Professional Documents
Culture Documents
o Standard 7: Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks.
7.5.1: Identify responsible personal health behaviors.
o Taken from the CDC National Health Education Standards Website:
http://www.cdc.gov/healthyyouth/sher/standards/7.htm
I have listed these standards because I feel the lesson planned below will address
each of them. Although each standard will not be fully met in this lesson, the
underlying concepts of each will be touched on. I feel it is important to include all
of these because I want students to know that we cannot master a content or learn
all there is to learn about it in one day. We will spend multiple lessons addressing
these, and other health/mathematics concepts because it will take multiple
interactions with the content for students to understand these big ideas.
Objective: Students will use base-10 knowledge in order to collect data about the foods
they eat. They will create a visual representation of the data they collect and answer
questions about it.
Objective in Student Language:
Today we are learning about healthy eating habits and thinking about the types of
food we eat.
So we can make healthier choices about food.
Well know we have it when we use www.choosemyplate.gov to list the types and
amounts of food we should eat.
**This lesson will likely take multiple days to complete because it involves many
aspects. As a teacher I support this because my students will be engaged in a long-term
project, will interact with multiple types of content, and will gain insights to help them
meet multiple standards.
Activity/Day 1: Explore My Plate and Complete Food Sort
Have students sit on the carpet and begin the lesson by asking what types of food
they eat.
Ask, how do we know if what we eat is healthy? Have a small discussion.
Well we can make sure we know whats healthy by looking at a website called
Choose My Plate. Its run by the government and gives us a lot of good ideas
about healthy eating.
Show students the website www.choosemyplate.gov. Tell students that there is a
lot of information on this website but we are just going to look at 6 types of food
to eat, fruits, vegetables, grains, protein, dairy, and oils.
o Ask students for examples of each of these categories to activate prior
knowledge.
Tell students that today we will be looking for pictures of food and putting them
on posters for each of these types of food. Have students go back to their seats to
complete this activity.
o Model how to cut out food pictures and tape them under the correct
category poster.
o If there are 25 students in our class, how many did not eat eggs for
breakfast yesterday?
I will differentiate the questions for students based on their mathematics
knowledge.
Assessment:
Requirement:
Completed
?
Correct?
all there is to learn about it in one day. We will spend multiple lessons addressing
these, and other health/mathematics concepts because it will take multiple
interactions with the content for students to understand these big ideas.
Objective: Students will use knowledge of fractions, percentages, and data collection in
order to construct different types of visual representations of data (bar graph and pie
chart).
Objective in Student Language:
Today we are creating 2 different visual representations of data and learning about
healthy eating habits.
So we can understand how to represent data and make healthier choices about
food.
Well know we have it when we represent data from www.choosemyplate.gov to
create bar graphs and pie charts for our personal meal guidelines.
**This lesson will likely take multiple days to complete because it involves many
aspects. As a teacher I support this because my students will be engaged in a long-term
project, will interact with multiple types of content, and will gain insights to help them
meet multiple standards.
Activity/Day 1: Explore My Plate and Collect Data
Begin by having students brainstorm with partners what they know about healthy
eating and what it means to them. Then have partners share thoughts and record
ideas on the whiteboard.
Present students with the question: how do we know if what were eating is
healthy? Have a small discussion with students about this topic and eventually
introduce them to a quick overview of www.choosemyplate.gov, a website that
provides practical information about healthy diets and nutrition.
Show students the different tabs (under My Plate Topics) for fruits, vegetables,
grains, protein foods, dairy, and oils.
o Model how to fill out worksheet where we will detail the types of foods
under each category we typically eat.
o Model how to see how much fruit is needed per day and how to record the
amount we need in a table.
o Explain to students that they are going to do both of these things for each
of the 6 food groups. If they have time afterwards, they can look around
the website at areas that interest them: physical activity, super tracker,
recipes, etc.
Have a concluding conversation about what types of food we should be eating
everyday. Ask students to complete a journal entry about their feelings about what
they learned on the website today. Do they agree with what they read? Do they
think eat as the website suggests? Do they think they will make changes to their
eating habits because of this?
For homework that night, have students record what they eat so they can begin
tying together the theoretical work we did in class with the actual things they
do/eat everyday.
Assessment:
Requirement
Student completes worksheet by listing at least 5 fruits they eat or would
like to try.
Student completes worksheet by listing at least 5 vegetables they eat or
would like to try.
Student completes worksheet by listing at least 5 grains they eat or would
like to try.
Student completes worksheet by listing at least 5 protein foods they eat or
would like to try.
Student completes worksheet by listing at least 3 dairy items they eat or
would like to try.
Student completes worksheet by listing at least 1 oil they eat or would like
to try.
Student collects data and fills in the appropriate table with the amounts of
each food group they should eat each day based on their age and sex.
Student kept a record of what they ate for dinner (Day 1 homework).
Student creates an accurate bar graph that represents the data they
collected.
Student creates an accurate pie chart that represents the data they
collected.
Student uses the plate they created with their dinner and write a journal
entry about their eating experience (Day 2 homework).
Student actively participates in small group classroom discussions.
Student actively participates in whole group classroom discussion.
Completed?
Student Worksheets:
_________________________________s Data
Food Group
Fruits
Vegetables
Grains
Protein Foods
Dairy
Oils
Data Representation
Bar Graph
Key
Data Representation
Pie Chart
Key
I have listed these standards because I feel the lesson planned below will address
each of them. Although each standard will not be fully met in this lesson, the
underlying concepts of each will be touched on. I feel it is important to include all
of these because I want students to know that we cannot master a content or learn
all there is to learn about it in one day. We will spend multiple lessons addressing
these, and other health/mathematics concepts because it will take multiple
interactions with the content for students to understand these big ideas.
Objective: Students will use knowledge of data collection and statistics in order to
construct different types of visual representations of data (bar graph and pie chart) and
answer questions about the datas measures of center.
Objective in Student Language:
Today we are creating 2 different visual representations of data and learning about
healthy eating habits.
So we can understand how to represent data and make healthier choices about
food.
Well know we have it when we represent data from www.choosemyplate.gov to
create bar graphs and pie charts for our personal meal guidelines.
**This lesson will likely take multiple days to complete because it involves many
aspects. As a teacher I support this because my students will be engaged in a long-term
project, will interact with multiple types of content, and will gain insights to help them
meet multiple standards.
Activity/Day 1: Explore My Plate and Collect Data
Begin by having students brainstorm with partners what they know about healthy
eating and what it means to them. Then have partners share thoughts and record
ideas on the whiteboard.
Present students with the question: how do we know if what were eating is
healthy? Have a small discussion with students about this topic and eventually
introduce them to a quick overview of www.choosemyplate.gov, a website that
provides practical information about healthy diets and nutrition.
Show students the different tabs (under My Plate Topics) for fruits, vegetables,
grains, protein foods, dairy, and oils.
o Model how to fill out worksheet where we will detail the types of foods
under each category we typically eat.
o Model how to see how much fruit is needed per day and how to record the
amount we need in a table.
o Explain to students that they are going to do both of these things for each
of the 6 food groups. If they have time afterwards, they can look around
the website at areas that interest them: physical activity, super tracker,
recipes, etc.
Have a concluding conversation about what types of food we should be eating
everyday. Ask students to complete a journal entry about their feelings about what
they learned on the website today. Do they agree with what they read? Do they
think eat as the website suggests? Do they think they will make changes to their
eating habits because of this?
For homework that night, have students record what they eat so they can begin
tying together the theoretical work we did in class with the actual things they
do/eat everyday.
Assessment:
Requirement
Student completes worksheet by listing at least 5 fruits they eat or would
like to try.
Student completes worksheet by listing at least 5 vegetables they eat or
would like to try.
Student completes worksheet by listing at least 5 grains they eat or would
like to try.
Student completes worksheet by listing at least 5 protein foods they eat or
would like to try.
Student completes worksheet by listing at least 3 dairy items they eat or
would like to try.
Student completes worksheet by listing at least 1 oil they eat or would like
to try.
Student collects data and fills in the appropriate table with the amounts of
each food group they should eat each day based on their age and sex.
Student kept a record of what they ate for dinner (Day 1 homework).
Student creates an accurate bar graph that represents the data they
collected.
Student creates an accurate pie chart that represents the data they
collected.
Student uses the plate they created with their dinner and write a journal
entry about their eating experience (Day 2 homework).
Student actively participates in small group classroom discussions.
Student actively participates in whole group classroom discussion.
Question
Number
1
2
3
4
5A
5B
6A
6B
Students Answer
Was it Correct?
Completed?
Student Worksheets:
_________________________________s Data
Food Group
Fruits
Vegetables
Grains
Protein Foods
Dairy
Oils
Data Representation
Bar Graph
Key
Data Representation
Pie Chart
Key
6. Look at the oils category. 8 students had no oils yesterday, 14 students had
one oil yesterday, and 2 students had two oils yesterday.
A. On average, how many oils did each student eat?
B. What is the median number of oils eaten by students in our class?