Evers Park Elementary 1st Grade
October 25, 2012 9:00 am- 9:50 am
Lesson Title: PORTION CONTROL
Upon completion of this lesson, the student will be able to:
·Identify serving size for each of the five food categories through group activities and class discussion
· Illustrate a personal serving of pasta and meatballs through craft (pasta dish)
· Perform a dance in a group based on movement and qualities created from pasta dish (for example: pasta= lines, meatballs= rolling, sauce=melting, cheese= hopping etc.)
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 personal serving size using hand as reference
Student is not able to identify personal serving size for any food categories
(NOT YET)
Student is able to identify portion sizes for 2-3 food categories
(DEVELOPING)
Student is able to identify portion sizes for 4-5 food categories
(ACHIEVING)
2. Illustrate a personal serving of pasta and meatballs
Student is not able to illustrate serving sizing of pasta and meatballs
(NOT YET)
Student is able to illustrate just a pasta or just a meatball serving size
(DEVELOPING)
Student is able to illustrate both pasta and meatball serving size
(ACHIEVING)
3. Perform a dance based on movement and qualities created from pasta dish
Student is not able to perform a dance with any movement or qualities
(NOT YET)
Student is able to perform dance with 2-3 movements and/or qualities
(DEVELOPING)
Student is able to perform dance with 4-5 movements and/or qualities
(ACHIEVING)
Differentiation Strategies:
Instructional Sequence
Phase 1 Engage
(TOGETHER)
Today we are going to learn how much food we should eat each meal!
Teacher will play iPod music and lead brain dance
Students will: participate in BRAIN DANCE (THEME: PASTA)
Students will: participate in a short discussion about their favorite foods. What kinds of food do you like to eat? Although food is really good, and it’s important to eat, when do we know we’ve had enough? How much is too much? What happens when we eat too much food? We want to be healthy don’t we? So lets be good to our bodies and our hearts by eating right and exercising.
21st Century Skills:
Info, Media & technology: Brain dance is based on previous information child has learned through school or experience
Phase 2 Explore
(AWAY)
(Transition)
Teacher will transition students to large group, share portion control poster with them, and continue the conversation about portion control.
What kinds of food do you see on here? What shapes are they in? How much of these foods should be on our plates? Teacher will point out how much and show comparison to size of fist.
(Transition)
Teacher will transition students to solo body space and guide them through activity.
(Activity)
Through teacher guidance students will begin to embody the shapes of a pasta dish.
What kind of shapes do you see on a plate of pasta and meatballs? I see lines, and circles, is there anything else?
I see Rosie moving like a meatball, and Joe looks like a long piece of spaghetti!
Phase 3 Explain
(TOGETHER & AWAY)
(Transition)
Teacher will transition students into partners
(Activity)
Students will draw personal portion of pasta on a piece of paper and compare it to poster to check that it is the right amount. Students will then share picture with partner and talk about the shapes they see on the plates.
Talk with your partner to see if you have the right amount of food on your plate! What shapes do you see on your plates? What does a meatball do? Does it hop? Or roll? What about spaghetti? Does spaghetti bend? Or wiggle? How do you think we can move like these foods?
Phase 4 Elaborate
(TOGETHER)
(Transition)
Teacher will ask students to share their shape with the class. Raise your hand and let me know what your shape is!
(Transition)
Teacher will guide students into groups
Group 1: pasta (lines-vertical space)
Group 2: meatballs (rolling- circles)
Group 3: sauce (melting- smooth)
Group 4: cheese (hopping- static)
(Activity)
Through teacher guidance students will begin to embody the shapes of a pasta dish. (In accordance to the item of food their group represents) Students must say the food item they are as they move. Teacher will go around and help each group embody the food they represent.
Phase 5 Evaluate
(Transition)
Teacher will guide students into 2 large groups. Half of each small group will sit, and the other will dance. With half dancing and half watching the students will engage in discussion about what they saw and what they experienced. Groups will switch and discussion will repeat.
Class will discuss what shapes they saw and recap how much food we should eat for each meal. Teacher will remind students of the 5 food categories and encourage them to share what we learned with a friend or family member.
Resources & Materials:
· Handmade drum and iPod
· Poster with portion control examples and 5 food categories broken down with personal portions
· Nutrition worksheets (plate for pasta-portions)
Bibliography & References
October 25, 2012 9:00 am- 9:50 am
Lesson Title: PORTION CONTROL
Upon completion of this lesson, the student will be able to:
·Identify serving size for each of the five food categories through group activities and class discussion
· Illustrate a personal serving of pasta and meatballs through craft (pasta dish)
· Perform a dance in a group based on movement and qualities created from pasta dish (for example: pasta= lines, meatballs= rolling, sauce=melting, cheese= hopping etc.)
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 personal serving size using hand as reference
Student is not able to identify personal serving size for any food categories
(NOT YET)
Student is able to identify portion sizes for 2-3 food categories
(DEVELOPING)
Student is able to identify portion sizes for 4-5 food categories
(ACHIEVING)
2. Illustrate a personal serving of pasta and meatballs
Student is not able to illustrate serving sizing of pasta and meatballs
(NOT YET)
Student is able to illustrate just a pasta or just a meatball serving size
(DEVELOPING)
Student is able to illustrate both pasta and meatball serving size
(ACHIEVING)
3. Perform a dance based on movement and qualities created from pasta dish
Student is not able to perform a dance with any movement or qualities
(NOT YET)
Student is able to perform dance with 2-3 movements and/or qualities
(DEVELOPING)
Student is able to perform dance with 4-5 movements and/or qualities
(ACHIEVING)
Differentiation Strategies:
- Peer pairing to discuss and get a better understanding of portion control
- Journal/draw all the shapes that are used in class
Instructional Sequence
Phase 1 Engage
(TOGETHER)
Today we are going to learn how much food we should eat each meal!
Teacher will play iPod music and lead brain dance
Students will: participate in BRAIN DANCE (THEME: PASTA)
Students will: participate in a short discussion about their favorite foods. What kinds of food do you like to eat? Although food is really good, and it’s important to eat, when do we know we’ve had enough? How much is too much? What happens when we eat too much food? We want to be healthy don’t we? So lets be good to our bodies and our hearts by eating right and exercising.
21st Century Skills:
Info, Media & technology: Brain dance is based on previous information child has learned through school or experience
Phase 2 Explore
(AWAY)
(Transition)
Teacher will transition students to large group, share portion control poster with them, and continue the conversation about portion control.
What kinds of food do you see on here? What shapes are they in? How much of these foods should be on our plates? Teacher will point out how much and show comparison to size of fist.
(Transition)
Teacher will transition students to solo body space and guide them through activity.
(Activity)
Through teacher guidance students will begin to embody the shapes of a pasta dish.
What kind of shapes do you see on a plate of pasta and meatballs? I see lines, and circles, is there anything else?
I see Rosie moving like a meatball, and Joe looks like a long piece of spaghetti!
Phase 3 Explain
(TOGETHER & AWAY)
(Transition)
Teacher will transition students into partners
(Activity)
Students will draw personal portion of pasta on a piece of paper and compare it to poster to check that it is the right amount. Students will then share picture with partner and talk about the shapes they see on the plates.
Talk with your partner to see if you have the right amount of food on your plate! What shapes do you see on your plates? What does a meatball do? Does it hop? Or roll? What about spaghetti? Does spaghetti bend? Or wiggle? How do you think we can move like these foods?
Phase 4 Elaborate
(TOGETHER)
(Transition)
Teacher will ask students to share their shape with the class. Raise your hand and let me know what your shape is!
(Transition)
Teacher will guide students into groups
Group 1: pasta (lines-vertical space)
Group 2: meatballs (rolling- circles)
Group 3: sauce (melting- smooth)
Group 4: cheese (hopping- static)
(Activity)
Through teacher guidance students will begin to embody the shapes of a pasta dish. (In accordance to the item of food their group represents) Students must say the food item they are as they move. Teacher will go around and help each group embody the food they represent.
Phase 5 Evaluate
(Transition)
Teacher will guide students into 2 large groups. Half of each small group will sit, and the other will dance. With half dancing and half watching the students will engage in discussion about what they saw and what they experienced. Groups will switch and discussion will repeat.
Class will discuss what shapes they saw and recap how much food we should eat for each meal. Teacher will remind students of the 5 food categories and encourage them to share what we learned with a friend or family member.
Resources & Materials:
· Handmade drum and iPod
· Poster with portion control examples and 5 food categories broken down with personal portions
· Nutrition worksheets (plate for pasta-portions)
Bibliography & References