Pre-service Teacher Georgette Sheldon PSMT Name: Mrs.

Gina West
Name:
Lesson Plan Title: Food for Thought! Lesson Plan Topic: Science/Health- Nutrition

Date: June 22, 2017 Estimated Time: 50 minutes (tentative)

Grade Level: 5th grade School Site: Harriet Treem ES

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.

4. Materials and Technology Resources

Whiteboard
Nutrition Anchor Charts
9 scales
9 sets of weights (grams)
9 different snacks
4 lb. bag of sugar
9 paper bowls
9 small measuring spoons
9 sticky notes
36 exit tickets (1 per student)
Pencils

5. Instructional Procedures: (7-10 minutes)

a. Motivation/Engagement:
TW open the lesson by asking the students to share what some of their
favorite snacks are. TW write the snack names on the whiteboard to
 represent the variety of different things the kids may eat each day.
TW explain that in the lesson today, the class will be learning about the
nutritional value in the foods we eat each day.
TW ask the students to share what the word nutrition means, and will review
the meaning.
Ex: Nutrition is the necessary food or nourishment we need for health and
growth.
TW explain that even though we cannot see them, the food we eat contains
nutrients and vitamins that affect our health in both good and bad ways.
TW then review the lesson objectives, standards, and connect it to Habit 7:
Sharpen the Saw.

b. Developmental Activities or Learning Experiences: (30-35 minutes)

TW open the lesson by directing the students attention to the Nutrition Label
Anchor Chart hanging on the whiteboard.
TW review each section of the Nutrition Label Anchor Chart to explain how
the students can identify the nutrition facts in the food they eat.
TW then model how the students can look at a food product label to check the
nutrition facts.
TW then explain that the students will be conducting an investigation to help
them visualize the nutrients they cannot see in food items.
TW explain that in the lesson the students will be investigating sugar content
specifically, and will be using scales, gram weights, and sugar to identify
how much sugar is actually in each of their snack items.
TW review the expectations for working in small groups and remind the
students of the Habits they need to practice while cooperating (i.e.
Synergize, Be Proactive, etc.) (Name the Steps)
SW then be broken into small groups, and will be assigned jobs for their
small groups.
TW then direct small group materials manager to gather their supplies for
their small groups (i.e. scales, bowls, scoops, weight sets)
TW pass out the snacks to each group and fill the bowls with sugar so each
group has sugar for their investigations.
SW then work with their small groups to conduct the investigation and will
record their findings as they go. (Show Me)
TW circulate to monitor student progress, and will ensure the students stay on
task. (Radar)
SW then complete their tasks to come to their final conclusion/make their
final connections (Show Me).
TW have students record their snack names and the amount of sugar in grams
it has on a sticky note, and have each small group send a student up to help
order the snacks from least to greatest amount of sugar on the board.
TW have the students find the difference between the snack with the most
sugar, and the snack with the least amount of sugar.
TW also have the students add up all the sugar (in grams) they eat each
 morning in their school breakfasts.
If there is extra time for the extension, SW engage in a gallery walk to see
how much sugar is in each groups snack, and to review each groups
findings.

c. Closure: (5-7 minutes)

TW direct the students small group materials managers to clean up their
stations.
TW direct the students to go back to their seats.
TW have the student paper passer to pass out exit tickets to each table group.
TW then direct the students to answer an open-ended question about the
essential idea of the lesson to assess understanding.
Ex: What did you learn about nutritional facts during your Sugar Content
investigations?
SW complete their exit tickets and pass them forward to be collected.
TW collect the exit tickets, and review the lesson objectives, standards, and
connection to Habit 7: Sharpen the Saw.

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.

6. Accommodations, Modifications and Differentiations for Diverse Learners:

Accommodations:
ELLs/IEP students will receive extra support from the teacher during the
activities.
ELLs/IEP students will be seated near teacher, and teacher will give clear printed
and verbal instruction, and will implement visual aids/manipulatives when
available.
ELLs/IEP students can have extra time to finish their tasks if necessary.

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

7. Assessment and Evaluation of Learning:

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

8. Homework Assignment: N/A (No Weekend Homework)

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!