Paulinelessonplan

= Nutrition = > Recognize that living things have basic needs. > write a brief informational piece such as a page for a class book > using drawings, words, word-like clusters, and/or sentences. > with teacher guidance, discuss informational text patterns > including descriptive and sequential. > begin to make text-to-self and text-to text connections and > comparisons by activating prior knowledge and connecting personal > knowledge and experience to ideas in text through oral and written > responses. > explore the use of language to communicate with a variety of > audiences and for different purposes including problem solving, explaining, > looking for solutions, constructing relationships, and expressing courtesies. Explain that for the next couple of weeks the class will learn more about how to get and stay healthy. Remind students that when they are healthy, they will grow, feel good, and do their best at home and school. 2. Introduce the Royal Food Family to the Rescue as a story about getting and staying healthy. Introduce the Royal Food Family listed on the board. 3. Explain that students need to watch and listen carefully so they can make the sound effects and help you tell the story. Point out the first phrase on the board. Explain: Have students practice reading the phrase. Point to the second phrase. Explain: Have students practice reading the phrase. Explain that several times in the story, one of the characters does an activity. When you point to them, they need to listen for the action word and act it out. Ask: For "high-energy" groups, establish boundaries regarding how much movement is appropriate. 4. Read Royal Food Family to the Rescue. 5. When you finish, add "Little D" to the list of names on the board. Review the story. Ask: 6. Distribute the Little D, the Five Food Group Dragon mini-poster. Find the name of each member of the Royal Food Family on the list on the board. Then ask students to point to the character on their posters. Ask: When you've finished, ask: Let students know they will meet the cow in the next lesson. 7. Ask students to hold up one hand and spread their fingers. There are Five Food Groups needed for good health. As I call out each food group name, repeat it out loud. Bend down a finger each time we say a food group. Ask students to spread their fingers, close their eyes, and see how many food groups they can remember, bending down a finger for each food group. 8. Talk about the importance of physical activity for staying healthy:
 * Title: ||< Nutrition ||
 * Subject: ||< Science ||
 * Grade: ||< Kindergarten ||
 * Time Frame: ||< 1 week ||
 * Essential Question || How do we use food to help our body work? ||
 * Summary: ||< Students will learn about the food pyramid to learn how to eat correctly and use exercise to help keep our bodies working to their best. ||
 * Objectives || * ** L.OL.00.11 **
 * ** W.GN.00.03 **
 * ** R.IT.00.02 **
 * ** R.CM.00.01 **
 * ** S.CN.00.01 **
 * What 21st Century Skill Objectives does this activity/Lesson include?
 * communication
 * collaboration
 * problem solving
 * creativity & innovation
 * critical thinking
 * decision making
 * reflection
 * global awareness ||
 * Tasks: ||< 1. Start by asking:
 * What does it mean to "be healthy"?
 * Why is being healthy important to students your age?
 * What are some things you need to do to stay healthy?
 * Who is interested in growing?
 * Who wants to feel good?
 * Who wants to do well in school and in sports?
 * Read each name with students; pause and ask them to close their eyes and picture each character in their heads.
 * When I point to my stomach, you will say, "Ow, ow, ooh, aah, ooh!"
 * When I point to my mouth, you will say, "Mmm, good!"
 * What if someone in the story is playing basketball? How would you act out playing basketball?
 * How would you act out dancing?
 * Why was Little D making that awful sound? //He was sick.//
 * Why do you think Little D was sick? //He wasn't eating any foods from the Five Food Groups.//
 * What do you think will happen when Little D gets to the Pyramid Palace? //Accept all reasonable answers.//
 * Before you heard the story, what did you think this character (e.g., Sir Milkford the Scholar) would look like?
 * What's different about how the character looks on the poster?
 * What food group does this character stand for?
 * When you look at the body of this character, what food do you see?
 * Why do you think the artist chose that food? //Because the food belongs in the character's food group.//
 * What food did this character give Little D to start getting healthier?
 * What other foods are pictured on the poster for this food group?
 * What figure on the poster haven't we met yet? //The cow//
 * In the beginning of the story, the Royal Food Family was outside playing.
 * What was Henry the Egg doing? //Shooting baskets//
 * What was Queen Anna Banana doing? //Swimming//
 * What was Princess Peapod doing? //Skating//
 * What was Prince Waffle doing? //Jumping rope//
 * Why do you think they were playing? //Accept all reasonable answers.//
 * Being active is fun and it also helps your body stay strong and healthy ||
 * Personalization/Differentiation ||< Students will learn about how to choose the right kinds of foods to eat at meals and at snack time. They will choose healthy food pictures to glue on a plate and describe their choices to classmates. ESL and special needs students will have fewer pictures to choose from and help in deciding what is a good food and a non-nutritious food item. ||
 * Real-World Connection || Students will use foods from the play discovery area to demonstrate in skits how to choose (and what are good choices) foods that will help our bodies grow. Students will work together to make a healthy food chart of proteins, vegetables/fruits, etc. to display in the hallway. Students will track healthy foods eaten at home on a chart and bring back on Friday to show and discuss with the class. The class will also use the Food Pyramid that was made by the teacher on butcher paper to add cut out pictures from magazines to the right section of the pyramid. This will be displayed in the classroom. ||
 * Assessment: ||< Assessment will be through the hands-on demonstration of putting pictures onto the Food Pyramid Chart. Teacher will also review the food choice charts that were done at home with families. Assessment can be done through the class viewing of short skits put on by the students on how to buy or choose healthy foods. ||
 * Resources: ||< * http://www.cnpp.usda.gov/fgp4children.htm
 * http://www.nourishinteractive.com ||
 * Examples: ||< * refer to above. ||
 * Reflection: || Teacher will reflect on how the lesson went and the enthusiasm the students demonstrated. ||