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Elizabeth Borlik eborlik@umail.iu.

edu
Anne Llewellyn annllewe@iu.edu
Colton Tuzinski ctuzinsk@umail.iu.edu

Title:
Why is a healthy lifestyle important and how can we promote it within our school? Commented [1]: Elizabeth, Annie, and Colton,
Wonderful work!

Grade: 3rd grade

Overall Goal: In groups of 4, students will be researching various aspects of healthy living, as well
as creating a poster or PowerPoint to display their findings. In addition, students will present
several ideas to the class regarding ways to integrate physical fitness into the school. Afterward,
the class will engage in a discussion to find a way to use these ideas to create positive changes
in the school.

Students at this age typically enjoy playing and being outside, which sparks an interest in
physical health. Furthermore, students have background knowledge about healthy vs. unhealthy
foods. This lesson plan will build upon previous knowledge, but also allows students to
investigate the benefits of a healthy lifestyle. In addition, this will further educate students about
the importance of health as well as allow them to take action within the school community.

To begin, we will have students sort different pictures of food into a MyPlate to test their
background knowledge. This will then lead to a discussion about eating, fitness, and a healthy
lifestyle to engage students and introduce the lesson. Afterward, students will complete an
EdPuzzle to enhance this knowledge.

After receiving basic background information through a Prezi, students will research topics
chosen in groups using their guided research packet. Then, student groups will create a poster
or PowerPoint on their findings and brainstorm ways to promote their aspect of healthy living in
the school.

By the end of the lesson, students will have a better understanding of what living a healthy
lifestyle means. Some students may research exercise, while some may investigate the
importance of nutrition. In addition, some students could research the importance of sleep or
mental health.

During the final discussion, students can collaborate by finding a way to integrate their ideas into
the school and during daily life. Students will have to defend their own ideas and explain why
they are important. Then, the class can work to promote these ideas into the school community.
Afterward, the class will participate in a Kahoot as a final assessment of learning.
Standards Learning Objective Assessment

3.1 Students will comprehend (1) Students will be able to identify EdPuzzle/ Research
concepts related to health components of a healthy lifestyle. Packet: Students will
promotion and disease complete an
prevention to enhance health. (2) Students will be able to identify EdPuzzle to test Commented [2]: You may want to include the Number
the benefits of a healthy lifestyle and knowledge on the of the standard here as well.
consequences of an unhealthy components/
lifestyle. benefits of a healthy
lifestyle and will
complete a guided
research packet.

3.4 Students will demonstrate Students will be able to select one Poster/PowerPoint:
the ability to advocate for aspect of a healthy lifestyle and In research groups,
personal, family and community explain ways to integrate it within students will create
health. the school to promote a healthier a poster or
community. PowerPoint over one
element of a healthy
lifestyle and how to
promote it within the
school.

3.7 Students will demonstrate Students will be able to give Presentation/


the ability to practice health- examples of health-enhancing Discussion:
enhancing behaviors and avoid behaviors and explain how to Students will
health risks. practice them during daily life. present/discuss
ideas on how to
integrate health-
enhancing behaviors
into daily life and
within school.

Key Terms & Definitions:


MyPlate: current nutrition guide showing a place setting with a plate and a glass divided
into five food groups
Nutrition: study of food and how it works in your body
Wellness: the state of being in good health, especially as an actively pursued goal
Health: the general condition of the body and mind
Lifestyle: a manner of living that reflects the person's values and attitudes
Calories: unit of energy to measure how much energy is released when food is eaten
Lesson Introduction (Hook, Grabber):

The instructor will divide students into groups of 4 and pass out a MyPlate to each group.
Link to MyPlate: https://fns-prod.azureedge.net/sites/default/files/eatsmartposter.pdf)
Then, students will receive several pictures showing different foods from a variety of food groups.
Link to food cards: https://fns-prod.azureedge.net/sites/default/files/tn/dmp_foodcards.pdf
Students will have to sort them into the MyPlate and determine whether foods are healthy or
unhealthy and how much they should be eating. Since this activity is interactive, students will be
engaged. Also, it will make kids question their own eating habits and compare them to MyPlate,
which makes the activity more personal. In addition, this serves as a way to test background
knowledge on healthy eating from previous years.

After the activity, the teacher will ask the following questions about what the students discovered
and initiate conversations about healthy living to introduce the lesson:
1. Which foods are considered healthy? Which foods are considered unhealthy?
2. Why is it important to eat healthy foods?
3. Do you think your eating habits are healthy?
4. What else can you do to make sure you are healthy?

Lesson Main:

Introduce the Central Question: The teacher will explain healthy eating and ask students Why is
a healthy lifestyle important and how can we promote it within our school? Afterward, the
teacher will tell students to go to the computer lab to continue to build knowledge on the topic
before researching in groups.

After the hook, the class will go to the computer lab to complete an EdPuzzle about MyPlate to
further knowledge about healthy eating.
(https://edpuzzle.com/assignments/59c9c6c6d56bb8402a249e6c/watch) The class will discuss
the answers to the questions and how they apply to the driving question.

Then, the teacher will present a Prezi about information to build basic background knowledge
before research. The teacher will ask students to connect these ideas to the driving question.
(https://prezi.com/view/Ex8XDPjCidt948t6VuXO/) Although this Prezi contains minimal
information, it will spark discussion amongst students and will give them potential ideas on what
to research. It also gives simple facts to help students get started with research. The teacher can
ask questions such as Why do you think these components are necessary for a healthy
lifestyle?
Commented [3]: You do not have to highlight the
artifact you created at the beginning of the paragraph.
Once the Prezi presentation is over, the students and teacher will brainstorm a list of aspects
regarding healthy living. Then, students will divide into their groups of 4 again to begin research
on one of these aspects. Students will work together to research using a guided research packet
(https://docs.google.com/a/umail.iu.edu/document/d/1_yg2yiaX7MYawfQwrhivGydHBdVw0DDkA
uyfraC_8-A/edit?usp=sharing) and then create a poster or PowerPoint that will eventually be
presented to the class.

Lesson Ending:

Presentation of Poster/PowerPoint: Students will present their poster or PowerPoint to the class
about one aspect of a healthy lifestyle and how to incorporate it into the school.

Class Discussion: After each group finishes presenting, the instructor will initiate a class
discussion about ways to integrate a healthy lifestyle into the school and daily life. Groups will
have to defend their ideas and share ideas on how to accomplish this. Students and the teacher
will work together to integrate these ideas into the school community.

Kahoot: Once the lesson is complete, students will participate in a Kahoot game to test
knowledge learned during the unit. (https://play.kahoot.it/#/k/d43c0858-71fc-4592-8ff9-
cdf7f81aa50f)

Assessment Rubric:
Great (10-8 points) Average (7-5 points) Poor (4-0 points)

Creativity and The presentation has The presentation has The presentation is
Attractiveness great design, layout, a good design, layout, has little to no
many pictures, color, and few pictures, and a pictures and is very
neatness. little messy. messy.

Required The poster has all of the The poster has most Missing most or all of
Elements & required elements, of the required the required
Relevance including both facts about elements. Missing elements. Research
the topic and ideas on either facts or ideas presented is not
how to integrate it into on how to integrate it relevant to the driving
the school. Research is of into the school. question.
high quality and relevant Research is mostly
to the driving question. relevant to driving
question.

Use of Time The student put a lot of The student put a fair The student did not
time into finding research amount of time into spend much time
and content for the finding research and finding research and
poster. Group stayed on content for the poster. content for project.
task during entire Group needed 3-4 Group needed 5+
research time. Group reminders to stay on reminders to stay on
needed 2 or less task. task.
reminders to stay on task.

Spelling and The poster has 0-2 The poster has 3-5 There are many
Grammar spelling and grammar spelling and grammar spelling and grammar
mistakes on the poster. mistakes on the mistakes on the
poster. poster.

Resources / Artifacts:
Anne
EdPuzzle https://edpuzzle.com/assignments/59c9c6c6d56bb8402a249e6c/watch
Elizabeth
Guided Research Packet:
https://docs.google.com/a/umail.iu.edu/document/d/1_yg2yiaX7MYawfQwrhivGyd
HBdVw0DDkAuyfraC_8-A/edit?usp=sharing
Prezi: https://prezi.com/view/Ex8XDPjCidt948t6VuXO/
Colton
Kahoot https://play.kahoot.it/#/k/d43c0858-71fc-4592-8ff9-cdf7f81aa50f

Differentiation:
1. Differentiation for ability levels
High ability learners: Students that are high ability learners can become group leaders
within the research groups. The teacher could designate one leader per group. These
students could also complete additional research on a second element of healthy living
as a learning supplement.
Low ability learners: Students could be given a more structured guided research packet
to provide additional support. Printed resources and articles could be given to the student
if he/she has difficulty finding information alone. Instead of presenting ideas on how to
integrate healthy living into the school, the student could set personal goals instead to
simplify the assignment.

2. Differentiation for demographics


Gender, race, culture: For either of these, students could research how their own
individual traits impact overall health. For culture differences, students could research Commented [4]: How are they going to do research?
using online resources or books on how the lifestyle and health practices of other Commented [5]: Good revision. if you could be
countries compare to the United States. specific it would be better. But you three of you did an
excellent work! See you on Thursday!

3. Differentiation for languages


ESL, EFL, ENL: Students could learn new vocabulary words relating to health and research
their definitions to share with the class. The teacher could translate articles for the student
to use during the research project if needed. In addition, the teacher could translate the
EdPuzzle and Kahoot, which would enable the student to focus on content rather than
language.

4. Differentiation for access & resources


Computers: Students without computers could use books to find research for the poster.
Instead of an EdPuzzle or Kahoot, students could take a written quiz. Students could
choose the poster option instead of a PowerPoint.
Internet connection, and/or Wifi access: Once again, students could use books for
research and the teacher could supply written articles/quizzes. The teacher could print
out articles for students to use as resources.

Anticipated Difficulties:
Students may have trouble finding a topic for their poster, so the instructor could brainstorm
ideas with the class beforehand. Then, each group can pick a topic from the list.

In addition, students may have trouble finding resources during research, so the teacher could
construct a list of approved resources to give students reliable websites for finding information.

Also, researching itself is a difficult task, so the teacher will need to give guidance to each group
and potentially a packet to guide what they need to find.

(Links to any resources used are included throughout the lesson plan)

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