Healthy Living Individual Lesson Plan

EDU 432 OTECB: Methods of Teaching Health/Pe/ Art

Alyssa Rcco

April 24th , 2024

 KINDERGARTEN LESSON PLAN TEMPLATE

Name: Eat The Rainbow, Taste The Rainbow Date: April 24th, 2024 Grade: Kindergarten
Subject(s): Healthy Living Lesson & Unit: 1/3 Time Estimate: 3 Period
Lesson Objective
To educate students about the importance of healthy eating and encourage them to
make informed choices by understanding the benefits of colorful fruits and
vegetables.
Intended Student Outcomes
Overall Expectation
6. Demonstrate an awareness of their own health and well-being (SRWB)

Lesson-Specific Curriculum expectations

6.2 investigate the benefits of nutritious foods (e.g., nutritious snacks, healthy meals,
foods from various cultures) and explore ways of ensuring healthy eating (e.g.,
choosing nutritious food for meals and snacks, avoiding foods to which they are
allergic)
1. I can correctly name at least three fruits or vegetables of different colors.
2. I will explain the health benefits associated with at least two colors of fruits
or vegetables.
Success Criteria 3. I will demonstrate understanding of the concept of "eating the rainbow" by
explaining that consuming a variety of colorful foods is beneficial for their
health.
4. I will demonstrate understanding of the concept of counting colors on their
plates as a way to monitor healthy eating and food diversity.
5. I will identify healthy and unhealthy food choices based on the variety of
food manipulatives.
6. I will participate in a hands-on activity to create a healthy lunchbox for
school
1. Students will identify and name different colors by observing fruits,
vegetables, and lollipops of various hues.
Learning Goals 2. Students will understand the concept of eating a variety of colorful foods for
overall health and well-being.
3. Students will accurately count and identify at least three different colors on
their plates during mealtime.
4. Students will correctly classify at least three out of five food items as either
healthy or unhealthy based on the food manipulatives and prior knowledge.
5. Students will successfully complete the healthy food craft by gluing tissue
paper squares onto the fruit cut-out, ensuring representation of different
colors.
 Observational Assessment: Observe students during the activity of identifying
fruits and vegetables by color. Note their ability to accurately name the items and
explain their associated health benefits. Provide feedback based on their responses
Assessment and level of participation.
Craft Activity: Evaluate students' comprehension and application of the lesson
concepts during the craft activity. Observe their ability to identify the color of the
fruit/vegetable they chose and select the corresponding color tissue paper. Assess
their fine motor skills and creativity in completing the craft.
Why would students need to learn the elements of this lesson?
Understanding the importance of a balanced diet is vital for overall health, and
Rationale exploring the colors and health benefits of fruits and vegetables provides valuable
knowledge for lifelong wellness. Learning to distinguish between healthy and
unhealthy foods empowers students to make informed dietary choices, while
engaging in practical activities like counting colors and crafting healthy foods instills
essential life skills. Additionally, activities that stimulate cognitive development,
such as categorizing foods by color, enhance critical thinking abilities. Overall, this
lesson equips students with the knowledge and skills necessary for maintaining a
healthy lifestyle from a young age.
Why would they want to learn what you want to teach them?
Learning about healthy eating directly impacts students' lives and well-being,
motivating them to make healthier choices for themselves and their families. The
lesson incorporates engaging hands-on activities, such as sorting fruits and vegetables
by color and creating healthy food crafts, which are inherently enjoyable for young
learners. Through active participation, students develop a sense of ownership over
their health, fostering intrinsic motivation to learn more about nutrition. Exploring
the colorful world of fruits and vegetables sparks curiosity and discovery, inspiring
students to further explore the topic independently as they make connections between
colors and health benefits.
What prior knowledge is being activated?
 Recognition of Colors: Students are prompted to identify and name different
colors by observing fruits, vegetables, and lollipops of various hues. This
Motivation/Anticipatory taps into their prior knowledge of colors learned from everyday experiences
Set(MINDS ON) and previous educational activities.
 Familiarity with Fruits and Vegetables: Students are asked to name the
fruits and vegetables they are holding based on their color. This activity
draws upon their prior knowledge of common fruits and vegetables, which
they may have encountered at home, in the grocery store, or during previous
lessons on healthy eating.
 Association of Colors with Health Benefits: By discussing the health
benefits associated with each color of fruit or vegetable (e.g., red for heart
health, green for leafy greens), students are prompted to recall and apply their
prior knowledge of nutrition and the importance of consuming a diverse
range of fruits and vegetables for overall health and well-being.
 The "Count Colours Game" prompts students to reflect on their dietary habits
 and encourages them to count the number of colors on their plate during
meals. This activity activates their prior knowledge of counting and
introduces the concept of monitoring food diversity as part of a healthy diet.
What is the activity that will activate prior knowledge so that students can build
on this knowledge?
Introduction (10 minutes)
 Tell students that today they will be discussing healthy and unhealthy foods.
 Read the Book: Eating the Alphabet by Lois Ehlert
 Invite the students one by one to choose one food and ask them if they think
the food they selected is healthy or unhealthy
Explicit Instruction/Teacher modeling (15 minutes)
 On a whiteboard or chalkboard, make two columns. One column should be
labeled "healthy" and one column should be labeled "unhealthy." Put a
smiley face next to the word healthy and a sad face next to the word
unhealthy to help students understand the chart.
 Then, call students up one by one to select laminated cutouts of different
foods and ask them to decide whether they are healthy or unhealthy.
 When they choose one, discuss with the class why they think that is correct
or incorrect. Then, help students tape them to the right side of the chart.
Eat The Rainbow
 Have a bag of fruits and vegetables. One for each colour of the rainbow. Ask
six students to volunteer and come up to the front, stand one by one and stand
in a row. Each child will get to hold onto the vegetable/fruit. Then ask each
student to name the item and tell me what colour it is… Then talk about what
Student Engagement/ each colour was useful for (e.g. red in the same colour as your heart, and it’s
Procedures (ACTION ON) good for your heart).

 Red (red apple) (good for our hearts because they have the same color
as our hearts)
 Orange (carrot, orange) (help us stay healthy and strong)
 Yellow (banana, yellow squash, canned corn) (help our eyes see well
and our tummies feel good)
 Green (lettuce, cucumber, zucchini) (give us energy and help us grow
big and strong)
 Blue/Purple (blueberries, eggplant) (are like superfoods that help our
brains work better)

 Have a bag of lollipops, show them all the colours

 asked if ‘eating the rainbow’ was the same for lollies

Ask the students “How does eating a rainbow of colors make you feel?

Count Colours Game

 Encourage them to play a game next time they eat
 Ask them to count the colours on their plate.
 Prompting Questions
1. How many vegetables should you eat every day?
a. Ask the students to hold up their fists to the air, like superheroes.
Explain that one serving of fruit or vegetables was the size of their
fist. As they get bigger, their fist will get bigger.
Guided Practice (5 minutes)
 Call students over to select a fruit/vegetable that they would like to use to
create a healthy food craft.
 Give them the choice of either an apple, a banana, a carrot, grapes,
blueberries or broccoli.

 Have students identify the color of the fruit/ vegetable they chose and to find
the correct corresponding color tissue paper.
Independent working time (10 minutes)
 Provide the students with different colour strips of tissue paper (red, yellow,
orange, purple)
 Ask the students to tear the strips of tissue paper into small squares.
 Invite students to glue the squares onto the fruit cutout that they selected.

Review of Key Concepts: Gather the students in a circle and briefly review the
colors of fruits and vegetables discussed in the lesson, highlighting one or two key
health benefits for each color. For example, "We learned that red apples are good for
Closure (CONSOLIDATION)our hearts because they have the same color as our hearts. What other colors did we
talk about today?"

Reflection and Discussion: Engage the students in a discussion about the

importance of eating colorful foods. Ask questions like:
 "How do you feel when you eat different colors of fruits and
vegetables?"
 "What are some fruits and vegetables you like to eat?"
 "Can you think of a time when you ate something really healthy and
colorful?"
 Visual aids such as pictures or flashcards of fruits and vegetables to support
students who may have difficulty identifying items verbally. Label each
picture with its corresponding color to reinforce color recognition.
Accommodations/  For students with sensory sensitivities, offer a variety of textures for
Modifications exploration, such as soft fabric representations of fruits and vegetables or
sensory bins filled with colored rice or beans.
 During the guided practice portion, offer a smaller selection of fruits and
vegetables to choose from to reduce decision-making demands.
 Allow students who may struggle with verbal communication to express their
understanding in alternative ways, such as using picture cards to indicate
their choice of fruit or vegetable and its color, or drawing/coloring
representations of the items discussed.
  Offer alternative tasks or adaptations for students who may have physical
limitations or difficulties with fine motor skills. For example, they could
participate in a modified version of the craft activity using pre-cut shapes or
stickers instead of tearing tissue paper.
 Provide frequent praise and encouragement to students throughout the lesson
to build confidence and motivation.

Materials Needed:
 Coloured tissue paper
 Laminated photos of different fruits and vegetables
Materials/Equipment/  Pretend play fruits and vegetables
Technology  Book: Eating the Alphabet by Lois Ehlert
 Lollipops
 Scissors
 Glue
 Fruit cut-out Worksheet