Healthy Eating Unit Lessons Plans

Libby Bouma, Melinda Lansing, Jeff Rost
EDUC223 PE/Healt Metods

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Healthy Eating Unit Plan
Lesson 1, Day 1
Grade 3
Lesson $oals%
1. Understand the Mypate heath ntatve
2. Coaborate wth cassmates to earn about the Mypate n a |gsaw actvty
&o'a Co(e )tanda(ds%
1. Obtan, nterpret, understand and use basc heath concepts to enhance persona, famy, and communty
heath.
2. Demonstrate crtca teracy/thnkng sks reated to persona, famy, and communty weness.
Mate(ials%
Bank Mypate tempates
Mypate powerpont, from http://www.uen.org/Lessonpan/prevew.cg?LPd=29001
Poster paper, markers, crayons, etc
books, other materas as needed to compete |gsaw
P(o*edu(es%
1. Introduce students to Mypate. Hand out bank Mypate tempates and ask students to f the sheet out based
on what they beeve a heathy mea conssts of. If students express confuson, nstruct them to thnk about
heathy meas at schoo and home, and what types of food are ncuded n these meas. Tme: 5 mnutes
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2. Show students the Mypate PowerPont and expan to them what t s. Expan that t s a new heath ntatve
started under Presdent Obama that repaces the food pyramd. Expan each of the dfferent food categores,
and expan the servng sze each student shoud get of each type of food at ther mea. Tme: 10 mnutes
3. Next, begn the |gsaw actvty. Group the students nto ther expert groups. Ths groupng w be done by
readness and abty. The groups w be equay pared and w be done by the teacher ahead of tme. The
teacher w montor group progress durng ths tme and w ad|ust groups as needed to ensure students stay
on task. The frst part of the |gsaw group w be coverng what foods beong to each food category. The cass
w be dvded nto 5 groups (one for each secton of Mypate). Provde them wth poster paper and nstruct
them to st as many foods for ther gven Mypate category (gven by the teacher). The groups w need to
work together, usng the computers, textbooks, notes, etc. to st as many foods for ther gven category as
possbe. Tme: 10 mnutes
4. Next, the students w share out what they wrote down as a group. As a whoe cass, we w process what was
sted and make correctons as necessary. Next, whe n ther expert groups, students w make a poster
about ther gven food category to share wth the cass. Ths poster w need to ncude types of food for the
category, suggested ntake, reasons why the food s mportant, etc. Students w be abe to use cassroom
resources as they create ther poster. The teacher w need to montor student progress as students are
workng to ensure they are on task and that they do not need assstance. Tme: 10 mnutes
5. When the groups have fnshed ther expert group poster, they w break nto ther |gsaw groups. There w
be one student from each food group n the |gsaw group, and the students w be nstructed to teach ther
|gsaw group members about the food group they became an expert on. The teacher w mode what a
successfu |gsaw group ooks ke n case students have not done t pror to ths cass perod. Students w
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then share out nterestng facts that the earned about the food groups from ther expert and |gsaw groups.
Tme: 15 mnutes
+otal Lesson +ime% ,- minutes
Lesson 2, Day 2
Grade 3
Lesson $oals%
#. P(esent Jigsa' g(ou/s
2. Catego(i0e foods into te *o((e*t food g(ou/s
1. Obtan, nterpret, understand and use basc heath concepts to enhance persona, famy, and communty
heath.
2. Utze nteractve teracy and soca sks to estabsh persona famy, and communty heath goas.
Mate(ials%
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Posters from yesterday
SMARTboard
Strps of food tems, pctures of food tems
P(o*edu(es%
1. We w start the cass by revewng the posters made n day one esson one. Students w regroup wth ther
expert groups and w make a cass presentaton on what they dentfed as types of food for the category,
suggested ntake, reasons why the food s mportant, etc. Students w be asked questons about the
mportance of each food group, and as a cass we w evauate the mportance of the dfferent food
categores. Tme: 10 mnutes
2. Next, we w dspay the food group SMART board cass quz on the SMART board. Ths power pont w dspay
Mypate and w have varous types of food surroundng the pate. As a cass, we w dscern what the foods
are and n what category they go. Students w be abe to physcay move the foods onto the pate va the
SMART board. After each food s ndvduay moved, we w dscuss as a cass how we know whether the
answer s rght or wrong. Further, we w dscuss how many servngs of each type of food we shoud get day
after each food s moved. For exampe, f a strawberry s moved, we w tak about the mportance of the
number of frut servngs we shoud get each day. Tme: 10 mnutes
3. Students w then break nto sma, pre-decded groups. These groups w be dfferent from ther |gsaw and
expert groups from day one. Ths groupng w be done by readness and abty. The groups w be equay
pared and w be done by the teacher ahead of tme. The teacher w montor group progress durng ths
tme and w ad|ust groups as needed to ensure students stay on task. Groups w be gven a Mypate
tempate and w be asked to coor n the pate congruent wth the mode we dscussed n day one. They w
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then be gven strps of paper/pctures of food and w be asked to pace the foods n the correct category. The
teacher w montor student progress to ensure progress. Tme: 10 mnutes
4. Next, and stayng n ther groups, students w st 10 types of food for each of the fve categores. They w
be gven arge poster paper to record ther fna sts. Once the sts are made, students w share out to the
whoe cass what they created and sted. Lst posters w be dspayed n the cassroom. Tme: 10 mnutes
5. As a whoe cass, we w revew what we dd today. We w dscuss the dfferent food categores, and the
mportance of eatng a baanced mea. Indvduay, each student w share a favorte food that that was sted
and w state the approprate servng sze of the food (fruts, vegetabes, dary, etc). Tme: 5 mnutes
+otal Lesson +ime% ,- Minutes
Lesson 3, Day 3
Grade 3
Lesson goals%
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1. Revew food groups and foods found n them: vegges and frut
2. Compete mypate assessment to dentfy the food groups
)tanda(ds%
Iowa Core Heath Standards
Obtan, nterpret, understand and use basc heath concepts to enhance persona, famy, and communty
heath.
Demonstrate crtca teracy/thnkng sks reated to persona, famy, and communty weness.
Mate(ials%
http://freemypate.com/fes/2012/08/MyPateLessonREVsma.pdf crazy coors worksheet pages (1 per
student) -pg 6
http://freemypate.com/fes/2012/08/MyPateLessonREVsma.pdf MyPate Assessment Pate (1 per student)
pg 18
Coored pencs, crayons, or markers
http://www.bam.gov/sub_foodnutrton/dnngdecsons_games.htm wth computer access to pay game as
whoe cass
P(o*edu(es%
1. Frst, teacher w ask students what they earned from yesterday and have cass dscuss for 5 mnutes.
Teacher serves as factator among the dscusson. If needed, remnd students about the food groups and
pont out the student-created posters dspayed n the cassroom. Dscuss wth students about the mportance
of each food group, wth students eadng the dscusson. Tme: 8 mnutes
2. Then, teacher w hand out the crazy coors worksheet to each student. Expan to students how they need to
wrte as many fruts and vegges as they can n 5 mnutes. Set a tmer for 5 mnutes. After the tmer goes off,
have students dscuss ther resuts wth a partner for 2 mnutes. After students dscuss wth a partner, teacher
brngs back cass to dscuss as a whoe group for 5 mnutes. Durng ths tme, ask for student exampes of
unque frut or vegges they thought of or hadn't heard of before unt meetng wth ther peers. Tme: 12
mnutes
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3. Then expan to students that the crazy coors worksheet resuts, aong wth the nformaton from yesterday, s
part of the Mypate food groups. Remnd students of the prevous day's actvtes and expan to students that
they w take an assessment over mypate at the end of cass over a the food groups. Tme: 5 mnutes
4. Gve students 2 mnutes to prep and revew for the assessment over Mypate. Tme: 2 mnutes
5. Teacher hands out bank pages of Mypate. Remnd students that ths s a quz to see what they remember
and that they can draw pctures f they dont know the words. Wrte on the whte board that the students w
need to ncude. each secton, coor t, and gve an exampe. Teacher w assst students who need hep wth
readng. Students who fnsh eary shoud check over answers then draw or read unt whoe cass s done.
Tme: 10 mnutes
6. After cass has fnshed, have students meet wth a partner to compare and grade. Tme: 5 mnutes
7. As a whoe cass, wth teacher eadng, students compete Dnng Decsons Game
( http://www.bam.gov/sub_foodnutrton/dnngdecsons_games.htm ). Tme: 5 mnutes
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Lesson 4, Day 4
Grade 3
Lesson Goas:
1. Compare schoo unches to nutrton expectatons of Mypate
2. Create mut-meda presentaton to compare and anayze schoo unches
Standards:
Iowa Core Heath Standards
Obtan, nterpret, understand and use basc heath concepts to enhance persona, famy, and communty
heath.
Utze nteractve teracy and soca sks to estabsh persona famy, and communty heath goas.
Demonstrate crtca teracy/thnkng sks reated to persona, famy, and communty weness
Demonstrate behavors that foster heathy, actve festyes for ndvduas and the beneft of socety.
Materas:
YouTube nk http://www.youtube.com/watch?v=w8keakkLxZo or http://www.youtube.com/watch?v=-
YWITNoezU8
aptops wth PowerPont and nternet access, at east enough for 5 groups
copy of the schoo unch menu for the week, 5 copes
Procedures:
1. Teacher w show YouTube nk. After fnshng the vdeo, dscuss wth students what the vdeo was about and
expan to students that they w get to use the schoos unch menu and decde f the schoo foows the rues
or not. Tme: 7 mnutes
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2. Teacher w break students nto 5 groups based on random assgnment (stck drawng, dce rong, etc) and
gve each group a copy of the schoo's unch menu, wth one day of the week hghghted (.e. Monday,
Tuesday, etc). The hghghted day s what day that group needs to evauate. Teacher w hep students read
the menus as needed. Tme: 5 mnutes
3. In the groups, students w become "food detectves" dssect the day's unch menu choces to determne f t
foows the mypate/USDA nutrton gudenes
o Students w st the foods n the dfferent food groups
o Students w determne f the unch menu meets the Mypate nutrton gudenes dscussed earer n
the unt (days 1 and 2). Students can use ther notes, nternet, book, and other sources to determne
the heathness of the schoo unch.
o If the mea s deemed as not meetng the food expectatons, then students w make changes and
expan ther changes so that t meets the nutrton gudenes. Even f the mea meets the basc heath
gudenes, remnd students that they can change t to make t even heather (.e. f a food s one
coor, then change so there s a varety, not |ust a "orange" foods).
o Students w then wrte a etter or state reasons why the schoo needs to change the unch menu.
o A of the above nformaton w be used n a poppet or PowerPont presentaton, created by the
students.
o Students w then create poppet or PowerPont on how to mprove schoo unches. They create ther
own unch menu for a day that foows Mypate. Students w ncude reasonngs why ther menu choce
s heathy. Tme: 33 mnutes
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Name: ______________________ Assessment: Schoo Lunches Mut-Meda Presentatons
Group I can. effectvey work n my group to
dssect and dscuss schoo unches
________/25
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I can. effectvey work n my group by
dong my share of the work ________/10
Meda I can. ncude a eements on my
powerpont or Poppet
Orgna Schoo unch menu and how t
s heathy/unheathy (25 pts)
Our changes and new menu choce
(15pts)
Reason why to change t (15 pts)
_______/25
_______/15
________/15
Audence
Member
I can. be a respectfu stener durng
cassmates presentatons _______/5
Character
Sks
I can. use my character sks to respect,
be responsbe, be far, be carng, and show
my ctzen sks durng the group work and
presentatons
_______/5
Grammar
and
Conventon
s
I can. use my grammar, conventons, and
speng sks on my meda presentaton
________/5
Creatvty I can. use creatve eements n my meda
presentaton through coor, deas, ayouts,
and more that make my pro|ect stand out ________/5

Tota

________/100
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Lesson 5, Day 5
Grade 3
Lesson goals%
1. Thrd grade students w be abe to refect back on ther earnng of Mypate and the basc food groups and
demonstrate ths earnng through a Mypate reay race.
2. Thrd grade students w present ther knowedge of Mypate and create a new schoo unch provded wth the
nformaton earned.
Healt Lite(a*y%
Demonstrate heathy behavors that foster heathy, actve festyes for ndvduas and the beneft of socety.
Practce preventve heath behavors:
o Identfy heathy foods
Acheve and mantan heath-enhancng eve of physca actvty.
o Practce basc heath enhancng physca behavors.
Mate(ials%
Powerpont or Poppet presentaton wth aptops
http://freemypate.com/fes/2012/08/MyPateLessonREVsma.pdf Pctures of foods, for Reay Actvty
http://freemypate.com/fes/2012/08/MyPateLessonREVsma.pdf , for Bank pctures of mypate
P(o*edu(es%
Presentations:
1. Students w share ther powerpont or poppet presentaton to the cass.
Students w have a baanced mypate mea for ther schoo unch usng nformaton provded n unt.
Each student n the group w need to contrbute to the presentaton and speak whe presentng. Tme:
15 mnutes
Myplate relay race:
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2. Students w break nto four groups and form a ne.
3. At the front of the ne there w be fve dfferent food tems each representng the fve food groups.
Upon seectng ther food, they must read and foow the nstructons on the back.
The nstructons w te them to ether wak backwards, run, skp, hop, etc to the other end of the ne.
At the end of the ne there w be a pcture of the mypate. Each student w need to pace hs or her
card n the correct pace.
The payer w then run back to ther teammates and tag the next payer to go.
4. The team to fnsh and correcty pace ther food cards n the correct spot wns! Tme: 20-25 mnutes
5. If tme remans... Students may swtch or keep the teams the same and pay the reay game agan.

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Healthy Eating Unit Lessons Plans

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Libby Bouma, Melinda Lansing, Jeff Rost

EDUC223 PE/Healt Metods

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