Health

Lesson Plan
Allison Erickson
ED 320E
May 22, 2014
Course: Healthy Eating Alaska Content Standards:
Level: Kindergarten Skills for a Healthy Life

Duration: One 50-minute session ¡ Objective A.2: A student who meets the content
standard should understand how the human body is
1. Introduction (5 min)
affected by behaviors related to eating habits,
2. Benefits of eating healthy (5 min) physical fitness, personal hygiene, harmful
3. How to eat healthy (25 min) substances, safety, and environmental conditions.
4. Activity (15 m) ¡ Objective B.1: A student can demonstrate an ability
to make responsible decisions by discriminating
among risks and by identifying consequences
¡ Objective D.2: A student can take responsible
actions to create safe and healthy environments

Alaska Cultural Standards

• A.6. Live a life in accordance with the cultural
values and traditions of the local community and
integrate them into their everyday behavior.
• B.3. Make appropriate choices regarding the
long-term consequences of their actions

Image Credit: MyPlate.gov

Overview/Unit Goals:


This lesson is intended to introduce healthy eating

strategies. The unit goals are to understand why

healthy eating is important, and to inform students

how they can make healthy choices.



Objectives: At the completion of this lesson,

students will be able to:

- Articulate why one should eat healthy food

- Name the five components of a well-balanced

diet

- Name at least one food in each component

- Consider foods that are local and/or traditional,
and how they fit into a healthy lifestyle.

 Lesson Plan: Healthy Eating
Materials: Computer Screen/Projector, Internet connection. Confirm YouTube video link is functional
before the start of class. Photos of the different types of food represented in each of the food group
categories. Paper plates, cut outs of the food groups (with labels), small cups, scissors, glue, markers or
crayons.


Anticipatory Set/Lesson Introduction (6 min): The following video
http://youtu.be/ny8nvM_pl1g ) is to be used to grab our student’s attention. Introduce
an overview of the entire lesson plan, then start with lesson in healthy eating.

Objective 1: The benefits of Healthy Eating (5 min)
Discuss with students why they should make healthy food choices.

• Eating a healthy, balanced diet provides minerals, vitamins, and fiber to your
body. These nutrients give you energy and keep your heart beating, your brain
active. It also helps to build strong bones and muscles.
http://www.livelifewell.nsw.gov.au/healthyeating )
• Healthy eating can also keep your body from getting sick.

Objective 2: What are the five major food groups? (20-25 min)
Use the illustration of the healthy plate, found on myplate.gov (see below). Describe
and provide examples each food group. Show students pictures of foods and ask if they
can identify which food group they belong in.

Group Activity: Divide the students into five groups (one for each food group, group
consists of 4-5 students each). Each group is assigned a food category. Groups work
together to identify foods within their assigned category, and each student draws a
picture of the food of their choice. Ask students to consider foods that their family eats
on special occasions, or foods that are traditional to their culture. This activity should
take approximately 10 minutes.

Bring the class back together. Each group stands in front of the class and shares what
they have drawn. Sharing should take approximately 10 minutes.

Objective 3: MyPlate Activity (15 min)
Show the students the myPlate graphic, and review each of the food groups. Students
will now build their own myPlate art project. Each student is given a paper plate, a copy
of the myPlate food group symbols (labeled, black and white), and a small cup. Students
color the graphics, cut them out, glue them onto the paper plate and cup as shown in
the example.





SOE Conceptual Framework Goals

Goal/Outcome 3: Differentiate instruction with respect for individual and cultural
characteristics
• Identify strategies for differentiating instruction based on student differences
(K). If students have difficulty sharing in front of the class, provide extra
encouragement and support. The lesson is designed specifically so that students
need not present alone, rather they share as part of a group of their peers.
• Design instruction that incorporates characteristics of the local community’s
culture and that is appropriate to students’ individual and special needs (S). As
students consider foods eaten during special occasions, consider cultural
celebrations that may be unique.
• Apply local and Alaska knowledge to the selection of instructional strategies,
materials, and resources (S). Identify local and traditional foods during the
lesson, and incorporate them in discussion.

Goal/Outcome 4 : Possess current academic content knowledge
• Demonstrate knowledge of the content area taught, including structure of the
discipline, the tools of inquiry, central concepts, and connections to other areas
of knowledge (K)
• Connect the content are to other content areas and to practical situations
encountered outside the school (S)
• Commit to professional discourse about content knowledge and student learning
of content (D)

Goal/Outcome 5: Facilitate learning by using assessment to guide planning, instruction,
and modification of teaching practice
• Understand how to plan for instruction that is based on student needs and
curriculum goals (K)
• Plan, teach, and assess for optimal student learning (S)
• Value assessment and instruction as integrated processes (D)


 Assessment


Objective 1: What are the benefits of eating healthy foods?
• Evidence of Learning: Students participate in class discussion about why they should make
healthy food choices.

Assessment Meets
Requirement?
Class Participation Y/N
Active and Respectful listener Y/N

Objective 2: What are the major food groups?
• Evidence of learning: Students work in group, create a drawing, and present to the class

Assessment Meets
Requirement?
Student engages with the group Y/N
Student is respectful to peers Y/N
Student draws picture Y/N
Student shares drawing with the class Y/N

Objective 3: MyPlate Activity
• Evidence of learning: Students create their own myPlate art project

Assessment Meets
Requirement?
Student follows directions Y/N
Student focuses on task Y/N
Student completes project according to directions Y/N


Resources


LiveLifeWell.nsw.gov.au. (n.d.). Retrieved May 21, 2014 from
http://www.livelifewell.nsw.gov.au/healthyeating

Myplate.gov. (n.d.). Retrieved May 22, 2014 from http://www.choosemyplate.gov/kids.


 Diversity Strand

1. Student dynamics in the groups will vary depending on the personalities in the
groups. Monitor groups throughout their work sessions and encourage
participation of all participants. Direct intervention may be necessary in the
form of individual specific prompts.

2. Group presentations should be inclusive of all students within the group.
Remind students prior to their presentations that each student should speak.

3. In response to Alaska Teacher Standard 5: Instruction and Assessment, Teachers
facilitate, monitor and assess student learning.

5(a) Culturally responsive teachers utilize multiple instructional strategies and

apply those strategies appropriately and flexibly in response to the cultural
and instructional environment in which they are situated.

a. This lesson attempts to provide a variety of outlets for students to
demonstrate their learning (drawing, presenting, cutting/pasting). Note
that some students may engage more with one media than the other.