Subject/Grade: Health 4 Lesson Title: What Influences Us Teacher: Miranda Hammett

Stage 1: Identify Desired Results

PDP Goals:

 Time management
 Withitness (staying on task, ensuring students are paying attention and getting involved)
 Encouraging students involvement, allowing students to lead some of the discussion.

Outcome(s)/Indicator(s):

USC4.1 - Assess what healthy eating and physical activity mean for pre/adolescence.
(b) Investigate personal, family, community, and cultural factors that influence healthy eating (e.g.,
time, serving size, cultural food practices and values, water consumption, access to healthy foods.)

(f) Investigate personal, family, community, and cultural factors that influence physical
activity (e.g., time, cultural practices and values, access, safety).

RW4.2 - Investigate the importance of agriculture to the economy and culture of Saskatchewan.
(d) Compile an inventory of Saskatchewan agricultural food and by-products.

(e) Identify agricultural products used in daily life in Saskatchewan.

Key Understandings: (‘I Can’ statements) Essential or Key Questions:
 I can understand where my food is coming  Where does our food come from?
from.  How does Saskatchewan agriculture
 I can understand the traditional way of life for impact what we eat?
the First Nations people.  How can we support Saskatchewan
 I can investigate my own community and the agriculture?
opportunities I am given and compare it to
other communities.
 I can understand how to look for local foods.
 I can understand how Saskatchewan
agriculture impacts the food we have.

Prerequisite Learning:
- Healthy eating habits
- Applying healthy eating habits to everyday life
- Benefits of eating healthy
- The “eat well” plate
- The Canada Food Guide
- Serving sizes for their age
- What sugar does to our bodies
- Fueling our bodies
- Importance of physical activity
Instructional Strategies
 Effective Questioning
 Identifying similarities and differences
 Ques, questions and activating prior knowledge
 Group collaboration

Stage 2: Determine Evidence for Assessing Learning

One minute paper

Stage 3: Build Learning Plan
Set (Engagement): Length of Time: 10 mins Instructional Strategies:
 Have students brainstorm different things that influence the
way we eat and how we are physically active. (ex: culture, Materials/Resources:
location, family, economic status, community, peers, media)  Loose leaf
 Ask students to brainstorm within their groups about how  Pencils
living in Saskatchewan has impacted their access to foods,  Computer
as well as living in Canada.
 Ask students to brainstorm about their knowledge of First
Nations peoples before European contact and how they Management Strategies:
survived and lived healthy, active lives.

Development: Length of Time:

 Talk to students about how First Nations people lived before
European contact. Safety Considerations:
 Be aware of cultural
Information: sensitivities that may arise
within the classroom.
 Traditionally, Aboriginal people led healthy, active  Be respectful when
lifestyles that included daily activities such as hunting, incorporating the First Nations
fishing, and food gathering and preparation. Other content.
common activities included traditional games and
competitions such as lacrosse, wrestling, running,
canoeing, archery, dancing, storytelling and singing. ese
activities helped Aboriginal peoples maintain physical
strength, fitness and health throughout all life stages
from childhood to old age.
 Traditional Aboriginal foods are those that originate
from local plant or animal resources through gathering
or harvesting, and which possess cultural meaning as
a traditional foods such, traditional foods and nutrient
intakes vary by local geography, seasonality, and
cultural. group. In general, however, historical
Aboriginal diets comprised of traditional foods were
high in animal protein, nutrient-rich, and low in fat or
high in marine sources of fat. The energy spent in
obtaining traditional foods was significant given the very
 physical demands of hunting, fishing, trapping, growing
and gathering.

Can also touch on their ancestors and how they also lived off
the land and their farms before there were big restaurants
and grocery stores.

 Talk to students about their community, have them

brainstorm within their table groups and write down all the
grocery stores within their community, the ones they go to.
 Have them write down restaurants and places to eat in their
community area.
 Share their findings.
 Discuss why they think they benefit from all these options.
 Talk about what would happen for people who do not have
access to these things (north central in Regina – barely any
grocery stores, some fast food restaurants. Show them
google maps to see the area. Also talk about rural
communities and living on farms)
 Begin discussion on Saskatchewan agriculture and food that
comes from our province.

 Wheat, oats, flaxseed, barley, canola, alfalfa.

 Dairy productions
 Meat productions
 Wild rice
 Poultry and eggs
 Honey

Physical Activity in the community:

 Ask students if they are involved in an organized

program that provides them with physical activity
(hockey, basketball, soccer, baseball, dance,
gymnastics, ringette, etc.)
 Ask them what would happen if people were living
in communities that did not provide them with these
opportunities.
 Ask students to brainstorm with their groups some
ways that a person in that situation could remain
physically active.

Learning Closure: Length of Time: 5

One-minute paper – give students a minute to write as much as they
can about the most important things within the lesson, new things
they learned, wonderings they may have. Etc.