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LESSON PLANS
Youth Nutrition Program Palo Alto Medical Foundation caminomedical.org/healthyschools Aug-08
Table of Contents
Lesson 1- Digestive System…………………………………………….3-5 Lesson 2- Food Groups and Food Pyramid……………………….6-11 Lesson 3- Reading Labels…………………………………………… 12-16 Lesson 4- Fat, Protein, and Dairy………………………………… 17-20 Lesson 5- Carbohydrates and Grain………………………………21-24 Lesson 6- Fruits and Vegetables…………………………………..25-27 Lesson 7- Fast Food and Soda………………………………………28-30 Lesson 8- Physical Activity (and Advertising)…………………31-33 Lesson 9-10- Advertising and Healthy Presentation………..34-35 Lesson Plan
Teacher:
Date:
Grade level(s): 5
Program: Youth Nutrition
Lesson 1: Digestive system
Targeted Course Outcomes
School-wide Outcome(s):
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Science standard 2: 2a: how the digestive system transports
materials
2c: sequence of digestion
Course Outcome(s):
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Students reflect on personal experiences and relate them to health
and well-being
Students work cooperatively and adjust to a variety of learning
formats.
Students appreciate the complexity of the digestive system as a key
to understand how food is utilized in the body.
Students will know….
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Lesson 1 Objectives
Students will be able to…
Students will understand the
concept of a healthy lifestyle
Students will understand the
path that food takes in the
digestive system
Students will learn the
function of each part of the
digestive system
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Identify organ shapes and
place to their corresponding
body part
Identify the differences
between physical, mental,
and social well being and
absence of disease
Recognize 1-3 functions or
physical attributes for each
organ of the digestive system
Lesson Activities
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Resources/Teaching Methods
Brainstorm healthy lifestylefind out what kids already
know
Hose- digestive tract
analogy- measure length of
small intestine across the
room
Cooperative teams research
2-3 organs, become experts
and share learning with class
Saltine cracker- saliva is the
beginning of CHO
breakdown
Bile/ emulsification- egg, oil,
and water experiment
Interview with an Elder- assign
and discuss
Introduction to food labelsstart saving for lesson 3
Resources:
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Workbooks
Student pre-tests
Newsletters/Spanish also
Dolly with wheels
Bell/chime- to signal silence
Anatomy tunic
Hose
Measuring tape
Human body game
Cards with digestive anatomy
Saltine crackers
Napkins
Egg
Oil
Cup
spoon
Methods:
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For this lesson…
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Cooperative learning
Provide activities to appeal to
multiple intelligences:
auditory, visual, interpersonal.
sensory
 Experiential learning
Assessment Plans
For the program…
Anatomy around-the-world
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Pre-test
Post-test
Feedback forms
Follow-up research
Activity Supplement- Lesson 1
Saltine Cracker
Materials:
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Cracker napkin Instruct children to place saltine cracker in mouth without chewing
or swallowing. Explain that the mouth is where digestion begins and
that there are powerful chemicals in saliva that break down CHO
and that enzymes break down the food into digestible, smaller
parts. Ask kids to raise their hands if there is a taste change. Discuss,
focus on the change from salty to sweet. CHO (carbs/starch)
breaks down to sugars: polysaccharides break down to
disaccharides and monosaccharides.
Bile Activity
Materials:
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Cups Water Vegetable oil Egg Spoon Principle:
Bile breaks down fat during digestion. Egg yolk contains Lecithin, an
emulsifier.
1 cup water, 2 tablespoons oil… Stir vigorously.
Does fat break down? Notice the separation of fat and water. Discuss
why these 2 do not mix.
Add egg yolk. Observe fat droplets now. This effect is similar to bile
breaking down fat in the small intestine.
Lesson Plan
Teacher:
Program: Youth Nutrition
Lesson 2: Food Groups/ Food Pyramid
Grade level(s): 5
Targeted Course Outcomes
School-wide Outcome(s):
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Food groups (5): Science standard2: 2c: sequence of digestion
Lesson 2 Outcome(s):
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Students reflect on personal experiences and relate them to health
and well being.
Students work cooperatively and adjust to a variety of learning
formats.
Students appreciate the complexity of how their personal dietary
food choices contribute to meeting their daily macronutrient
requirements.
Students will know….
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Unit/Lesson Objectives
Students will be able to…
Students will know how many
food groups there are and
why oil and physical activity
are in the food pyramid
Students will understand the
differences between the old
food pyramid and new
pyramid
Students will understand the
usage of serving sizes for
purposes of accurately
reflecting diets in food diary
Students will understand how
portion sizes have become
larger and distorted as time
has progressed
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Identify correct 1 serving
portion sizes for 6-8 items
Identify the 5 food groups
and which foods belong in
each group
Name 3 macronutrients
Name 2 micronutrients
Lesson Activities
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Or
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Review the anatomy of the
digestive system
Portion-size game- what is 1
serving? (Portion Distortion)
New pyramid/old pyramid
compare and contrast
Food diary assignment
explained on projector
Portion-size briefcase
emphasizes serving sizes
Cooperative teams sort food
models into respective food
groups
Fill-in-the-pyramid on board
or Plexiglas
Or
 Human Pyramid
 Paper plates/ Draw a
balanced meal
 Assign 2- day Food diary:
pages 13 and 15 only
 Food labels- Save for Lesson
3- prizes as incentive
Resources/Teaching Methods
Resources:
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Food models
Paper plates
Plexiglas pyramid
Projector
Thumb drive (food pyramid)
Portion size bookmarks
Food label
Pyramid posters
Portion distortion poster
Workbooks- absent studentswk 1
Student pre- tests
Newsletter/Spanish also
Dolly with wheels (for carrying
materials)
Bell/chime (to signal silence)
Anatomy tunic
Magnets
Pens/white board
Potion-size Ziplocs
Brown paper bags
Cheetos large bag
Cheetos
Methods:
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Cooperative learning
Provide activities to appeal to
multiple intelligences:
auditory, visual, linguistic,
interpersonal.
Use analytical assessment
For this lesson…
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Assessment Plans
For the program…
Check food 1 diary entry for
breakfast or lunch
Check balanced plates
Check individual teams for
correct food placement
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Interview with an elder
Post-test
Feedback forms
Follow-up research
Activity Supplement- Lesson 2
Portion-size Activity
Materials:
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Ziploc baggies
Cooked spaghetti
Cheerios
Raisins
Cups (small, medium, large)
bagels
Almonds
Cheese
Chips
Stickers for identification
Place Ziploc baggies of cereal, cheetos, oil, berries, raisins, or nuts in
correct/incorrect portion sizes- 3 bags each item. Ask cooperative teams to select the correct portion which counts as 1 serving.
Fill-in-the-pyrimad
Materials:
 6 pens: green, red, orange, blue, yellow, black, purple, 7th group,
another color of foods outside of the pyrimad.
Write 1 food in designated group. Ring bell. Next person goes up/sits.
Review the groups- ask kids if they can think of other foods that were not
mentioned.
Pick a food and place it on the Plexiglass pyrimad shelf
Materials:
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Plexiglass pyrimad Food models Find a food and place it on the correct shelf on the Plexiglas pyrimad.
Place healthier/ nutrient dense varieties lower on the shelf
Human Pyrimad
Materials:
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Food models
Pass out cardboard food or food models to each student. Now designate
each area a color of the pyramid. Find where you belong- Go! Are you in
the correct place- Ask your group- Change if not!
Paper Plates Scavenger Hunt
Materials:
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Paper plates Food models
Hide food models around the room. On the ring of a bell, 1 person per
group gets up to make a balanced plate- only 1 food item per person. At
the end, do you have a balanced plate?
Food Classification Game
Materials:
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Food models
Paper plates Ask each team to select food for their team; Sort into categories. Discuss
the foods which overlap and are not easily classified
Cheeto’s in a bag
Materials:
Brown lunch bag 1 cheeto bag (450 calorie bag)
Empty cheetos in a brown lunch bag, label, and date. Leave for children to watch. Discuss next lesson.
Lesson Plan
Teacher:
Program: Youth Nutrition
Lesson 3: Label reading: macro- & micro- nutrients, Energy
Grade level(s): 5
Targeted Course Outcomes
School-wide outcome(s):
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Science standard 2: 2c: sequence of digestion/ Food Groups
Lesson 3 Outcome(s):
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Students reflect on personal food diary and relate them to their
nutritional needs.
Students analyze labels for nutritional content and adjust to a
variety of informational formats and resources.
Students appreciate the value of a nutrient dense diet.
Students will know….
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Unit/Lesson Objectives
Students will be able to…
Know how many foods to
consume everyday from each
food group.
Understand how portion size
contributes to healthy eating.
Understand what 1 serving size is
for common foods.
Understand where their diets are
inadequate and how to
improve their diets.
Understand the terms nutrient
dense and empty calories
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Describe at least two health
benefits associated with each
food group.
Accurately analyze their diet.
Read and decipher a nutritional
label
Estimate their daily caloric
needs
Lesson Activities
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Blast-Off game
Food Diary pg.14 & 16
Cheeto’s discussion- 2-fold
label intro: ingredients and
nutritional facts
Look at a label- analyze
Team activity: sort labels into
nutrient dense/ empty calorie
Team activity: match label to
Plexiglas pyramid
Healthy Habit handout
Decomposing foods- set up
Resources/Teaching Methods
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Label poster
Portion size label
Serving size poster
PRIZES- Jumpropes, Hackey
sacks, Frisbees, Pencils
Decomposing food
containers (6-8)
Mc D’s French fries/
cheeseburger/ ingredients
Strawberries/twinkie/ bagel
spaghetti/cheese/egg
Dry erase pens
Chime
Magnets
Gram scale- paper
clips/carrots/chips
Cup/1/2 cup1/tblsp/bowl/8oz
glass
Mypyrimad blast-off game
CD
Methods:
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Cooperative learning
Modeling steps to deal with a
particular food label or
nutrition facts
Provide activities to appeal to
multiple intelligences:
auditory, visual, linguistic,
interpersonal.
Use analytical assessment
For this lesson…
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Assessment Plans
For the program…
Informal assessment of
nutrition label understanding
through class discussion
Check food diaries
Nutrient dense-empty calorie
quick quiz (raise hands)
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Post-test
Feedback forms
Follow-up research
Activity Supplement- Lesson 3
Blast-off game
Materials:
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Blast off CD or online at www.mypyrimad.gov
Play blast off informally with all children for 1 day, utilizing breakfast, lunch,
dinner, and physical activity until rocket ship blasts off.
Decomposing Foods
Materials:
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2 glass containers
8 disposable plastic containers
Mc Donald’s French fries
Other restaurant fries
Big Mac
Other restaurant hamburger
Twinkie
Berries
Cooked pasta/ bagel (from portion-size activity)
Place these foods in containers, label and date with the ingredients taped
to jar. Place french-fries in plastic and glass for extra science experiment.
Place on science table for future discussion in Lesson 7-8.
Matching Labels
Materials:
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Plexiglas pyramid
Labels
Kids work in cooperative teams to sort through labels. This can be used to
emphasize nutrient dense versus empty calories- have them sort labels
and place empty calories in a separate area. Also, this can be played to
understand types of nutritional content in labels. For example, whole
grains and enriched or refined grains. Have kids come up and place
whole grains on the lower portion of the orange portion of the pyramid to
reflect nutrient dense grains or, conversely, bleached white flour on the
top. Similarly fats can be assessed: saturated fats at the top shelf and
mono/polyunsaturated fats can be placed in the bottom shelf.
Lesson Plan
Teacher:
Program: Youth Nutrition
Lesson 4: Fats, protein, dairy
Grade level(s): 5
Targeted Course Outcomes
School-wide Outcome(s):
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Science standard 2: 2c: sequence of digestion/ Food Groups
Lesson 4 Outcome(s):
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Students reflect on personal experiences and relate them to
healthy or less healthy choices for fat, protein, and dairy sources.
Students work cooperatively and adjust to a variety of learning
formats.
Students appreciate fat as an essential component of the diet and
learn alternative sources for getting calcium needs met or protein.
Students will know….
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Unit/Lesson Objectives
Students will be able to…
Types of fats in the diet
(saturated, unsaturated,
trans-fat) and their sources
How much of their daily diet
should consist of fat, protein,
and dairy
Differences between
vegetarians and vegans
Differences in lean meat and
high- fat/ red meat
The meaning of cholesterol
The relationship between a
high saturated fat diet and
poor dietary choices with
CVD, Diabetes 2, and obesity
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Identify saturated fat on a
nutritional label from reading
the ingredients
Name 3 sources of non-meat
protein sources
Name the important minerals
in dairy
Explain the function of protein
in the body
Make modifications to a meal
for best sources of dairy,
protein, and oil in their diets
Name 2 products that have
no cholesterol and explain
why
Lesson Activities
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Blast-off game
Food diary consensus
Twinkie activity- read the
label, trace the ingredients to
their source
Class labels- identify sources
of fat, protein or dairy
Partner activity: Create a
menu for a fast-food
restaurant- modify protein,
dairy, and oil sources for
better health
Label Group Game
Healthy Goal sheets
Around the World
Make yogurt
For this lesson…
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Resources/Teaching Methods
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Fat tubes
Fat 5 lbs
Muscle
YNP magnets
Healthy Goal sheet
Markers
Fat poster “Less is more”
Methods:
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Cooperative learning
Modeling steps to deal with a
fast-food menu
Provide activities to appeal to
multiple intelligences:
auditory, visual, interpersonal.
Use analytical assessment
Assessment Plans
For the program…
Around the world
Check healthy goal sheet
Quick quiz on fats, protein
and dairy sources/types
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Pre-test
Post-test
Feedback forms
Follow-up research
Activity Supplement- Lesson 4
Food diary consensus
Materials
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Dry-erase markers
Draw a graph on the white board. Have groups of children fill the
amounts of each food group that they ate for 2 days of journaling.
Make a graph showing the overall lacking and excess trends in the class
diet.
Twinkie Activity
Materials:
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Twinkie in decomposing container
Label for a Twinkie
Read the 39 ingredients of a Twinkie food label. Ask children to close eyes
and listen. Now, ask them to write/ recall the ingredients. Who can
remember the most? Who knows how to pronounce them or what they
mean. Discuss the sources of macronutrients, preservatives and additives.
Look at Twinkie in container and discuss “shelf-life” and the original
Twinkie. Ask children now to guess how long this Twinkie will last before it
goes moldy.
Class Label Activity
Materials
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Labels (from class collection)
Pass out labels. Divide groups into fat, protein and dairy groups. Ask kids to
sort labels and categorize best source. Next, analyze whether this is a
good source for dairy, protein or fat and if it meets much of their daily
energy needs.
Label Group Game
Materials:
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Labels (from food collection)
Ask kids to choose labels. 1 person reads ingredients. Rest of the class
guesses what it is and decides whether this is a nutrient dense food or a
good source of protein, fat, or dairy.
Healthy Goal Sheets
Materials:
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Healthy goal sheet
Kids fill out sheet and get a magnet once it is filled out correctly. They
hang the magnet/ goal sheet on refrigerator at home and involve their
families to join in meeting the Healthy goal together.
Create a Menu:
Materials:
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Pen/paper
Partners pair off and create a regular fast-food menu or any restaurant. ½
groups create healthy modifications for a restaurant and ½ groups make
menus that would be very poor choices everyday for good health.
Or
Each group comes up with a menu for a restaurant from a different
culture (Chinese, Mexican, American, Italian..). Next, the entire class
modifies the menu together paying close attention to better sources of
dairy, protein, and fat on each menu.
Lesson Plan
Teacher:
Program: Youth Nutrition
Lesson 5: Carbohydrates and Grains
Grade level(s): 5
Targeted Course Outcomes
School-wide Outcome(s):
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Science standard 2: 2c: sequence of digestion/ Food Groups
Lesson 5 Outcome(s):
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Students reflect on personal experiences and relate them to
healthy or less healthy beverages
Students work cooperatively and adjust to a variety of learning
formats in a multi- cultural context.
Students appreciate fat as an essential component of the diet and
learn alternative sources for getting calcium needs met or protein.
Students will know….
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Unit/Lesson Objectives
Students will be able to…
How starch break down in the
body
Understand where CHO
digestion begins (review)
What replaces caloric
sweeteners in diet drinks
Understand what types of juice
are healthy and how much juice
is appropriate to consume.
What the term “make ½ your
grains whole grains” means
Understand foods are not
“good/ bad” but can be a
combination
Understand the role of fiber in
the diet
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Identify names of
polysaccharides,
disaccharides and
monosaccharides
Explain how caffeine and
sugar effect our physiology
Identify ingredients on a label
as either complex or simple
sugars
Identify whole grains and
refined grains from the
nutritional label
Name 2-3 artificial sweeteners
Convert grams of sugar on a
label to teaspoons
Recognize good and poor
sources of simple sugars
Lesson Activities
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Resources/Teaching Methods
Endosperm/bran velcro
activity
Graph complex/simple sugars
(energy versus time)
Calculate grams of sugar in
food labels or drinks
Measure sugar in drinks
Fizzics of soda
Sugar in 1 week activity
Label activity- Good source/
poor source game
Listen to Twinkie
Deconstructed
Healthy Goal Sheets (again)
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Methods:
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For this lesson…
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Fizzics of soda
2 coca cola cans
teaspoons
Cups
Drinks, include energy drinks
and diet soda
Sugar
Ziploc baggies
Poster- what’s in your drink
Magnets
Healthy Goal sheet
Gram scale
Pens/magnets/chime
Cooperative learning
Integrative knowledge
Provide activities to appeal to
multiple intelligences:
auditory, visual, linguistic,
interpersonal.
Use analytical assessment
Assessment Plans
For the program…
Quick quiz measuring sugar
grams
Check healthy goal sheets
Around the world
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Pre-test
Post-test
Feedback forms
Follow-up research
Activity Supplement- Lesson 5
Endosperm-Bran activity
Materials:
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Bran- endosperm Velcro board
Explain the processing of a whole grain through the factory to make
wonder bread.
Graph complex/simple sugars
Materials:
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Dry-erase markers
Draw graph of energy versus time. Show the high peak of a high sugar
snack such as a candy bar versus the sustained plateau fro a complex
CHO, such as oatmeal or what they had for lunch
Measure sugar in Drinks Activity
Materials:
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Sugar
Ziploc baggies
Various beverages/ food labels
Calculator
Teaspoons
Clear plastic cups
4 grams of sugar in every teaspoon. Calculate the amount of sugar in your
beverage. Serving sizes are often deceptive. Example: A bottle of
Gatorade has 4 servings. Thus grams of sugar x 4 / 4 = # of teaspoons. Ask
children to measure the sugar into cups.
Fizzics of Soda
Materials:
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Fizzics of soda
2 cans of coke
5-lb bag of sugar
Read the can, show the real visuals from inside the can.
Label Activity Good source/ Poor Source
Materials:
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Labels (from class collection)
Pass out labels. Ask children to determine of this product is a good source
or poor source for any of the macronutrients and to justify their findings.
Or
Ask the children to find 1 good source of each of the food labels. Ask
another group to find a poor source from each of the food groups (it can
be a good source for something else)
Lesson Plan
Teacher:
Program: Youth Nutrition
Lesson 6: Fruits and Vegetables/ Review of Food Groups
Grade level(s): 5
Targeted Course Outcomes
School-wide Outcome(s):
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Science standard 2: 2c: sequence of digestion/ Food Groups
Lesson 6 Outcome(s):
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Students experience new tastes or combinations of fresh fruits and
vegetables
Students work cooperatively and adjust to a variety of learning
formats
Students appreciate the concept of “Eating a Rainbow” every day
Students will know….
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Unit/Lesson Objectives
Students will be able to…
Differences between organic
and conventionally grown
produce
How carrot juice is made
Understand Structure-function
claims on Nutritional labels
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Name 2 benefits from each
color of the Rainbow
Name 5 fruits/vegetables
from each color of the
Rainbow
Identify a variety of foods and
find their respective food
groups
Sample a variety of fresh,
organic produce
Lesson Activities
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Resources/Teaching Methods
Juice carrots, parsley, apples,
celery
Watch Store Wars (organics
vs conventionally grown)
Benefits of Fruits and
Vegetables ResearchSpectrum of Rainbow posters
My Pyramid Bingo
Eat Farmer’s market produce
5-A-Day Power Play
Healthy Goal Sheet
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Methods:
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For this lesson…
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Fruit/Veg platterMagnets
Spectrum posters
Bingo
Cups
Napkins/party stuff
Prizes- Pencils/stickers
Cooperative learning
Integrative knowledge
Provide activities to appeal to
multiple intelligences:
gustatory, auditory, visual,
linguistic, interpersonal,
experiential
Use analytical assessment
Assessment Plans
For the program…
Check Bingo cards
Check healthy goal sheets
Quick quiz of fruit/ veggie
benefits
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Pre-test
Post-test
Feedback forms
Follow-up research
Activity Supplement- Lesson 6
(This lesson plan can be set up with several science stations)
Spectrum posters Research
Materials:
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Spectrum posters
Assign a color to each group of children and ask them to become experts
on 1 color of the rainbow and share their color with the entire class
Or
During rotations, have groups fill out quiz sheet on 2 benefits from each
color of the rainbow (sources are posters and workbook)
Bingo
Materials:
 Bingo
 Prizes
 Markers (paper clips, etc)
Pass out boards. Ask 2 kids to pick cards and mark on Master game. Write
on board. Periodically stop and engage in quick quiz on Bingo topic.
5-A-Day Power Play
Contact 5-A-Day prior to this lesson and arrange this day for them to
come out and do food samplings
Lesson Plan
Teacher:
Program: Youth Nutrition
Lesson 7: Fast Foods & Soda/ Healthy Food Choices- Advertising intro
Grade level(s): 5
Targeted Course Outcomes
School-wide Outcome(s):
1. Science Standard 6: Investigation and experimentation:6g: record
data and use a chart and labeled diagrams to express dataCritical thinking/experiments
Lesson 7 Outcome(s):
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Students reflect on personal dining experiences and relate them to
effects of processing, technology and time
Students reflect on methods of advertising that appeal to their
senses
Students appreciate the complexity of how their personal dietary
food choices contribute to their health and well being
Students will know….
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Unit/Lesson Objectives
Students will be able to…
Understand the inverse
relationship between
decomposing food and
nutrition (longer it lasts, the
less nutritionally dense it will
be)
How to make healthier
choices when eating out at
fast food restaurants
Understand how advertising
plays a role in our food
choices
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List 3 reasons health concerns
related to eating fast food
every day
Identify 2-3 methods of
advertising
Recognize target markets for
advertisements
Lesson Activities
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Resources/Teaching Methods
Watch Smoking Fry
Watch intro to Super Size Me
Play Super Size Me quiz
Analyze results from
decomposition experiment
Watch advertisements
Assign Media Influence
Activity
Fast Food Restaurant game
Food Labels- read for
advertisements
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Methods:
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For this lesson…
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Super Size Me (educational
and regular versions)
Decomposed foods
Markers
Fast food guides
Advertisements (thumb
drive)
Take-out menus
Integrative knowledge
Provide activities to appeal to
multiple intelligences:
gustatory, auditory, visual,
linguistic, interpersonal,
Use analytical assessment
Assessment Plans
For the program…
Around the world
Quick quiz- good fast food
choice
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Pre-test
Post-test
Feedback forms
Follow-up research
Activity Supplement- Lesson 7
Fast Food Restaurant Game
Materials:
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Order sheets
Menus
Pens
Acquire take-out menus from several local fast-food and well-known
chain restaurants. Ask kids to place and order at each table. They can
have 1 meal and it must be healthy. Discuss possible modifications or
substitutions. Ask some groups to look for the most unhealthy choice on
the menu.
Food Labels for Advertisements
Materials:

Labels (from class collection)
Pass out food labels. Ask groups to find deceptive ways of advertising. Ask
kids to identify marketing strategies on the label and who the target
audience is aiming to appeal to.
Lesson Plan
Teacher:
Program: Youth Nutrition
Lesson 8: - Advertising and Physical Activity
Grade level(s): 5
Targeted Course Outcomes
School-wide Outcome(s):
2. Science Standard 6: Investigation and experimentation:6g: record
data and use a chart and labeled diagrams to express dataCritical thinking/experiments
Lesson 8 Outcome(s):
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Students analyze advertisements for accuracy and health
Students reflect on methods of advertising that appeal to their
senses
Students appreciate physical activity for its multiple benefits on both
the cardiovascular and digestive system
Students will know….
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Unit/Lesson Objectives
Students will be able to…
Differences and benefits from
aerobic and anaerobic
exercises
How much physical activity is
required every day
Understand what the effects
of not exercising are on the
cardiovascular and digestive
system
Understand the complexities
of advertising and media and
its role in our food choices
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Find their pulse and calculate
their heart rate
List 3 activities that are
aerobic
List 2 activities that are
anaerobic
Identify 1 marketing strategy
Analyze their own habits for
the effects of influence from
advertisements
Lesson Activities
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Resources/Teaching Methods
Monitor your heart rate
Anaerobic/aerobic game
Media Influence Chart
5 million dollar commercial
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Stop watch
Poster paper
Colored markers
Methods:
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For this lesson…
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Cooperative Learning
Integrative knowledge
Provide activities to appeal to
multiple intelligences:
gustatory, auditory, visual,
linguistic, interpersonal,
Use analytical assessment
Assessment Plans
For the program…
Check heart rates from selfassessment
Informal assessment of
understanding the principle
and effects of media from
class discussion
Quick quiz of marketing
strategies
Check presentation plans
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Pre-test
Post-test
Feedback forms
Follow-up research
Activity Supplement- Lesson 8
Monitor your heart rate
Ask kids to find pulse and do exercise on page 35 together. Run in place
or have children lead jumping jacks for the aerobic activity.
Aerobic/ Anaerobic Game
Make cards with different activities. Children pick a card and act it out.
Other kids need to guess, was it aerobic or anaerobic and justify.
5 Million Dollar Commercial
Have kids name favorite commercials/billboards- discuss the appeal of
each. And what makes them memorable. Ask kids if they think that
that they could create something so catchy- for 5 million dollars.
Discuss campaigns, slogans, jingles. Discuss the marketability of the
product and target audience.
The commercial can be about Healthy Food or Physical Activity. They
can choose to act in a commercial, radio / commercial song, or
billboard. Presentations will be the following lesson. This is fun and
pure creativity.
Lesson Plan
Teacher:
Program: Youth Nutrition
Lesson 9/10: - Healthy School Presentation
Grade level(s): 5
Targeted Course Outcomes
School-wide Outcome(s):
3. Science Standard 6: Investigation and experimentation: Critical
thinking/experiments
Lesson 8 Outcome(s):
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Students present advertisements on healthy foods or physical
activity
Students reflect cumulative and integrated knowledge from
Nutrition Program
Students appreciate the role of healthy foods and physical activity
to reach their full potential
Students will know….
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Unit/Lesson Objectives
Students will be able to…
Understand the influence of
media
How to create a campaign
strategy and implement
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Present their commercial with
their group
Respect others by listening
and applauding as
appropriate
Lesson Activities
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Resources/Teaching Methods
Finish poster boards
Present commercial
Post tests
Feed-back forms
Place orders for Healthy
Mexican Fiesta
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Poster paper (extra)
Colored markers
Stickers
Last day prizes
Feedback forms
Post tests
Methods:
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Cooperative Learning
Integrative knowledge
Provide activities to appeal to
multiple intelligences,
auditory, visual, linguistic,
interpersonal,
Use analytical assessment
Assessment Plans
For the program…
For this lesson…
 Assess commercial for
accuracy of content and
involvement
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Pre-test
Post-test
Feedback forms
Follow-up research
Activity Supplement- Lesson 9 and 10
5 Million Dollar Commercial
This is the presentation of the commercial introduced in lesson 8:
Encourage video taping and involvement of kids
Have kids name favorite commercials/billboards- discuss the appeal of
each. And what makes them memorable. Ask kids if they think that
that they could create something so catchy- for 5 million dollars.
Discuss campaigns, slogans, jingles. Discuss the marketability of the
product and target audience.
The commercial can be about Healthy Food or Physical Activity. They
can choose to act in a commercial, radio / commercial song, or
billboard. Presentations will be the following lesson. This is fun and
pure creativity.
Ongoing year-end project- Healthier Schools Activity
This activity is from the youth nutrition workbook, pg.44-end. Have
children take on a project from beginning to completion to implement
change within their school or community, such as a school garden/
kitchen project or better playground equipment- anything that would
plant a seed and leave the fruits of a healthier school environment for
the future generation. Use this as an opportunity to integrate other
aspects of curriculum, such as social studies/ government (write
letters to congress), mathematics (plan out the measurements of new
play structure or garden plots, etc.). Allow this to be an activity that
extends throughout the school year. Brainstorm ideas either as an
entire class or in small groups.