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Lesson 2

This lesson plan aims to teach 4th grade students about healthy eating and balanced meals. Key understandings for students include setting goals, understanding why healthy eating is important, and identifying influences on their eating choices. The lesson will review prior knowledge on food groups and balanced meals. Students will then create a balanced meal plate diagram and discuss influences on eating habits like parents and awareness. An action plan example will be reviewed and students will complete exit slips assessing their learning.

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84 views3 pages

Lesson 2

This lesson plan aims to teach 4th grade students about healthy eating and balanced meals. Key understandings for students include setting goals, understanding why healthy eating is important, and identifying influences on their eating choices. The lesson will review prior knowledge on food groups and balanced meals. Students will then create a balanced meal plate diagram and discuss influences on eating habits like parents and awareness. An action plan example will be reviewed and students will complete exit slips assessing their learning.

Uploaded by

api-356020225
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Subject/Grade: 4 Lesson Title: What Influences the Way We Eat?

Teacher: Miranda Hammett

Stage 1: Identify Desired Results

PDP Goal(s)

 Time management (making sure I am keeping on task)


 Classroom management
 Moving around the room

Outcome(s)/Indicator(s):

USC4.1 – Assess what healthy eating and physical activity mean for pre/adolescence

Key Understandings: (‘I Can’ statements) Essential Questions:


What influences the way we eat?
 I can set smart and attainable goals for myself.
 I can begin to understand why healthy eating is important. How can we make healthier choices
 I can begin to understand what a balance meal looks like. for ourselves?
 I can identify what influences the way I eat and how to
make healthier choices. Why is healthy eating important?

What does a healthy and balanced


meal look like?
Prerequisite Learning:
Learned about the different food groups.
Knows that we need to eat balanced meals and healthy food to help out bodies run properly.

Instructional Strategies:

 Activation of prior knowledge


 Inquiry based instruction

Stage 2: Determine Evidence for Assessing Learning

 Exit slip
 Personal plate diagram
Stage 3: Build Learning Plan
Set (Engagement): Length of Time: 10 mins Materials/Resources:
 Sticky notes
Go over our learning chart, review video from last class.  Plate worksheet
Move sticky notes to confirmed and misconceptions sections.  crayons
Add sticky notes to new learning. Break (3 mins): Switch Places
Work on answering some of the wonders. Activity
Questions:
Development: Time: 25 mins  Stand up and switch places if
you ate breakfast this morning
Introduce the balanced meal plate model  Stand up and switch places if
 Have students create their own balanced meal you have a vegetable packed in
https://food-guide.canada.ca/en/tips-for-healthy-eating/make- your lunch bag
healthy-meals-with-the-eat-well-plate/#section-1  Stand up and switch places if
you ate fruit at breakfast
Use this activity as a Segway to discuss what influences how we eat  Stand up and switch places if
 Parents making meals and grocery shopping you have a fruit packed in your
 Unaware of what a balanced meal looks like lunch
 Unaware of what foods are good and aren’t good  Stand up and switch if you had
a vegetable with supper last
Go through action plan, project on the board, go through an night
example together.  Stand up if you have at least 3
 Talk about my expectations for the assignment of the 4 packed in your lunch
today.
Go, Slow, Woah Activity (if time)
Management Strategies:
If you can hear me hands on your head,
finder on your nose, hands on hips,
finder on lips.
Closure: Time: 5 mins
Safety Considerations:
Exit slips: One thing I learned, one thing I am confused about, one During brain break have students be
thing I already knew. aware of other students and their space
– ensure that students are not pushing
each other when moving around the
classroom

Stage 4: Reflection

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