Lourdes University Department of Education

LESSON PLAN
Student: Kendyl Christian Date: 10/9/17

Content Area: Health, Math, ELA Grade: First Estimated Duration: 60 min

LESSON FOCUS
Essential Question(s): (What is the content focus?) 5pts
What is the importance of fruits and vegetables?

How do you know the difference between a fruit and a vegetable?

What strategies would you use in order to add and subtract within 10?

How can pictures be added to descriptions when clarifying ideas and thoughts?

PK-12 Ohio Learning Standards: (Write out completely.) 5pts

The nutritive value of foods, including natural and organically produced foods, the relation of nutrition
to health, and the use and effects of food additives.

1.OA.5 Relate counting to addition and subtraction, e.g., by counting onG 2 to add 2.

1.OA.6 Add and subtract within 20, demonstrating fluencyG with various strategies for addition and
subtraction within 10. Strategies may include counting on.

SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas,
thoughts, and feelings.

Learning Objective(s): (Aligned with content standards) 5pts

Students will be able to know the difference between a fruit and a vegetable and know the importance
of the two with at least 80% accuracy.

Students will be able to choose a strategy in order to add and subtract with 90% accuracy.

I can compare a fruit and a vegetable, along with listing the importance of them both.

I can add and subtract using the correct strategy.

Building on Past/Leading to Future: (Connection to prior and future knowledge) 5pts

Yesterday we discussed as a whole group our favorites junk foods. We went over the nutrition
information that comes with those yummy treats.

Today we are learning about the importance of nutritional value such as fruits and vegetables.

Tomorrow we will be reviewing our individualized sheets from our centers.

Academic Language Objective(s): (Specialized vocabulary, content specific genre, and instructional language) 5pts
Content Specialized Vocabulary- nutrition, fruit, vegetable, sensory, rainbow, lanyard, leader, color,
healthy, nutritious.
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Instructional Language (Discourse)- Importance, strategy, example, visual.

ASSESSMENT
Informal and Formal Assessments: (List type of assessment(s), what is being assessed, including evaluation criteria.)
5pts
Selected Response, Written Response, Performance Response or Personal Communication

Preassessment/Formative Assessment/Summative Assessment

Preassessment-
Whole group discussion: Discuss the importance of eating fruits and veggies. What are some
different fruits and veggies? Why do we need to eat them? What color are they?
Garden Game: Students gather in a circle with a card of a fruit or veggie. We will discuss any
questions about the card they have. I will call out a fruit and a veggie, those to people have to switch
places. This will tell me which fruits and vegetables they already know.

Formative Assessment-
Students will be put into groups and will be rotating in centers around the classroom.
Each center has a group activity and an individual activity, both in which I will be walking around
seeing who needs help or who needs to be challenged.

SET UP/ MATERIALS

Materials/Resources/Technolog
y/Set-up/: 5pts
Teacher 1 Teacher 2 Student
Powerpoint Crayons
Garden Game Colored Pencils
Leader Lanyards Clipboards
Centers CardsDice
Sensory Bin Dry-erase markers
Basket Sorting
Roll the Dice Activity
Read the Room Activity
Crayons
Colored Pencils
Pencils
Healthy Snack
Clipboards
Cards
Tape
Dice
Dry-erase markers
Baskets
cups

INSTRUCTIONAL PROCEDURES AND LEARNING TASKS

Instructional Strategies
and Learning Tasks:
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(Aligned with content
standard and
interdisciplinary
connections.) 5pts
Time Teacher 1 Teacher 2 Student (s)
Allotted
8 min Conduct a whole group Students will be engaged
discussion, introducing a through a powerpoint
powerpoint about the presentation and a short video.
importance of fruits and
vegetables. We will
watch a short
informational video and
discuss more into depth
about the nutritious
value of eating fruits and
veggies.
8 min Call students up to the Students will participate in the
front of the classroom for Garden Game and ask any
the Garden Game. We questions necessary.
will discuss the Garden
Game rules and go over
any other questions
regarding the fruit or
veggie any student might
have.
(https://www.youtube.co
m/watch?
v=M1gyLDt_vXI) will be
playing in the
background to engage
students.
3 min Dismiss students to Students will listen for their
centers in the back of name to be called to see which
the classroom according group they are in and which
to their group. center they are going to first.
5 min Discuss the leader Students will be paying
lanyards and go over attention to the rules and
each center and the directions for each center.
activities that will be
taking place.
8 min Each group will be at a Actively participate in center #1
center for 8-10 minutes
until switching when I
inform them to by turning
off the lights.
8 min Each group will be at a Actively participate in center #2
center for 8-10 minutes
until switching when I
inform them to by turning
off the lights.
8 min Each group will be at a Actively participate in center #3

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 center for 8-10 minutes
until switching when I
inform them to by turning
off the lights.
8 min Each group will be at a Actively participate in center #4
center for 8-10 minutes
until switching when I
inform them to by turning
off the lights.
2-3 min Brain Break Participate in Brain Break
(https://www.youtube.co
m/watch?
v=Q7XRTdQsBjQ)
2 min Inform students that it is Clean up time, finish the activity
clean up time, finish the that students were working on.
activity they were Dismiss back to seats.
working on. Dismiss
back to seats.
2 min Ask for any questions, Ask teacher questions if any
pass out health fun arise. Receive healthy snack.
snack.

DIFFERENTIATION
Differentiated Instructional Support for Diverse Learners : (Differentiated in content, process, and/or product
5pts)
Discussion: My whole group discussion would be for my auditory learners.

Powerpoint and centers would be for my visual learners.

Centers, sensory bin, manipulatives would be for my kinesthetic learners.

ACCOMMODATIONS
Accommodations: (As identified by IEP, 504, ELL) 5pts
IEP: Allow student to take rest breaks and/or extra time if not finished.
504: Provide student with verbal directions along with extended time if not finished.
ELL: Provide printed examples that was done for a variety of visuals.

EXTENSION/ CONNECTIONS
Assignment: (Aligned with content standards and/or learning objectives) What should students doe in preparation
for the next lesson? 5pts
Journal what fruits and veggies you ate everyday at home or in school.

RESEARCH IMPLICATIONS
Research /Theory: (Theory that supports the content or methods of instruction) 5pts
Gradual Release of Responsibility: Pearson & Gallagher (1983)
I do, we do, you do

The zone of proximal development: Lev Vygotsky (1896-1934)

FINAL RETROSPECTIVE
Self-Reflection: (What worked, what didnt work, for whom? Why? What will you do next?)
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Comments of Cooperating Teacher/College Supervisor:

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