“Aupjeay Aeys uosiad e diay daas pue S24 ‘Aywnze yeo1skyd Moy pue Ande Aljeaiskyd Buraq Jo siyauag aut puayeiduso I “dnou8 poo; yoee wioy seus Auajeay e aueU pue sdnosB poo; 03 Bulpuo29e spo Ayissepp 03 Auge Bip SYEsISUCLLEp I “sdno48 pooy aya yo j1€ Woy spo0} Jo AyaLseA & Buea pue Jovem BupjuUp jo aoueTOU! axp puaye1dutod ji © “squapmas ‘yun SIMA UL pesysqy Ayanpy eo!sAyd pue UoRLINN pei 3st AyyeaH 8uiye3 yoUsIa Joys Waysam| os Sup | soujo-saovanbasuoo | peau jenusred 4a pue ‘annoe A wT siomeyag Suroq pue wnieeH %¢ prepuers Buea jo sijauog 4aieau 2un 21pa4d 6 BUDE eT siomeyag . uorsipeq9 piepuers ualeod :€ prepuers sBojhunnoy i: aysem ersupew i aBeueui 07 sem Ayyjeay . uo|sjpaq :9 prepueis# | sypeus AYeaH & | sdnosB pooy « | pue Auyjeayun usemag 4ysinunsig TT sidoou03 “sdnouf y3a1409 943 TT sidaouo9 ss spoos AyeaH # ‘40D :T puepuers up SpOoj 24} BUIDeId fi 3109 :T paepuers © heed pete] ELE tonto sxd2uoy fy syeer woussecsy cusses | ‘annoe AjeoisAyd Su}aq jo swoueq aun equsseq © “saBesanag Jayio 01 pasedwio salem Supjuup Jo syjeuaq yi equu9seq ai ésdn048 poos aus Jo [Ie wo.y spoos Jo AyLIeA e SuNee Jo oueLIOdU AUN s! JEU 1 ‘SUOLise@ND sNI05 Awaney [2oIsAyd pue YORIAN: cuun apeup 9pe19 area spalgns PINsIG ]oo4>s UAaISIMLesson Plan Title: Food Group Fun ___ Teacher Name: Nicole Embury Grade Level: 1* Grade Class/Course: Health School: Bean Elementary ‘Strand: NUTRITION AND PHYSICAL ACTIVITY Objective/s (student outcome) the students will be able to: Explain the importance of eating a variety of foods from alll of the food groups. © Classify foods according to the food groups. Benchmark/Content Standards (state or district): ‘Standard 1: Core Concepts 1.1 Distinguish between unhealthy and healthy ways to manage weight. Standard 6: Decision Making 1.9 Predict the health benefits of eating healthy and being physically active; and the potential health consequences of not doing so. Student's Prior Knowledge: Food Cross-curricular relationships: Science Equipment/materials: Food photos or play food items, "Food Footprints” instructions and template, yPlate.gov Poster, music for footprint game, CD player Resources: MyPlate.gov TOTAL Time for Lesson: 30 minutes PROCEDURES: ‘Warm-Up &/or Stretch (antici Minutes: _5, tory set) “Who likes food?” Minutes: _5_ Lesson introduction (state actual words you will be saying) Food Unit__LESSON PLAN 1 | | |“We're going to learn about eating healthy and being physically active, two very important healthy habits, Let’s start with heatthy eating. ” Place food footprints in a large circle on the floor. Ask each student to stand beside a footprint. “You are standing beside a footprint with a picture of a food on it. When | stand by you, | want you to tell the class what your food is. Then you may sit down on or next to your footprint. ” “What do you think all of these foods have in common?” “How do you think these foods are different from one another?” “It is important to eat a variety of foods in order to get all the different things our body needs to grow and be healthy, such as vitamins, minerals and other nutrients. We can be sure we are getting a good variety of food if we eat foods from the five food groups each day.” “Today, we will learn about the five food groups so we can pick foods wisely.” Minutes: _7_ INSTRUCTION - Explanation of the activity/s to the students (list in detail}: “Let's find out what foods will keep your body healthy.” Name each food group and point out the food group on MyPlate.gov on smart board. Grains, Vegetables, Fruits, Dairy, and Protein Foods. Show pictures of various groups with food examples. Ask the students to name some foods from each food group. Some foods don’t belong to any of our food groups because they do not have enough nutrients and/or have too much fat and sugar. These foods may be some of your favorite desserts or treats, such” show pictures “Chocolate chip cookies or soda pop.” But they don’t give our bodies the nutrients to stay healthy. it's okay to eat them once ina while, but not too much and not too often. ‘We will be playing musical food footprints, WE will be reviewing the five food groups. | will play music, and while the music is playing, walk or march from footprint to footprint. When the music stops, stop and stand beside a footprint close to you. When I stop the music, | will select three or four friends to name the food on the footprint and which group it belongs to, We will continue that until everyone gets the chance to identify a food and it’s group. ‘Now, take your food footprint, and come to the carpet. We will put them in the right food groups together. The activity the students will be participating in will be Musical Food Footprints. Minutes: _15_ Class Activity (see above) | will know if the students are learning the still/ knowledge if: ‘They can identify the foods and which group they belong to.Teachable Moments & Potential Challenges: ‘Students could get confused or always talk about foods that are unhealthy. Redirecting them would be needed to Diagram of the Activity and/or Set-Up: Minutes: 3. Wrap Up/Points to Review with Students: “Who can tell me the name of one of the food groups and an example of food that belongs in that, group?" “Think about your favorite foods. Tel a friend what itis and what group it belongs to.” “Why is itis important to eat foods from all of the food groups?”“Iwill be sending home a letter and a worksheet in your folders, so that you can share what you learned with your families. We will be working on choosing healthy snacks tomorrow. Ooo, yummy. Minutes: _3_ Put away materialsFood Unit__LESSON PLAN 2 Lesson Plan Tith Making Healthy Snack Choices Teacher Name: Nicole Embury Grade Level: 1* Grade Class/Course: Health School: Bean Elementary a Strand: NUTRITION AND PHYSICAL ACTIVITY ‘Objective/s (student outcome) the students will be able to: * Describe the benefits of eating healthy snacks. * Suggest a food from each of the food groups that could be eaten as.a healthy snack, * Describe the benefits of drinking water compared to other beverages. Benchmark/Content Standards (state or district): Standard 1: Core Concepts 1.4 Distinguish between unhealthy and healthy ways to manage weight. Standard 3: Health Behaviors 1.3 Demonstrate the ability to use information on food labels to choose nutrient-dense foods and beverages, and to avoid or limit foods and beverages that are low in nutrients or may impact health conditions. 1.4 Prepare meal plans according to the federal dietary guidelines. Standard 6: Decision Making 1.9 Predict the health benefits of eating healthy and being physically active; and the potential health consequences of not doing so. Student's Prior Knowledge: Food, food groups Cross-curricular relationships: Science Equipment/materials: labels for the tables, snacks brought in by parents (allergies known), cups for water, small plates, paper towels, “Heart-healthy snacks” poster, papers with healthy snack recipes Resources: MyPlate.gov, posters, recipes TOTAL Time for Lesson: 30 minutesPROCEDURES: Minutes: _0 — Warm-Up &/or Stretch (anticipatory set) Minutes: _3_ Lesson Introduction (state actual words you will be saying) “Last time we talked about food and the food groups they belong to. We also have been learning about food and the importance of eating a variety of foods. What is one way to be sure we eat a variety of foods? Why is it important to eat a variety of foods?” “Who can name one of the food groups?” Call on students until all groups are named. “If you like snacks, rub your stomach, If you do, you're sure to like our lesson today. It’s all about healthy snacks. “ Minutes:_7 INSTRUCTION - Explanation of the activity/s to the students (list in detail): “Snacks are small meals or any food eaten between meals. Since your bodies are growing, you may need the extra energy, vitamins, minerals, and other nutrients provided by snacks. Snacks can help keep us healthy if we choose them carefully.” Point to each snack and ask students to name the food and the group it belongs. “In what food group does water belong?” “Water isn’t in a food group. But itis very important to drink ‘enough water every day to keep your body healthy. When you are thirsty, your body is telling you that it needs water.” “Why is ita healthier choice to drink water instead of soda pop?” “Our bodies are made more of water, so we need to replace the water as we sweat and go to the bathroom.” Activity Place the food group signs in different locations in the room, with a table close by each sign, Place snacks brought in by parents on the table in the front of the room. Select one snack at a time and ask. the students to help decide which food group it belongs, Have the students watch their hands, Have the students gather a sample of each snack from each table. Hfyou have helpers, use ther to make sure that the food is kept sanitary. “Now it’s time to drink some water while we discuss what we have learned about healthy snacks.” ‘The activity the students will be participating in will be: __Classifying and Sample snacks Minutes: _15_ Class Activity (see above) | will know if the students are learning the skil/ knowledge if: ‘The students can put the foods into the correct group.Teachable Moments & Potential Challenges: Allergies can be a challenge, but making sure healthy alternatives are provided. If we make a mistake, we can double check each group to see if anything is out of place. Diagram of the Activity and/or Set-Up: Minutes: _5 Wrap Up/Points to Review with Students: “Think about the snacks you tried today? Which one was your favorite?” “Here is a list of healthy snacks and some recipes you can try at home with your families.” “Next time we will be talking about physical activity, rest and sleep.” Minutes: _3_ Put away materialsFood Uni LESSON PLAN 3 LT Lesson Plan Title: __Physical Activity, Rest and Sleep__ Teacher Name: Nicole Embury Grade Level: 1* Grade Class/Course: Health School: Bean Elementary ‘Strand: NUTRITION AND PHYSICAL ACTIVITY Objective/s (student outcome) the students will be able to: ‘* Describe the benefits of being physically active. © Describe how physical activity, rest, and sleep help a person stay healthy. Benchmark/Content Standards (state or district): Standard 1: Core Concepts 1.1 Distinguish between unhealthy and healthy ways to manage weight. ‘Standard 5: Goal Setting 1.5 Assess one’s personal nutrition needs and level of physical activity according to the federal dietary guidelines. 16 Assess one's personal preferences regarding healthy eating and physical activity. 47 Assess personal barriers to healthy eating and physical activity, and develop practical solutions to remove these barriers. 4.8 Develop a personal plan for improving one’s nutrition, incorporating physical activity into daily routines, and maintaining a healthy weight. Standard 6; Decision Making 1.9 Predict the health benefits of eating healthy and being physically active; and the potential health consequences of not doing so. Student's Prior Knowledge: Food, activities Cross-curricular relationships: Physical Education Equipment/materials: Cassette “Exercise Every Day,” Cassette player, Poster “Heart Healthy Exercise,” “Pulse Fair Chart” (Worksheet), “Quiet Time” (Song/Poem), “Healthy Snack and Activity Choices” (Resource Sheet), Pens or pencils, “Physical Activity Log,”Resources: Resources sheets, Posters, TOTAL Time for Lesson: 35 Minutes PROCEDURES: Minutes: _0_ Warm-Up &/or Stretch (anticipatory set) Minutes: _5_ Lesson Introduction (state actual words you will be saying) “if you have eaten a healthy snack recently, pat yourself on the stomach.” Calf on a couple friends to ‘name their healthy snack choices. “tts important to eat healthy snacks because they give us energy to move and be physically active. " “When we are physically active, we are moving various parts of the body to make our hearts beat faster. Wiggle your fingers with me. When you wiggle your fingers you are moving body parts, but you are not making your heart beat faster. So, itis not being physically active.” “Wiggle, running, bicycling, raking leaves, carrying groceries, skating, and swimming are all examples of being physically active because when we you do these activities your heart beats faster.” “if you can think of a reason we need to be physically active, stretch your arms toward the ceiling.” Accept various answers, such as strengthen muscles, sleep better, etc. “Listen carefully to this song. Notice what the song says about how often we should be physically active. All together... How often should we exercise or be active?” “Today we will learn more about wiyy itis important to be physically active, Minutes: _7_ INSTRUCTION - Explanation of the activity/s to the students (list in detail}: “Different types of physical activities benefit our bodies in different ways. Stretching helps us keep our fiexible. Activities that build strength help us lift things. Activities that build endurance help us run and play for long periods of time before we get tired.” “There are many different ways to be physically active, Each one of us can find something we enjoy doing. As | point to each picture on the poster, stand up if you enjoy, or think you would enjoy, the activity.” Point to pictures on poster. “What physical activities do you enjoy that aren’t on the poster?” Call on students for other activities. "Being physically active can be good for your heart. Activities that are good for the heart cause it to beat faster and pump harder. If you know how to tell if your heart is beating faster, put your hand over your heart.”“Who can tell me what a ‘Pulse’ is?” “Two easy places to feel your pulse are in your wrist and in your neck. Let's see if we can feel our pulses.” Describe and demonstrate: “To feel your pulse in your wrist, put your first two fingers of one hand on the inside of your other wrist (above the hand on the side where the thumb is located). Press lightly.” “To feel your pulse in your neck, put the tips of your first two fingers gently over your Adam’s apple (the ‘bump in your neck/throat). Slowly slide your fingers to one side. Press lightly.” “What do you think your pulse would do after physical activity?” “What do you think this happens?” “By being physically active and making the heart muscle work harder, we help our hearts stay strong and healthy. Sometimes when you are playing or walking, sop and check out your pulse.” (activity) “Let's do an experiment to see how different activities affect our heart rate. You will use this worksheet during our experiment. Please write your name on your “Pulse Fair Chart.” Set up four stations, and divide the class into each station. ‘¢ The “sitting booth’ is where you sit quietly. ‘© The “running ramp" is where you will run in place. ©The “rest stop” is where you will stand quietly. ‘* The “hop stop” is where you will hop in place. Write the words “fast” and “slow” on the board and “At each station or booth you will participate in the specific activity for two minutes. The timer will keep time. At the end of the two minutes, we will feel your pulse and write the word “fast" or “slow on the chart to describe how your heart is beating. The word goes in the space after the name of the booth you just finished. Then we will switch.” “Which physical activities caused the heart to beat the fastest? The slowest? Which activities helped strengthen the heart? Why do you think these helped strengthen the heart?” “Health experts suggest that children get 60 minutes of physical activities every day. If you are not already physically active, begin with shorter periods of activity three to four times a week and increase your activity gradually.” “Our bodies also need something else, especially after being so active. What do you think itis? When you rest or sleep, what do you think happens to your pulse?” “Let's rest for a few minutes together. | will read a poem and you do the motions the poem suggests.” Read “Quiet Time.” “Now, feel your pulse. When you rest, your heart rests, too.”‘The acti Minutes: 20 Class Activity (see above) Iwill know if the students are learning the skill/ knowledge if: They can find their pulses. Teachable Moments & Potential Challenges: Getting them to partake in the activities. Diagram of the Activity and/or Set-Up: y the students will be participating in will be: _ Pulse Fair StationsMinutes: _3_ Wrap Up/Points to Review with Students: ‘While you are resting, think about your favorite physical activities. There are lots of good reason to be physically active, but there’s one important reason we haven't mentioned — it can be fun! If ou find ‘ways that you enjoy, you will be active more regularly, and you will be much healthier.” “Try to be physical active for one week. You can pick different activities. Record your activities on this log. Get your parents or whomever you do this activity with to initial it. Return the logs at the end of the week, and we will post them.” “We have learned a lot about eating nutritious foods and physically active.” Minutes: _3_ Put away materials