Developmental Lesson Plan

Teacher Candidate: Megan Robertshaw

Date:Monday, November 5th Group Size: Whole group
Allotted Time: 45 minutes Grade Level: 3

Subject or Topic: Science - Gut Health: What happens when we do not eat healthy?

Common Core/PA Standard(s):

Standard: 10.1.3.B
Identify and know the location and function of the major body organs and systems
- Digestive
Standard: 10.1.3.E
Identify types and causes of common health problems of children
- Germs
Learning Targets/Objectives:
Students will know and be able to identify the effects of unhealthy eating by discussing what
unhealthy eating is and wants vs needs
Students will know what germs are and the difference between good and bad bacteria by
watching an informative video and discussing the differences
Assessment Approaches: Evidence:
1) Turn & Talk 1) Observational notes
2) Matching Sheet 2) Review and Collect sheets

Assessment Scale:
2. 5 point rubric scale

5 4 3 2 1 Score

Student Student Student Student Student

correctly correctly correctly correctly correctly
matched all 5 matched 4 matched 3 matched 2 matched 1
definitions to definitions to definitions to definitions to definition to
their pictures their pictures their pictures their pictures its picture

Student Student Student Student Student

correctly correctly correctly correctly correctly
named all 5 named 4 named 3 named 2 named 1
pictures and pictures and pictures and pictures and picture and
definitions definitions definitions definitions definition

Subject Matter/Content: 5 body systems

Prerequisites:
● Purpose of the 5 major body systems
 ○ Circulatory - delivers oxygen to our cells and gets rid of waste
○ Respiratory - moves fresh air into our body and removes waste gases so we can
breathe
○ Muscular - Allow us to move around freely
○ Skeletal - Supports our body
○ Digestive - Breaks down and absorbs nutrients and energy from the food/drinks
that we eat/drink
● Digestive system and how it works
○ Allows your body to get the nutrients and energy it needs from the food you eat
● Healthy eating
○ The five food groups and how much of each food group should be consumed
each day to be healthy
Key Vocabulary:
● Gut Health: the function and balance of bacteria of the many parts of the gastrointestinal
tract
● Want: have a desire to possess or do (something); wish for
● Need: require (something) because it is essential or very important
● Germs: a microorganism, especially one which causes disease
● Bacteria: a member of a large group of unicellular microorganisms which have cell walls
but lack organelles and an organized nucleus, including some that can cause disease
Content/Facts:
● What is Gut Health?
○ Problems:
■ Heartburn
■ Gas
■ Bloating
■ Constipation
○ The main drivers of gut health change are shifts in stomach acid, gut immunity
and gastrointestinal flora—the complex ecosystem of bacteria in your digestive
system
○ Ways to help your gut health:
■ Eat the right foods
■ Get more sleep
■ Move more
■ Manage stress
● Poor nutrition
○ Poor nutrition can impair our daily health and wellbeing and reduce our ability
to lead an enjoyable and active life
○ In the short term, poor nutrition can contribute to stress, tiredness and our
capacity to work, and over time, it can contribute to the risk of developing some
illnesses and other health problems such as: being overweight or obese, tooth
decay, high blood pressure, high cholesterol, heart disease and stroke, type-2
diabetes, osteoporosis, some cancers, depression, eating disorder
 ○ Poor eating habits include under- or over-eating, not having enough of the
healthy foods we need each day, or consuming too many types of food and
drink, which are low in fibre or high in fat, salt and/or sugar
● What are germs?
○ Germs live everywhere. You can find germs (microbes) in the air; on food,
plants and animals; in soil and water — and on just about every other surface,
including your body
○ Most germs won't harm you. Your immune system protects you against
infectious agents. However, some germs are difficult enemies because they're
constantly mutating to breach your immune system's defenses
○ Types of germs:
■ Bacteria
● Not all bacteria are harmful, and some bacteria that live in your
body are helpful. For instance, Lactobacillus acidophilus — a
harmless bacterium that resides in your intestines — helps you
digest food, destroys some disease-causing organisms and
provides nutrients
● Wants vs. needs
○ Wants:
■ Things we would like to have but do not need to survive
○ Needs:
■ Things that our bodies require for survival

Introduction/Activating/Launch Strategies:
● “Good afternoon class, this whole week we have been learning about the human body.
More importantly we are learning about our digestive systems. Yesterday we learned
about what healthy eating is and myplates. Today we are going to talk about gut health
and what happens when we don’t eat healthy”
● “ By the end of this lesson you should be able to identify and know the effects of not
eating healthy, and what germs are and the difference between good and bad bacteria”
● “Before we begin the lesson we are going to make some choices. With your table you
will collectively decide two things” *motion to the front table one side with candy and
soda the other side with yogurt and water* “You will choose, collectively as a table,
whether you want candy or yogurt, and whether you want water or soda. Turn and talk
to your table. Once you've made your decision come and get your items”
● Walk around listening to the students and then wait as they get what they chose
● “Each table is a body, you and your table mates will choose what to put into it. This
will be a big part of our lesson today as we will also discuss wants vs. needs”
● “Now we are are going to begin our journey with a book about Camilla Cream, it's
called A Bad Case of Stripes ”
● *Read the book and show the class the pictures*

Development/Teaching Approaches
● “Now not eating healthy will not make you break out into stripes, however it could
lead to other problems. Could anyone think of what some of those problems may be?”
*wait for the children to raise their hands*
● “Those are all good guesses! Now at your tables you will find vocabulary sheets. Who
would like to try that first word” *pick a student* “Good! Gut health, now would you
mind reading the definition” *wait for the student to read the definition then pick
another student and continue until the end of the vocab list*
● “Poor nutrition can impair our daily health and wellbeing and reduce our ability to lead
an enjoyable and active life”
● “In the short term, poor nutrition can contribute to stress, tiredness and our capacity to
work, and over time, it can contribute to the risk of developing some illnesses and other
health problems such as: being overweight or obese, tooth decay, high blood pressure,
high cholesterol, heart disease and stroke, type-2 diabetes, osteoporosis, some cancers,
depression, eating disorders”
● “Poor eating habits include under- or over-eating, not having enough of the healthy
foods we need each day, or consuming too many types of food and drink, which are
low in fibre or high in fat, salt and/or sugar.”
● “We will now take a closer look into each of these terms and how the connect to us”
● *Pull up a powerpoint*
● “We begin with gut health. Before we get to our topic turn and talk with your table
mates and see it you can think of some ways that we can help our gut health” *wait a
minute or two while the children discuss* “Alright on person from each table give me
one of the answers you came up with” * call on one person from each table and have
them give the answer*
● “When we don’t have proper gut health some of the problems that can come up are
heartburn, gas, bloating, constipation. Take a guess at what one of these words means?
Turn and talk to your tables mates again” *have the children guess the words
definitions* “Alright who wants to take a guess * call on different children having
them guess them tell them the definition*
● “The main drivers of gut health change are shifts in stomach acid, gut immunity and
gastrointestinal flora—the complex ecosystem of bacteria in your digestive system.
Oh! I see a word that might be important coming up. Can anyone tell me what word
that might be and why” *pick on someone and let them answer* “Good job!”
● “There are a few ways that we can help our gut get healthy and stay healthy. Those
ways are by Eating the right foods. We learned what those are and how much of them
in the last lesson. Getting more sleep means going to bed when your guardian tells you
to, they aren’t trying to be mean, they want you to be healthy. Moving more, exercise
and eating healthy go hand-in-hand and both are extremely important to your gut
health. Last but not least Managing stress, try not to worry too much over things like
tests, relaxing is a good thing to do once and a while”
● “Before I go to the next slide we are going to watch a video on... who wants to take a
guess” *have the kids guess* “Germs! * pull up the video and play it for the children*
● * Switch to the third slide Germs!* “Germs! EW GROSS! They are EVERYWHERE!”
● “They are in the air; on food, plants and animals; in soil and water and on just about
every other surface. Including your body! Who knows what out nest slide is going to
be” *pick a child have them answer then click to the next slide*
● “Bacteria! A type of germ! Hey wait, there is bacteria inside your digestive system.The
bacteria that live in your body are helpful. They are harmless bacteria that reside in
 your intestine. They help you digest food, destroy some disease-causing organisms and
provide nutrients. Those guys are hard workers”
● “Now we can affect all of this by thinking about a choice. Talk to your table and think
of what that choice is, hint I mentioned it earlier” *have the children turn and talk them
call them back and have them answer*
● “Wants Vs. Needs” *pull up the slide*
● “Let's talk about wants first. Things you want are not things you need to survive”
● “Take ice cream for instance. You can eat it to get some vitamins and minerals, but
other foods like cheese and yogurt give you more of those same vitamins and minerals
without giving you the fat that ice cream does”
● “Still, ice cream tastes good to many people. They like to eat it. They want it, but they
don't need it”
● “Now we can discuss our needs. These are things we went over in yesterday's lesson
with Miss Robbins. Who remembers those five food groups, just shout them out”
*count and wait for the children to get all five* “ Very good! You need to eat protein,
vitamins, and minerals”
● “You can eat meat, nuts, or soy products to get protein. You can get fruits and
vegetables to get vitamins and minerals. You can eat yogurt or cheese to get other
vitamins and minerals. You can eat bread to get still more vitamins and minerals. These
basic kinds of foods are needs”
● “Now we are going to play a fun game of, say it with me” *switches the slide to the
game* “Wants vs. Needs!”
● “I am going to split our room down the middle into two teams. When you see the
image come up on the board, I will say what the picture is of and you will have to tell
me whether it is a want or a need. You will just shout it out after I say the word,
alright”
● “Now who’s ready to play!” *go through the game that is on the powerpoint with the
children*
● “Alright, students, I would like you to put away your vocabulary sheet and get the
matching worksheet at your tables.”
● “For this worksheet you will be matching the definition, the word, and the picture
together. Please draw neat lines and try to write cleanly as I will be collecting this
worksheet”
● “If you have any questions or you are confused about anything please raise your hand
and I will come over and help you.”
● *walk around and observe the children's work, helping anyone who has questions. Also
set up the same pictures they have on the sheet on the board *
● “Alright let's go over at least one of the matches, please do not change your answers.
Who would like to come up to the board and tell us what you match one off these
picture with”
● *pick a child and have them explain the picture, the word and the definition and why
they connected the three*
 ● “Nice job! You can sit back down now and could I have someone collect those
matching sheets and put them in the bin up on my desk” *pick someone and wait for
them to collect the work sheets and put them in the bin*

Closure/Summarizing Strategies:
● “Today we learned about what happens when we don't eat healthy. Could anyone tell
me what could happen? *wait and pick on children and have them answer*
● “Very good. We also talked about germs and bacteria. Who can tell me the difference
between good and bad bacteria” *pick a child and wait for them to answer*
● “At the beginning of class I asked you to make a choice of candy or yogurt and soda or
water. Now I ask your tables to make one more decision before we finish today’s
class.”
● “Who would like to change what they picked and make a healthier choice for your
body.”
● *wait for the children to make their choices* “Also don’t forget that tomorrow we have
a test on everything we’ve learned this week so make sure you study”

Accommodations/Differentiation:
● Follow all IEPs

Materials/Resources:
Text Set: A Bad Case of Stripes - Shannon, D. (2004). Bad case of stripes. Scholastic.
Vertical Viewer - SAS (pdesas.org)
Germs: Understand and protect against bacteria, viruses and infection - Mayo Clinic
Your Digestive System: 5 Ways to Support Gut Health | Johns Hopkins Medicine
Good Germs vs. Bad Germs - YouTube
The Risk of Poor Nutrition
Wants Vs. Needs
Gut Health Presentation
Needs vs. Wants activity (based off this sheet, just the food part)
Digestion System Matching Sheet (Matching sheet is based off this):
Gut Health Matching Worksheet
Water
Soda
Candy
Yogurt

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions

Additional reflection/thoughts