Download Lesson Plan 2 - Boise State University

Group Nutrient Project
1. Lesson Title: Food GROUPS
2. Grade/Age Level: 4th Grade
3. Subject Area: Health
4. Time allotted for the lesson:
Students will have 4 class periods to prepare/research their food group and create a
rough draft of their project. They will then have a 1-hour block in the lab to complete
the final copy of their project. Presentations will take place the following week.
5. Short description of lesson:
During this lesson, students will have the opportunity to more thoroughly research a
single food group. Students will be researching the food group’s dominant nutrient and
its purpose to our bodies. They will also find out about secondary nutrients of the food
group. Each student will have the opportunity to choose a food group based on their
desired learning style. Each group will be required to share their final project with the
classmates, teaching the class about the nutrients provided by their food group and the
necessity of those nutrients to our bodies.
Grain: Write a song describing the dominant nutrient, sharing information about
secondary nutrients, and the benefit of the nutrients to our bodies.
Vegetable: Write and perform an original play describing the dominant nutrient, sharing
information about secondary nutrients, and the benefit of the nutrients to our bodies.
Fruit: Create a PowerPoint presentation describing the dominant nutrient, sharing
information about secondary nutrients, and the benefit of the nutrients to our bodies.
Meat & Beans: Create a poster board that describes the dominant nutrient, sharing
information about secondary nutrients, and the benefit of the nutrients to our bodies.
Dairy: Write a research paper or book describing the dominant nutrient, sharing
information about secondary nutrients, and the benefit of the nutrients to our bodies.
6. State Curriculum Standards met in this lesson:
4005.05 Identify the nutritional benefits of different foods.
7. Instructional Objectives:
Students will be able to:
a.
b.
c.
d.
Identify the nutritional benefits of different foods.
Identify the five basic food groups
Describe why the body needs food.
Explain the role of nutrients (carbohydrates, fats, proteins, water, vitamins, and
minerals) and fiber in a healthy diet.
8. Instructional Procedures:
a. Lesson Set:
Students will watch Choose My Plate. This is a parody of a popular song that
promotes healthy eating and describes each food group.
URL: http://www.youtube.com/watch?v=NjwuzOCuM24&feature=related
b. Techniques and activities:
1. After students have viewed Choose My Plate, the teacher will discuss the
five food groups and their corresponding projects, letting the students
know they will have an opportunity to work in groups of five and will get
to sign up for the group there are interested in. As the sign-up sheet
circulates the teacher will discuss the song, parodies, and allow for
feedback.
2. After the sign-up sheet has been filled the teacher will have each group
meet and will distribute the specific group rubric. Let the students know
that the rubric will be filled in for each individual. The teacher should also
hand out an example of the group evaluation form.
3. Students will now have 4 days to work on their projects, today’s
introduction and the rest of the subject time accounting for one of those
days. The fifth day will be a time for the final projects to be completed.
Each project will need to be turned in electronically, so the last day in the
computer lab will allow the students the opportunity to do this as a
group.
4. Posters (attached) of each food group will be displayed around the
classroom for students to use as quick reference and ideas for their
presentations.
10
5
0
Notes
c. Lesson Closure:
Students will watch each group’s presentation, gaining information from each
food group and taking notes when the presentation is complete.
9. Adaptations for special learners:
Students are working in small groups based on their preferred learning styles. Learners
with special needs will have the assistance of group members guiding their learning through
the project.
10. Supplemental Activities:
As each group presents their food group project, students watching will be required to
fill in an observer worksheet noting the dominant nutrient and two facts their learned.
They will also need to write at least a sentence describing what they enjoyed about the
specific presentation.
11. Assessment/Evaluation:
As students work to complete their projects I will be observing for on task behavior and
collaboration. These points will be noted in a project specific rubric, but each student
earns points individually. The project/presentation will also be evaluated using a rubric
and will be scored individually. After each group has presented they will have the
opportunity to evaluate each group member, which is another score to be considered
on the rubric.
12. Learner Products:
Students will produce, as a group, a project/presentation describing the attributes of
their assigned food group.
Group Project Rubric
Participation
Actively involved during
all 5 days of group work
Involved with some off
task behavior during
group work
Most group work time
was spent off task
Grain Presentation
Wrote a song describing
the dominant nutrient,
sharing information
about secondary
nutrients, and the
benefit of the nutrients
to our bodies.
Wrote a song describing
the dominant nutrient,
or shared information
about secondary
nutrients or discussed
the benefit of the
nutrients to our bodies.
Group did not write a
song
Vegetable Presentation
Wrote and performed a
play describing the
dominant nutrient,
sharing information
about secondary
nutrients, and the
benefit of the nutrients
to our bodies.
Wrote and performed a
play describing the
dominant nutrient, or
shared information
about secondary
nutrients or discussed
the benefit of the
nutrients to our bodies.
Group did not write
and/or perform a play
Fruit Presentation
Created a PowerPoint
presentation describing
the dominant nutrient,
sharing information
about secondary
nutrients, and the
benefit of the nutrients
to our bodies.
Created a PowerPoint
presentation describing
the dominant nutrient,
or shared information
about secondary
nutrients or discussed
the benefit of the
nutrients to our bodies.
Group did not create a
PowerPoint
presentation
Meat & Bean
Presentation
Created a poster board
describing the dominant
nutrient, sharing
information about
secondary nutrients,
and the benefit of the
nutrients to our bodies.
Created a poster board
describing the dominant
nutrient, or shared
information about
secondary nutrients or
discussed the benefit of
the nutrients to our
bodies.
Group did not create a
poster board
Dairy Presentation
Wrote a research paper
or book describing the
dominant nutrient,
sharing information
about secondary
nutrients, and the
benefit of the nutrients
to our bodies.
Wrote a research paper
or book describing the
dominant nutrient, or
shared information
about secondary
nutrients or discussed
the benefit of the
nutrients to our bodies.
Group did not write a
research paper or book
Class Presentations
All members of the
group had a purpose in
the presentation
A few members of the
group led the
presentation
An individual member
of the group led the
presentation
Electronic Copy
An electronic copy was
turned in, with no
grammatical errors
An electronic copy was
turned in, with
grammatical errors
No electronic copy was
turned in
Group Evaluation
Group members felt
that your help was
exemplary
Group members felt
that you left more to be
desired
Group members felt as
though your help was
missing
Total
/50
Group Evaluation
Yes
Did you work your hardest?
Did you participate every day?
Did you offer assistance
during preparation time?
Did you help complete the
final copy?
Write the names of your
group members below. In the
boxes to the right rank them
1-5 (1 being the lowest) for
group help.
No
See group evaluation
total