groups as needed to ensure students stay

on tas". he first part of the 5igsaw group will be covering what foods belong to each food category. he class

will be divided into / groups 8one for each section of Myplate9. 'rovide them with poster paper and instruct

them to list as many foods for their given Myplate category 8given by the teacher9. he groups will need towor" together, using the computers, te-tboo"s, notes, etc. to list as many foods for their given category as

possible. ime$ 1* minutes

:. 4e-t, the students will share out what they wrote down as a group. ;s a whole class, we will process what was

listed and ma"e corrections as necessary. 4e-t, while in their e-pert groups, students will ma"e a poster

about their given food category to share with the class. his poster will need to include types of food for the

category, suggested inta"e, reasons why the food is important, etc. 0tudents will be able to use classroom

resources as they create their poster. he teacher will need to monitor student progress as students arewor"ing to ensure they are on tas" and that they do not need assistance. ime$ 1* minutes

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then share out interesting facts that the learned about the food groups from their e-pert and 5igsaw groups.

ime$ 1/ minutes

+otal Lesson +ime% - minutes


Lesson 2, Day 2

Grade 3

Lesson $oals%#. P(esent Jigsa' g(ous

2. Catego(i0e foods into te *o((e*t food g(ous

&o'a Co(e )tanda(ds%

1. Obtain, interpret, understand and use basic health concepts to enhance personal, family, and community

health.

2. Utilie interactive literacy and social s"ills to establish personal family, and community health goals.

Mate(ials%


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then be given strips of paper!pictures of food and will be as"ed to place the foods in the correct category. he

teacher will monitor student progress to ensure progress. ime$ 1* minutes

:. 4e-t, and staying in their groups, students will list 1* types of food for each of the five categories. hey will

be given large poster paper to record their final lists. Once the lists are made, students will share out to the

whole class what they created and listed. %ist posters will be displayed in the classroom. ime$ 1* minutes

/. ;s a whole class, we will review what we did today.


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1. =eview food groups and foods found in them$ veggies and fruit

2. Complete myplate assessment to identify the food groups

)tanda(ds%+owa Core ealth 0tandards

Obtain, interpret, understand and use basic health concepts to enhance personal, family, and community

health.

emonstrate critical literacy!thin"ing s"ills related to personal, family, and community wellness.

Mate(ials%

http$!!freemyplate.com!files!2*12!*@!My'late%esson=Asmall.pdf cray colors wor"sheet pages 81 perstudent9 Bpg

http$!!freemyplate.com!files!2*12!*@!My'late%esson=Asmall.pdf My'late ;ssessment 'late 81 per student9pg 1@

Colored pencils, crayons, or mar"ers

http$!!www.bam.gov!subDfoodnutrition!diningdecisionsDgames.html with computer access to play game aswhole class

P(o*edu(es%1. >irst, teacher will as" students what they learned from yesterday and have class discuss for / minutes.

eacher serves as facilitator among the discussion. +f needed, remind students about the food groups andpoint out the student?created posters displayed in the classroom. iscuss with students about the importance

of each food group, with students leading the discussion. ime$ @ minutes

2. hen, teacher will hand out the cray colors wor"sheet to each student. -plain to students how they need towrite as many fruits and veggies as they can in / minutes. 0et a timer for / minutes. ;fter the timer goes off,have students discuss their results with a partner for 2 minutes. ;fter students discuss with a partner, teacherbrings bac" class to discuss as a whole group for / minutes. uring this time, as" for student e-amples ofuni7ue fruit or veggies they thought of or hadnEt heard of before until meeting with their peers. ime$ 12minutes
http://freemyplate.com/files/2012/08/MyPlateLessonREVsmall.pdfhttp://freemyplate.com/files/2012/08/MyPlateLessonREVsmall.pdfhttp://www.bam.gov/sub_foodnutrition/diningdecisions_games.htmlhttp://www.bam.gov/sub_foodnutrition/diningdecisions_games.htmlhttp://freemyplate.com/files/2012/08/MyPlateLessonREVsmall.pdfhttp://freemyplate.com/files/2012/08/MyPlateLessonREVsmall.pdfhttp://www.bam.gov/sub_foodnutrition/diningdecisions_games.html


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3. hen e-plain to students that the cray colors wor"sheet results, along with the information from yesterday, ispart of the Myplate food groups. =emind students of the previous dayEs activities and e-plain to students thatthey will ta"e an assessment over myplate at the end of class over all the food groups. ime$ / minutes

:. 6ive students 2 minutes to prep and review for the assessment over Myplate. ime$ 2 minutes

/. eacher hands out blan" pages of Myplate. =emind students that this is a 7ui to see what they rememberand that they can draw pictures if they donFt "now the words.


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Lesson 4, Day 4

Grade 3

%esson 6oals$1. Compare school lunches to nutrition e-pectations of Myplate

2. Create multi?media presentation to compare and analye school lunches

0tandards$+owa Core ealth 0tandards

Obtain, interpret, understand and use basic health concepts to enhance personal, family, and community

health.

Utilie interactive literacy and social s"ills to establish personal family, and community health goals.

emonstrate critical literacy!thin"ing s"ills related to personal, family, and community wellness

emonstrate behaviors that foster healthy, active lifestyles for individuals and the benefit of society.

Materials$

Iouube lin" http$!!www.youtube.com!watch&v(w@"ea""%-oor http$!!www.youtube.com!watch&v(?I


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2. eacher will brea" students into / groups based on random assignment 8stic" drawing, dice rolling, etc9 and

give each group a copy of the schoolEs lunch menu, with one day of the wee" highlighted 8i.e. Monday,

uesday, etc9. he highlighted day is what day that group needs to evaluate. eacher will help students read

the menus as needed. ime$ / minutes

3. +n the groups, students will become Kfood detectivesL dissect the dayEs lunch menu choices to determine if it

follows the myplate!U0; nutrition guidelines

o 0tudents will list the foods in the different food groups

o 0tudents will determine if the lunch menu meets the Myplate nutrition guidelines discussed earlier in

the unit 8days 1 and 29. 0tudents can use their notes, internet, boo", and other sources to determine

the healthiness of the school lunch.

o +f the meal is deemed as not meeting the food e-pectations, then students will ma"e changes and

e-plain their changes so that it meets the nutrition guidelines. ven if the meal meets the basic health

guidelines, remind students that they can change it to ma"e it even healthier 8i.e. if all food is one

color, then change so there is a variety, not 5ust all orange foods9.

o 0tudents will then write a letter or state reasons why the school needs to change the lunch menu.

o ;ll of the above information will be used in a popplet or 'ower'oint presentation, created by the

students.

o 0tudents will then create popplet or 'ower'oint on how to improve school lunches. hey create their

own lunch menu for a day that follows Myplate. 0tudents will include reasonings why their menu choice

is healthy. ime$ 33 minutes



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4ame$ DDDDDDDDDDDDDDDDDDDDDD ;ssessment$ 0chool %unches Multi?Media 'resentations

6roup + canG effectively wor" in my group todissect and discuss school lunches

DDDDDDDD!2/


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+ canG effectively wor" in my group bydoing my share of the wor" DDDDDDDD!1*

Media + canG include all elements on mypowerpoint or 'opplet

Original 0chool lunch menu and how itis healthy!unhealthy 82/ pts9

Our changes and new menu choice81/pts9

=eason why to change it 81/ pts9

DDDDDDD!2/

DDDDDDD!1/

DDDDDDDD!1/

;udienceMember

+ canG be a respectful listener duringclassmatesF presentations DDDDDDD!/

Character0"ills

+ canG use my character s"ills to respect,be responsible, be fair, be caring, and showmy citien s"ills during the group wor" andpresentations

DDDDDDD!/

6rammarandConventions

+ canG use my grammar, conventions, andspelling s"ills on my media presentation

DDDDDDDD!/

Creativity + canG use creative elements in my mediapresentation through color, ideas, layouts,and more that ma"e my pro5ect stand out DDDDDDDD!/

otal

DDDDDDDD!1**



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Lesson 5, Day 5

Grade 3

Lesson goals%1. hird grade students will be able to reflect bac" on their learning of Myplate and the basic food groups and

demonstrate this learning through a Myplate relay race.2. hird grade students will present their "nowledge of Myplate and create a new school lunch provided with the

information learned.

&o'a Co(e )tanda(ds%Healt Lite(a*y%

emonstrate healthy behaviors that foster healthy, active lifestyles for individuals and the benefit of society.

'ractice preventive health behaviors$o +dentify healthy foods

;chieve and maintain health?enhancing level of physical activity.o 'ractice basic health enhancing physical behaviors.

Mate(ials% 'owerpoint or 'opplet presentation with laptops

http$!!freemyplate.com!files!2*12!*@!My'late%esson=Asmall.pdf 'ictures of foods, for =elay ;ctivity

http$!!freemyplate.com!files!2*12!*@!My'late%esson=Asmall.pdf, for #lan" pictures of myplate

P(o*edu(es%Presentations:1. 0tudents will share their powerpoint or popplet presentation to the class.

0tudents will have a balanced myplate meal for their school lunch using information provided in unit.

ach student in the group will need to contribute to the presentation and spea" while presenting. ime$1/ minutes

Myplate relay race:
http://freemyplate.com/files/2012/08/MyPlateLessonREVsmall.pdfhttp://freemyplate.com/files/2012/08/MyPlateLessonREVsmall.pdfhttp://freemyplate.com/files/2012/08/MyPlateLessonREVsmall.pdfhttp://freemyplate.com/files/2012/08/MyPlateLessonREVsmall.pdf


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2. 0tudents will brea" into four groups and form a line.3. ;t the front of the line there will be five different food items each representing the five food groups.

Upon selecting their food, they must read and follow the instructions on the bac".

he instructions will tell them to either wal" bac"wards, run, s"ip, hop, etc to the other end of the line.

;t the end of the line there will be a picture of the myplate. ach student will need to place his or hercard in the correct place.

he player will then run bac" to their teammates and tag the ne-t player to go.

:. he team to finish and correctly place their food cards in the correct spot winsN ime$ 2*?2/ minutes

/. +f time remains... 0tudents may switch or "eep the teams the same and play the relay game again.


healthy eating unit lessons plans

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