Lesson Title: Healthy Living

Teacher: Miss Katya Outwater

Subject: Nutrition Grade Level: 2
Time Required: 50 minutes over 3 days
Topic:
Health, Nutrition, Physical Education

Essential Question:
What foods help make and keep our bodies healthy? What activities help maintain a
healthy lifestyle?

Prerequisites (Prior knowledge)

Students will think about the food and beverages that they consume in their day to day
life at home and at school. They will use their knowledge of healthy foods versus junk
food in order to read and apply the food pyramid to their everyday lives. Students will
also incorporate their knowledge about what constitutes an activity as physical.
Stage 1 – Desired Results

Content Area Standard(s) (include complete standard, not just standard #)

Standard 1 : Personal Health and Fitness

Students will have the necessary knowledge and skills to establish and maintain
physical fitness, participate in physical activity, and maintain personal health.

Intended Learning Outcome (Should define what students will know and be able to do and at what
level of mastery they should be able to do it.)

Students will know… Student will be able to…

• Vocabulary of the food pyramid • Categorize different foods using the

• Corresponding colors of the food food pyramid format
pyramid • Recognize different ways to be and
• Guidelines for using the food remain physically active
pyramid • Analyze the foods they eat and
• Possible health risks due to non activities they participate in and
healthy living recognize changes that can be made
• Create a food log
• Create a menu that follows the
guidelines of the food pyramid

© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
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 Stage 2 – Assessment Evidence
Students will demonstrate their learning/understanding in the following way(s):
Teacher-Created Assessments
Pre-test: Students will be given a blank copy of the food pyramid poster and be asked to
color it in and label each section.

Post-test: Students will be asked to log their food and exercise habits in a journal.

(Performance Assessments:)
Students will be assessed on their worksheets and journals by a 4 scale rubric.

(Other Assessments: Peer, Self)

Students can sit down with their parents after school and look over their journal entry to
be sure that nothing was left out. Students will then have the opportunity to add missing
pieces.

Students will be allowed to break into groups and discuss physical activities that they can
incorporate at with each other at recess.

(Assessment Adaptations)

© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
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 Stage 3 – Learning Plan
Learning Activities
Instructional Strategies/Learning Activities:
e.g., demonstration, discussion, small groups, role play, etc.
The lesson will start with a student discussion about what it means to eat healthy. Students will be
asked to give examples of healthy food and junk food that will be listed on a T chart. Students will
be asked to give examples of physical activities and well as non physical activities that will be
charted as well. Teacher will follow up with any examples that were missed as well as provide a
sample journal of food intake and physical activity.

Introducing the lesson:

(capturing students’ attention, activating students’ prior knowledge).

Students will listen to a series of songs from CD’s about Nutrition and exercise. These
songs such as The Vegetable Rock, Junk food Judy, The Good Food Express etc. will
reinforce students’ prior knowledge.

Instructional Sequence:
(representing the content: teaching/learning activities, connecting to students’ prior knowledge, etc.)

Teacher activity (The teacher is doing….) Student activity (The student is doing…)
• Teacher will explain the food pyramid • Students are completing a worksheet
by using a poster as an example on the food pyramid
• Teacher will provide examples of • Students are listening to the CD’s
healthy foods versus junk foods and and making connection to the food
active and idle activities pyramid and prior knowledge
• Teacher will play songs referencing • Students are contributing ideas about
Nutritional issues nutrition and physical activity to the
• Teacher will provide a sample work discussion
showing the how food and exercise • Students are creating journals to
can be logged track food intake and exercise
• Teacher will conduct a game • Students are brainstorming ideas for
their portion of the class menu
Adaptations to the Instructional Sequence to Differentiate:
Rather than listening to songs about Nutrition and exercise a book can be read or a short
video can be played
Discussion and Assessment of Learning:
(Pointing out to students how what they are learning is related to the driving question; assessing students’
learning as a result of the lesson)
Students will be asked why they think that leading a healthy lifestyle is important. Students will be given a
list (including brief explanations) about the possible risks at stake to leading an unhealthy life

Closure:
Extensions for early finishers: Students that are done early will be expected to begin brainstorming
meal ideas for the electronic menu we will be creating as a class.

Alternate strategies for struggling students or those who learn differently: Students who are
struggling with the assignments can modify their journals by using illustrations. They may also
request the help of another student who may have already finished.
© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
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 Procedures:
(already established procedures to be used and procedures to be taught for this lesson)

• How to read a food pyramid

• Categorizing food into groups
• What is physical activity
• Do we practice healthy lifestyles? Personal reflections
• Game-Students will take part in a game in which a bucket is place in the center of the
room. The bucket will represent the human body. All around the bucket will be cut outs of
different foods and exercises. One by one each student will be given the opportunity to pick
a cut out of choice and place it into the bucket. Students must be careful to choose foods
and exercises that correspond with the food pyramid guidelines that we discussed. After
each student gets a turn, as a class we will take the contents out and categorize them into
the respective food pyramid groups. With our findings we will be able to examine if we
created a healthy lifestyle for our body.

Lesson Development Resources

Technology Tools and Materials:
(classroom set-up, preparations, resources, etc.)

• CD player
• Nutricise
• Shake and Bake
• Materials and set up for the game. Bucket, laminated cut outs

(Parent/Community Resources)

• Parents will be sent home a handout listing tips for healthy living that can be
practiced at home with their children
• Information for the local Community or Recreational Center will be sent home as
well providing a calendar of free events (i.e. free swim) for parents to involve their
children in to help them become and remain active

(Contact Information)

Katya Outwater
Outw2827@fredonia.edu

© Gradel & Jabot 2009 (adapted from Jabot, Maheady, Rey 2005 (adapted from UbD, Wiggins & McTighe))
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