Description
I did the part 1 part of the assignment this week, and part two is on the same lesson plan I created/ I will not be able to sent it until Friday, It is a science and nutrition lesson plan using the standard provide. it is attached below for your viewing. When I send it could you take a look and let me what you think.
it will just be for the areas of the lesson plan in red
Good Morning Chriss200, I got an A on the Science Unuit Lesson Plan, For week two, I am required to provide an Instructional Strategy and Summary Of Instruction And Activities For The Lesson. I will attach the lesson plan and the instruction strategy with activities from the lesson I purchased fro teacherspateachers.com. THe professor gaave me the following critiques
rubric requirements for 100% and my scoring for the previous week.
1. Science Unit Plan includes a proficient and thorough summary and rationale as to how lesson can skillfully overlap to successfully include multiple areas of science in one lesson.Professors REsponse:Overall your unit sounds like it makes sense. I wish that your initial descriptions of each lesson focused in a little more on the science but overall they are okay.
2. Science Unit Plan includes specific state-specific, grade-level standards that comprehensively and creatively teach and assess multiple science content areas. Learning objectives are directly aligned to state standards and lesson, with sufficiently appropriate academic language and vocabulary. Professor response was:ur objectives definitely meet the requirements. They are observable and measurable and they are pretty clear. You might want to narrow your standards down a bit so that they clearly are aligned with your objectives. I think you have a few in your listings that don’t really seem to apply to what you’re actually trying to do.
3. Reflection includes a comprehensive and well-researched summary on the planning process of a unit plan with the successful inclusion of multiple content areas of science in one lesson. Applications to future practice are insightful and clearly reflect growth and development as a professional. Professors Comments: Your reflection includes all the required information and is pretty well written and organized.
4, Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.. Professors commentsL No comment
5. All format elements are correct.
There are only two responses for this week that only need to be copied from the lesson plan
Going to send all of this to you in an assignment for week two due on Wednesday let me know when you are ready. All you have to do is apply the lesson plan to the presepective areas Topic 2 in RED
Here is what I state I would use as instructional strategies:
The classroom environment promoting my teaching style is Inquiry-Based-Learning/Group Investigation. In the Inquiry-based-learning small group setting, the responsibility of the instructor changes to supporting the students’ capacity to investigate and understand scientific events/occurrences. Inquiry-based-learning encourages student responsibility and the pursuit of knowledge. Learners ask the science-related questions, to best interpret/challenge their findings and present the results. Group Investigation lessons place students at the center of the activities. The Group Investigation model encourages cooperative group investigation for problem-solving. Students collaboratively delve into strategies with their peers to inquire, solve, and generate a better understanding of scientific problems-solving (Cox-Peterson, Melber & Patchen, 2012). It impossible for me to say any one particular method that would be better than another; there is no single “best” mode for teaching. There are no one-size-fits-all instructional approaches that work for everyone. Each student learns differently, and thus we need to ensure that we grasp as many instructional modes as possible for science instruction. Culturally relevant instruction advocates integrating multiple strategies to promote a comfortable and motivating environment for all students, regardless of their learning style, native language, or academic achievement (Cox-Peterson et al., 2012).
Presented In a weekly collaborative planning session for rigor and relevance training, I was introduced to the Question Formulation Technique (QFT. QFT is easy to use as an evidence-based strategy that teaches learners how to ask questions while promoting student-centered learning to increase learner engagement and cultivate “ownership” in an academically stimulating environment. QFT develops growth, learner buy-in, and comfortability while participating, causing learners to pursue their curiosity in the content. As part of the strategy, students critically think about generating questions, and rigorously work in refining and prioritizing their questions for problem-solving as the lesson or unit progresses. It is a giant step away from the instructor saying “here are the questions I want you to answer.” My role now becomes one of a supportive monitor instead of a facilitator. The facilitator role is now transferred to a member of each small group and becomes student-led. When working in groups, students can interact and experiment with new skills while easily making individual predictions and collaboratively sharing observations (Cox-Peterson et al., 2012).
Modeling/Guided instruction for QFT, directs students in formulating their question. I like my requirements of learners creating two closed-end questions and four to five open-end questions to open the mind to self-directed critical-thinking. To academically challenge themselves in problem-solving here is flexibility in the small group selection process. I may select the different groupings for small groups or grant the choice to the learners to choose their groups. In these small group, each member has a designated responsibility along with a facilitator who directs the organizational flow/functions of the group. The positions are rotated each week within the groups until all members experience the various roles. Once each member gains the required responsibility the groups are exchanged out to form new groups, with new ideas, with a new team member, and further adjustments is an adaptive process for the development of social/soft skills. Within the real world, life presents challenges when working with different individuals. Hence problem-solving abilities must come into play with peers to collectively seek solutions. QFT in the Science environment is a relevant, rigorous process that pushes learners to produce, improve, and strategize on how to use questions in transformative ways to prioritize and collaboratively pique their curiosity.
I love promoting lesson plans that have the learners at the center of the activities, formulating and sharing opinions in grouped settings. Collaboration in this form drives peers to question, solve and generate self-discovering knowledge and more readily retained. It removes the old mundane teaching format of lecturing and spoon-feeding the learners Face-to-Face maximizes success for learners within small group settings which promotes social interaction, respect and support, sharing of information, and peer motivation in a Science environment with a community effort that develops a process of “doing” science (Ford, 2008).
Ford, M. J. (2008). Disciplinary authority and accountability in scientific practice and learning. Science Education, 92 (3), 404–423.
Peterson, A. C., Melber, L. M., & Patchen, T. (2012). Teaching Science to Culturally and Linguistically Diverse Elementary Students (First ed.). Retrieved March 16, 2019, from http://gcumedia.com/digital-resources/pearson/2011/teaching-science-to-culturally-and-linguistically-diverse-elementary-students_ebook_1e.php
Sydney Stringer-Johnson
ELM 570 Methods and Strategies of Teaching and Integrating Science and Health
Dr. Scott Mundell
March 13, 2019
Science Unit Plan
Grade: 7th Grade Topic 1
Unit Theme: Food & Nutrition and Health
Week 1
Monday
Tuesday
Wednesday
Thursday
Friday
Skill & Drill (10minute review of
prior learning,
including
grammar,
sentence
structure, and
punctuation etc.
Writing Prompt: Utilize
the R.A.C.E. strategy
when
writing
your
response.
Paragraph
format is 7/7- Seven
words per sentence and
seven sentences per
paragraph
How will eating
healthily now affect my
body in the future?
Writing Prompt: Utilize
the R.A.C.E. strategy
when writing your
response.
Paragraph
format is 7/7- Seven
words per sentence and
seven sentences per
paragraph.
What does being
healthy really mean?
What do you need to
do to be healthy?
Writing Prompt: Utilize the
R.A.C.E.
strategy
when
writing
your
response.
Paragraph format is 7/7Seven words per sentence
and seven sentences per
paragraph.
If you were a fruit, which
one would you be? Explain
Writing Prompt: Utilize
the R.A.C.E. strategy
when
writing
your
response.
Paragraph
format is 7/7- Seven
words per sentence and
seven sentences per
paragraph
What is the difference
between health and
wellness?
Writing Prompt: Utilize
the R.A.C.E. strategy
when
writing
your
response.
Paragraph
format is 7/7- Seven
words per sentence and
seven sentences per
paragraph
How does heredity,
environment, and
available healthcare
affect you or your
family’s health?
© 2018 Grand Canyon University. All Rights Reserved.
Lesson Title, Brief
Summary, And
Rationale
(Topic 1)
MySelf, MyPlate,
MyHealth
Rationale – What
choices can students
make to become and
remain healthy?
WHAT’S COOKING? In
this lesson, students
learn about making
healthy food choices and
the importance of being
physically active. The
students
will
be
introduced to the five
food groups, search the
vegetable
subgroups,
and
collaboratively
discuss
differences
between whole grains
and refined grains.
MySelf, MyPlate,
MyHealth
Rationale – What
choices can students
make to become and
remain healthy?
WHAT’S COOKING? In
this lesson, students
learn about making
healthy food choices
and the importance of
being physically active.
The students will be
introduced to the five
food groups, search the
vegetable subgroups,
and collaboratively
discuss differences
between whole grains
and refined grains.
Knowing the Nutrients
Rationale – What is the
importance of eating a
variety of foods from all of
the food groups?
In this lesson, students will
explore the concept of
nutrients in foods. Students
will acquire information
about how nutrients affect
their body. With regards to
the way they look and feel.
Knowing the Nutrients
Rationale – What is the
importance of eating a
variety of foods from all
of the food groups?
In this lesson, students
will explore the concept
of nutrients in foods.
Students will acquire
information about how
nutrients affect their
body. With regards to
the way they look and
feel.
Choices, Choices
Rationale – What foods
should be eaten less and
why? What are the
determining factors in
making better choices
when eating?
In this lesson, students
cultivate the skills
needed to compare and
evaluate foods and
beverages in order to
make healthful choices.
Through song, reading
labels, and decisionmaking activities, and
will practice choosing
foods lower in solid fats,
sodium, and added
sugars.
State-Specific
Standards
(Topic 1)
Subject Connections:
English Language,
Health, Science
ELAGSER7W.2: Write
informative/explanatory
text to examine a topic
and convey ideas
concepts and
information through the
selection, organization,
Subject Connections:
English Language,
Health, Science
ELAGSER7W.2: Write
informative/explanatory
text to examine a topic
and convey ideas
concepts and
information through the
selection, organization,
Subject Connections: English
Language, Health, Science,
Math
ELAGSER7W.2: Write
informative/explanatory text
to examine a topic and
convey ideas concepts and
information through the
selection, organization, and
analysis of relevant content.
Subject Connections:
English Language,
Health, Science, Math
ELAGSER7W.2: Write
informative/explanatory
text to examine a topic
and convey ideas
concepts and
information through the
selection, organization,
Subject Connections:
English Language,
Health, Science
ELAGSER7W.2: Write
informative/explanatory
text to examine a topic
and convey ideas
concepts and
information through the
selection, organization,
© 2018 Grand Canyon University. All Rights Reserved.
and analysis of relevant
content.
ELAGSE7SL1: Engage
effectively in a range of
collaborative discussion
one-on-one, in groups,
and teacher-lead) with
diverse partners on
grade 7 topics, texts,
and issues, building on
other’s ideas and
expressing their own
clearly.
ELAGSE7SL.4: Present
claims and findings,
emphasizing salient
points in a focused,
coherent manner with
pertinent descriptions,
facts, details, and
examples; use
appropriate eye contact,
adequate volume, and
clear pronunciation.
GSES7CS.9: Students
will investigate the
features of the process
of scientific inquiry.
GSEH7 Standard 6:
Students will
demonstrate the ability
to use decisions-making
skills to enhance health
and analysis of relevant
content.
ELAGSE7SL1: Engage
effectively in a range of
collaborative discussion
one-on-one, in groups,
and teacher-lead) with
diverse partners on
grade 7 topics, texts,
and issues, building on
other’s ideas and
expressing their own
clearly.
ELAGSE7SL.4: Present
claims and findings,
emphasizing salient
points in a focused,
coherent manner with
pertinent descriptions,
facts, details, and
examples; use
appropriate eye
contact, adequate
volume, and clear
pronunciation.
GSES7CS.9: Students
will investigate the
features of the process
of scientific inquiry.
GSEH7 Standard 6:
Students will
demonstrate the ability
to use decisions-making
skills to enhance health
ELAGSE7SL1: Engage
effectively in a range of
collaborative discussion oneon-one, in groups, and
teacher-lead) with diverse
partners on grade 7 topics,
texts, and issues, building on
other’s ideas and expressing
their own clearly.
ELAGSE7SL.4: Present claims
and findings, emphasizing
salient points in a focused,
coherent manner with
pertinent descriptions, facts,
details, and examples; use
appropriate eye contact,
adequate volume, and clear
pronunciation.
GSES7CS.9: Students will
investigate the features of
the process of scientific
inquiry.
GSEH Standard 2:
Students will analyze the
influence of family, peers,
culture, media, technology,
and other factors on health
behaviors
GSEH Standard 5:
Students will demonstrate
the ability to use decisionmaking skills to enhance
health.
© 2018 Grand Canyon University. All Rights Reserved.
and analysis of relevant
content.
ELAGSE7SL1: Engage
effectively in a range of
collaborative discussion
one-on-one, in groups,
and teacher-lead) with
diverse partners on
grade 7 topics, texts,
and issues, building on
other’s ideas and
expressing their own
clearly.
ELAGSE7L.1:
Demonstrate command
of the conventions of
standard English
grammar and usage
when writing or
speaking
ELAGSE7SL.4: Present
claims and findings,
emphasizing salient
points in a focused,
coherent manner with
pertinent descriptions,
facts, details, and
examples; use
appropriate eye contact,
adequate volume, and
clear pronunciation.
GSES7CS.9: Students
will investigate the
and analysis of relevant
content.
ELAGSE7SL1: Engage
effectively in a range of
collaborative discussion
one-on-one, in groups,
and teacher-lead) with
diverse partners on
grade 7 topics, texts,
and issues, building on
other’s ideas and
expressing their own
clearly.
ELAGSE7L.1:
Demonstrate command
of the conventions of
standard English
grammar and usage
when writing or
speaking
ELAGSE7SL.4: Present
claims and findings,
emphasizing salient
points in a focused,
coherent manner with
pertinent descriptions,
facts, details, and
examples; use
appropriate eye contact,
adequate volume, and
clear pronunciation.
GSES7CS.9: Students
will investigate the
Learning
Objectives
(Topic 1)
GSEH7 Standard 8:
Students will
demonstrate the ability
to advocate for
personal, family and
community health
GSEH7 Standard 8:
Students will
demonstrate the ability
to advocate for
personal, family and
community health
GSEH Standard 7: Students
will demonstrate the ability
to practice health-enhancing
behaviors and avoid or
reduce health risks.
GSEMM2P3: Students will
communicate
mathematically.
features of the process
of scientific inquiry.
GSEH Standard 2:
Students will analyze
the influence of family,
peers, culture, media,
technology, and other
factors on health
behaviors
GSEH Standard 5:
Students will
demonstrate the ability
to use decision-making
skills to enhance health.
GSEH Standard 7:
Students will
demonstrate the ability
to practice healthenhancing behaviors
and avoid or reduce
health risks.
GSEMM2P3: Students
will communicate
mathematically.
features of the process
of scientific inquiry.
SWBAT: Identify
the five food groups
and name a variety of
examples from each.
SWBAT: Explain how
MyPlate serves as a
reminder to eat from all
five food groups
SWBAT: Identify the
five food groups and
name a variety of
examples from each.
SWBAT: Explain how
MyPlate serves as a
reminder to eat from all
five food groups
SWBAT:
Identify the six main
nutrients and a variety of
foods that contain them.
SWBAT: Explain how
nutrients help the grow and
stay healthy.
SWBAT: Apply knowledge of
healthy foods and food
SWBAT:
Identify the six main
nutrients and a variety
of foods that contain
them.
SWBAT: Explain how
nutrients help the grow
and stay healthy.
SWBAT: Identify ways to
minimize the
consumption of solid
fats, added sugars, and
sodium.
SWBAT: Read,
compare, analyze labels
for Nutritional Facts and
© 2018 Grand Canyon University. All Rights Reserved.
GSEH7 Standard 6:
Students will
demonstrate the ability
to use decisions-making
skills to enhance health
GSEH Standard 7:
Students will
demonstrate the ability
to practice healthenhancing behaviors
and avoid or reduce
health risks.
SWBAT: Create and
describe a healthy meal
containing food groups
from each food group to
include whole-grain
options and a variety of
vegetables.
SWBAT: discuss the
importance of physical
activity as a part of a
health-wellness lifestyle.
SWBAT: Apply the
critical steps that should
be used to achieve both
short-term and long
term health goals.
Vocabulary
(Topic 1)
Utilize Vocabulary
Production Sheet
Nutrition
Nutrients
Carbohydrates
Proteins
Lipids
Vitamins
Minerals
Water
Calorie
Consumptions
Obesity
Sodium
Solid Fats
SWBAT: Create and
describe a healthy meal
containing food groups
from each food group
to include whole-grain
options and a variety of
vegetables.
SWBAT: discuss the
importance of physical
activity as a part of a
health-wellness
lifestyle.
SWBAT: Apply the
critical steps that should
be used to achieve both
short-term and long
term health goals.
Utilize Vocabulary
Production Sheet
Nutrition
Nutrients
Carbohydrates
Proteins
Lipids
Vitamins
Minerals
Water
Calorie
Consumptions
Obesity
Sodium
Solid Fats
groups to create a healthy
meal and or snack
SWBAT: Demonstrate
Utilize Vocabulary
Production Sheet
Nutrition
Nutrients
Carbohydrates
Proteins
Lipids
Vitamins
Minerals
Water
Calorie
Consumptions
Obesity
Sodium
Solid Fats
© 2018 Grand Canyon University. All Rights Reserved.
SWBAT: Apply
knowledge of healthy
foods and food groups
to create a healthy meal
and or snack
determine healthier
alternatives
SWBAT: Summarize the
benefits of limiting the
consumption of solids
fats, added sugars, and
sodium.
Utilize Vocabulary
Production Sheet
Nutrition
Nutrients
Carbohydrates
Proteins
Lipids
Vitamins
Minerals
Water
Calorie
Consumptions
Obesity
Sodium
Utilize Vocabulary
Production Sheet
Nutrition
Nutrients
Carbohydrates
Proteins
Lipids
Vitamins
Minerals
Water
Calorie
Consumptions
Obesity
Sodium
Solid Fats
Solid Fats
Nutrition Vocabular
Production Sheet 2019.docx
Nutrition Vocabular
Production Sheet 2019.docx
Nutrition Vocabular
Production Sheet 2019.docx
Instructional
Strategy
(Fill In During
Topic 2)
Summary Of
Instruction And
Activities For The
Lesson
(Fill In During
Topic 2)
Differentiation
And
Accommodations
(Fill In During
Topic 3)
Materials,
Resources, And
Technology
(Fill In During
Topic 4)
Formative
Assessment
(Fill In During
Topic 5)
Summative
Assessment
© 2018 Grand Canyon University. All Rights Reserved.
Nutrition Vocabular
Production Sheet 2019.docx
Nutrition Vocabular
Production Sheet 2019.docx
(Fill In During
Topic 5)
Reflection Topic 1:
The essential key component of my unit plan is to ensure measure student learning, coupled with clearly defined standards which is
the foundation nucleus that gives birth to the complete development of the lesson plan. Every component of the lesson plan is birthed from
the content standards, and they teach the learners the material they should be learning, and know at the end of the lesson. Standards assist
learners in demonstrating what they have learned when accompanied by informal assessment during the lesson delivery. The blueprint of all
blueprints that crafts and connects the learners to the learning target with clear, concise directives for achieving success. I continually ask
what is required to get the students to demonstrate their learning? When connecting and aligning the objectives/targets to the standards, I
have provided the learner with a pathway to meet and or exceed learning expectations.
Standards promote accountability, it holds learners and students responsible, and an atmosphere of a higher-order of thinking is
established. When the standards are aligned the assessment process keep me on track. During the lesson delivery I know if I need to pick of
the pace, slow down, revisit, and reteach the content. Data provides me with a pathway of where I went wrong with my delivery, then I must
ask myself, did I chunk and breakdown the standards and objectives enough? Standards-based delivery helps direct the planning, execution,
and assessment of student learning. The use of standards to streamline instruction guarantees educational practices purposely center on
agreed-upon learning targets. Expectations for student learning are laid out with each standard. The learning standards shape the premise for
guidance when teaching learners. The content Standards provide a guideline which is essential, for each topic of study, along with the tools
the instructor should incorporate in the lesson to keep the learners focused and engaged. The standards shape the premise for instruction
© 2018 Grand Canyon University. All Rights Reserved.
when educating students. As an instructor, I have the responsibility to create lesson plans with standards and objectives intertwined with
sprinkles of creativity infused with for rigor, relevant content that taps into prior knowledge students so they can easily retain the transfer of
information resulting in better performance.
Reflection Topic 2:
Reflection Topic 3:
Reflection Topic 4:
Reflection Topic 5:
© 2018 Grand Canyon University. All Rights Reserved.
Grades 5 & 6
Standards-Based Nutrition Education
SERVING UP
MyPlate
Fruits:
Vegetables:
Grains:
Protein:
Dairy:
Pears, watermelon,
plums, raisins,
berries, and
applesauce
(without extra
sugar) are just a few
of the great choices.
Make sure your fruit
juice is 100% juice.
Try to eat more
dark-green, red, and
orange vegetables,
and beans and peas.
Choose wholegrain foods, such as
whole-wheat bread,
oatmeal, wholewheat tortillas,
brown rice, and
popcorn,
more often.
Try fish, shellfish,
beans, and peas
more often. Some
tasty ways include
a bean burrito,
hummus, veggie
chili, fish taco,
shrimp stir-fry, or
grilled salmon.
Choose fat-free
or low-fat milk,
yogurt, and cheese
at meals or snacks.
Dairy foods contain
calcium for strong
bones and healthy
teeth.
Fuel Up With
Fruits at Meals
or Snacks
Color Your Plate
With GreatTasting Veggies
Make at Least
Half Your Grains
Whole Grains
Vary Your
Protein Foods
Get Your
Calcium-Rich
Foods
raisins
Keep on Moving!
Know Your “Sometimes” Foods
Kids need at least 60 minutes of
physical activity every day. Whether
that’s running, biking, tossing a ball, or
playing tag, every little bit counts.
So, run around at recess, jump rope
with friends, ride your scooter,
or play a sport. It all adds up!
Look out for foods with added sugars or solid
fats, such as candy, cake, cookies, chips, ice
cream, soda, fruit punch, lemonade, hot dogs,
and bacon. They fill you up so that you don’t
have room for the foods that help you
eat smart and play hard. Enjoy these
every once in a while, not every day.
Serving Up MyPlate — Grades 5 & 6
U.S. Department of Agriculture • Food and Nutrition Service • September 2012 • FNS-446
http://teamnutrition.usda.gov
LETTER
LETTER TO
TO Teachers
Dear Teacher,
What are healthy food choices? What is a balanced
diet? The U.S. Department of Agriculture’s Food and
Nutrition Service is providing these lessons under
its Team Nutrition initiative in order to help teachers
integrate nutrition education into Math, Science, English
Language Arts, and Health. This yummy curriculum
introduces the importance of eating from all five food
groups using the new MyPlate icon and a variety
of hands–on activities. Students will also learn the
importance of physical activity to staying healthy.
In this Teacher’s Guide, you’ll find three inquiry–driven
lessons that help 5th and 6th grade children discover
nutrition, explain their understandings, and reflect upon
their experiences — all of which encourage a lasting
awareness of what it means to be healthy. In addition
to subject-driven learning, each lesson offers valuable
and easy-to-implement cafeteria activities and home
connections. We encourage you to include these in your
planning, as they will provide your students with further
practice and real-world experience. Let your students’
parents know what their children will be learning about
in class so they can support these new skills at home.
You will also find:
• A Pacing Guide: time required per activity and
recommended pacing to help you plan each lesson
• Three Original Songs: Do Your Body Right and Do/
Be help students learn about healthy choices in an
engaging and memorable way and are incorporated
into the lessons. Dancing and singing along to an
additional song called Alive With 5 Food Groups may
be a fun extension activity in the first lesson. All of
the songs are provided on the enclosed CD, along
with the lyrics, and may be downloaded at http://
teamnutrition.usda.gov/myplate.html.
• Eat Smart To Play Hard With MyPlate Poster: a twosided poster showing the MyPlate icon and foods
in the five food groups. The blank MyPlate on the
reverse can be used as a tool to assess students’
understanding.
• MyPlate at Home: a colorful handout to share with
parents that reinforces the lesson at home. It’s also
available in Spanish. Additional copies are free for
schools at http://teamnutrition.usda.gov/myplate.html.
We hope you and your students enjoy the process of
learning how to make healthy choices. It’s an education
that will last a lifetime!
Sincerely,
Your Friends at Team Nutrition
• Teacher’s Morsels: helpful resources, background,
and tips
• Extra Helpings: ideas on how to extend the
learning beyond the lesson
• Savor the Learning: valuable ways to connect
the learning to the school cafeteria and/or
students’ homes to provide real-world practice
• Student Handouts: easily reproducible
handouts designed to appeal to students
while reinforcing lesson objectives
United States Department of Agriculture
Food and Nutrition Service • FNS-446
September 2012
The U.S. Department of Agriculture (USDA) prohibits discrimination in all of its programs and activities on the basis of race, color, national origin, age, disability, and where applicable, sex (including gender identity and
expression), marital status, familial status, parental status, religion, sexual orientation, political beliefs, genetic information, reprisal, or because all or part of an individual’s income is derived from any public assistance program.
(Not all prohibited bases apply to all programs.) Persons with disabilities who require alternative means for communication of program information (Braille, large print, audiotape, etc.) should contact USDA’s TARGET Center at
(202) 720-2600 (voice and TDD).
To file a complaint of discrimination, write to USDA, Assistant Secretary for Civil Rights, Office of the Assistant Secretary for Civil Rights, 1400 Independence Avenue, S.W., Stop 9410, Washington, DC 20250-9410; or call toll-free at
(866) 632-9992 (English) or (800) 877-8339 (TDD) or (866) 377-8642 (English Federal-relay) or (800) 845-6136 (Spanish Federal-relay). USDA is an equal opportunity provider and employer.
TABLE OF Contents
Lesson Title
First Course:
MyPlate,
MySelf
Time Required:
Session 1 (40 minutes)
Session 2 (30 minutes)
Session 3 (40 minutes)
Second
Course:
Know Your
Nutrients
Time Required:
Session 1 (40 minutes)
Session 2 (40 minutes)
Session 3 (60 minutes)
Third Course:
Decisions,
Decisions!
Time Required:
Session 1 (40 minutes)
Session 2 (40 minutes)
Session 3 (60 minutes)
Essential
Question
Learning Objectives
Student Handouts
What choices
can I make to
be and stay
healthy?
Students will be able to…
• Identify the five food groups and name a
variety of examples from each.
• Explain how MyPlate serves as a reminder
to eat from all five food groups.
• Create and describe a healthy meal
containing foods from each food group,
including whole-grain options and a
variety of vegetables.
• Discuss the importance of physical
activity as part of a healthy lifestyle.
1. MyPlate, MySelf
(2 pages)
Why is it
important to
eat a variety of
foods from all
food groups?
Students will be able to…
• Identify the six main nutrients and a
variety of foods that contain them.
• Explain how nutrients help us grow and
stay healthy.
• Apply knowledge of healthy foods and
food groups to create a healthy meal or
snack.
1. Nutrient
Knowledge
What foods
should I eat
less of, and
why? How can
I make better
choices?
Students will be able to…
• Identify ways to limit the consumption of
solid fats, added sugars, and sodium.
• Read, compare, and analyze Nutrition
Facts labels to determine which snack is a
healthier alternative.
• Summarize the benefits of limiting the
consumption of solid fats, added sugars,
and sodium.
1. Nutrition Label
Comparison
2. Ad Awareness
4
Serving Up MyPlate — Grades 5 & 6
U.S. Department of Agriculture • Food and Nutrition Service • September 2012 • FNS-446
http://teamnutrition.usda.gov
TABLE OF Contents
Lesson Title
First
Course:
MyPlate,
MySelf
Standards Met*
English Language Arts: Language Standards: Conventions of Standard English,
Vocabulary Acquisition and Use (5.1, 6.1): Demonstrate the command of the conventions
of the standard English grammar and usage when writing or speaking; Speaking and
Listening Standards: Comprehension and Collaboration (5.1, 6.1): Engage effectively in a
range of collaborative discussions with diverse partners, building on others’ ideas, and
expressing their own clearly; Presentation of Knowledge and Ideas (5.4, 6.4): Report
on a topic or text, or present an opinion. Writing Standards: Text Types and Purposes
(5.2, 6.2): Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.
Science: Standard (A): Science as Inquiry: Understandings about Scientific Inquiry.
Health: Standard (8.5.1): Encourage others to make positive health choices; Standard (6.2.1):
Identify a short-term personal health goal and take action toward achieving the goal.
Second
Course:
Know Your
Nutrients
English Language Arts: Language Standards: Conventions of Standard English (5.1, 6.1):
Demonstrate the command of the conventions of the standard English grammar and
usage when writing or speaking; Speaking and Listening Standards: Comprehension and
Collaboration (5.1, 6.1): Engage effectively in a range of collaborative discussions with
diverse partners, building on others’ ideas, and expressing their own clearly; Presentation
of Knowledge and Ideas (5.4, 6.4): Report on a topic or text (5.5, 6.5): Include multimedia
components (e.g., graphics, sound) and visual displays in presentations.
Math: Measurement and Data (5, 6): Represent and interpret data.
Science: Standard (F): Science in Personal and Social Perspectives: Personal Health.
Health: Standard (1.5.1): Describe the relationship between healthy behaviors and personal
health; Standard (5.5.5): Choose a healthy option when making a decision; Standard (8.2.1):
Encourage peers to make positive health choices.
Third
Course:
Decisions,
Decisions!
English Language Arts: Language Standards: Conventions of Standard English, Vocabulary
Acquisition and Use (5.1, 6.1): Demonstrate the command of the conventions of the standard
English grammar and usage when writing or speaking; Speaking and Listening Standards:
Comprehension and Collaboration (5.1, 6.1): Engage effectively in a range of collaborative
discussions with diverse partners, building on others’ ideas and expressing their own clearly;
Presentation of Knowledge and Ideas (5.4, 6.4): Report on a topic or text (5.5, 6.5): Include
multimedia components (e.g., graphics, sound) and visual displays in presentations.
Science: Standard (A): Science as an Inquiry: Understandings about scientific inquiry;
Standard (F): Science in Personal and Social Perspectives: Personal Health.
Health: Standard (1.5.1): Describe the relationship between healthy behaviors and personal
health; Standard (8.5.1): Encourage others to make positive health choices.
*Sources: English Language Arts and Math standards — Common Core; Science education standards — National Academy of Sciences; Health standards — American Cancer Society
Serving Up MyPlate — Grades 5 & 6
U.S. Department of Agriculture • Food and Nutrition Service • September 2012 • FNS-446
http://teamnutrition.usda.gov
5
Original Songs LYRICS
Do Your Body Right
Do/Be
Chorus:
Do your body right
Make your day a better day
Go on and help yourself
It’s going to feel real good
You’ve got the choice
To eat foods in a smarter way
Better for your health
Here’s why you should
Chorus:
Nutrients are good for me
Some help me do and some help me be
Some help me run and jump and grow
Others keep me feeling like a pro
Nutrients are good for me
Some help me do and some help me be
Working all together to keep me healthy
You’re ready to eat breakfast
But you’re not sure what to eat
There’s a box of sugary cereal
But you know that can be beat
Some dairy, fruit, and protein
Can help give you an edge
So you open up plain yogurt
Throw in some berries and nuts instead (all right)
(mmm hmm)
Chorus
The soccer game is over
And you’re feeling kind of drained
You need something to recover
To get that spring in your step again
You got a glass of milk or a sugary drink
And they both taste oh so nice
But only one will help you be at your best
Yeah, the milk will do you right
(mm hmm)
Those five food groups we learned about
They’ve got nutrients we need
To do things at our peak
To be more healthy
Some help give our skin a healthy glow
Some help keep us from catching colds
And others strengthen bones and muscles
So round those bases we can hustle
Chorus
That candy, cookies, soda, ice cream
Sometimes we eat too much
They don’t have as many nutrients
No, they don’t have quite the touch
So, how about we substitute
The sweet stuff with a piece of fruit
Because fruit’s got the stuff we’re talking about
So many nutrients — there is no doubt
Chorus
Chorus
You’re finishing up dinner
With your family at night
And you feel like you’re still hungry
A dessert sounds just right
You’ve got a fresh fruit cup or chocolate cake
But you want to keep in shape
Well, reach out for those peaches, yeah
That’s the smarter choice to make
(Let’s sing that chorus one more time)
Chorus
6
Serving Up MyPlate — Grades 5 & 6
U.S. Department of Agriculture • Food and Nutrition Service • September 2012 • FNS-446
http://teamnutrition.usda.gov
First COURSE
Main Ingredients
Recommended Pacing:
Session 1 (40 minutes) — First Taste
Session 2 (30 minutes) — Digging In
Session 3 (40 minutes) — Digesting It All
Essential Question:
What choices can you make that help you
stay healthy?
Learning Objectives:
Students will be able to…
• Identify the five food groups and name a
variety of examples from each.
• Explain how MyPlate serves as a reminder
to eat from all five food groups.
• Create and describe a healthy meal
containing foods from each food group,
including whole-grain options and a
variety of vegetables.
• Discuss the importance of physical
activity as part of a healthy lifestyle.
Subject Connections:
English Language Arts, Health, Science
Materials & Preparation:
• Notebooks
• Computers
• Student Reproducible 1: MyPlate,
MySelf (2 pages)
• Eat Smart To Play Hard With MyPlate
Poster
LESSON 1 FOR GRADES 5 & 6
We Are What We Eat
What’s Cooking?
In this lesson, students learn about making healthy food choices and being
physically active. Through interactive and engaging lessons that meet
curriculum standards in English Language Arts, Science, and Health, students
will be introduced to the five food groups, explore the vegetable subgroups,
and discuss differences between whole grains and refined grains.
FIRST TASTE: Engage (40 minutes)
1. Begin the lesson by asking students to close their eyes and think about
their favorite meal or dish. Encourage them to think about the taste,
texture, and colors of their favorite meal. Invite students to share and
brainstorm descriptive words to use when talking about food. (For
example: Texture — soft, chewy, crunchy; Taste — sweet, sour, spicy;
Feeling — comforting, happy, warm) List these words on the board.
2. Give students 10 – 15 minutes to write about their favorite meal in their
notebooks. Ask them to answer the following questions:
• What is your favorite meal? Does it have a name?
• What specific foods and beverages are part of your favorite meal?
• Why is it your favorite meal? (Prompts: Is there a specific memory
around the meal, when it is served, or who prepares it?)
• How would you describe it to someone? (Prompts: Can you think of
10 or more words that describe your favorite meal? Think about the
taste, what it looks like, and the colors it has, the texture, the feeling
you get when you eat the meal.)
3. When students are finished, invite volunteers to share their favorite
meals and answer the questions.
4. Next, ask students what they think it means to be healthy. What does
one need to eat to be healthy? (Accept all answers at this stage.
Students will likely mention that it is important to eat fruits and
vegetables.) Explain to students that eating fruits and vegetables every
day is important for healthy eating. Fruits and vegetables represent two
important food groups, out of five. Do students know what the other
food groups are? (Accept all answers.)
5. Display the MyPlate poster. Explain that this icon shows the five
different food groups: Fruits, Vegetables, Grains, Protein, and Dairy,
and serves as a visual reminder to eat foods from all five food groups.
By eating a variety of foods from each of the food groups, we can make
sure we are feeding our bodies what we need to have energy, play hard,
learn, grow, and stay healthy.
7
Serving Up MyPlate — Grades 5 & 6
U.S. Department of Agriculture • Food and Nutrition Service • September 2012 • FNS-446
http://teamnutrition.usda.gov
6. Explain that the Vegetable Group has five
subgroups: Dark-Green, Red and Orange, Beans
and Peas, Starchy, and Other. Eating vegetables
from all of the subgroups helps us get different
kinds of nutrients — and also makes eating more
interesting and fun. Most Americans need to eat
more dark-green, red, and orange vegetables, and
beans and peas. Can they think of some vegetables
from these subgroups that they like? Are there any
that are served on the school lunch menu?
7. The Grain Group is also divided into two subgroups.
But first, what is a grain? Any food made from
wheat, rice, oats, cornmeal, barley, or another cereal
grain is a grain product. Bread, pasta, oatmeal,
breakfast cereals, tortillas, and grits are examples of
grain products.
8. The two subgroups of the Grain Group are Whole
Grains and Refined Grains. Whole grains contain the
entire grain kernel: the bran, germ, and endosperm.
(Whole grains include foods such as 100% wholewheat bread, brown rice, oatmeal, popcorn, wholewheat tortillas, and whole-grain cereal.) Refined
grains have been sent through a mill to remove
the
ELM 570 Methods and Strategies of Teaching and Integrating Science and Health
Dr. Scott Mundell
March 13, 2019
Science Unit Plan
Grade: 7th Grade Topic 1
Unit Theme: Food & Nutrition and Health
Week 1
Monday
Tuesday
Wednesday
Thursday
Friday
Skill & Drill (10minute review of
prior learning,
including
grammar,
sentence
structure, and
punctuation etc.
Writing Prompt: Utilize
the R.A.C.E. strategy
when
writing
your
response.
Paragraph
format is 7/7- Seven
words per sentence and
seven sentences per
paragraph
How will eating
healthily now affect my
body in the future?
Writing Prompt: Utilize
the R.A.C.E. strategy
when writing your
response.
Paragraph
format is 7/7- Seven
words per sentence and
seven sentences per
paragraph.
What does being
healthy really mean?
What do you need to
do to be healthy?
Writing Prompt: Utilize the
R.A.C.E.
strategy
when
writing
your
response.
Paragraph format is 7/7Seven words per sentence
and seven sentences per
paragraph.
If you were a fruit, which
one would you be? Explain
Writing Prompt: Utilize
the R.A.C.E. strategy
when
writing
your
response.
Paragraph
format is 7/7- Seven
words per sentence and
seven sentences per
paragraph
What is the difference
between health and
wellness?
Writing Prompt: Utilize
the R.A.C.E. strategy
when
writing
your
response.
Paragraph
format is 7/7- Seven
words per sentence and
seven sentences per
paragraph
How does heredity,
environment, and
available healthcare
affect you or your
family’s health?
© 2018 Grand Canyon University. All Rights Reserved.
Lesson Title, Brief
Summary, And
Rationale
(Topic 1)
MySelf, MyPlate,
MyHealth
Rationale – What
choices can students
make to become and
remain healthy?
WHAT’S COOKING? In
this lesson, students
learn about making
healthy food choices and
the importance of being
physically active. The
students
will
be
introduced to the five
food groups, search the
vegetable
subgroups,
and
collaboratively
discuss
differences
between whole grains
and refined grains.
MySelf, MyPlate,
MyHealth
Rationale – What
choices can students
make to become and
remain healthy?
WHAT’S COOKING? In
this lesson, students
learn about making
healthy food choices
and the importance of
being physically active.
The students will be
introduced to the five
food groups, search the
vegetable subgroups,
and collaboratively
discuss differences
between whole grains
and refined grains.
Knowing the Nutrients
Rationale – What is the
importance of eating a
variety of foods from all of
the food groups?
In this lesson, students will
explore the concept of
nutrients in foods. Students
will acquire information
about how nutrients affect
their body. With regards to
the way they look and feel.
Knowing the Nutrients
Rationale – What is the
importance of eating a
variety of foods from all
of the food groups?
In this lesson, students
will explore the concept
of nutrients in foods.
Students will acquire
information about how
nutrients affect their
body. With regards to
the way they look and
feel.
Choices, Choices
Rationale – What foods
should be eaten less and
why? What are the
determining factors in
making better choices
when eating?
In this lesson, students
cultivate the skills
needed to compare and
evaluate foods and
beverages in order to
make healthful choices.
Through song, reading
labels, and decisionmaking activities, and
will practice choosing
foods lower in solid fats,
sodium, and added
sugars.
State-Specific
Standards
(Topic 1)
Subject Connections:
English Language,
Health, Science
ELAGSER7W.2: Write
informative/explanatory
text to examine a topic
and convey ideas
concepts and
information through the
selection, organization,
Subject Connections:
English Language,
Health, Science
ELAGSER7W.2: Write
informative/explanatory
text to examine a topic
and convey ideas
concepts and
information through the
selection, organization,
Subject Connections: English
Language, Health, Science,
Math
ELAGSER7W.2: Write
informative/explanatory text
to examine a topic and
convey ideas concepts and
information through the
selection, organization, and
analysis of relevant content.
Subject Connections:
English Language,
Health, Science, Math
ELAGSER7W.2: Write
informative/explanatory
text to examine a topic
and convey ideas
concepts and
information through the
selection, organization,
Subject Connections:
English Language,
Health, Science
ELAGSER7W.2: Write
informative/explanatory
text to examine a topic
and convey ideas
concepts and
information through the
selection, organization,
© 2018 Grand Canyon University. All Rights Reserved.
and analysis of relevant
content.
ELAGSE7SL1: Engage
effectively in a range of
collaborative discussion
one-on-one, in groups,
and teacher-lead) with
diverse partners on
grade 7 topics, texts,
and issues, building on
other’s ideas and
expressing their own
clearly.
ELAGSE7SL.4: Present
claims and findings,
emphasizing salient
points in a focused,
coherent manner with
pertinent descriptions,
facts, details, and
examples; use
appropriate eye contact,
adequate volume, and
clear pronunciation.
GSES7CS.9: Students
will investigate the
features of the process
of scientific inquiry.
GSEH7 Standard 6:
Students will
demonstrate the ability
to use decisions-making
skills to enhance health
and analysis of relevant
content.
ELAGSE7SL1: Engage
effectively in a range of
collaborative discussion
one-on-one, in groups,
and teacher-lead) with
diverse partners on
grade 7 topics, texts,
and issues, building on
other’s ideas and
expressing their own
clearly.
ELAGSE7SL.4: Present
claims and findings,
emphasizing salient
points in a focused,
coherent manner with
pertinent descriptions,
facts, details, and
examples; use
appropriate eye
contact, adequate
volume, and clear
pronunciation.
GSES7CS.9: Students
will investigate the
features of the process
of scientific inquiry.
GSEH7 Standard 6:
Students will
demonstrate the ability
to use decisions-making
skills to enhance health
ELAGSE7SL1: Engage
effectively in a range of
collaborative discussion oneon-one, in groups, and
teacher-lead) with diverse
partners on grade 7 topics,
texts, and issues, building on
other’s ideas and expressing
their own clearly.
ELAGSE7SL.4: Present claims
and findings, emphasizing
salient points in a focused,
coherent manner with
pertinent descriptions, facts,
details, and examples; use
appropriate eye contact,
adequate volume, and clear
pronunciation.
GSES7CS.9: Students will
investigate the features of
the process of scientific
inquiry.
GSEH Standard 2:
Students will analyze the
influence of family, peers,
culture, media, technology,
and other factors on health
behaviors
GSEH Standard 5:
Students will demonstrate
the ability to use decisionmaking skills to enhance
health.
© 2018 Grand Canyon University. All Rights Reserved.
and analysis of relevant
content.
ELAGSE7SL1: Engage
effectively in a range of
collaborative discussion
one-on-one, in groups,
and teacher-lead) with
diverse partners on
grade 7 topics, texts,
and issues, building on
other’s ideas and
expressing their own
clearly.
ELAGSE7L.1:
Demonstrate command
of the conventions of
standard English
grammar and usage
when writing or
speaking
ELAGSE7SL.4: Present
claims and findings,
emphasizing salient
points in a focused,
coherent manner with
pertinent descriptions,
facts, details, and
examples; use
appropriate eye contact,
adequate volume, and
clear pronunciation.
GSES7CS.9: Students
will investigate the
and analysis of relevant
content.
ELAGSE7SL1: Engage
effectively in a range of
collaborative discussion
one-on-one, in groups,
and teacher-lead) with
diverse partners on
grade 7 topics, texts,
and issues, building on
other’s ideas and
expressing their own
clearly.
ELAGSE7L.1:
Demonstrate command
of the conventions of
standard English
grammar and usage
when writing or
speaking
ELAGSE7SL.4: Present
claims and findings,
emphasizing salient
points in a focused,
coherent manner with
pertinent descriptions,
facts, details, and
examples; use
appropriate eye contact,
adequate volume, and
clear pronunciation.
GSES7CS.9: Students
will investigate the
Learning
Objectives
(Topic 1)
GSEH7 Standard 8:
Students will
demonstrate the ability
to advocate for
personal, family and
community health
GSEH7 Standard 8:
Students will
demonstrate the ability
to advocate for
personal, family and
community health
GSEH Standard 7: Students
will demonstrate the ability
to practice health-enhancing
behaviors and avoid or
reduce health risks.
GSEMM2P3: Students will
communicate
mathematically.
features of the process
of scientific inquiry.
GSEH Standard 2:
Students will analyze
the influence of family,
peers, culture, media,
technology, and other
factors on health
behaviors
GSEH Standard 5:
Students will
demonstrate the ability
to use decision-making
skills to enhance health.
GSEH Standard 7:
Students will
demonstrate the ability
to practice healthenhancing behaviors
and avoid or reduce
health risks.
GSEMM2P3: Students
will communicate
mathematically.
features of the process
of scientific inquiry.
SWBAT: Identify
the five food groups
and name a variety of
examples from each.
SWBAT: Explain how
MyPlate serves as a
reminder to eat from all
five food groups
SWBAT: Identify the
five food groups and
name a variety of
examples from each.
SWBAT: Explain how
MyPlate serves as a
reminder to eat from all
five food groups
SWBAT:
Identify the six main
nutrients and a variety of
foods that contain them.
SWBAT: Explain how
nutrients help the grow and
stay healthy.
SWBAT: Apply knowledge of
healthy foods and food
SWBAT:
Identify the six main
nutrients and a variety
of foods that contain
them.
SWBAT: Explain how
nutrients help the grow
and stay healthy.
SWBAT: Identify ways to
minimize the
consumption of solid
fats, added sugars, and
sodium.
SWBAT: Read,
compare, analyze labels
for Nutritional Facts and
© 2018 Grand Canyon University. All Rights Reserved.
GSEH7 Standard 6:
Students will
demonstrate the ability
to use decisions-making
skills to enhance health
GSEH Standard 7:
Students will
demonstrate the ability
to practice healthenhancing behaviors
and avoid or reduce
health risks.
SWBAT: Create and
describe a healthy meal
containing food groups
from each food group to
include whole-grain
options and a variety of
vegetables.
SWBAT: discuss the
importance of physical
activity as a part of a
health-wellness lifestyle.
SWBAT: Apply the
critical steps that should
be used to achieve both
short-term and long
term health goals.
Vocabulary
(Topic 1)
Utilize Vocabulary
Production Sheet
Nutrition
Nutrients
Carbohydrates
Proteins
Lipids
Vitamins
Minerals
Water
Calorie
Consumptions
Obesity
Sodium
Solid Fats
SWBAT: Create and
describe a healthy meal
containing food groups
from each food group
to include whole-grain
options and a variety of
vegetables.
SWBAT: discuss the
importance of physical
activity as a part of a
health-wellness
lifestyle.
SWBAT: Apply the
critical steps that should
be used to achieve both
short-term and long
term health goals.
Utilize Vocabulary
Production Sheet
Nutrition
Nutrients
Carbohydrates
Proteins
Lipids
Vitamins
Minerals
Water
Calorie
Consumptions
Obesity
Sodium
Solid Fats
groups to create a healthy
meal and or snack
SWBAT: Demonstrate
Utilize Vocabulary
Production Sheet
Nutrition
Nutrients
Carbohydrates
Proteins
Lipids
Vitamins
Minerals
Water
Calorie
Consumptions
Obesity
Sodium
Solid Fats
© 2018 Grand Canyon University. All Rights Reserved.
SWBAT: Apply
knowledge of healthy
foods and food groups
to create a healthy meal
and or snack
determine healthier
alternatives
SWBAT: Summarize the
benefits of limiting the
consumption of solids
fats, added sugars, and
sodium.
Utilize Vocabulary
Production Sheet
Nutrition
Nutrients
Carbohydrates
Proteins
Lipids
Vitamins
Minerals
Water
Calorie
Consumptions
Obesity
Sodium
Utilize Vocabulary
Production Sheet
Nutrition
Nutrients
Carbohydrates
Proteins
Lipids
Vitamins
Minerals
Water
Calorie
Consumptions
Obesity
Sodium
Solid Fats
Solid Fats
Nutrition Vocabular
Production Sheet 2019.docx
Nutrition Vocabular
Production Sheet 2019.docx
Nutrition Vocabular
Production Sheet 2019.docx
Instructional
Strategy
(Fill In During
Topic 2)
Summary Of
Instruction And
Activities For The
Lesson
(Fill In During
Topic 2)
Differentiation
And
Accommodations
(Fill In During
Topic 3)
Materials,
Resources, And
Technology
(Fill In During
Topic 4)
Formative
Assessment
(Fill In During
Topic 5)
Summative
Assessment
© 2018 Grand Canyon University. All Rights Reserved.
Nutrition Vocabular
Production Sheet 2019.docx
Nutrition Vocabular
Production Sheet 2019.docx
(Fill In During
Topic 5)
Reflection Topic 1:
The essential key component of my unit plan is to ensure measure student learning, coupled with clearly defined standards which is
the foundation nucleus that gives birth to the complete development of the lesson plan. Every component of the lesson plan is birthed from
the content standards, and they teach the learners the material they should be learning, and know at the end of the lesson. Standards assist
learners in demonstrating what they have learned when accompanied by informal assessment during the lesson delivery. The blueprint of all
blueprints that crafts and connects the learners to the learning target with clear, concise directives for achieving success. I continually ask
what is required to get the students to demonstrate their learning? When connecting and aligning the objectives/targets to the standards, I
have provided the learner with a pathway to meet and or exceed learning expectations.
Standards promote accountability, it holds learners and students responsible, and an atmosphere of a higher-order of thinking is
established. When the standards are aligned the assessment process keep me on track. During the lesson delivery I know if I need to pick of
the pace, slow down, revisit, and reteach the content. Data provides me with a pathway of where I went wrong with my delivery, then I must
ask myself, did I chunk and breakdown the standards and objectives enough? Standards-based delivery helps direct the planning, execution,
and assessment of student learning. The use of standards to streamline instruction guarantees educational practices purposely center on
agreed-upon learning targets. Expectations for student learning are laid out with each standard. The learning standards shape the premise for
guidance when teaching learners. The content Standards provide a guideline which is essential, for each topic of study, along with the tools
the instructor should incorporate in the lesson to keep the learners focused and engaged. The standards shape the premise for instruction
© 2018 Grand Canyon University. All Rights Reserved.
when educating students. As an instructor, I have the responsibility to create lesson plans with standards and objectives intertwined with
sprinkles of creativity infused with for rigor, relevant content that taps into prior knowledge students so they can easily retain the transfer of
information resulting in better performance.
Reflection Topic 2:
Reflection Topic 3:
Reflection Topic 4:
Reflection Topic 5:
© 2018 Grand Canyon University. All Rights Reserved.
Grades 5 & 6
Standards-Based Nutrition Education
SERVING UP
MyPlate
Fruits:
Vegetables:
Grains:
Protein:
Dairy:
Pears, watermelon,
plums, raisins,
berries, and
applesauce
(without extra
sugar) are just a few
of the great choices.
Make sure your fruit
juice is 100% juice.
Try to eat more
dark-green, red, and
orange vegetables,
and beans and peas.
Choose wholegrain foods, such as
whole-wheat bread,
oatmeal, wholewheat tortillas,
brown rice, and
popcorn,
more often.
Try fish, shellfish,
beans, and peas
more often. Some
tasty ways include
a bean burrito,
hummus, veggie
chili, fish taco,
shrimp stir-fry, or
grilled salmon.
Choose fat-free
or low-fat milk,
yogurt, and cheese
at meals or snacks.
Dairy foods contain
calcium for strong
bones and healthy
teeth.
Fuel Up With
Fruits at Meals
or Snacks
Color Your Plate
With GreatTasting Veggies
Make at Least
Half Your Grains
Whole Grains
Vary Your
Protein Foods
Get Your
Calcium-Rich
Foods
raisins
Keep on Moving!
Know Your “Sometimes” Foods
Kids need at least 60 minutes of
physical activity every day. Whether
that’s running, biking, tossing a ball, or
playing tag, every little bit counts.
So, run around at recess, jump rope
with friends, ride your scooter,
or play a sport. It all adds up!
Look out for foods with added sugars or solid
fats, such as candy, cake, cookies, chips, ice
cream, soda, fruit punch, lemonade, hot dogs,
and bacon. They fill you up so that you don’t
have room for the foods that help you
eat smart and play hard. Enjoy these
every once in a while, not every day.
Serving Up MyPlate — Grades 5 & 6
U.S. Department of Agriculture • Food and Nutrition Service • September 2012 • FNS-446
http://teamnutrition.usda.gov
LETTER
LETTER TO
TO Teachers
Dear Teacher,
What are healthy food choices? What is a balanced
diet? The U.S. Department of Agriculture’s Food and
Nutrition Service is providing these lessons under
its Team Nutrition initiative in order to help teachers
integrate nutrition education into Math, Science, English
Language Arts, and Health. This yummy curriculum
introduces the importance of eating from all five food
groups using the new MyPlate icon and a variety
of hands–on activities. Students will also learn the
importance of physical activity to staying healthy.
In this Teacher’s Guide, you’ll find three inquiry–driven
lessons that help 5th and 6th grade children discover
nutrition, explain their understandings, and reflect upon
their experiences — all of which encourage a lasting
awareness of what it means to be healthy. In addition
to subject-driven learning, each lesson offers valuable
and easy-to-implement cafeteria activities and home
connections. We encourage you to include these in your
planning, as they will provide your students with further
practice and real-world experience. Let your students’
parents know what their children will be learning about
in class so they can support these new skills at home.
You will also find:
• A Pacing Guide: time required per activity and
recommended pacing to help you plan each lesson
• Three Original Songs: Do Your Body Right and Do/
Be help students learn about healthy choices in an
engaging and memorable way and are incorporated
into the lessons. Dancing and singing along to an
additional song called Alive With 5 Food Groups may
be a fun extension activity in the first lesson. All of
the songs are provided on the enclosed CD, along
with the lyrics, and may be downloaded at http://
teamnutrition.usda.gov/myplate.html.
• Eat Smart To Play Hard With MyPlate Poster: a twosided poster showing the MyPlate icon and foods
in the five food groups. The blank MyPlate on the
reverse can be used as a tool to assess students’
understanding.
• MyPlate at Home: a colorful handout to share with
parents that reinforces the lesson at home. It’s also
available in Spanish. Additional copies are free for
schools at http://teamnutrition.usda.gov/myplate.html.
We hope you and your students enjoy the process of
learning how to make healthy choices. It’s an education
that will last a lifetime!
Sincerely,
Your Friends at Team Nutrition
• Teacher’s Morsels: helpful resources, background,
and tips
• Extra Helpings: ideas on how to extend the
learning beyond the lesson
• Savor the Learning: valuable ways to connect
the learning to the school cafeteria and/or
students’ homes to provide real-world practice
• Student Handouts: easily reproducible
handouts designed to appeal to students
while reinforcing lesson objectives
United States Department of Agriculture
Food and Nutrition Service • FNS-446
September 2012
The U.S. Department of Agriculture (USDA) prohibits discrimination in all of its programs and activities on the basis of race, color, national origin, age, disability, and where applicable, sex (including gender identity and
expression), marital status, familial status, parental status, religion, sexual orientation, political beliefs, genetic information, reprisal, or because all or part of an individual’s income is derived from any public assistance program.
(Not all prohibited bases apply to all programs.) Persons with disabilities who require alternative means for communication of program information (Braille, large print, audiotape, etc.) should contact USDA’s TARGET Center at
(202) 720-2600 (voice and TDD).
To file a complaint of discrimination, write to USDA, Assistant Secretary for Civil Rights, Office of the Assistant Secretary for Civil Rights, 1400 Independence Avenue, S.W., Stop 9410, Washington, DC 20250-9410; or call toll-free at
(866) 632-9992 (English) or (800) 877-8339 (TDD) or (866) 377-8642 (English Federal-relay) or (800) 845-6136 (Spanish Federal-relay). USDA is an equal opportunity provider and employer.
TABLE OF Contents
Lesson Title
First Course:
MyPlate,
MySelf
Time Required:
Session 1 (40 minutes)
Session 2 (30 minutes)
Session 3 (40 minutes)
Second
Course:
Know Your
Nutrients
Time Required:
Session 1 (40 minutes)
Session 2 (40 minutes)
Session 3 (60 minutes)
Third Course:
Decisions,
Decisions!
Time Required:
Session 1 (40 minutes)
Session 2 (40 minutes)
Session 3 (60 minutes)
Essential
Question
Learning Objectives
Student Handouts
What choices
can I make to
be and stay
healthy?
Students will be able to…
• Identify the five food groups and name a
variety of examples from each.
• Explain how MyPlate serves as a reminder
to eat from all five food groups.
• Create and describe a healthy meal
containing foods from each food group,
including whole-grain options and a
variety of vegetables.
• Discuss the importance of physical
activity as part of a healthy lifestyle.
1. MyPlate, MySelf
(2 pages)
Why is it
important to
eat a variety of
foods from all
food groups?
Students will be able to…
• Identify the six main nutrients and a
variety of foods that contain them.
• Explain how nutrients help us grow and
stay healthy.
• Apply knowledge of healthy foods and
food groups to create a healthy meal or
snack.
1. Nutrient
Knowledge
What foods
should I eat
less of, and
why? How can
I make better
choices?
Students will be able to…
• Identify ways to limit the consumption of
solid fats, added sugars, and sodium.
• Read, compare, and analyze Nutrition
Facts labels to determine which snack is a
healthier alternative.
• Summarize the benefits of limiting the
consumption of solid fats, added sugars,
and sodium.
1. Nutrition Label
Comparison
2. Ad Awareness
4
Serving Up MyPlate — Grades 5 & 6
U.S. Department of Agriculture • Food and Nutrition Service • September 2012 • FNS-446
http://teamnutrition.usda.gov
TABLE OF Contents
Lesson Title
First
Course:
MyPlate,
MySelf
Standards Met*
English Language Arts: Language Standards: Conventions of Standard English,
Vocabulary Acquisition and Use (5.1, 6.1): Demonstrate the command of the conventions
of the standard English grammar and usage when writing or speaking; Speaking and
Listening Standards: Comprehension and Collaboration (5.1, 6.1): Engage effectively in a
range of collaborative discussions with diverse partners, building on others’ ideas, and
expressing their own clearly; Presentation of Knowledge and Ideas (5.4, 6.4): Report
on a topic or text, or present an opinion. Writing Standards: Text Types and Purposes
(5.2, 6.2): Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.
Science: Standard (A): Science as Inquiry: Understandings about Scientific Inquiry.
Health: Standard (8.5.1): Encourage others to make positive health choices; Standard (6.2.1):
Identify a short-term personal health goal and take action toward achieving the goal.
Second
Course:
Know Your
Nutrients
English Language Arts: Language Standards: Conventions of Standard English (5.1, 6.1):
Demonstrate the command of the conventions of the standard English grammar and
usage when writing or speaking; Speaking and Listening Standards: Comprehension and
Collaboration (5.1, 6.1): Engage effectively in a range of collaborative discussions with
diverse partners, building on others’ ideas, and expressing their own clearly; Presentation
of Knowledge and Ideas (5.4, 6.4): Report on a topic or text (5.5, 6.5): Include multimedia
components (e.g., graphics, sound) and visual displays in presentations.
Math: Measurement and Data (5, 6): Represent and interpret data.
Science: Standard (F): Science in Personal and Social Perspectives: Personal Health.
Health: Standard (1.5.1): Describe the relationship between healthy behaviors and personal
health; Standard (5.5.5): Choose a healthy option when making a decision; Standard (8.2.1):
Encourage peers to make positive health choices.
Third
Course:
Decisions,
Decisions!
English Language Arts: Language Standards: Conventions of Standard English, Vocabulary
Acquisition and Use (5.1, 6.1): Demonstrate the command of the conventions of the standard
English grammar and usage when writing or speaking; Speaking and Listening Standards:
Comprehension and Collaboration (5.1, 6.1): Engage effectively in a range of collaborative
discussions with diverse partners, building on others’ ideas and expressing their own clearly;
Presentation of Knowledge and Ideas (5.4, 6.4): Report on a topic or text (5.5, 6.5): Include
multimedia components (e.g., graphics, sound) and visual displays in presentations.
Science: Standard (A): Science as an Inquiry: Understandings about scientific inquiry;
Standard (F): Science in Personal and Social Perspectives: Personal Health.
Health: Standard (1.5.1): Describe the relationship between healthy behaviors and personal
health; Standard (8.5.1): Encourage others to make positive health choices.
*Sources: English Language Arts and Math standards — Common Core; Science education standards — National Academy of Sciences; Health standards — American Cancer Society
Serving Up MyPlate — Grades 5 & 6
U.S. Department of Agriculture • Food and Nutrition Service • September 2012 • FNS-446
http://teamnutrition.usda.gov
5
Original Songs LYRICS
Do Your Body Right
Do/Be
Chorus:
Do your body right
Make your day a better day
Go on and help yourself
It’s going to feel real good
You’ve got the choice
To eat foods in a smarter way
Better for your health
Here’s why you should
Chorus:
Nutrients are good for me
Some help me do and some help me be
Some help me run and jump and grow
Others keep me feeling like a pro
Nutrients are good for me
Some help me do and some help me be
Working all together to keep me healthy
You’re ready to eat breakfast
But you’re not sure what to eat
There’s a box of sugary cereal
But you know that can be beat
Some dairy, fruit, and protein
Can help give you an edge
So you open up plain yogurt
Throw in some berries and nuts instead (all right)
(mmm hmm)
Chorus
The soccer game is over
And you’re feeling kind of drained
You need something to recover
To get that spring in your step again
You got a glass of milk or a sugary drink
And they both taste oh so nice
But only one will help you be at your best
Yeah, the milk will do you right
(mm hmm)
Those five food groups we learned about
They’ve got nutrients we need
To do things at our peak
To be more healthy
Some help give our skin a healthy glow
Some help keep us from catching colds
And others strengthen bones and muscles
So round those bases we can hustle
Chorus
That candy, cookies, soda, ice cream
Sometimes we eat too much
They don’t have as many nutrients
No, they don’t have quite the touch
So, how about we substitute
The sweet stuff with a piece of fruit
Because fruit’s got the stuff we’re talking about
So many nutrients — there is no doubt
Chorus
Chorus
You’re finishing up dinner
With your family at night
And you feel like you’re still hungry
A dessert sounds just right
You’ve got a fresh fruit cup or chocolate cake
But you want to keep in shape
Well, reach out for those peaches, yeah
That’s the smarter choice to make
(Let’s sing that chorus one more time)
Chorus
6
Serving Up MyPlate — Grades 5 & 6
U.S. Department of Agriculture • Food and Nutrition Service • September 2012 • FNS-446
http://teamnutrition.usda.gov
First COURSE
Main Ingredients
Recommended Pacing:
Session 1 (40 minutes) — First Taste
Session 2 (30 minutes) — Digging In
Session 3 (40 minutes) — Digesting It All
Essential Question:
What choices can you make that help you
stay healthy?
Learning Objectives:
Students will be able to…
• Identify the five food groups and name a
variety of examples from each.
• Explain how MyPlate serves as a reminder
to eat from all five food groups.
• Create and describe a healthy meal
containing foods from each food group,
including whole-grain options and a
variety of vegetables.
• Discuss the importance of physical
activity as part of a healthy lifestyle.
Subject Connections:
English Language Arts, Health, Science
Materials & Preparation:
• Notebooks
• Computers
• Student Reproducible 1: MyPlate,
MySelf (2 pages)
• Eat Smart To Play Hard With MyPlate
Poster
LESSON 1 FOR GRADES 5 & 6
We Are What We Eat
What’s Cooking?
In this lesson, students learn about making healthy food choices and being
physically active. Through interactive and engaging lessons that meet
curriculum standards in English Language Arts, Science, and Health, students
will be introduced to the five food groups, explore the vegetable subgroups,
and discuss differences between whole grains and refined grains.
FIRST TASTE: Engage (40 minutes)
1. Begin the lesson by asking students to close their eyes and think about
their favorite meal or dish. Encourage them to think about the taste,
texture, and colors of their favorite meal. Invite students to share and
brainstorm descriptive words to use when talking about food. (For
example: Texture — soft, chewy, crunchy; Taste — sweet, sour, spicy;
Feeling — comforting, happy, warm) List these words on the board.
2. Give students 10 – 15 minutes to write about their favorite meal in their
notebooks. Ask them to answer the following questions:
• What is your favorite meal? Does it have a name?
• What specific foods and beverages are part of your favorite meal?
• Why is it your favorite meal? (Prompts: Is there a specific memory
around the meal, when it is served, or who prepares it?)
• How would you describe it to someone? (Prompts: Can you think of
10 or more words that describe your favorite meal? Think about the
taste, what it looks like, and the colors it has, the texture, the feeling
you get when you eat the meal.)
3. When students are finished, invite volunteers to share their favorite
meals and answer the questions.
4. Next, ask students what they think it means to be healthy. What does
one need to eat to be healthy? (Accept all answers at this stage.
Students will likely mention that it is important to eat fruits and
vegetables.) Explain to students that eating fruits and vegetables every
day is important for healthy eating. Fruits and vegetables represent two
important food groups, out of five. Do students know what the other
food groups are? (Accept all answers.)
5. Display the MyPlate poster. Explain that this icon shows the five
different food groups: Fruits, Vegetables, Grains, Protein, and Dairy,
and serves as a visual reminder to eat foods from all five food groups.
By eating a variety of foods from each of the food groups, we can make
sure we are feeding our bodies what we need to have energy, play hard,
learn, grow, and stay healthy.
7
Serving Up MyPlate — Grades 5 & 6
U.S. Department of Agriculture • Food and Nutrition Service • September 2012 • FNS-446
http://teamnutrition.usda.gov
6. Explain that the Vegetable Group has five
subgroups: Dark-Green, Red and Orange, Beans
and Peas, Starchy, and Other. Eating vegetables
from all of the subgroups helps us get different
kinds of nutrients — and also makes eating more
interesting and fun. Most Americans need to eat
more dark-green, red, and orange vegetables, and
beans and peas. Can they think of some vegetables
from these subgroups that they like? Are there any
that are served on the school lunch menu?
7. The Grain Group is also divided into two subgroups.
But first, what is a grain? Any food made from
wheat, rice, oats, cornmeal, barley, or another cereal
grain is a grain product. Bread, pasta, oatmeal,
breakfast cereals, tortillas, and grits are examples of
grain products.
8. The two subgroups of the Grain Group are Whole
Grains and Refined Grains. Whole grains contain the
entire grain kernel: the bran, germ, and endosperm.
(Whole grains include foods such as 100% wholewheat bread, brown rice, oatmeal, popcorn, wholewheat tortillas, and whole-grain cereal.) Refined
grains have been sent through a mill to remove
the
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