Kate Kelly Aso, Hannah Blevins, Tamara Evans, Joy Ishii
Lesson Plan Title: Healthy & Unhealthy Foods (UDL Color like this)
Grade Level: Kindergarten
Enduring Understandings:
(1) Choosing to eat healthy foods helps our bodies stay strong and healthy and grow to be healthy adults.
(2) Eating a mix of foods from the five food groups provides our bodies with essential vitamins and minerals to grow strong and stay healthy.
Important Health Unit Question: Are you what you eat?
Curriculum Standard: 1.1.N – Name a variety of healthy foods and explain why they are necessary for good health.
Content Objective: Students will be able to classify different food items as either healthy or unhealthy.
ELD Standards:
- Content Objectives: Students will be able to identify different types of foods as either healthy or unhealthy, as well as understand the importance of healthy food.
- Language Subjectives:
- L.K.5 – With guidance and support from adults, explore word relationships and nuances in word meanings.
- a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
- c. Identify real-life connections between words and their use (e.g., note places at school that are colorful).
- L.K.6 – Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
Teaching Plan:
1. Opening:
a. Read a book called Jack and the Hungry Giant by Loreen Leedy (here is a video of another teacher reading the book; to have a good idea of what the content of the book)Jack and the Hungry Giant
b. Active Listening – Students are fully engaged to the speaker and concentrate on what is being said. Students will use proper body position, listening ears, and response techniques to maximize their understanding of what the speaker is saying.
i. While reading, pause and ask questions about the story:
- Out of all of the fruits on this page, what is your favorite fruit? What is a fruit that you don’t like? What is a fruit that you would like to try?
- Ask the same questions for vegetables, protein, grains, and dairy.
- What are foods with “empty calories”? What are some “empty calorie” foods that you’ve eaten? Should we eat a lot of these types of foods?
- c. After reading, have a further discussion about different types of food. For each question, provide Auditory Wait Time, in which students are provided with time to process information presented orally.
- What can we do to help our bodies stay healthy?(exercise, eat healthy, sleep, brush our teeth, take baths, wash our hands often)
- What kinds of food help to keep us healthy?(fruits, vegetables, meat, eggs, milk)
- Should we eat a lot of sweet foods and snacks? Why or why not? (cavities and they are not good for us)
- What is your favorite food to eat?? (pizza, cookies, chicken)
- What is a fruit?
- What is a vegetabled. Peer Interview – Students find a partner, and they ask each other questions regarding the discussion about healthy and unhealthy foods. After 2 minutes, they find another partner and ask questions. Repeat around 5-6 times, depending on time.
2. Modeling:
a) Do a K-W-L chart and ask students what they know about healthy and in healthy foods. Do this as a class to incorporate a safe classroom community and practice group norms, allow students to offer foods from their cultures and backgrounds to tap into prior knowledge and diversity. i. Write down what they know and write questions they have
b) Write healthy and unhealthy in columns on the board. Pull pictures of different foods and place them in their corresponding food group. As you go through each food, discuss why they go in this category and what the benefits of these are. Write the name and provide a picture to allow multiple entry points for learning and supports for ELLs.
i. Ask students where they think it would go. After you get a few in each category, do a check for understanding to see if students can place similar foods in each category
3. Shared and/or Guided Instruction:
a) Healthy vs Unhealthy Food Class Activity:
i. After learning about healthy and unhealthy food from the class discussion, students will use their knowledge to sort food into two categories: healthy & unhealthy.
ii. Have two big, empty boxes with the label “healthy food” and “unhealthy” food on each box. Have another box full of food toys, or cut out pictures of food. Consider using realia such as food models or actual food items such as apples and wrapped Hostess Twinkies.
iii. Call on students to pick a food from a box, and have them sort it into the correct box. The teacher can use Equity Sticks when calling on students to ensure an equal chance of participation.
iv. Ask the students to name the food out loud and to share with the class whether it is healthy or unhealthy. Use Preferred Modes of Expression to allow a student to choose whether they will name and classify the food orally or provide an acting/movement demonstration of what the food is and whether it is healthy or unhealthy.
v. Repeat until all foods have been sorted in the boxes.
4. Independent:
a. Healthy Food Collage Activity. Provide directions to students, then ask them to Repeat the Directions in their own words to a nearby classmate to help them internalize the instructions.
i. Students will create a healthy food collage independently.
ii. Have enough magazines from grocery stores for the students.
iii. Have the students look through magazines and see all of different pictures of food.
iv. On a construction paper, students will cut and glue healthy foods they see onto their paper. Students can glue the pictures in any design they’d like. Make both standard and loop scissors available.
v. Once finished, have students pair share and talk with a partner about their collage.
vi. After the pair share, have a couple of students share their collage with the entire class.
vii. Ask the students to compare and contrast their collages with their peers.
5. Closing:
a. Assessment Criteria: Formative Assessment
i. After the lesson, return to your K-W-L chart and ask students what they learned. This will help solidify and emphasize the key ideas that they have learned, draw from different experiences in the lesson, prompt them with questions and ask them to visualize what they had seen in the activities to help draw upon their memory.
ii. As an exit ticket you can have students make two columns on paper. Call out a fruit, vegetable, grain, etc. and ask them to put it in the correct column “healthy” or “unhealthy” or you can do it by food group. You can let children represent the information in various ways: allow them to draw the food, write the word, say which category it belongs to, etc.
6. End-of-lesson Assessment:
a. Assessment Criteria: Summative Assessment
i. Lunch Box Activity
- Students will have a print out of a lunch box and pictures of both healthy and unhealthy foods and snacks.
- Students will color and cut all of the pictures of foods.
- Student will glue their choice of healthy lunch food items into their lunch boxes.
Citations:
Health & Special Education 
Colette Rabin: I think this lesson would be done best over several days. I think it could be followed up with the lesson above on ingredient lists. because that’s a skill necessary to transfer the learning in this lesson into practice. Also, the reverse is true. The info in this lesson is necessary to be good at analyzing ingredient lists. So when you put these lessons in your compendiums (compilations of health ed resources), put this one first. These are critical!
You’ve a well aligned lesson here. I think this also should be taken up at home or shared at parent-teacher meetings so that parents can be warned that their kids might have some informed opinions about food. I mean what if you do this summative here and then in real life kids are bringing lunchables?! Do you know what’s in those!? I referenced these above, too. So here’s an example of a take home that might be necessary for this learning to really occur in life (the aim, right!?): Homework could involve kids actually going with a care-giver to the grocery store and really involving parents. So this isn’t a one-off kids could gather data at the grocery store – and if you have informed families prior (this is key) – then having them help to choose healthy options. You would need to know if this was possible before assigning it. OR you could UDL-ify it from the beginning by letting kids choose virtual grocery store trip links (these exist! And some are made by dieticians!). This can be sensitive, but with child obesity and so forth, it’s critical for students to learn how to take care of themselves. One assignment that my middle school students loved was to reconfigure a family favorite with healthier ingredients so there was appreciation of culture and tradition and learning how to eat healthfully. I’ve gotten into trouble before when I didn’t pre-view for parents. Ask me about this in person!
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Angela Thao: Great Lesson! Our group also focused on Healthy Eating. As I read your lesson, I couldn’t help but think what a great way to introduce the topic of healthy eating. I can see this lesson as that “prior knowledge” piece to ours. Meaning, what have the students been focused on and what foundation do they need to have before going into labels and ingredients. I also really enjoyed the detailed questions your group provided each step of the way. You can send a note home a few weeks earlier asking parents to send to school their empty and cleaned food containers (cereal boxes, milk carton, soda bottles, etc.) and create a mini grocery store where kids can observe and sort too! Overall, great job!
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