Name- Elizabeth Blackwell

Class- 4th grade

Date- 3/21/17

Indirect Instruction Lesson Plan

Nutrients in Our Food!

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Central Focus/Big Idea: Molecular Biology

Subject of this lesson: Nutrition

Grade Level: 4th

NC Essential Standard(s):
4.L.2.1Classifysubstancesasfoodornonfooditemsbasedontheirabilitytoprovideenergy
andmaterialsforsurvival,growthandrepairofthebody.

4.L.2.2Explaintheroleofvitamins,mineralsandexerciseinmaintainingahealthybody

Next Generation Science Standard(s): N/A

21st Century Skills: Collaboration- Students will work together in groups to determine
placement of food in different categories such as food groups or nutrients.

Academic Language Demand

Language Function: In the table below highlight the one most important language
function for your lesson.

Analyze Argue Categorize Compare/contras Describe Explain

t
Interpret Predict Question Retell Summarize

Scientific Vocabulary: What are the key scientific terms that your students will learn
through this lesson?
Carbohydrates, Proteins, Fiber, Grains, Dairy, Fruits & Vegetables
Instructional Objective: Students will be able to describe nutrients independently by looking at
a visual with 8 out of 10 for mastery.

Prior Knowledge (student): Students should have some prior knowledge of what carbs, proteins,
and some vitamins.
Content Knowledge (teacher):
 Simple Carbohydrates: also called simple sugars, found in table sugar, candy bars, ice cream.
Also found in foods that are better for your body such as fruits. Simple carbs are used by the body
more quicklyfaster burning as energy source.
Complex Carbohydrates: also called starches, include grain products ( bread, crackers, rice, pasta,
cereal). CC take longer to digest, and give you energy for longer.
Fiber: another type of carbohydrate, your body cannot digest fiber and it comes from plant cells.
(Lettuce!) It is very good for you since it aids in digestion, keeps your sugar stable, and can help
you from feeling hungry.
Proteins: amino acids---building blocks, help build muscles, bones, skins and hair.

Accommodations for special needs (individual and/or small group): Move students with
physical disabilities closer to the front of the classroom during discussions. I would observe
other children with disabilities more closely to keep them on track and focused.

Materials and Technology requirements:

Smartboard
Matching game
Science notebook (Students)

Total Estimated Time: 30 minutes

Source of lesson: Cooperating teacher, Internet

Safety considerations: None

 Content and Strategies (Procedure)

Engage: Start by showing students pictures of plates of food and ask these four questions:

Identify food groups.

What do these foods do for your body?
What are the nutrients and minerals?
What do the nutrients and minerals do for your body?

Go over all four picture of food, and discuss the nutrients with the class as a whole.

Explore: Put the nutrient cards around the room. These cards include: Proteins, Dairy, Fruits and
Vegetables, Grains, and Carbohydrates. Each category has focus questions written on them.
Teacher would then hand out food cards out to students, and they have to go find the correct
category for their food. Once everyone has found a group, they will work together to answer the
questions. Some of the questions include:
Why is dairy important?
What vitamins and minerals are in dairy foods?
What are vegetables called or what is found in some of them?
What is another name for fruits?
What is another name for grains?
What do grains do for us?
What minerals are found in proteins? What vitamins?
What vitamin and minerals are found in carbohydrates?

Explanation: Come back together as a class and discuss foods that are in each group. Make sure
that students chose the right group for their food. If students put their food in wrong category,
make sure to discuss what characteristics their food may have that makes them belong to another
group.

Elaborate: Talk about food from around the world and ask students why certain countries eat
more of a certain food group. Ask students about what kind of foods they eat and home and have
them name what food groups they belong to.

Evaluate: Teacher will put up a picture of a plate with food on it. Students will be required to do
a summative assessment and will need to answer these questions on a piece of paper and turn it
in. A score of 8 out of 10 is needed for mastery of this topic.
Formative Assessment: Asking questions throughout lesson.
 Questions:
Identify food groups.
What do these foods do for your body?
What are the nutrients and minerals?
What do the nutrients and minerals do for your body?
Is there a food group missing?

To be completed after the lesson is taught as appropriate

Assessment Results of all objectives/skills:

Reflection on lesson:

CT signature/confirmation: _________________________________ Date: ________________

Summative Assessment:

Food groups:
Rice-grains, starches--- ENERGY
BBQ chicken- proteins----Build Muscle, Bone, Skin, Hair
Green Peas- Vegetable- Fiber--- aid in digestion, stabilize blood sugar, helps you not feel hungry
(VA)
Fruit- Simple carbs----ENERGY (if citrus fruit, VC and folic acid)
Missing Dairy Group!