Lesson Plan Guide

Teacher Candidate: Rachel Scott Date: 04/29/2018

Grade and Topic: Grade 3-5 Personal Health and Wellness Length of Lesson: 55 Minutes

Mentor Teacher: Kaylah Holland School: University of Memphis, IDT 3600

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA:

● This lesson builds off of previous lessons regarding health and wellness, specifically nutrition. Students
begin to understand the role of food and exercise as it relates to their health. They are learning to make
responsible choices with their diet and activity in order to stay fit and healthy.

LESSON OBJECTIVE:
● The students will complete the online activity “Track and Field Fuel Up Challenge” until they reach the
gold level.
● The students will successfully look up the approved online article about making healthy food choices
and read through it.
● The students will complete their worksheet by writing down notes from the article they read. They will
answer each question with 100% accuracy.
● The students will create a table within a word document and insert clip art with written descriptions
demonstrating their understanding of each type of food in each level of the food pyramid with 95%
accuracy according to the rubric.

STANDARDS ADDRESSED:
 Personal Health and Wellness Standard 5: The student will understand the relationship of nutrition to
healthy living. 5.2 explain how personal health and body composition is influenced by balancing diet
and physical exercise.

 ISTE Standards: 3. Research and Information Fluency: Students apply digital tools to gather, evaluate,
and use information. b. Locate, organize, analyze, evaluate, synthesize, and ethically use information
from a variety of sources and media

MATERIALS:
 Food examples including a banana, a piece of bread, a bowl of pasta noodles, a doughnut, and an egg.
 Computers for each student
● Internet access for the following websites:
● http://www.nourishinteractive.com/kids/healthy-games/48-nutrition-quiz-track-field
● https://www.choosemyplate.gov/variety
● Worksheets for each student
● Pencils for each student
● Pictures of the official USDA food pyramid for students to share
BACKGROUND and RATIONALE:
● The main concept for students to learn in this lesson is the importance of making wise choices in their
food selection. Students should understand that all foods can be placed into categories in the food
pyramid and that we need to eat more of certain types of food rather than others.
● Academic language addressed in this lesson includes health, pyramid, nutrition, and categorize.
● This lesson builds off of previous lessons in which students have been learning about decision making
and how to make wise decisions with personal hygiene. They have also been learning about the
importance of physical activity and how to make good decisions to help them stay active.
● In the future, students will connect the knowledge they have learned about being active and making wise
food choices to see how the two work together in maintaining a healthy lifestyle. They will observe
certain activities and see what type of food and how much food is needed to gain the energy necessary
for that activity.
● Alternate activities will be available for students who require additional assistance, as well as for
students who are above grade level and need a more challenging assignment.

PROCEDURES AND TIMELINE:

● Introduction: (Five minutes)
Teacher Procedures:
 TTW ask the students what their favorite foods are.
 TTW have examples of different types of food on her desk to show the students, including a
banana, a piece of bread, a bowl of pasta noodles, a doughnut, and an egg.
 TTW ask students if they can list any differences about the foods.
 TTW explain to students that they will be learning more about different types of foods and why
they are important today using the computers.
 TTW ask the students to move quietly to the computers.

Student Procedures:
 TSW list some of their favorite foods.
 TSW list differences regarding the food examples given by the teacher.
 TSW move quietly to the computers.

● Procedures: (Forty-Five Minutes)

Teacher Procedures:
 TTW explain to students that the first thing they will do is open the interactive game called
“Track and Field Fuel Up Challenge”. TTW tell the students to keep playing the game until
they reach the gold level. TTW provide them with the link to the game. It will be on the
worksheet they receive.
 TTW monitor the room to make sure the students are participating and playing the correct
game.
 Next, TTW tell the students that after the finish the game they must look up the article about
healthy food choices and read it. The link for this will also be on their worksheet.
 TTW tell the students to fill in their notes worksheet as they read the article.
 TTTW monitor and help the students fill in their notes worksheet if they need help.
 Next, TTW tell the students to open up Microsoft Word and create a table with six rows and
three columns.
 TTW tell the students to type in the first column the name of a food group.
 In the second column TTW explain that the students should type the recommended servings
per day for an adult according to the picture provided from the USDA.
 For the third column TTW tell the students to open the clip art function and search for a
picture of a food that would fit in that category.
 TTW monitor and assist as needed.
 TTW have students print their pages when finished.
 Students Procedures:
 TSW search the link to the game “Track and Field Fuel Up Challenge” and complete the
game until they reach the gold level.
 TSW search for the provided article and read through it, they will fill in their notes worksheet
as they read it.
 TSW open Microsoft Word and insert a column with six rows and three columns.
 TSW type the name of a different food group in the first column of each row.
 TSW type the recommended serving amount for that food group in the second column of
each row.
 TSW insert a clip art representing a food from that food group in the third column of each
row.
 TSW print off their page.

● Closure: (five minutes)

Teacher Procedures:
 TTW collect the note worksheets and the printed sheets.
 TTW ask the students to share something they learned that they did not previously know.
 TTW ask the students which type of food we need to eat the least.
 TTW ask the students what category an apple would be in, and she will repeat the question
with an egg, peanuts, candy, and chicken nuggets.
 TTW tell the students they did a great job and ask them to get ready for their next class.

Student Procedures:
 TSW turn in their worksheets and printed sheets.
 TSW share something they learned about in the lesson.
 TSW say what type of food we need to eat the least of.
 TSW verbally categorize each food the teacher gives an example of as a fruit, vegetable, etc.
 TSW get their things ready for the next class.

ASSESSMENT EVIDENCE:
● The teacher will review the notes worksheet as well as the printed sheets the students completed. Students who
filled in every blank on their notes worksheet will receive 20 points. Students who complete the printed page
entirely correctly according to the rubric will receive 30 points. Students should receive at least 45 points total to
master this topic.

MODIFICATIONS:
● For students who need more assistance the teacher will provide them with an alternate notes worksheet that
already has many answers filled in. The student may take this home to review the facts about nutrition.
● Students who are above grade level will not only create the table with clip art, but they will also type a short
paragraph describing some of the healthy food choices they plan to make that week and they will list some
healthy alternative snacks they could eat.
 Rubric for Microsoft Word Table

1 5 10 Points
Category Names Student listed three Student listed All category names
or less correct between four and are correct
category names. five correct
category names.
Daily Servings Student listed three Student listed All Daily servings
or less correct daily between four and are correct
servings. five correct daily
servings.
Clip Art Student inserted Student inserted All clip art photos
three or less correct between four and are correct
clip art photos. five correct clip art
photos.
Printed Sheet Student did not _ Student printed off
print off their sheet. their sheet and
turned it in.
Total: