Keystone_ Healthy Eating_ Lesson Plan

Name: Julie Cloutier

Date: 18 mai 2022 Allotted Time 45 minutes

Purpose/Rationale: How does this lesson connect to the learning sequence and/or to the previous lesson?

We have worked on healthy habits, healthy body, healthy brain, and learning about healthy eating and
this lesson is a continuum of how to take care of our body with nutrition.

Learning Intention(s): ● Understanding how we fuel our body, and how our food choices affect
What will students learn? us.

● Being able to make healthy choices about our bodies through skills
such as listening to our bodies, and evaluating our choices.

➢ I am able to make choices about my food and understand how these

choices will affect my body.

This lesson will be delivered in English and French, the students can feel free to express themselves in the language that
they feel comfortable with. The teacher communicates with the students in both languages, but mostly in French. This
will help support the French vocabulary but the use of English at some point in this lesson will help students to develop
a deeper comprehension of this topic.

Lesson Development

Connect: Pacing
How will you introduce this lesson in a manner that engages students and activates their thinking? Activate
or build background knowledge, capture interest, share learning intentions.

(Students will be seated at their desk with a blank piece of paper)

5-8
Step 1: Presentation of the topic: Healthy Eating minute
18 mai 2022_ Keystone-Healthy Foods
Step 2: French Acknowledgment

Step 3:
Teacher: Asking students what they have eaten for dinner yesterday and for breakfast this morning.
Students: They will write their meals on a blank piece of paper.

Then discuss with group desk, if what they have eaten has been healthy or not according to their own
opinion.
Step 4: Explaining the learning intention from the slide presentation #3

1
Process: What steps and activities are you going to use to help students interact with new ideas, build Pacing
understanding, acquire and practice knowledge, skills and/or attitudes? In what ways have you built in
guided practice?

Step 5: We will watch the video (slide presentation #4) and discuss about the 5 groups in this video. 25-30
minutes
Teacher: Invite students to write down the 5 groups

Step 6: After the video, students will discuss with their group desk about the 5 food groups.

Step 7: Students will discuss the 3 topics that challenge some people's food intake: gluten-free, lactose
intolerant, vegetarian/vegan

Step 8: Mindful eating: At this stage of consuming food ask themselves why sometimes our body is
under some positive and negative influence of the food being consume.

Discussion guided by slide presentation # 6

Step 9: How do we know if we need to eat or not…How our brain sends us different signals based
on high energy, activities, hydration, etc.

Step 10: slide presentations # 7 (watch the video and chat) and 8 and discuss (watch the video and
chat)

Step 11: Slide presentations #9 Understanding nutrition and the updated food guide that has less
emphasis on dairies, and has been condensed in 3 major groups with half of your daily intake being
fruits and vegetables and the other 2 quarters being grains and proteins.

Transform: How will students apply or practice their learning? Can they show or represent their learning in Pacing
personalized ways?

Step 12: Coming back to the information that they wrote down on their paper ask themselves how those two 5-8
meals might be divided and categorized into the 3 major food groups referenced in the new Canadian Food mintues
Guide. Students: Discuss with group desk.

Closure: How will you solidify the learning that has taken place and deepen the learning process? Refer back to the
learning intention, connect to next learning.

Step 13: When students will have their lunchtime today, they will be invited to think about the morning discussion and
how their lunch can fit into this food guide and the suggested ratio.

Assessment: What evidence will I gather and reflect on? How will I guide the self-assessment, goal-setting and
reflection? How will I provide ongoing feedback? How will I support students to be resources for each other?

By listening and interacting with students group discussions, when they will share ideas with the class. I will collect
their pieces of paper to confirm that the students have been able to identify and get a good understanding of the
goals of today’s lesson.