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Lesson Plan

Diane Madjinou

Colorado State University Global Campus

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Figure 1

Lesson Plan

Unit Planning for Kindergarten Comprehensive Health

Date: Tuesday, May 1st 2018

Stage 1- Desired Results

Teacher: Diane MadjinouGrade Level: Kindergarten Length of Unit: 55 minutes

Subject: ScienceUnit title: Healthy Behaviors Focus: Healthy Eating Habits

Common Core Standard:(Module 2) CH09-GR. K-S.2-GLE1: Apply knowledge

and skills to engage in lifelong healthy eating.

Unpacked Standard:(Module 2) Students will be able to:

Demonstrate decision making skills by choosing healthy foods;

Identify foods that provide energy; Verbally identify the major food

groups (Meats & Proteins, Fruits & Vegetables, Grains and Dairy)

Explain the benefits of choosing a variety of healthy foods.

Essential Question:(Module 2) Why is it important to eat different types of

healthy foods?

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Stage 2 – Assessments Evidence Directly Aligned to Content Standard

Module 3

Step 1: Pre – Assessment that will assess the students’ prior knowledge (Module 3)

The Student will be given a supermarket food magazine, scissors, glue and a piece of paper with 2 columns. He will be asked to cut and paste three healthy foods (anytime foods) in one column and three unhealthy foods (sometimes foods) in the other column.He will then be asked to explain why some foods are considered healthy and others unhealthy.

Step 2: Performance Task or Assignment description (Module 3)

Test the student on the ability to differentiate healthy foods from unhealthy foods.

Step 3: Results of the pre-assessment (Module 3)

Healthy Foods Unhealthy foods0

1

2

3

Pre-assessment's results

Step 4: Rubric (Module 3)

Category 3 (Excellent) 2 (Good) 1 (Poor)

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Knowledge and understanding of the concepts.

The student has a complete and detailed knowledge and understanding of the concepts.

The student has a complete knowledge and understanding of the concepts.

The student understands very little about the topic and has a misconception of the concepts.

Task(Food Identification).

The student was able to identify three healthy foods and three unhealthy foods.

The student identified less than three healthy foods and/or less than three unhealthy foods.

The student could not quite make the distinction between healthy foods and unhealthy foods.

Step 5: Students will set their own personal goals (Module 3).

Short term /long term goals: I will gain more knowledge about the concepts by reading books on nutrition; helping shop for groceries and prepare meals; helping plant a garden with teachers/parents/community; etc. I will recognize the importance of making healthy food choices; such as eating a variety of foods from all groups (proteins, vegetables, whole grains, dairies, fats).

Formative Assessment: Demonstration Stations (Module 3)

By setting up stations with real foods, where they can see, touch, feel and even taste different types foods, they would be able to show what they know and explain the differences and possibly the benefits.

Stage 3 – Learning Plan – Directly Aligned to Content Standard AND Assessments

Module 4

Learning Activities: (Module 4)

Step 1: ways to re-engage studentsEvery ten minutes, the student will do some low impact physical exercise, such as jumping and/or walking around the room.

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Step 2: choices

1. Buy healthy foods in a pretend supermarket (set in the classroom).2. Prepare a healthy meal n a pretend kitchen (set in the classroom).3. Read:

“Eating the alphabet: fruits and vegetables from A to Z” by Ehlert (1989); “Good enough to eat: a kid’s guide to food and nutrition.” By Lizzy Rockwell

(1999): “The Berenstain Bears and too much junk food” by Stan & Jan Berenstain

(1985)

4. Watch a video on healthy foods. https://youtu.be/ARD1MAh434w

Step 3: real-world relevance

Field trip to the farmers’ market or have the student and parents involved in planting a community garden.

Step 4: student’s interactionConduct regular assessments to monitor the learner’s progress in decision making skills.

Stage 4 – Feedback Strategies, including Timeliness

Module 5

Step1

Rules1. Follow directions quickly;2. Listen attentively without interrupting;3. Raise your hand for permission to speak or leave your seat;4. Always say please and thank you:5. Be a good helper;6. Be kind and gentle;7. Respect others;8. Sit crisscross on the carpet with your hands on your lap;9. Eyes on the teacher;10. Stand up quietly.

Procedures1. Sit down quietly at the rug;2. Sharpen pencils;3. Clean up the desk in between activity;4. Put all the materials (paper, paper clips, glue, scissors, markers, etc.) in the bin.

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Step 2: Non- evaluative Feedback strategies

- I will review the above rubric with the student and explain progression;- Since my student is still learning how to read, I will use visual cues to help him

visualize his progression and what he needs to improve.- Together we will repeat the pre-assessment activity (Module 3, setp1), show him what

he did well, correct his mistakes and classify the foods correctly;- I will verbally praise and encourage the student for his effort in learning the major food

groups.

Step 3: Progress on students’ personalized goals will be monitored by a status and growth report.

I will provide a simple status growth chart that to report scores and levels of proficiency. And show him where he is in is learning and what he needs to do to become an expert in nutrition at a kindergarten level.

Sample:

Score 3 The student can investigate and find out how nutrition affects health and success in studies and life.

Score 2 The student knows and recognizes key vocabulary words such as:Fruits, vegetables, meat, dairy, grains, energy, health, nutrients, fats, protein, carbohydrates, nutrition, identify, classify, etc.

The student can classify the foods correctly.

Score 1Partial success, with help.

Score 0No success, even with help.

Source: Awakening the learner, 2014, p. 173

At the end of the lesson the student will have a comparing/classifying practice session.

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I will go over the rubric and the goals we set and discuss whether they were achieved or not and a write down a specific plan to move forward.There will be opportunities for the student to show knowledge by helping prepare healthy meals.

Module 6Step 1:Every 15 minutes, I use a different medium.

- Read a book;- Show “Sid the science kid”, food groups episode. https://youtu.be/ARD1MAh434w?

list=PLpOkGItgL_YwZ5Ffh06WxEuX0LWy5l-1O

- Prepare a healthy meal using real foods;- Share a healthy lunch.

Step 2 &3:

Introduction (5 minutes) - (Coaching, Curiosity, Connection, Coherence)

Expository advanced organizer:

I tell the student that today we are learning about healthy foods and unhealthy foods and why it is important to eat healthy.

Learning objectives and goals:

To be able to identify healthy and unhealthy foods and in which foods group they belong to.Demonstrate decision making skills by choosing healthy foods.Identify foods that provide energy.Verbally identify the major food groups (Meats & Proteins, Fruits & Vegetables, Grains and Dairy).Explain the benefits of choosing a variety of healthy foods.

The student will be able to categorize the foods he eats during the day to their main categories with an accuracy of 2 out of 3 in the end of the oral quiz. Also, the student will analyze if the food he consumes on daily basis is healthy or not with an 80 % accuracy at the end of the unit assessment.

Essential questions (3 minutes)- (Curiosity, Connection, Coherence)

I activate prior knowledge by asking: 1. What are the major food groups?2. Why is it important to eat different types of healthy foods?

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Pre-assessment (5 minutes) - (Concentration)

Using a graphic organizer (figure 3), the student cuts and pastes three healthy foods (anytime foods) in one column and three unhealthy foods (sometimes foods) in the other column.

I use the rubric to assess student’s knowledge.

Non-evaluative Feedback (2 minutes) -(Coaching)I review the rubric (module 3, step 4) and give feedback.

Instruction (10 minutes) (Coaching, curiosity, concentration, coherence, context)I read Good enough to eat: a kid’s guide to food and nutrition.” By Lizzy Rockwell (1999).I go over the cut and paste chart and ask the student to walk me through his thought process. We revise the chart. I help the student tape the foods to the right side of the chart and address the mistakes and misconceptions.

Using “The atlas of food” (2013), - I explain where food comes from.- I explain that food is grown in different places and depends on the climate of those

places and not all foods are grown in the same locations.- I explain that people living in different places take nutrients from different kinds of

food and that nutrition is a cultural biological process not just a simple physiological need. The taking of foods has a meaning for people based on their ethnicity with an emphasis of what and how we eat in our home and why we share foods with guests.

- I explain why people need the nutrients in foods to survive and be healthy regardless of age, gender and race.

- I briefly introduce different food cultures (French, Italian, Chinese, American, African, etc.)

I address food allergies in detail and explain how, even though certain foods are considered healthy, they can be harmful for some people. I emphasize on the student’s food allergies and explain why it is vital that he learns about foods and why he should not eat the foods that can be harmful for him, such as blueberries, fava beans, and all foods containing, artificial coloring, antibiotics, and others toxic pesticides.

I show Sid the Science kid. (Connection, concentration, context).

Guided Practices to develop proficiency (10 minutes)

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Formative assessment (Concentration)The student creates a nonlinguistic representation of healthy foods and or meal. The student explains his choice. We discuss the image.

Independent work allowing to check for understanding and reteach if necessary (8 minutes)The student creates a Healthy Lunch based on his favorite foods. (Concentration, context).

Feedback (2 minutes) – (Coaching) I review the meal and tell the student what he did right and/or what he did wrong.I use the rubric to see progress.I praise him for his effort.

Assessment (5 minutes)(Concentration)Oral quiz to show proficiency.I place healthy foods and unhealthy foods on the table and I ask the student to classify them into appropriate categories and explains his choices.

I grade the quiz and fill out the status and growth report (module 5, step 3).

Feedback (3 minutes) -(Coaching)I let the student know how well he did on the quiz.I praise him for his accomplishments.

Review and closing (10 minutes) - (Connection, Context)We share the healthy lunch that the student prepared and talk about what we’ve learned.

Figure 2: Create a healthy meal (Cut and Paste activity)

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Figure 3: Graphic organizer

Healthy Foods Unhealthy foods

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