Download Day 9 Name: Annick LeBlanc Date: April 4, 2011 Subject: Health

Day 9
Name: Annick LeBlanc
Subject: Health
Date: April 4, 2011
Grade: 3/4
Content (Topic): Nutrition
Instructional Strategies:
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Independent study (inquiry projects)
Direct instruction
Outcome(s): USC2.2- Determine how healthy snacking practices influence
personal health. USC3.1- Determine the role of a variety of healthy foods and
physical activity on the health and development of the mind, body, and
immune system. CC3.3 Speak to present ideas and information appropriately in
informal (e.g., interacting appropriately with others to share ideas and opinions,
complete tasks, and discuss concerns or problems) and some formal situations
(e.g., giving oral explanations, delivering short, simple reports, demonstrating
and describing basic procedures) for different audiences and purposes. CC4.3
Speak to present and express a range of ideas and information in formal and
informal speaking situations (including giving oral explanations, delivering brief
reports or speeches, demonstrating and describing procedures) for differing
audiences and purposes.
Indicator(s): b. Investigate the role food and water play in being healthy
(USC2.2), g. Determine that foods provide essential nutrients for health. f. Deliver
brief recitations and oral presentations (including reporting to class) about
familiar experiences or interests, organized and focused on a central idea
(CC3.3). a. Adapt language and presentation style to the purpose and needs of
the audience, and guide the listener to understand important ideas by using
proper phrasing, pitch, and modulation (CC4.3). d. Present effective
introductions and conclusions that guide the listener’s understanding of
important ideas and evidence, use appropriate structure for conveying key
information (CC4.3).
Cross Curricula Competencies:
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Developing thinking
Developing social responsibility
Developing literacies
Prerequisite Learning:
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Basic knowledge about nutrition (what has been learned thus far in the
unit)
Adaptive Dimension:
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Partnering students who will work well together is essential. This might be
partnering a weaker student with a more advanced student or perhaps
partnering two students with the same abilities.
Preparation (equipment, materials, set-up):
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Book lap top cart.
Gather poster board and any other materials students may want for
presentations.
Presentation of Lesson
Set (10 min.)
-
Inform students that there will be a Health test tomorrow.
Review for the test:
o Need to know what the 4 food groups are and give an example of
a food that goes into each.
o Need to know why we need nutrients to survive.
o Need to know how to read a nutritional label (serving size,
calories...)
o Need to know what the most important meal of the day is and why.
Development (34 min.)
-
-
Introduce final inquiry project to students.
Working in partners that are already assigned, they will be given a nutrient
(calories, saturated fat, trans fat, cholesterol, sodium, sugars, dietary fibre,
protein, calcium, iron, vitamin A, vitamin C, vitamin D, fibre).
Must conduct a research on their nutrient.
Begin by brainstorming where they can find information.
Three questions that must be answered: why do we need this nutrient?
What does it do? What foods is it in?
Students must come up with two additional questions to answer about this
nutrient.
-
Students will make posters to use during an oral presentation (Friday, April
8).
Students will be given the rest of the class time to start working on their
research projects.
Closure (1 min.):
-
Remind students about the test on Tuesday and that they will be given
Wednesday and Thursday to work on their projects.
Student Engagement/ Classroom Management Strategies:
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Remind students to keep the noise level to a minimum.
Use strategies such as clapping or “1, 2, 3, eyes on me. 1, 2, eyes on you.”
Assessment:
-
Students will be assessed using a rubric and will also be peer assessing one
another.