SIOP® Lesson Plan

TEACHER: Ms. Carson Suntrapak GRADE: First Grade

STANDARDS: (Both Common Core & CA ELD Standards written out)     

Common Core Standards
● First Grade Physical Education Standards 4: ​Students demonstrate knowledge of physical
fitness concepts, principles, and strategies to improve health and performance.
● First Grade Physical Education Concepts 4.3: Explain that nutritious food provides energy
for physical activity.

ELD Standards
● First Grade ELD Emerging Standard 1: Exchanging information and ideas - Contribute to
conversations and express ideas by asking and answering yes-no and wh- questions and
responding using gestures, words, and simple phrases.
● First Grade ELD Emerging Standard 5. Listening actively - Demonstrate active listening to
read-aloud and oral presentations by asking and answering yes-no and wh- questions with
oral sentence frames and substantial prompting and support.
● First Grade ELD Emerging Standard 9: Presenting - Plan and deliver very brief oral
presentations (e.g., show and tell, describing a picture)

Supporting Standards
● Writing 1.1: Write opinion pieces in which they introduce the topic or name the book they
are writing about, state an opinion, supply a reason for the opinion, and provide some
sense of closure.
● Writing 1.2: Write informative/explanatory texts in which they name a topic, supply some
facts about the topic, and provide some sense of closure.

THEME:      
Healthy vs. Unhealthy foods

LESSON TOPIC:      

How are healthy and nutritious foods a better option to eat rather than unhealthy food?

OBJECTIVES:
Content:
- Students will identify how healthy foods provide energy for physical activities
- Students will identify how unhealthy foods negatively affect energy levels for
physical activities
- Students will learn new vocabulary words through the curriculum
- Students will be able to sort through what is considered to be an unhealthy food
and what is a healthy food

Language:
- Students will be able to discuss the differences between healthy and unhealthy
foods
- Students will be able to write 5 sentences about why healthy and nutritious foods
are better options to eat by including 1 introductory sentence, 3 body sentences,
and 1 concluding sentence.
- Students will be able to share their thoughts orally on healthy and unhealthy foods
- Students will be able to apply new vocabulary words learned in the lesson in their
writing.

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 SIOP® Lesson Plan
- Students will be able to verbally apply new vocabulary words surrounding a
healthier lifestyle when they are sharing out loud.      

LEARNING STRATEGIES:      

● Technology Integration: Jamboard, PowerPoint
● Visual Aides: Photos of healthy and unhealthy foods, T-Chart
● Social Interaction: Think/Pair/Share, Group discussions

KEY VOCABULARY: (5-8 words)

● nutritious
● healthy
● energy
● physical activity
● food
● improve

MATERIALS:    
● Tablet, Look Inside What Happens When You Eat book, journal, pencil, crayons,
PowerPoint with different food items, Jamboard link

MOTIVATION:
(Building background)
● Ask students what their favorite foods to eat at home are in an open group discussion)
● Tell students that today they are going to be learning about healthy and unhealthy foods
and how eating certain foods affects our energy levels for physical activity.
● Tell students that using healthy foods helps with creating energy to be able to engage in
physical activities
● Ask students to come up with what they think healthy food options are. For an anticipatory
set, use Jamboard to have students type in their answers so everyone can see it on the
screen.
○ Then have students type in what they think unhealthy options are
○ https://jamboard.google.com/d/1tG2P96m7mJxA229S8LF82F_36S7WKd6YHUPa-v
WCx9s/viewer?f=0
● Ask students what healthy foods they have eaten in open group discussion.
● Ask students what they think the healthiest food is in open group discussion.
● Ask students why we should eat healthy foods in open group discussion.
● Show PowerPoint of foods and ask students what they know about each food, then ask
students to “Thumbs Up” or “Thumbs Down” whether or not they think that food on the
slide is a healthy option. [Thumbs up meaning yes, thumbs down meaning no].
● Go to a second slide of the Jamboard and have the students organize the foods shown on
the PowerPoint using a T chart.
● Ask students what food groups they think each food is on from T-chart
● Ask students if you eat these foods at certain times of the day or special occasions
● Tell students that the definition of “energy” is the ability to do work. This can be applicable
to the body in so many ways. We need energy to do everything, especially exercise!

PRESENTATION:
(Language and content objectives, comprehensible input, strategies, interaction, feedback)
     Read the book Look Inside What Happens When You Eat by Emily Boone (or any similar
book)

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 SIOP® Lesson Plan
● During the reading of this story, pause at each question posed (ex. “What does eating
sugar do to you?” or “What happens to different foods inside your body?”) and ask the
students what they think before reading the answers the book says.
● Allow for Think/Pair/Share time to have students talk about some foods that were
mentioned above and whether or not they think that helps with creating energy in the
body or if it takes away energy. Have pairs discuss how their bodies would feel if they ate
certain foods (as mentioned above) and then tried to do a physical activity
○ Ask for pair volunteers to share what they discussed
● Use sentence frames on the PowerPoint to help guide students to use new vocabulary and
gain new context meaning.
○ When there is a lot of _[sugar]_ in a food, it is not a healthy option.
○ Foods with _[protein]_ or _[vitamin D]_ are better foods to help give us energy.
○ Eating healthy and nutritious food gives our bodies _[energy]_.
○ Another word for healthy is _[nutritious]_.
● Tell students that healthy foods have nutrients and vitamins that are necessary for giving
our bodies energy.

PRACTICE AND APPLICATION:

(Meaningful activities, interaction, strategies, practice and application, feedback)
● Have students get out their journals and write about their favorite food.
○ Students will use the introductory sentence to state their favorite food.
○ Sentence 2 will be stating if their favorite food is healthy or unhealthy and why.
○ Sentences 3 & 4 will be reasons why to eat this food if it is healthy or why not to
eat this food if they say it is unhealthy.
○ Sentence 5 will be the concluding sentence wrapping everything up.
● Students then will draw a picture of the favorite food that they chose to write about.
● Students will then get together with a partner to share what they wrote and also listen to
what their partner wrote.

REVIEW AND ASSESSMENT:

(Review objectives and vocabulary, assess learning)
● Have group come back together from partners and ask students what their favorite food is
that they wrote about
○ Have fellow students thumbs up or thumbs down if it is healthy or not.
● Ask open ended questions to the students about the vocabulary words
○ Ask the students about what it means to make energy, what is an unhealthy or
healthy food, what does nutritious mean, do healthy and nutritious mean the same
thing?
● Reinforce the idea that all foods can be categorized as either unhealthy or healthy and
they provide energy or lack of energy for our bodies.

EXTENSION:
(Home-School connections)
● Have students go through their pantries or refrigerators at home with their adults and
have the discussion on what is healthy and what is not healthy. They can discuss
alternative items that are healthier options than others.
● Students can also visit myplate.gov and talk with their adult about portion sizes and what
should be on their plates for each meal. Students can come up with a dinner idea that has
the right amount of veggies, protein, and grains.
○ Students can then write about and/or draw a picture of their meal to bring to class
to share the next day.

© 2008 Pearson Education, Inc.

 SIOP® Lesson Plan

     

© 2008 Pearson Education, Inc.

 SIOP® Lesson Plan

This student did a good job of completing the five sentences asked. This student also listed

their favorite food and reasons why it is considered healthy in a grammatically correct way. Per the

ELD standard, the student did plan and deliver a very brief oral presentation of what they wrote about

bananas to a partner. This student also completed the supporting ELA standard which states that they

have to write about a topic and provide a sense of closure. One improvement could be that the student

could go more in depth as to what makes a banana healthy rather than just stating the obvious that we

need fruits in our diets. By taking the information that was read to them in the story, this student could

have grasped onto that idea better and given more detailed reasoning why bananas are healthy or why

they are a healthier choice than other fruits that have more natural sugars.

For a follow up lesson, I would dive into food groups and how to make a balance plate for

optimal energy creation in the body. I could also go more into the physical exercise portion and discuss

how the body moves and what is required from our food source to move and play. This lesson can also

be extended to discuss cultural foods. The teacher can show different traditional plates and the students

can dissect which parts are healthier than others so that they can also recognize making healthy choices

at home. Using the MyPlate website, students can log on with their adults and come up with healthy

meal options while still incorporating their traditional cultural foods.

© 2008 Pearson Education, Inc.