Subject/Grade: 4 Lesson Title: What Influences the Way We Eat?

Teacher: Miranda Hammett

Stage 1: Identify Desired Results

PDP Goal(s)

 Time management (making sure I am keeping on task)

 Classroom management
 Moving around the room

Outcome(s)/Indicator(s):

USC4.1 – Assess what healthy eating and physical activity mean for pre/adolescence

Key Understandings: (‘I Can’ statements) Essential Questions:

What influences the way we eat?
 I can set smart and attainable goals for myself.
 I can begin to understand why healthy eating is important. How can we make healthier choices
 I can begin to understand what a balance meal looks like. for ourselves?
 I can identify what influences the way I eat and how to
make healthier choices. Why is healthy eating important?

What does a healthy and balanced

meal look like?
Prerequisite Learning:
Learned about the different food groups.
Knows that we need to eat balanced meals and healthy food to help out bodies run properly.

Instructional Strategies:

 Activation of prior knowledge

 Inquiry based instruction

Stage 2: Determine Evidence for Assessing Learning

 Exit slip
 Personal plate diagram
 Stage 3: Build Learning Plan
Set (Engagement): Length of Time: 10 mins Materials/Resources:
 Sticky notes
Go over our learning chart, review video from last class.  Plate worksheet
Move sticky notes to confirmed and misconceptions sections.  crayons
Add sticky notes to new learning. Break (3 mins): Switch Places
Work on answering some of the wonders. Activity
Questions:
Development: Time: 25 mins  Stand up and switch places if
you ate breakfast this morning
Introduce the balanced meal plate model  Stand up and switch places if
 Have students create their own balanced meal you have a vegetable packed in
https://food-guide.canada.ca/en/tips-for-healthy-eating/make- your lunch bag
healthy-meals-with-the-eat-well-plate/#section-1  Stand up and switch places if
you ate fruit at breakfast
Use this activity as a Segway to discuss what influences how we eat  Stand up and switch places if
 Parents making meals and grocery shopping you have a fruit packed in your
 Unaware of what a balanced meal looks like lunch
 Unaware of what foods are good and aren’t good  Stand up and switch if you had
a vegetable with supper last
Go through action plan, project on the board, go through an night
example together.  Stand up if you have at least 3
 Talk about my expectations for the assignment of the 4 packed in your lunch
today.
Go, Slow, Woah Activity (if time)
Management Strategies:
If you can hear me hands on your head,
finder on your nose, hands on hips,
finder on lips.
Closure: Time: 5 mins
Safety Considerations:
Exit slips: One thing I learned, one thing I am confused about, one During brain break have students be
thing I already knew. aware of other students and their space
– ensure that students are not pushing
each other when moving around the
classroom

Stage 4: Reflection