Subject/Grade: Health 4 Lesson Title: Fueling our Bodies Teacher: Miranda Hammett
Stage 1: Identify Desired Results
Outcome(s)/Indicator(s):
USC4.1 - Assess what healthy eating and physical activity mean for pre/adolescence.
(c) Discuss factors of healthy eating over which one has control (e.g., drinking more water).
(d) Explain the importance of particular eating practices, including drinking water as a thirst quencher
and eating breakfast.
Key Understandings: (‘I Can’ statements) Essential Questions:
- I can define what a carbohydrate is and understand what it - What are carbohydrates?
does for my body. - What are fats?
- I can define what a fat is and understand what it does for my - What is protein?
body.
- I can define what protein is and understand what it does for
my body.
Prerequisite Learning:
- Healthy eating habits
- Applying healthy eating habits to everyday life
- Benefits of eating healthy
- The “eat well” plate
- The Canada Food Guide
- Serving sizes for their age
- What sugar does to our bodies
Instructional Strategies:
-
Stage 2: Determine Evidence for Assessing Learning
One minute paper
Stage 3: Build Learning Plan
Set (Engagement): Length of Time: 10 mins Materials/Resources:
Answer more questions from the wondering section loose leaf (x2)
Ask if anyone wants to add to wonders or new information. bread
Recap what sugar is and what it does to our bodies – talk water
about how glucose gives energy and if we don’t burn the lemon juice
energy it turns into stored fat. thought bubble sheets
Ask students what they think fueling their bodies mean. pencil
Introduce carbohydrates, fats and proteins. cheese (one slice)
https://www.healthyactivekids.com.au/kids/kidz-vidz/fuelling- bread (one slice)
your-body/ meat (one slice)
Development: Time: 40 min glass jars
Discussion questions: crackers (x2)
-They woke up late and skipped breakfast before school? cereal
-They forgot to bring a lunch to school or gave it away? Management Strategies:
If you can hear me hands on
-They spent the day sitting at their desk with no movement your head, finder on your nose,
or activity? hands on hips, finder on lips.
Create definition web for carbohydrates
Reference information sheets
Explain what they are and have students copy down
information
Have students grab a piece of loose leaf, have them divide it
into 3 areas, writing 5 minutes, 10 minutes and 15 minutes
on it.
Introduce carbohydrate experiment, have the different jars
and materials ready to go, ask for helpers to help conduct
the experiment.
Once items are placed in the jars put them somewhere
where students can see them.
Show the following video
https://www.youtube.com/watch?v=MdVTq6a2tZM
Ask students what their thoughts were on the video.
Check how the experiment is, have students write down
observations.
Introduce fats, fill in the mind map
https://www.youtube.com/watch?v=RPAien1dbEQ
Check experiment, write down observations
Introduce proteins write info for it on mind map
Check experiment talk about what has changed, explain how
this is how our bodies digest foods carbohydrate rich foods
are broken down quickly and foods that contain a lot of
protein or fat are broken down more slowly.
Closure: Time: 5 min
One-minute paper on the main things they learned in
today’s lesson.
