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Template for Science Lesson Plan
Benchmark Assignment
Title of Lesson: Eating to Be Healthy
Grade Level: 3rd
Time Needed: 45 minutes
Lesson Overview
This lesson is about how a balanced diet of healthy foods can lead to a healthy
life. Students will see that different foods from each food group can provide
different nutrients the body needs. This science lesson is a stand alone lesson.
However, I have taught a social studies lesson on food deserts and the students
are starting a food justice unit. This lesson ties in very well into what they are
learning in social studies. I will keep the students in their normal table groups and
they will be doing a lot of work in their groups.
Driving Question: Why is eating a balanced diet important for your health?
Ideal Response: Eating a balanced diet is very important for your health. Each
meal should consist of vegetables, fruits, grains, protein, and dairy. The key to a
balanced diet is to have all in their proper quantities. We should be consuming 2
cups of vegetables, 1.5 cups of dairy, 5 oz of grains, 5 oz of protein foods, and 3
cups of dairy. By getting these food groups in we will get our nutrients: vitamins,
minerals, carbohydrates, protein, and fats our body needs. Each of these nutrients
is beneficial to our bodies in different ways and they are found in different food
groups.
Disciplinary Core Ideas (From the Framework for K-12 Science Education)
a. LS1.C- By the end of the fifth grade: Food provides animals with the
materials they need for body repair and growth and is digested to release the
energy they need to maintain body warmth and for motion (pg 148).
Cross-Cutting Concepts (From the Framework for K-12 Science Education)
a. Cause and Effect- Events have causes, sometimes simple, sometimes
multifaceted. A major activity of science is investigating and explaining
causal relationships and the mechanisms by which they are mediated. Such
mechanisms can then be tested across given contexts and used to predict
and explain events in new contexts (pg 83).
Practices (From the Framework for K-12 Science Education)
a. Asking Questions- Students will ask questions about what makes up a
balanced diet and what nutrients they need.
b. Obtaining, Evaluating, and Communicating Information- Students will be able
to know which nutrients are important, where to find them, and why it is
important to get them through a balanced diet. Also, students will discuss
this knowledge with their peers and families.
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Learning Goals
KNOWING (main idea):
a. Students will know that eating a balanced diet will lead to healthier bodies.
b. Students will know that humans need specific nutrients to maintain a healthy
body.
c. Students will know what each nutrient does for the body and where to find it.
DOING:
a. Students will be able to eat a balanced diet to keep their bodies healthy.
b. Students will be able to determine which nutrients are in which foods.
c. Students will be able to determine why a balanced diet is important.
Language Learning Goals
a. Students will work talk/discuss in their table groups for all activities.
b. Students will be taking notes of new information they are learning.
c. Students will fill out activity worksheets.
Student Science Toolkits
a. I have already taught a lesson on food deserts and so students have a
general idea about healthy foods
b. Their school has a very successful garden, so the students have a lot of
experiences with different forms of fresh foods
c. Many of the families have experience with home gardening
d. Students are learning about food justice and so they are trying to make their
community have better food options
e. Students will likely use funds from: family knowledge, community
knowledge, peer knowledge, and personal interests.
Materials
a.
b.
c.
d.
Large paper
Markers
My Plate worksheet for each student
Nutrient knowledge worksheet
Preparation
a. I will be handing out all materials to students. I will distribute all handouts to
students right before they begin the activity.
b. For clean up, I will collect any materials they make themselves.
c. Students will stay in the table groups they already have.
Safety
a. No safety rules that are any different from normal class time rules
Lesson
First, outline your lesson. Break down each step. Each step will be an activity. For
example, a discussion, a demonstration, a hands-on activity, and reading from a
book are all different activities, even though they are part of the same lesson.
Each activity should serve a purpose or function in your lesson plan. Include I-AIM
stages and functions (i.e. Question: Establish a question). Every lesson will not
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include all of the I-AIM functions. However, be sure your lesson includes stages
and functions that will:
1. Introduce or re-connect to the driving question - You lessons should
ALWAYS include an opening activity that lets students know what the
driving question is and what they will be doing in the days science lesson.
2. Elicit and build on student ideas throughout the lesson
3. Have experiences before explanations (if your lesson is just about
explanations, be sure to make clear what experiences students had in prior
lessons that you are referring to in the explanations).
4. Closing that refers back to the driving question -Your lessons should
ALWAYS include a closing activity that reviews the days activities and what
students should have learned.
Then, describe each activity in enough detail that someone else could teach it. It
is helpful to write this out step-by-step. Questions to consider as you write this
part of your lesson plan include: What will you do? What will your students do?
What transitions will you use between activities or places in the classroom? What
questions will you ask students during the lesson (either to the whole class or to
small groups as you walk around)?
Include 3-5 activities
1
Title:
First Taste
I-AIM Stage & Function
Question: Experience Phenomena
Step-by-step directions for teaching. Include what students do and what
the teacher says/does.
1. I will write the words healthy foods and nutrients on the board and I will
have the students graffiti* on their paper. Under the words I will write down
a few things they should think about while they are writing: the definition of
healthy food/nutrients, benefits, food groups, and what about foods makes
them healthy. * Students already know how to make graffiti boards so this
does not need to be taught.
2. Students will share their ideas with their groups.
Assessment:
I will be collecting their graffiti boards to see they are forming some initial ideas.
Also, I will be listening to their group discussions to make sure they are discussing
those initial ideas about the overall topic of healthy foods/nutrients.
Accommodations/Adaptations:
No accommodations are necessary.
Title:
Establish the question
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I-AIM Stage & Function
Question: Establish a Question
and Elicit Students Ideas
Step-by-step directions for teaching. Include what students do and what
the teacher says/does.
1. I will have students share their ideas in their groups
2. As a class, they will share some ideas and I will ask them for some questions
this made them think about. I will write some on the board
3. If they did not get the driving question, I will direct them towards it: Why a
balanced diet is important for a persons health?
Assessment:
Listen to the ideas that students bring in and see what types of connections
students can make. I will also be looking to see if the students bring in any terms
that have been used in their social studies lessons such as organic and GMO.
Accommodations/Adaptations:
No accommodations are necessary.
Title:
Meal Plan
I-AIM Stage & Function
Explore: Explore for Patterns and
Identify Patterns
Step-by-step directions for teaching. Include what students do and what
the teacher says/does.
1. In groups, students will fill out the MY PLATE worksheet. They will also be
given a page with different nutrients. As a group they should fill out the
worksheet.
2. Groups will share their final meal plans with the class. They should explain
why they chose the foods they did and what nutrients were found in those
foods.
Assessment:
I will be mainly looking at the reasoning behind why the students made the meal
plans that they did. I want them to have concrete reasonings and explanations as
to why their meals contribute to a balanced diet.
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Accommodations/Adaptations:
No accommodations are necessary.
Title:
A Balanced Diet
I-AIM Stage & Function
Explain:
Students
Explain
Patterns and Introduce Scientific
Ideas
Step-by-step directions for teaching. Include what students do and what
the teacher says/does.
1. Using their meals, I will introduce the driving question again.
2. I will ask students to answer the driving question again. I will help them by
having them think about their meal plans and the reasoning behind their
meal plans.
3. If time allows for it: I will ask students to answer the driving question again
by making a magazine ad in their groups. This ad should promote eating a
healthy balanced diet.
4. I will ask students to share these ads with their families and friends
Assessment:
I will be looking to see that students are able to answer the driving question using
the patterns they found while making the meal plans. I will want them to use some
of the new words they learned such as nutrients.
Accommodations/Adaptations:
No accommodations are necessary.
Lesson Artifacts
Attach copies of any handouts, activity sheets, overheads, etc. (These may be
turned in as hard copies in class).
Bibliography/Sources
http://www.fns.usda.gov/sites/default/files/sump_level3.pdf
http://www.choosemyplate.gov/kids/downloads/ServingUpMyPlate-level2TeachersGuide.pdf
