Subject/Grade: Health 4 Lesson Title: What is Healthy Eating?

Teacher: Miranda Hammett

Stage 1: Identify Desired Results

PDP Goal:

 Scanning the room and utilizing the classroom space

 Making eye contact
 Associating with most if not all students
 Talking slow

Outcome(s)/Indicator(s):

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

a) Examine personal, past, and present knowledge about healthy eating and physical activity (eg., exercise as
important to health, trends such as jogging and home gyms, females and exercise/sports)

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

- I can begin to understand what healthy eating means What do we think we know about
- I can organize what might be considered “healthy” and healthy eating?
“unhealthy” How can we learn more about
- I can ask questions about what I want to know about healthy healthy eating?
eating Why is healthy eating important?
- I can begin to understand why healthy eating is important

Prerequisite Learning:

None, first lesson of the unit.

Instructional Strategies:
 Brainstorming
 Talking Circles
 Prior Knowledge Activation
 Inquiry Based Instruction

Stage 2: Determine Evidence for Assessing Learning

R.A.N strategy for pre assessment – see what they already know and what they need to know more
about
Observation – watching students work/converse with other students
Contribution of ideas as an example of their learning
 Exit Slip – determining what they know and what they want to know.

Stage 3: Build Learning Plan

Set (Engagement): Length of Time: 10 min Materials/Resources:

- Pictures of different foods will be on each of the tables,  Sticky notes

have students categorize them into what they think is
healthy and unhealthy Break (3 mins): Switch Places
- Introduce students to the R.A.N strategy Activity
Questions:
 Stand up and switch places if
Development: Time: 40 min you ate breakfast this morning
 Stand up and switch places if
- Have students share what they think they know about you have a vegetable packed in
healthy eating and why it is important. your lunch bag
- Share information about healthy eating, what it is, what it  Stand up and switch places if
entails, why it’s important – stop along the way to add to the you ate fruit at breakfast
new information column and the confirmed column.  Stand up and switch places if
- Show a video on healthy eating, again add to the new you have a fruit packed in your
information and confirmed columns. lunch
- Talk about food groups  Stand up and switch if you had
- Have students ask questions or share wonders a vegetable with supper last
- Go to the remaining starting information and talk about the night
misconceptions they had for healthy eating.
 Stand up if you have at least 3
- Talk about action plan of the 4 packed in your lunch
today.

Management Strategies:
Closure: Time: 5 min If you can hear me hands on your head,
Have students hand in an exit slip (have them put their name on it) finder on your nose, hands on hips,
with one thing they already knew about healthy eating, one thing finder on lips.
that confused them and one thing that they want to learn about
healthy eating.
Safety Considerations:
During brain break have students be
Accommodation – For students with difficulty reading and writing aware of other students and their space
alter their exit slip – ensure that students are not pushing
each other when moving around the
(What did I learn, what confused me, what I want to learn) classroom

Stage 4: Reflection