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Grade: Day 1 Grade: 4 Content Area/Subject: Health Topic/Unit of Study: Nutrition Materials

The 4th grade health lesson focuses on nutrition and teaches students about the five major food groups using the MyPlate diagram. Students will identify foods that belong in each group by cutting out pictures from magazines and gluing them in the correct section. They will then apply what they learned by creating their own balanced meal on a paper plate. The teacher will assess students' understanding through class discussions, an activity worksheet, and their independent food plate assignment.

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103 views3 pages

Grade: Day 1 Grade: 4 Content Area/Subject: Health Topic/Unit of Study: Nutrition Materials

The 4th grade health lesson focuses on nutrition and teaches students about the five major food groups using the MyPlate diagram. Students will identify foods that belong in each group by cutting out pictures from magazines and gluing them in the correct section. They will then apply what they learned by creating their own balanced meal on a paper plate. The teacher will assess students' understanding through class discussions, an activity worksheet, and their independent food plate assignment.

Uploaded by

api-299392219
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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DAY 1

Grade: 4th grade


Content Area/Subject: Health
Topic/Unit of Study: Nutrition
Materials:
White boards
Dry erase markers
Paper plates
Cooking magazines
Scissors
Glue
Crayons
Pencil
Common Core State Standard(s):
KS- Kansas Model Curricular Standards for Health Education (2012)
Grade Level: K-4
Content Standard:
Health Promotion and Disease Prevention
Standard:
o Standard 1: The student will comprehend concepts related to health promotion and
disease prevention as related to: (The ten content areas of health are listed in no
particular order. See teacher notes for age-appropriate instruction.) (a) nutrition (b)
prevention and control of disease (c) injury prevention and safety (d) personal
health (e) mental and emotional health (f) substance use, misuse, abuse, and
addiction (g) environmental health (h) family life and sexuality (i) consumer health
(j) community health
Benchmark:
Benchmark 1: The student will demonstrate comprehension of basic
concepts related to health promotion and disease prevention by
identifying and describing relationships between well-being and the
health-related behaviors in the ten content areas.
o Indicator:
Partially Proficient Indicator: The student will describe the
relationship between well-being and health-related
behaviors in at least six content areas.

Objective(s):
Students will be able to understand the five different food groups and how to read
a my plate diagram with 80% accuracy through observing the students during the
instructional phase.
Students will be able to create a balanced meal with 80% accuracy through their
healthy balance plates independent assignment.
(Anticipatory) Set:
I will introduce the lesson with a short story. Lets imagine that you work for a company
that makes cars. Your company is famous for making cars that run perfectly and hardly
ever break down. Its your job to put cars together and make sure they operate at peak
performance levels. To do this, you need the right parts. Lately, you have not been
getting all the parts you need. So, as you go about your job of putting parts together to
make cars, you have to leave out some of the parts. Oh no! Cars are not running well
and they break down often. Customers are not happy and soon quit buying your
companys cars. Teacher will ask the students what this story has to do with nutrition
and Health. Answer: this is like what can happen in our bodies when we dont get the
nutrients we need to stay healthy and grow. Like the cars, our bodies may break down
and we may get sick.
Instructional Phase:
Input; Modeling; Checking for Understanding; Guided Practice; Closure
Purposeful use of Blooms levels for questioning; Consideration of learning styles and multiple intelligences

I: After, the story I will ask the class to write down on their white boards the five
different food groups. I will ask the students what the five groups are and write them
on the white board. After we have indentified the groups, I will hand out a worksheet,
What Food Group am I? I will have them work on this worksheet in pairs. After I
give them time to work on it, we will go through the worksheet together. After the
worksheet, I will turn their attention to the Myplate diagram. The teacher will
introduce the activity. The students will find food pictures (at least one of each
category) in magazines that are in the different food groups. The students will then
glue the picture they cut out under the right category when the teacher calls their
table group.
M: The teacher will model this by picking a type of food out in a magazine and glue it
under the right food category.
CU: The teacher will then give an example. If I found a piece of steak what category
would that go under? Ask students what other foods go in each category.
GP: The students will then be released to get magazines to begin their search. The
teacher will let them continue this activity for at least ten minutes. After about fiveish
minutes the teacher will start to call up table groups to glue their pictures on the my
plate diagram.
Closure:
After they have completed the activity, the teacher will ask the students why the
triangles on the plates are different sizes and have them discuss the answer with their

shoulder partner. After they have discussed with their partner the teacher will ask for
suggestions (fruit 2 cups, vegetables 2.5 cups, grain 6 ozs, milk/diary 3 cups,
meat/bean 5.5 ozs). The teacher will make sure the students understand that each
group has different serving sizes and that to be healthy one needs to have a balanced
diet. The teacher will also make note that it is important to eat healthy not only to be
healthy but also to feel healthy.
Differentiated Instruction:
Modifications for Adaptive Learners:
None: All levels should be able to participate in this
activity without accommodations since it is content
that enriches the students knowledge. There are no
levels to this type of curriculum. There are reading
parts but they are doing them in partners so the
group should be able to understand the worksheet.

Extension Activities for Gifted/Talented:


None: All levels should be able to participate in this
activity without accommodations since it is content
that enriches students knowledge. There are no
levels to this type of curriculum.

Independent Practice/Assignment:
After the students have completed the food pyramid activity, they will be introduced to
their assignment. The students will be given a paper plate. They will be instructed by the
teacher to make a healthy balanced food plate. This includes the appropriate amounts of
food for each category. They will then draw those foods on the paper plate. The teacher
will have an example to show them on the board. If students get done early they will
read to them self.
Assessment of Learning:
Discussions during class
Observing who is putting food where
The worksheet What food group am I
The healthy balanced food plate

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