Designing a Learning

Experience
The Blueprint
Name(s): Casey Stevens & John Doherty
Project Title: Nutrition and Health
Project Essential Question: WHAT
IMPORTANT TO LIVE A HEALTHY LIFESTYLE?

IS

GOOD

NUTRITION AND WHY IS IT

Lesson Title: Restaurant Food Menu

Grade Level: 3 Grade
rd

Subject(s): Health and nutrition, ELA, math, science, social studies

Duration: 3-4 hour lesson plan

PURPOSE OF THE LESSON

Connection to Global Mini Project
It is extremely important for students to learn about health and nutrition at
a young age. Promoting a healthy lifestyle from an early age, will help to
reduce the growing rate of obesity across the globe. Serious health risks
are associated with obesity and is a huge problem, especially in the United
States. Good nutrition is one of the most important parts of the living a
healthy lifestyle. Global public health campaigns offer great potential to
raise awareness and understanding about health issues and mobile support
for action from the local community and international stage. (World Health
Organization) Campaigns spreading awareness of health and nutrition can
help create a healthier classroom and world. Students will fulfill all four
aspects of Global Competency by investigating the world beyond their
immediate environment. They will do this by researching parts of the world
that society struggles to live a healthy and whole life style and analyze the
negative effects it poses to the world as a whole. Students will also
recognize perspectives of their own as well as others in their class, health
professionals, and their community. They will look at their own health
choices and compare them to what they have learned to their existing
practices, and what they can do to be healthier. The final product will be a
collaborate menu of healthy food items that have been researched and

approved by students that they will present to a local health food

restaurant. Students will partner with this restaurant in hopes of having
their menu item included on their existing menu. Students goal is to
promote health and wellness, and provide people with health options when
dining out.
Curriculum Alignment (Standards)
English Language Arts Standards Alignment
ELA STANDARDS:
ESSENTIAL SKILLS AND KNOWLEDGE
APPLY APPROPRIATE STRATEGIES TO MONITOR UNDERSTANDING
DURING READING, VIEWING, OR LISTENING TO A TEXT:
RECALL AND DISCUSS WHAT IS UNDERSTOOD
MAKE, CONFIRM, OR ADJUST PREDICTIONS
PERIODICALLY SUMMARIZE WHILE READING
SEARCH FOR CONNECTIONS BETWEEN AND AMONG IDEAS
DEMONSTRATE UNDERSTANDING AFTER READING, VIEWING, OR
LISTENING TO A TEXT:
CONFIRM OR REFUTE PREDICTIONS
RETELL AND DISCUSS THE TEXT
IDENTIFY AND EXPLAIN WHAT IS DIRECTLY STATED AND
WHAT IS IMPLIED IN THE TEXT
CONNECT TEXT TO PRIOR KNOWLEDGE OR PERSONAL
EXPERIENCE
USE KNOWLEDGE OF LANGUAGE AND ITS CONVENTIONS WHEN
WRITING, SPEAKING, READING, OR LISTENING. (CCSS 2 L3.)

Mathematics Standards Alignment

MATH STANDARDS:
ESSENTIAL SKILLS AND KNOWLEDGE
ABILITY TO MAKE SENSE OF QUANTITY AND BE ABLE TO COMPARE NUMBERS
ABILITY TO RECORD THEIR THINKING USING >, =, AND < WHEN COMPARING
QUANTITIES

Science Standards Alignment

SCIENCE STANDARDS:

B. APPLYING EVIDENCE AND REASONING

INDICATOR
1. PEOPLE ARE MORE LIKELY TO BELIEVE YOUR IDEAS IF YOU CAN GIVE
FOR THEM.
OBJECTIVES
PROVIDE REASONS FOR ACCEPTING OR REJECTING IDEAS EXAMINED.

GOOD REASONS

DEVELOP

REASONABLE EXPLANATIONS FOR OBSERVATIONS MADE, INVESTIGATIONS

COMPLETED, AND INFORMATION GAINED BY SHARING IDEAS AND LISTENING TO OTHERS'
IDEAS.
EXPLAIN WHY IT IS IMPORTANT TO MAKE SOME FRESH OBSERVATIONS WHEN PEOPLE GIVE
DIFFERENT DESCRIPTIONS OF THE SAME THING.

TOPIC
D. TECHNOLOGY
INDICATOR
DESIGN AND MAKE

THINGS WITH SIMPLE TOOLS AND A VARIETY OF MATERIALS.

OBJECTIVES

1. MAKE

SOMETHING OUT OF PAPER, CARDBOARD, WOOD, PLASTIC, METAL, OR

EXISTING OBJECTS THAT CAN ACTUALLY BE USED TO PERFORM A TASK.
2. RECOGNIZE THAT TOOLS ARE USED TO DO THINGS BETTER OR MORE EASILY AND
TO DO SOME THINGS THAT COULD NOT OTHERWISE BE DONE AT ALL.
3. ASSEMBLE, DESCRIBE, TAKE APART AND REASSEMBLE CONSTRUCTIONS USING
INTERLOCKING BLOCKS, ERECTOR SETS AND THE LIKE.
4. RECOGNIZE THAT SOME KINDS OF MATERIALS ARE BETTER THAN OTHERS FOR
MAKING ANY PARTICULAR THING, FOR EXAMPLE, MATERIALS THAT ARE BETTER IN
SOME WAYS (SUCH AS STRONGER AND CHEAPER) MAY BE WORSE IN OTHER WAYS
(SUCH AS HEAVIER AND HARDER TO CUT).
5. EXPLAIN THAT SOMETIMES IT IS NOT POSSIBLE TO MAKE OR DO EVERYTHING THAT
IS DESIGNED.
INDICATOR
3. EXAMINE A VARIETY OF PHYSICAL MODELS AND DESCRIBE WHAT THEY TEACH ABOUT
THE REAL THINGS THEY ARE MEANT TO RESEMBLE.
OBJECTIVES
1. EXPLAIN THAT A MODEL OF SOMETHING IS DIFFERENT FROM THE REAL THING BUT
CAN BE USED TO LEARN SOMETHING ABOUT THE REAL THING.
2. REALIZE THAT ONE WAY TO DESCRIBE SOMETHING IS TO SAY HOW IT IS LIKE
SOMETHING ELSE.

Social Studies Standards Alignment

SOCIAL STUDIES STANDARDS:

TOPIC
C. PROTECTING RIGHTS AND MAINTAINING ORDER
INDICATOR
1. DESCRIBE THE RIGHTS AND RESPONSIBILITIES OF BEING A

PARTICIPATING MEMBER OF

THE SCHOOL AND THE COMMUNITY

OBJECTIVES
RECOGNIZE AND

DESCRIBE HOW MAKING CHOICES AFFECTS SELF, FAMILY, SCHOOL, AND

COMMUNITY
IDENTIFY CONCERNS IN THE COMMUNITY, SUCH AS SAFETY ISSUES AND POLLUTION
PROBLEMS AND WAYS TO RESOLVE THESE CONCERNS

Additional Standards Alignment (Health, P.E., Tech, Fine Arts,

World Languages etc.)

STANDARD 6.0 NUTRITION AND FITNESS
STUDENTS WILL DEMONSTRATE THE ABILITY TO USE NUTRITION AND FITNESS KNOWLEDGE,
SKILLS, AND STRATEGIES TO PROMOTE A HEALTHY LIFESTYLE.
TOPIC
D. NUTRIENTS
INDICATOR
1. IDENTIFY AND DEFINE FUNCTIONS OF NUTRIENTS.
OBJECTIVES
DESCRIBE THE SIX MAJOR NUTRIENTS AND HOW THE BODY USES THEM.
DESCRIBE WHY THE BODY NEEDS WATER.
TOPIC
E. FOOD AND HEALTH
INDICATOR
1. DEMONSTRATE THE RELATIONSHIP AMONG FOOD INTAKE, PHYSICAL ACTIVITY, AND
WEIGHT MANAGEMENT.
OBJECTIVES
DEFINE HEALTHY WEIGHT.
DISCUSS FACTORS THAT AFFECT A PERSONS WEIGHT, SUCH AS AGE, GENDER, HEIGHT,
FAMILY, SOCIETY, ACTIVITY LEVEL, AND ILLNESS.
ILLUSTRATE THE IMPORTANCE OF BALANCING FOOD INTAKE WITH PHYSICAL ACTIVITY.
TOPIC
F. NUTRITION AND PHYSICAL ACTIVITY GUIDELINES
INDICATOR
2. ANALYZE THE NUTRITION FACTS LABEL.
OBJECTIVES
IDENTIFY THE INFORMATION PROVIDED ON THE NUTRITION FACTS LABEL.
EXPLAIN WHY THE NUTRITION FACTS LABEL IS A VALID SOURCE OF INFORMATION.
COMPARE THE RELATIONSHIP BETWEEN SERVING SIZE AND SERVINGS PER CONTAINER.
Objective(s)
STUDENTS WILL

DEMONSTRATE THEIR UNDERSTANDING OF HOW MAKING PROPER

NUTRITIONAL CHOICES AND LIVING HEALTHY LIVES CAN IMPACT THEMSELVES AND
OTHERS BY EXPLAINING THEIR KNOWLEDGE OF NUTRITION BY CREATING AND
RESEARCHING A HEALTHY FOOD ITEM.

STUDENT

WILL DEMONSTRATE THEIR ABILITIES TO CREATE A HEALTHY MEAL ITEM

THAT THEY WILL RESEARCH, AND INCORPORATE INTO A CLASS MENU THAT WILL BE
PRESENTED TO A LOCAL RESTAURANT.

Knowledge

Students will demonstrate the

ability to use nutrition and fitness

Skills/Processes

Students will demonstrate their abilities to

identify, understand, and respond with

knowledge, skills, and strategies

to promote a healthy lifestyle.
Students will use the knowledge
they have learned about healthy
foods to be able to make good
food choices

answers to questions pertaining to material

discussed and read in class about nutrition
and health
Students will create a 3-D tangible model
of their chosen healthy food item
Students will be able to research and
identify the calorie count in their food item
Students will create a collaborative class
menu of healthy and nutritious meals

Understanding (Big Idea)

Dispositions/Habits of Mind
Students should have a basic
Applying past knowledge to new situations
understanding of what a healthy
- Accessing prior knowledge; transferring
and well balanced meal looks like.
knowledge beyond the situation in which it
was learned
Students should understand

Creating, imagining, and innovatinghealthy calorie intake.

Generating new and novel ideas, fluency,
Students should use the
originality
knowledge they have learned
about a healthy diet, and
incorporate more healthy and
nutritious foods into their life.

Assessment:

How will students apply and demonstrate learning? How will

you know that the students are making progress towards the
objective(s)? What evidence will you observe or collect?
Produc
t/
Record
s to be
Assess
ed

Evaluation
Criteria

Tangib
le 3-D
model
of
food
item

I.
Students
must
construct a
tangible
3D item of

4.0
(Excee
ds
Expect
ations)

3.0
(Meets
Expect
ations)

2.0
(Appro
aches
Expect
ations)

1.0
(Does
not
meet
expect
ations)

food that
they chose
to
replicate.
Students
may use a
variety of
materials
to create
their
model, as
long as
they
complete it
in 5
minutes or
less.
Students
must be
able to
explain the
item and
its
ingredients
.
Poster
board
visual/
food
item
descri
ption

II.
Students
will create
a poster
board
advertising
the food
item they
have
chosen to
promote

and
research.
Poster
must
include a
visual,
come up
with a
desired
price, and
the calorie
count for
the food
item.
Final
menu
item

III.
Students
will create
a
collaborati
ve menu of
the food
items that
they have
created.
Menu will
be
organized
by
category
and
presented
to local
restaurant.

LEARNING EXPERIENCE
Vocabulary & Terms
Heath - the condition of being well or free from disease; the overall condition of
someone's body or mind; the condition or state of something

Nutrition - the process of eating the right kind of food so you can grow properly and
be healthy
Well-balanced meal - A diet that contains the proper proportions of carbohydrates,
fats, proteins, vitamins, and water necessary to maintain good health.
Calorie- a unit of energy found in all foods.
Nutrients - provide energy and other substances the body needs. Most of the
nutrients in food fall into three major groups: proteins, fats, and carbohydrates.
Carbohydrates -one of the main types of nutrients. They are the most important
source of energy for your body. Your digestive system changes carbohydrates into
glucose (blood sugar). Your body uses this sugar for energy for your cells, tissues and
organs.
Fats - The body uses fat as a fuel source, and fat is the major storage form of energy
in the body. Fat also has many other important functions in the body, and a moderate
amount is needed in the diet for good health.
Proteins - a substance found in foods (such as meat, milk, eggs, and beans) that is
an important part of the human diet
Vitamins - are substances that are found in foods we eat. Your body needs them to
work properly, so you grow and develop just like you should. When it comes to
vitamins, each one has a special role to play. For example, Vitamin D in milk helps
your bones; Vitamin A in carrots helps you see at night; Vitamin C in oranges helps
your body heal if you get a cut; And B vitamins in whole grains help your body make
energy from food.

Instructional Materials and Supplies: (12) Poster boards about

12x24, assortment of crayons, colored pencils, scrap paper, scissors (12),
glue sticks (12), string, paper towel holders, tape (2-3 rolls), tin foil, clay or
playdough, magazines, and any other miscellaneous material for 3-D
model of food item

Technology: Mobile lab, at least 25 laptops for each student to have one
Resources: We will be referencing your class activity, creating the 3-D
model of a food item and
HTTP://CONNECTEDCALIFORNIA.ORG/DOWNLOADS/CURRICULUM/GOODEATS_CA.PDF
Sequence
Event

Procedure/Activity; Questioning Strategies; &

Management Considerations:

LAUNCH

This activity will be done in groups of 3 or 4. I want you to think about

some of your favorite healthy food items, and nutritious restaurant
options you like and frequent.
The teacher set the timer for 5 minutes.
Using the random materials I have provided for you, work together with
your partner to create a tangible 3-D model of a food item of your
choice. Try to think of healthier food items that you would want to
incorporate into a collaborative class menu.
The teacher prompts the students to begin discussing their ideas with
their groups. Timer begins with 5 minutes on the clock, and students are
told to begin creating their food item.
In a moment I am going to ask you to share your food item with the rest
of the class. Take the next minute or so to finish up and be ready to
present it.
Teacher asks students to share their food item they have created with
their group. Students will discuss whether or not the item they have
created is healthy and nutritious.

(20 minutes)

EXPLOR
E
(30 minutes)

Drawing from the items and ideas that you came up with from the
previous manipulative activity, pick your favorite food item that you will
explore in depth. You will explore the contents of that particular item,
look at the nutritional value, ingredients, and calories. You will work in
pairs.
The teacher will instruct students to grab a laptop from the mobile lab
cart and start exploring their chosen food item.
The teacher reveals and example on the board.
Ex: Vegetable Lasagna
- eggplant
- zucchini and squash
- shredded carrots
- ricotta choose
- whole grain pasta
- marinara sauce
- mozzarella cheese
I have chosen vegetable lasagna as my favorite food item. This is a

healthy and nutritious option to traditional cheese and meat lasagna you
see at most restaurants.
What might the calorie count look like in a food item like this one?
Vegetable Lasagna (3862 cals total)
eggplant (140 cals)
zucchini (58 cals)
squash (72 cals)
shredded carrots (70 cals)
ricotta choose (789 cals)
whole grain pasta (1000 cals)
marinara sauce (389 cals)
mozzarella cheese (1344 cals)

Is there an adequate amount of nutritional value included in the ite

for it to be considered a healthy options?
Discuss your thoughts with a partner, and use the feedback to continue
to research your chosen item. Come up with a list ingredients and be
able to explain why your food item is a healthy
option.
Students will work on researching their food item. Teacher will circulate
around the room, answering questions, and lending further assistance to
anyone who needs it. Teacher will also ask questions such as:
Why did you choose this food item?
Have you made or eaten this food before?
Do you think this food item is something others would be willing to buy
and enjoy?
How much would you pay for this meal?
Do you think it is healthy or can it be made healthier? How?
If support is needed in answering any of the following questions,
assistance can be offered and teacher can offering further support
questions:
What should be included in a healthy meal?
Are there most major food groups in this food item?
What can be added or substituted to make it even more nutritious?
PRESENT
(25 minutes)

3-4 student pairs will share with the class their food menu item they have
chosen.
Using the knowledge of the food item you have researched,
create a visual prototype of that the item would look like using crayons,
colored pencils, and poster board. The visual should be aesthetically
pleasing and appetising. Students must also come up with a price point
for what they would sell the item for at a restaurant and present it to the
class for feedback.
The teacher facilitates a discussion based on the student's ideas and

checks that they have a solid understanding of the projects essential

question in relation to the food item they have chosen.
Using the following questions to facilitate:
What makes a healthy and nutritious meal?
Why is it important to consume a well-balanced meal?
Do you think others would enjoy this food item and order it at the
restaurant?
What kinds of ingredients are found in your menu food item?
How much would you pay for this item in a restaurant?
APPLY
(45 minutes)

CLOSUR
E
(15 minutes)

Together we will create a collaborative class menu that you will present
to a local restaurant that you will partner with. The goal is to incorporate
2 or 3 healthy menu options that will give people the opportunity to
choose more nutritious options that you have come up with.
All the items that the students have come up with will be put into a binder
and organized by chosen categories. Students will work together to
come up with a plan of organization. The menu will be copied and
passed out to everyone.
Now that we have explored all the various health and nutritious food
items that you have come up with and presented to the class, we will
take the menu we have created and submit it to a local restaurant of
your choice. Turn and discuss what we could include in the letter to the
restaurant in order to persuade them to put a few of our items on their
existing menu. Focus on the nutritional value and what makes a good
healthy meal.
The teacher asks students to share their ideas aloud to the rest of the
class. She creates a web of ideas on the board as a visual for her
students.
The teacher leads closing discussion by asking:
Can you think of any reasons why the restaurant would not want to put
your item on their menu?
Why do you think the item you have chosen will appeal to people?
What do you think will make people want to choose a healthy food item
over an unhealthy one?
We will continue to discuss health and nutrition, and the different
aspects of a well-balanced diet plan. Also why it is important to maintain
a healthy lifestyle and what to eat in order to do so.

*Additional Resources + Materials:

http://www.cln.org/subjects/health.html
http://www.calorieking.com/foods/
http://kidshealth.org/