Daily

Instructional
Lesson Plan
Worcester County
Public Schools

Content Area(s)/Course

Unit Title

Grade

Health Literacy/Health Education

Mathematics

Nutrition

Lesson Topic

Date
2014-15

Nutrition
Teacher(s)
Fifth grade teachers at SHMS\

School
Snow Hill Middle School

Indicator(s)/Sub-Outcome(s)/Expectation(s)
Health Literacy Standards:
HL.1- Use appropriate information and tools strategically to enhance health and wellness.
ANALYTICAL REASONING/SELF-EFFICACY
HL. 3- Demonstrate the ability to use decision-making skills to enhance health and wellness.
DECISION-MAKING
HL. 4- Demonstrate the ability to use interpersonal communication skills to enhance health and
wellness.COMMUNICATION
HL.5- Demonstrate the ability to advocate for personal, family, and community health and wellness.-COMMUNICATION
MCCRS Mathematics Standards:
CCSS Math 5.MD.A.1- Measurement and Data: Convert like measurement units within a given
measurement system
MCCRS Speaking and Listening Standards:
SL.5.1c Pose and respond to specific questions by making comments that contribute to the
discussion and elaborate on the remarks of others.
Health Education Standards:
HE 6.0 Nutrition and Fitness: Students will demonstrate the ability to use nutrition and fitness
knowledge, skills, and strategies to promote a healthy lifestyle.

STEM Standards:
1. Learn and Apply Rigorous Science, Technology, Engineering, and Mathematics
Content
2. Integrate Science, Technology, Engineering, and Mathematics Content
3. Interpret and Communicate Information from Science, Technology, Engineering,
and Mathematics
5. Engage in Logical Reasoning
6. Collaborate as a STEM Team
7. Apply Technology Strategically
Student Outcome(s)
Health Literacy Outcomes:
HL.1.c- Students will use nutrition labels and additional research to make healthy choices.
HL. 3.b- Students will decide what foods are considered healthy.
HL. 4.a- Students will listen to professionals about wellness and ask questions.
HL.5.b- Students will create a healthy snack, collage, or health board game to share knowledge.
MCCRS Mathematics Outcomes:
CCSS Math 5.MD.A.1- Students will convert measurements to comprehend food labels.
Health Education Outcomes:
HE 6.E.1: Examine the relationship among food intake, physical activity, and weight management.
STEM Outcomes:
1.A. Demonstrate an understanding of science, technology, engineering, and
mathematics content.
1.B. Apply science, technology, engineering, or mathematics content to answer
complex questions, to investigate global issues, and to develop solutions for
challenges and real world problems.
2.B. Apply integrated science, technology, engineering, mathematics content, and other
content as appropriate to answer complex questions, to investigate global issues,
and to develop solutions for challenges and real world problems.
3.C. Engage in critical reading and writing of technical information.
3.D. Evaluate and integrate multiple sources of information (e.g.: quantitative data,
video and multimedia) presented in diverse formats.

5.A.Engage in critical thinking.

6.C.Listen and be receptive to ideas of others.
6.D. Analyze career opportunities that exist in a variety of STEM fields relevant to the
STEM focused multidisciplinary teams goal.
7.C. Engage in responsible/ethical use of technology.
Context for Learning
This lesson is integrated into the Mathematics curriculum using the MCCRS on Measurement.
Students will use prior knowledge of My Plate from earlier grades, food groups, and nutrition taught
in previous grades and Physical Education classes to grasp the complex content of the lesson. They
will review some of the food group information needed to be successful in this lesson. A positive
learning environment is established through math/health integrated activities, partner work, and
addressing a variety of learning styles. Students will use critical thinking and decision-making skills to
create a plan for healthy eating. The plan for healthy eating will be a large first step in truly
advocating for health with their family.
Materials:
Mathematics Curriculum Guide
Classroom supplies (paper, pencils, glue, colored pencils, etc) that teachers have available
Gram scale (grade 2 teachers within the county have (2) scales per school to borrow)
Track Your Food Today handout for students to track what they ate
Day 1:
Mobile iPad cart or class set of iPads
iPad Apps/websitesi.e. Fooducate app, MyFitnessPal app, Cron-o-meter app, Super

Tracker website, etc.

Sample Food labels to show to students
Understanding the Five Food Groups article
All you Can Eat food group handout
My Daily Food Plan Worksheet
Daily Food Group Targets chart
Target Meal Plan with Calories

Day 2:
Food labels brought in by students

Measurement cups
Sugar
Eat This, Not That for Kids
3 Steps in Using Food Labels handout
Food Label Math Fun
Estimating Portion Size handout
Materials to estimate portion size: CD, baseball, dice, egg, deck of cards, ping pong ball,
checkbook, a cassette tape (from library) and the food items pasta, potato, cereal flakes, a
pancake, a slice of bread, a piece of fruit, cheese, ice cream, etc.

Day 3:
Computer lab or articles about healthy eating (i.e. Long Term Effects of Bad Eating Habits by

Elle Paula)
Scott Blackburn or a Dietary Intern
Nutritionist from Atlantic General Hospital
WCPS Food Services page/www.worcesterk12.com
New Vocabulary graphic organizer
Nutritionist Job Description
Guest Speaker Tweets

Day 4:
Materials needed for the final project
Rubrics for the three project choices
Day 5:
Materials to complete the final project
Rubrics for the three project choices (from previous day)
PPP Presentation Feedback worksheet
Instructional Delivery
ENGAGE:
1. The day before you begin this lesson, students will use the Track Your Food Today handout to
write down what they ate the previous day.
2. On day one of the lesson, students will then use an iPad App and input the foods that they ate the
previous day (from their Track Your Food Today handout).

3. Students will look at the All you can eat poster and read Understanding the Five Food Groups
to learn about the nutritional value of their foods and determine if they are receiving positive health
benefits from all foods.
4. Students will compare what they ate (Track Your Food Today) with the My Daily Food Plan
Worksheet to see how what they ate compares to what their target diet should look like.
5. Show students a variety of statistics: A child your age should have _____ each day. Conduct a
quick survey: How many of you ate ___servings of ____ during the day?
6. Allow students to reflect upon their choices in writing/journals.
7. Remind students to bring in food labels from home. Show the food label samples.
EXPLORE:
Students will explore multiple sources of texts on their own to develop a deeper understanding of
healthy choices while the teacher provides guidance.
1. Students will read excerpts and portions of the books Eat This, Not That for kids.
2. Students will receive 3 Steps in Using Food Labels handout to understand how to properly read
a food label. They will use the labels to explore the content of the foods they consume at home.
3. Students will play the Food Label Math Fun to begin exploring serving sizes.
4. Students will dig deeper into the food labels. The teacher will ask What units are the serving
sizes in? Convert to a common unit. Example: Serving size 3 oz. of meat is equal to the size of a
deck of cards. Students will use the Estimating Portion Size handout and materials to explore what
serving sizes should look like.
5. What does a gram look like? The class will concentrate on sugar. Have students make
conversions to better understand how much sugar is in the food. Example: The food has 28 g of
sugar. Using a scale, measure out 28 g of sugar. How much is this? Is it close to cup, a tbs, etc?
6. Students will measure in grams the sugar content for various items. How does this compare to the
recommended daily value?
EXPLAIN:
Students will gain additional information by:
1. Students will partner up and each be given a new vocabulary word to define, using the New
Vocabulary Graphic Organizer. Words that students could get include: Nutrients, triglycerides,
insulin, pancreas, sodium, glucose, hyperglycemia, staples, chronic, hypertension.
2. Students will then read Long Term Effects of Bad Eating Habits by Elle Paula.
3. Conducting additional research (using the internet, library texts, and articles) to determine the
consequences of eating unhealthy foods. The media specialist has included a list of texts that can
be checked out or read from the school library.
4. The students will use the Guest Speaker Tweets to prepare two questions for the guest speaker.
Students will look over the Job Description of a Nutritionist, as they may wish to ask questions about
that career.
5. A visit from the board of education dietician, nutritionist from AGH, or nutritional intern from UMES

will be scheduled by the grade 5 team. Students will listen to the guest speaker. The students may
ask questions such as, Why are students required to eat _____ when buying school lunch? Who
determines the nutrition content of school meals for students? What other careers focus on
nutrition and healthy eating?
6. Listening to a Nutritionist, discuss nutritional impacts on health. Students will identify what they
must eat to lead a healthy lifestyle and the consequences of not doing so.
ELABORATE:
Students will extend their knowledge and skills by creating one final project from the choices below:
1. Become the Family-Member-in-Charge at home. Create a one-week healthy menu for a family of
four and create a grocery list of healthy items to buy for the family.
2. Create a collage of healthy snacks. The collage must include nutrition facts and statements
proving health benefits.
3. Create a unique board game about healthy eating. Students will need to show better options for
meals and consequences for poor eating habits.
4. Give each student the rubric for the project of their choice, so that they know how they will be
assessed.
Assessment/Evaluation (Formative/Summative)
EVALUATE:
1. Students will share their projects with the class for appropriate feedback. The students will use the
PPP Presentation Feedback handout to assess their classmates projects.
Closure:
The teacher will use the rubric to assess the students success and understanding of the concepts.
Revisit objectives and discuss how we met the objectives.