Nutrition Lesson g5
Nutrition Lesson g5
Nutrition Lesson g5
Gina West
Name:
Lesson Plan Title: Food for Thought! Lesson Plan Topic: Science/Health- Nutrition
1. State Standard(s):
5.3.1-Apply basic nutritional information found on food labels to a balanced diet.
5.3.2- Plan healthy meals using key nutrients, MyPlate, and nutritional
information found on food labels for breakfast, lunch, and dinner. Apply the
health-related components of an active lifestyle to daily routine.
2. Teaching Model(s):
Direct Instruction/Modeling
Indirect Instruction
Cooperative Learning
Project-based Learning
3. Objective(s):
SWBAT apply basic understanding of nutritional information found on food labels.
SWBAT understand how nutritional values in food they eat effects their health.
SWBAT explain how they can make healthier choices using nutritional charts and
labels as a guide when planning meals.
d. Extension/Enrichment:
If students finish the lesson activities beforetime, or need an extra challenge,
TW have the students engage in a gallery walk to share their investigation
findings with the other small groups.
SW then compare their findings to identify which groups snacks contained
the most sugar, and the least.
TW then direct the students to order the measurements in grams based on
least to greatest sugar content.
Modifications:
Students who need extra support to understand can be paired with a student who
has a strong grasp of the concept.
Differentiation:
The use of visual aids & anchor charts
The use of manipulatives/hands-on learning
Modeling
Cooperative Learning
Clear verbal and written instruction
a. Formative:
SW be monitored for comprehension and participation during their small
group activity.
TW assess student comprehension by having each small group record their
findings on sticky notes, and present them to the class by placing it on the
anchor chart.
TW assess student comprehension by having the students complete exit
tickets at the end of the lesson.
b. Summative: N/A
9. Lemov Strategies:
Name the Steps: Break down complex tasks into steps that form a path to student
mastery.
Show Me: Teacher flips the classroom dynamic so that they can glean data from a
passive group of students.
Radar: Teacher subtly reminds the students that they are looking and observing.
10. Reflection:
Strengths: I believe that the strength of my lesson was that it was hands-on, and
interactive which made it engaging for the students. The students tend to love
Science/Health because they can include some more interactive activities, but I wanted to
make sure that they not only were engaged in the activity, but that they also made
meaningful connections, and were able to answer some important open-ended questions
about the new concepts. I also linked this Nutrition topic to a previous Line Plot and Data
lesson by having the students order their data on an anchor chart on the board, to show
which snacks had the least sugar to which had the most sugar.
Concerns: My main concern with this lesson was actually not so much related to the
students, but to administration coming to observe me. I had planned this lesson in
advance, and had prepared everything far beforehand so that I would be prepared as I was
a little nervous teaching a Health concept for one of the first times. However, I felt that
my lesson went very well, and I received some positive feedback from my instruction as
well as my classroom management. My only concern that was related to the students was
that they may get a little off task with using the sugar and gram weights. However,
because I made my expectations clear, they stayed on task, and were very engaged and
cooperative.
Insights: One insight I gained was that Health can easily be integrated amongst other
topics. Initially, I did not have a lot of experience in teaching Health, as I think it often
gets pushed aside as it is not considered as important as Math and ELA. However, I was
able to tie this lesson to both Math, and Science. I had the students order their data on a
line plot, as well as had them use their background knowledge of measurement. I also had
the students solve simple Math problems such as finding the difference between the most
sugary snack, and the least sugary snack. Lastly, the students and I added up all the sugar
in grams in the foods and snacks they eat each morning for their school breakfast and
found the total amount of sugar they eat in a day and compared that total to the max
amount of sugar they should have each day. Overall, it was very easy to tie Health to
these different concepts, and it gave the students a real-life example of how Math can
help us in different aspects of our lives. I felt encouraged that it was not too challenging
to integrate the concepts, and am looking forward to teaching more Health lessons in the
future!