Sarah Cottrell

ELED 3221--003
March 22nd, 2017

INDIRECT INSTRUCTION (STRUCTURED DISCOVERY) LESSON PLAN FORMAT

Nutrition

Elementary Science
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Big Idea: Students will be able to identify how to read a nutrition label and be able to know if
the item is healthy or unhealthy. Students will be able to create a meal that revolves around what
vitamins or minerals they need more of in their diet.

Grade Level: 4th Grade

Rationale: I am teaching this content because students will be able to identify what nutrients are
good or bad in what they eat or drink. They will develop a sense for knowing what foods are
better to eat than others. Students will be able to identify what kinds of foods they can eat if they
need to have more mineral or vitamins in their diet.

NC Essential Standard(s): 4.L.2 Understand food and the benefits of vitamins, minerals, and
exercise. 4.L.2.1 Classify substances as food or non-food items based on their ability to provide
energy and materials for survival, growth, and repair of the body. 4.L.2.2 Explain the role of
vitamins and minerals, and exercise in maintaining a healthy body.

Next Generation Science Standard(s): 4-LS1-1. Construct an argument that plants and animals
have internal and external structures that function to support survival, growth, behavior, and
reproduction. [Clarification Statement: Examples of structures could include thorns, stems, roots,
colored petals, heart, stomach, lung, brain, and skin.]

Instructional Objective: Within this objective, I expect students to know how to analyze food
and nutrition labels to display what is healthy and what is unhealthy. Students are going to create
their own healthy meal by identifying healthy ingredients and they will be able to sort food labels
from the healthiest item to the least healthiest item.

Prerequisite knowledge and skills: Students should know how to read a nutrition or food label.
Students should also understand what vitamins and minerals do for human bodies. Students
should be able to identify foods that do not fit within a list of healthy items.
Materials/Resources: For this lesson I will need 6 file folders- 3 green and 3 blue. I will need 6
copies of the 3 nutrition labels to cut out for the activity, 6 copies of the nutrition chart listing
vitamins/minerals and their uses, and 28 worksheets for students to complete while in their
centers.

Source of your lesson: I got the idea of the standard from the NC Essential Standards and the
Your Health textbook published by Harcourt Brace.

Estimated Time: This lesson should take 40 minutes.

Accommodation for Special Needs/different learning styles: For students with special needs,
the whole class will be in groups so they will have the students in the group to guide them if they
need assistance. This lesson accommodates visual and auditory learners. For ESL students, they
will be placed in a group that knows their language in order to work together on the assignment.
They will also be given a handout of what we are completing in class so they have an additional
piece of information so they can be included when we complete the activities later in the lesson.

Safety considerations: I will make sure that students are safe by going over the guidelines and
instructions first before handing out materials and having students restate them together. I will
walk around the classroom while theyre working at each center in order to ensure their safety.

Sarah Cottrell
ELED 3221--003
March 22nd, 2017
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Content and Strategies (Procedure)

In your procedure, be sure to include all of the following 5 Es. Your procedure should be
detailed enough for a colleague to follow. Additionally, I expect you to include possible
questions and anticipated student responses to your questions for each section.

Engage: At the beginning, I will have students come to the front carpet for the lesson. I will ask
students what they know about vitamins and what they know about minerals. I will ask, What
do vitamins and minerals do for our bodies? What makes food healthy? What makes food
unhealthy? How do you know if the meals you eat are healthy? How can you tell from a
nutrition label if the ingredients are good or bad for you? Why is it important to have a healthy
lifestyle?

Explore: The class will be able to view a nutrition fact label from the projector. On this specific
label, students will review how to read a nutrition label. As we look over the label I will ask, Is
this coming from something thats healthy or unhealthy? Why? What parts of the label make it
this way? How can we tell if theres too much of a vitamin or mineral on a label to make
something healthy, unhealthy (referring to too many carbohydrates)? The class will have an
opportunity to turn and talk to their neighbor about their views on the food label posted in the
slideshow and I will walk around and ask questions like, What do you think about this food
label? Is there something on it that tells you if theres too much or not enough of a vitamin or
mineral?

Explanation: At the end of speaking with students about what makes food healthy and
unhealthy, we will look at a nutrition label and discover that the serving size, amount of calories,
types of nutrients (and their value), vitamins, percent daily value, and footnotes of daily values
all have an impact in showing just how healthy the item is. Following looking over the nutrition
label, we will move on to the next slide in the powerpoint and look over planning a meal. The
question states, Mrs. Bowery went to the doctor and they said she needed more Vitamin A and
iron in her diet. Below is what is on her list to prepare for dinner tonight. What 3 things would
you change from her list? What would you replace those items with instead? Why? The items
on the list was: salmon, sweet potatoes, strawberries, and bread. The students will look at the
anchor chart posted on the front board that lists all of the vitamins and minerals they need to
know. They will see that Vitamin A consists of foods like carrots, sweet potatoes, and broccoli.
Iron consists of food like red meat, leafy vegetables, eggs, and nuts. From the list, students could
say they would exchange the strawberries for broccoli. If students are getting rid of the
strawberries, I would ask, Why would you change the strawberries if theyre healthy for you?
The student would state that they would change it for something that needs to fit with Vitamin A
or Iron for the new diet. When students are changing items, I will follow up with, How come
youre changing something thats healthy? How can you exchange it for something that helps
with having more Vitamin A or Iron in the new diet? Students will turn and talk to their
neighbor about the third exchange in the dinner meal.

Elaborate: Students will now have the opportunity to complete two stations. The green station
has 3 food labels listed A, B, and C. The object of this station is to order the nutrition labels from
healthiest to least healthy and they will give an explanation as to why the labels are in the order
theyre in and what components about the label prove their statement. In the blue station,
students will view the scenario of using the nutrition chart (anchor chart) to guide them in order
to exchange items in order to help with the diet change of Vitamin D and Calcium. Students will
choose 3 items from the list and exchange them for items that help with the new diet. Students
will then state what they are exchanging the items for and their reasoning. Students will have 10
minutes at each station. Students will be broken up into 6 groups that were pre-selected prior to
the lesson. 3 groups will be at the green folder station in separate areas in the room and the 3
groups of the blue folder station will also be in separate areas in the room. (Worksheets are
copied below)

Evaluate: The stations are a formal summative assessment. Students will be graded based on
their participation in the stations. With the green folder side, students will receive a total of 3
points per question for identifying which label is the most healthy, least healthy, and the
in-between label, and giving an explanation as to why they chose that specific label. With the
blue folder side, students will receive 1 point per item listed of what they would change, and up
to 3 points of what they would change the items with and why. Students who complete all of
these sections of the assignment, will earn 21 points. To show mastery, students will earn at least
17 out of 21 points, or 80%.

Closure: At the end of the stations activity when the timer goes off a second time, students will
put their worksheets in the folder of the station theyre currently in. One student from each group
will bring me the groups folder. If time permits, students will come back to the front carpet and
they will discuss what they found at each station. Students will discuss what food items they
exchanged from their list and why. Students will also talk about their strategy in finding out
which food label to put where in the order of healthiest to least healthy.

Label A Label B Label C

Name:__________________________ Date:____________

Station 1: Green Folder

Directions: There are 3 nutrition labels: A B and C. Your job is to categorize and identify
the three labels from the MOST healthy nutrition label to the LEAST. Then answer the
questions below to follow up with the labels.

1. Which nutrition label is the MOST healthy? Why is it the most healthiest

label?___________________________________________________________

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2. Which nutrition label is LEAST healthy? Why is it the least healthiest

label?___________________________________________________________

________________________________________________________________

________________________________________________________________

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3. Which nutrition label is in-between the most and least healthy nutrition label?

What makes it healthy? What makes it

unhealthy?_______________________________________________________

________________________________________________________________

________________________________________________________________

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Name:__________________________ Date:______________

Station 2: Blue Folder

Directions: Read the scenario below and use the nutrition chart provided in the folder to
assist you to create the healthiest meal from vitamins and minerals.

Ms. Cottrell went to the doctor and they said she needed more Vitamin D and Calcium
in her diet. Below is a list of what she has planned for dinner tonight:

Steak
Coca-Cola
Carrots
Raspberries
Mashed Potatoes

1. What 3 items would you change from her list?

a. ___________________________________________________________
b. ___________________________________________________________
c. ___________________________________________________________
2. What would you replace the 3 items with? WHY?
a. ___________________________________________________________
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b. ___________________________________________________________
___________________________________________________________
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c. ___________________________________________________________
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