Lesson+1+Erin+H

Healthy Eating
What food choices are healthy and right for me? || SMART activity Pencil Paper One cup measuring cup Food Goal Rubric Food Goal Student Sample || (Artifact: link to real world, website, book, picture, etc.) || Read to the students __Little Pea__ by Amy Krouse Rosenthal and Jen Corace Allow for 5 minutes for teacher to read the book and a 5-10 minute class discussion about the role personal choice makes in our meals and meal planning. || (Factual information/Vocab Includes sample feedback loop) || Teacher: What is the purpose of MyPyramid? Student: //MyPyramid is a guide of what and how much you should eat per day in each food group.//
 * **Lesson Title:** || **Healthy Eating** ||
 * Subject Area: || Health ||
 * Grade Level: || 5 ||
 * Unit Title: || The Healthy Body – An Interdisciplinary Unit ||
 * GLCEs/ HSCE: || Strand I: Standard 1: 1.2 Describe guidelines to follow for healthy eating ||
 * METS-S/NETS-T || NET 1.a. Apply existing knowledge to generate new ideas, products, or processes ||
 * Essential Questions: || What amounts and types of foods do I need?
 * Objectives: || After participating in the Healthy Eating SMART class activity, students will complete (by filling in all categories) the MyPyramid worksheet and Food Goal For Tomorrow assignment (in which they will include all food groups, the required amounts of each food group and include a variety of foods within the food groups) and be assessed on the Food Goal rubric. ||
 * Tools and Resources: || MyPyramid worksheet
 * Rationale: || Students need to understand that not all food choices are healthy. By understanding the food groups, students can make informed decisions that satisfy their individual likes. ||
 * || **Sequence of Activities:** ||
 * Anticipatory Questions/Activity: || Have students fill in the first column of the MyPyramid worksheet “Write In Your Choices From Yesterday” where they will record what they ate for breakfast, lunch, dinner, snacks and their physical activity. ||
 * Body of Lesson Plan:
 * //Segment #1//**
 * **//Segment #2//**

Teacher: What kinds of foods do you think you will need to eat more often? Less often? Student: //More: fruits, vegetables, milk, whole grains. Less: refined grain products, food with “extra” calories from solid fats and added sugar.//

Teacher: How do you think your food choices will compare with the MyPyramid recommendations Student: //I think that I do not eat as healthy as the MyPyramid would recommend.// //I eat very healthy and think I eat enough of the right foods for my body each day.// || (Includes multiple intelligence strategy: Hands-on, small groups, reteaching strategy) || Lead the Healthy Eating SMART activity with class
 * **//Segment #3//**

See Segment #4 for detailed explanation. || (Detailed directions on how to complete activity) || 1. Begin Anticipatory Activity. Hand out MyPyramid worksheets to students. Ask them to fill in the first column “Write In Your Choices From Yesterday” where they will record what they ate for breakfast, lunch, dinner, snacks and their physical activity.
 * **//Segment #4//**

2. Begin Segment #1. Read students the book __Little Pea__ by Amy Rosenthal and Jen Corace

3. Discuss with students that although eating healthy is necessary, one can still take into consideration their personal taste when choosing what to eat.

4. Tell students that today we will be discussing healthy food choices.

5. Begin segment #2. Discuss with students the purpose of the food pyramid. Teacher: What is the purpose of MyPyramid? Student: //MyPyramid is a guide of what and how much you should eat per day in each food group.//

Teacher: What kinds of foods do you think you will need to eat more often? Less often? Student: //More: fruits, vegetables, milk, whole grains. Less: refined grain products, food with “extra” calories from solid fats and added sugar.//

Teacher: How do you think your food choices will compare with the MyPyramid recommendations Student: //Answers will vary//

6. Begin Segment #3. Display Slide 1 of the SMART activity //Healthy Eating.//

7. Tell students that each colored stripe represents a food group. Not all stripes are the same size. That is because we should eat more of some food groups than others.

8. Hold up measuring cup. Tell students the amount of fruit, vegetables and dairy we need is measured in cups. This is one cup. One and a half ounces is equal to a cup.

9. Display Slide 2.

10. Ask students how many ounces of grains they need each day. Call on a couple students to guess. Most students need 6 ounces per day.

11. Inform students that at least half the grains you should eat should be whole grains because they have more nutrients than bleached or white flour products. Those are called refined grains.

12. Using slide 2, call on student volunteers to drag and drop the pictures of whole grains and refined grains into their correct category.

13. Display Slide 3.

14. Ask students how many cups of vegetables you think fifth graders need each day. Call on a couple students to guess.

15. Tell students most need 2 ½ cups.

16. Inform students that it is best to choose dark green and orange vegetables. Call on a few students to write examples of those types of vegetables on the SMART activity Slide 3. Answers could include spinach, broccoli, carrots and sweet potatoes.

17. Display Slide 4.

18. Ask students how many cups of fruit you think you need each day. Call on students to guess.

19. Tell students that most fifth graders need 1 ½ cups a day.

20. Call on about 5 student volunteers to circle their favorite fruit. Tell students that when they are choosing fruit to eat, try red, orange, yellow, blue and green. The more colors they eat, the more vitamins they will get.

21. Display Slide 5.

22. Ask students how many cups from the milk group you think you need each day. Call on students to guess.

23. Tell students that most fifth graders need 3 cups a day.

24. Call on students to write in names of dairy products that fit in the three categories (breakfast, lunch, dinner). Students can write the same food in more than one category.

25. Display Slide 6.

26. Tell students we have one group left: the meat, poultry, fish, dry beans, eggs and nuts group. Most fifth graders need to eat five ounces.

27. Ask students what would be a good way to measure a one ounce size portion. The answer is their fist (as indicated on Slide 6).

28. Inform students that there is a yellow stripe we haven’t talked about. It represents oils. Oils are not a food group, but we all need some oil each day. We usually get enough oil in the foods we are already eating such as nuts, fish, salad dressing and the oils we cook food in.

29. Ask students what foods haven’t we talked about? Foods high in fat, sugar and other nutrient-limited foods like cake, cookies and candy.

30. Explain that there are no recommended amounts for fats and sugar.

31. Display Slide 7.

32. Call on students to fill in the blanks of the food pyramid group name.

33. Now that we know the recommended amounts for fifth graders, you can complete your MyPyramid assignment and write out your food goal for tomorrow. Also complete the activity goal for tomorrow.

34. Inform students that this must be completed on a separate sheet of paper. They must include all food groups, include the required amounts of each food group and include a variety of foods within the food groups. See student sample for further information.

35. Students will be assessed based on the food goal worksheet rubric. || Unit Plan Erin H | Lesson 1 Erin H | Lesson 2 Erin H | Lesson 3 Erin H | Lesson 4 Erin H | Lesson 5 Erin H