Evers Park Elementary 1st Grade
October 23, 2012 9:00 am- 9:50 am
Lesson Title: HEATHY VARIETY FOR DAILY MEALS
Upon completion of this lesson, the student will be able to:
• Identify the 5 food categories as defined by the U.S. Department of Agriculture
• Illustrate healthy food choices through a craft activity and movement exploration
• Create and perform a dance based on embodying food shapes discussed in class
Student Learning Standards: (National Standards/K-8 Texas Dance Guidelines)
Making connections between dance and healthful living. (NS)
Creative Expression/performance (Texas Dance Guidelines)
Assessment Rubric
1. Identify food categories as defined by the USDA
Student is not able to identify any food categories
(NOT YET)
Student is able to identify 2-3 food categories
(DEVELOPING)
Student is able to identify all 5 food categories
(ACHIEVING)
2. Illustrate healthy food choices through craft activity and movement exploration
Student is not able to illustrate healthy food choices through craft or movement
(NOT YET)
Student is able to illustrate healthy food choices through either craft or movement
(DEVELOPING)
Student is able to illustrate healthy food choices through both craft activity and movement
(ACHIEVING)
3. Create and perform a dance based on food shapes discussed in class
Student is not able to create or perform a dance based on shapes
(NOT YET)
Student is able to create or perform a dance based on food shapes
(DEVELOPING)
Student is able to create and perform a dance based on food shapes
(ACHIEVING)
Differentiation Strategies:
• Peer pairing to get a better understanding of food categories, shapes and dance through discussion
• Journal/draw all the shapes that are used in class
Instructional Sequence
Phase 1 Engage
(TOGETHER)
Teacher will play iPod music
Students will: participate in BRAIN DANCE led by teacher (THEME: PASTA)
Students will: participate in a short discussion about their favorite healthy food.
Teacher will ask question: Think about what your had for breakfast. What shapes did you eat? Did you have an apple that was a circle? A square piece of toast?
21st Century Skills:
Life and career skills
-Know when it is appropriate to listen and when to speak
-Conduct themselves in a respectable, professional manner
Phase 2 Explore
(AWAY & TOGETHER)
Teacher will lead class in discussion about healthy foods and why it is important we balance our diets.
Why do we eat? (Nutrients help to grow, learn and play!) What is good for us? (Fruits and vegetables!) What is not so good for us? (High-sugar food/drinks, potato chips and fatty foods.) SO, if you know some things are better for you and worse for you, of which should we eat more? (Fruits and vegetables!)
Teacher will share and explain MyPlate.gov poster, teach easy tune to learn the 5 food categories. (Fruits, grains, veggies, protein, dairy)
Students will: draw favorite healthy foods on MyPlate.gov worksheet and compare/contrast worksheet with a partner
Students will begin to explore a solo-body score by creating movement with the shapes found on their worksheet.
(Transition)
Leading with your hand I want you to walk into your own space as SLOWLY as possible- like this: (show example). Once you are in your own space, with no one around you put your hand on your head!
(Activity)
“How can you make your body look like a shape on your plate? If I were an apple, what shape would I look like? It looks like a circle so I’d roll up like a ball! What shape is a piece of broccoli? I think it looks like a tree too! Can you make branches with your arms? AWESOME- now you try to make shapes with your picture.
21st Century Skills:
Inofrmation, Media and Technology
-Access information efficiently (time) and effectively (sources)
Creativity and innovation
- Be open and responsive to new and diverse perspectives; incorporate group input and feedback into the work
-Demonstrate originality and inventiveness in work and understand the real world limits to adopting new ideas
Phase 3 Explain
(AWAY)
Teacher will transition class to groups.
If you are wearing red stand here with Joe, if you are wearing orange stand with Rosie, etc Backup transition if colors are sparse: tip toe toward groups of 4-5. Once in groups teacher will define each group with a food category name. (Fruit, veggie, protein, dairy, and grains)
Students will continue to explore movement and begin to design a healthy plate that shows variety in foods.
Does your plate have each of the 5 items we talked about? Whose plate has fruits and veggies? What about dairy?
(Fruits/veggies/protein/dairy/grain)
21st Century Skills:
Core subjects:
-Learning from and working collaboratively with individuals representing diverse cultures, religions and lifestyles in a spirit of mutual respect and open dialogue in personal, work and community contexts
Phase 4 Elaborate
(TOGETHER & AWAY)
Teacher will grab attention of students with clapping. Teacher will choose 4 students worksheets’ to reference, to show healthy foods as a shape.
Susie has a piece of broccoli on her plate. What does broccoli look like? I think it looks like a tree. Trees are tall, they sway and they have branches and leaves! Teacher will then demonstrate the movement.
Teacher will transition class back to groups.
Once in groups teacher will transition students to spread out in the space (at random) and teacher will call out each group name. Teacher will direct students in each group to show their shapes
Teacher will direct class to split. Half of the class sits and watchers, the other half performs.
21st Century Skills:
Creativity and innovation
-Be open and responsive to new and diverse perspectives; incorporate group input and feedback into the work
-Demonstrate originality and inventiveness in work and understand the real world limits to adopting new ideas
Phase 5 Evaluate
Teacher will define where the audience should sit and where the performance groups should stand.
Students will (in their performance group) perform their shape dance and articulate ways they used their shapes. Other students will watch and participate in discussion. Groups will switch until each group has performed.
“What shapes did you see your classmates do? Think about the shapes you see and what piece of food you think it is! Pick out your favorite shape an think about which category it falls into!
I’m glad we had fun today! What questions do you have? Have 5 students show us their shapes and recap the 5 categories. Remember to have variety on your plates and if you forget, just think of the variety of SHAPES you have on your plate.
21st Century Skills:
Life and Career skills
-Deal positively with praise, setbacks and criticism
-Respect and appreciate team diversity
Information Literacy:
-Evaluate information critically and competently
Resources & Materials:
• Handmade drum & ipod
• MyPlate printouts & markers
Bibliography & References
• www.MyPlate.gov
October 23, 2012 9:00 am- 9:50 am
Lesson Title: HEATHY VARIETY FOR DAILY MEALS
Upon completion of this lesson, the student will be able to:
• Identify the 5 food categories as defined by the U.S. Department of Agriculture
• Illustrate healthy food choices through a craft activity and movement exploration
• Create and perform a dance based on embodying food shapes discussed in class
Student Learning Standards: (National Standards/K-8 Texas Dance Guidelines)
Making connections between dance and healthful living. (NS)
Creative Expression/performance (Texas Dance Guidelines)
Assessment Rubric
1. Identify food categories as defined by the USDA
Student is not able to identify any food categories
(NOT YET)
Student is able to identify 2-3 food categories
(DEVELOPING)
Student is able to identify all 5 food categories
(ACHIEVING)
2. Illustrate healthy food choices through craft activity and movement exploration
Student is not able to illustrate healthy food choices through craft or movement
(NOT YET)
Student is able to illustrate healthy food choices through either craft or movement
(DEVELOPING)
Student is able to illustrate healthy food choices through both craft activity and movement
(ACHIEVING)
3. Create and perform a dance based on food shapes discussed in class
Student is not able to create or perform a dance based on shapes
(NOT YET)
Student is able to create or perform a dance based on food shapes
(DEVELOPING)
Student is able to create and perform a dance based on food shapes
(ACHIEVING)
Differentiation Strategies:
• Peer pairing to get a better understanding of food categories, shapes and dance through discussion
• Journal/draw all the shapes that are used in class
Instructional Sequence
Phase 1 Engage
(TOGETHER)
Teacher will play iPod music
Students will: participate in BRAIN DANCE led by teacher (THEME: PASTA)
Students will: participate in a short discussion about their favorite healthy food.
Teacher will ask question: Think about what your had for breakfast. What shapes did you eat? Did you have an apple that was a circle? A square piece of toast?
21st Century Skills:
Life and career skills
-Know when it is appropriate to listen and when to speak
-Conduct themselves in a respectable, professional manner
Phase 2 Explore
(AWAY & TOGETHER)
Teacher will lead class in discussion about healthy foods and why it is important we balance our diets.
Why do we eat? (Nutrients help to grow, learn and play!) What is good for us? (Fruits and vegetables!) What is not so good for us? (High-sugar food/drinks, potato chips and fatty foods.) SO, if you know some things are better for you and worse for you, of which should we eat more? (Fruits and vegetables!)
Teacher will share and explain MyPlate.gov poster, teach easy tune to learn the 5 food categories. (Fruits, grains, veggies, protein, dairy)
Students will: draw favorite healthy foods on MyPlate.gov worksheet and compare/contrast worksheet with a partner
Students will begin to explore a solo-body score by creating movement with the shapes found on their worksheet.
(Transition)
Leading with your hand I want you to walk into your own space as SLOWLY as possible- like this: (show example). Once you are in your own space, with no one around you put your hand on your head!
(Activity)
“How can you make your body look like a shape on your plate? If I were an apple, what shape would I look like? It looks like a circle so I’d roll up like a ball! What shape is a piece of broccoli? I think it looks like a tree too! Can you make branches with your arms? AWESOME- now you try to make shapes with your picture.
21st Century Skills:
Inofrmation, Media and Technology
-Access information efficiently (time) and effectively (sources)
Creativity and innovation
- Be open and responsive to new and diverse perspectives; incorporate group input and feedback into the work
-Demonstrate originality and inventiveness in work and understand the real world limits to adopting new ideas
Phase 3 Explain
(AWAY)
Teacher will transition class to groups.
If you are wearing red stand here with Joe, if you are wearing orange stand with Rosie, etc Backup transition if colors are sparse: tip toe toward groups of 4-5. Once in groups teacher will define each group with a food category name. (Fruit, veggie, protein, dairy, and grains)
Students will continue to explore movement and begin to design a healthy plate that shows variety in foods.
Does your plate have each of the 5 items we talked about? Whose plate has fruits and veggies? What about dairy?
(Fruits/veggies/protein/dairy/grain)
21st Century Skills:
Core subjects:
-Learning from and working collaboratively with individuals representing diverse cultures, religions and lifestyles in a spirit of mutual respect and open dialogue in personal, work and community contexts
Phase 4 Elaborate
(TOGETHER & AWAY)
Teacher will grab attention of students with clapping. Teacher will choose 4 students worksheets’ to reference, to show healthy foods as a shape.
Susie has a piece of broccoli on her plate. What does broccoli look like? I think it looks like a tree. Trees are tall, they sway and they have branches and leaves! Teacher will then demonstrate the movement.
Teacher will transition class back to groups.
Once in groups teacher will transition students to spread out in the space (at random) and teacher will call out each group name. Teacher will direct students in each group to show their shapes
Teacher will direct class to split. Half of the class sits and watchers, the other half performs.
21st Century Skills:
Creativity and innovation
-Be open and responsive to new and diverse perspectives; incorporate group input and feedback into the work
-Demonstrate originality and inventiveness in work and understand the real world limits to adopting new ideas
Phase 5 Evaluate
Teacher will define where the audience should sit and where the performance groups should stand.
Students will (in their performance group) perform their shape dance and articulate ways they used their shapes. Other students will watch and participate in discussion. Groups will switch until each group has performed.
“What shapes did you see your classmates do? Think about the shapes you see and what piece of food you think it is! Pick out your favorite shape an think about which category it falls into!
I’m glad we had fun today! What questions do you have? Have 5 students show us their shapes and recap the 5 categories. Remember to have variety on your plates and if you forget, just think of the variety of SHAPES you have on your plate.
21st Century Skills:
Life and Career skills
-Deal positively with praise, setbacks and criticism
-Respect and appreciate team diversity
Information Literacy:
-Evaluate information critically and competently
Resources & Materials:
• Handmade drum & ipod
• MyPlate printouts & markers
Bibliography & References
• www.MyPlate.gov