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Health- Processed vs Unprocessed Foods (PROS AND CONS)

Date: November 4th, 2016

Curriculum Area: Grade Health

Unit of Study: Geometry and Spatial Sense


Background Information:

This is the second health lesson for the students where they learn about processed and unprocessed foods.

Curriculum Expectations:

C1.1demonstrateanunderstandingofhowtheoriginsoffood(e.g.,where
thefoodisgrown,howitismade)affectitsnutritionalvalueand
environmentalimpact[CT]

Learning Expectations:
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Anecdotal notes

Test/quiz
Questionnaires

Introduce the lesson for the day (Processed and Unprocessed Foods- PROS AND CONS)
Describe learning goals for today (written in slides)
Review of yesterdays concept (Processed and unprocessed foods)
What is it? With definitions as stated in slides
Review gameProcessed and unprocessed written on either side of the board
Students are shown a picture and asked to point to whether or not its processed or not
discuss

KWL

Formative
Observation
Anecdotal notes
Work samples
Test/quiz

We are learning about pros and cons of processed and unprocessed food and the impact it has on our
bodies and the environment
First slide: unprocessed positives
Read as stated on slides- include time for class comments
Second slide: unprocessed negatives
Third: processed positives
Fourth: Processed negatives
Not all foods are bad for you
Not meant to scare but inform
Environmental impact- point stated in slides
Look how much energy and waste is made by different foods
Plates should already be prepared by teacher
Veggies- 83
Pizza-556
Kraft- 906
Chocolate- 277
Soup- 253
Burger- 2826
Why do you think some items have lower or higher numbers?
Discussion lead into the extension

Extension/Wrap-Up: (10 minutes)


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Observation

Inventories/surveys

Lesson: (20 minutes)

Diagnostic

Interview

To learn about the benefits and drawbacks of processed and unprocessed foods.
The learn about how the way foods are made and how that can impact nutritional value
Make healthy eating choices

Mental Set: (5 minutes)


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Grouping:
The students are to sit
in their table groups
Assessment:

Major takeaway: many foods are processed but it is okay, we are learning to
make healthy and better food choices
A few tips can be given to students if time permits.

Collaborative/social skill
Participating fully

Listening attentively
Reflecting on experience

Valuing diversity

Thinking constructively

Making responsible decisions

Resolving conflict

Solving problems creatively


Assessing improvement

Conference
Peer-assessment
Self-assessment

Summative
Portfolios
Unit test
Self-assessment
Peer-assessment
Final reflection
Speeches
Projects
Presentations
Reports, oral/written

Materials/Resources:
-

Document camera/ projector


Computer for powerpoint
Pre-prepared examples of food items on plate
for the lesson

Mult. Intelligences:

Expressing appreciation

Checklist

Linguistic

Purpose
Mental Set
Sharing

Logical/Mathematical

Purpose/Objectives

Spatial

Input

Working on tasks together

Musical

Modelling

Celebrating achievement

Bodily/Kinesthetic
Interpersonal

Check for
Understanding

Intrapersonal

Guided Practice

Naturalistic

Independent Practice
Closure

Modifications:
Increase time, space, amount

Peer tutor/Partner

Decrease

Use manipulatives

Change

Include visuals

Scribe

Extend

Oral explanation

Provide instruction throughout

Other:

Personal Notes/Reminders/Homework/Other Considerations:


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The class loves visuals and it helps them stay engaged.


Remember to review the important points that were learned yesterday.