Beacon Lesson Plan Library
Nutrition with a Smile
Bay District Schools
This lesson is for Day 4 of the unit [Wellness Wonders]. Students will listen to a literature selection and then play a game about personal health behaviors related to nutrition.
The student knows how personal health behaviors influence individual well-being.
The student knows the nutritional values of different foods.
-Book [That’s Good, That’s Bad] by Margery Cuyler
-Game Cards (see associated file)
-Key for Game Cards, one copy (see associated file)
-Smiley Face, Frown Face cards, one of each per student (see associated file)
-Note-taking handouts (from Day 3 [Pyramid Power] lesson)
-Nutrition Chart (previously used on Day 3 in [Pyramid Power] lesson)
-Health Hound Journals
-Journal Checklists (previously downloaded from Day 3 [Pyramid Power] lesson)
1. Gather materials.
2. Download and make copies of the Smiley Face, Frown Face, one of each per student (see associated file).
3. Cut out the smiley faces and frown faces.
4. Download and make a copy of the Game Cards (see associated file). It is suggested that these be mounted on construction paper and laminated.
5. Download and make a copy of the Key for Game Cards (see associated file).
1. Display the book [That’s Good, That’s Bad] by Margery Cuyler.
2. Allow time for students to look at the cover.
3. Encourage students to make predictions about the book.
4. Review criteria for good listeners.
5. Read the book and allow time for class discussion. Emphasize that there are good and bad aspects to a lot of situations.
6. Remind students they have accepted the challenge to be health hounds and help the students at Wellington Elementary.
7. Explain one way they can help the students at Wellington Elementary is to know the difference between good and bad behaviors concerning nutrition.
8. Ask students to take out their Note-taking Handouts (in Health Hound folders) from Day 3.
9. Explain that today they will refer to their notes and the notes on the class chart (the Nutrition Chart created on Day 3) to help them play a game.
10. Distribute a smiley face and a frown face to each student (see associated file).
11. Divide the students into two teams. Have the teams line up across from each other.
12. Tell students you will draw a game card and read a nutrition behavior on the card.
13. Students at the beginning of each line are to listen and decide if the behavior will have a good or bad effect on personal health.
14. If the behavior would have a good effect on personal health, students are to hold up a smiley face.
15. If the behavior would have a bad effect on personal health, students are to hold up a frown face. Students may refer to their Note-taking Handouts and the class Nutrition Chart if needed.
16. The first student to hold up the correct face and accurately support his/her response wins a point for his/her team.
17. Caution team members that a point will be taken away if others on the team try to help the student at the front of the line.
18. Play the game. During the game the teacher provides formative feedback that is both guiding and positive. Guiding feedback might include, “Think about the Food Pyramid. One-two servings of vegetables a day are not enough to maintain good health. The Food Pyramid suggests three-five servings.” Positive feedback might include, “Terrific! Both teams get a point. We should eat less fats, oils, and sweets than fruits and vegetables.”
19. At the end of the game, give a round of applause for the winning team.
20. Review ways health information/ideas are communicated. Establish that today students will communicate health information/ideas by writing in their journals.
21. Students complete Health Hound Journal entries for Day 4. Journal topics for each day can be found in the Unit Attachment (see extensions).
22. The Journal Checklist (previously downloaded on Day 3) is used to formatively assess journal entries. Provide formative feedback that is both positive and guiding. Positive feedback might include, “I like mashed potatoes, too. Mashed potatoes give me energy.” Guiding feedback might include, “The calcium in ice cream does help build bones and teeth. You might try ice milk instead of ice cream. It has less fat.”
Use the Key for Game Cards (see associated file) to formatively assess student responses during the game. Students are to determine if the statements about personal health behaviors and nutritional values of foods influence personal health positively (smiley face) or negatively (frown face).
Health Hound journal entries are formatively assessed using the Journal Checklist (previously downloaded on Day 3).
1. The Beacon Unit Plan associated with this lesson can be viewed by clicking on the link located at the top of this page or by using the following URL:
http://www.beaconlearningcenter.com/search/details.asp?item=4846. Once you select the unit’s link, scroll to the bottom of the unit plans page to find the section, Associated files. This section contains links to the Unit Plan Overview, Diagnostic and Summative Assessments, and other associated files (if any).
2. The class could plan a snack tasting party and each student could bring in samples of nutritious snacks. The class creates a note to parents in the language arts lesson plan for Day 4, Making Connections.
3. Additional reference materials for this unit may be located using Sunlink, a database for Florida teachers. The Web address for Sunlink is: http://www.sunlink.ucf.edu/
This is the health lesson plan for Day 3 of the Wellness Wonders unit.Pyramid Power
Nutrition resources for teachers and studentsNutrition Explorations
Cool health site for kidsBam! Body and Mind
This site has many resources for students and teachers.Dole 5 A Day
This site has information concerning the food pyramid guide.Food Pyramid Guide
A fun site for kids to explore nutrition.Kids Food Cyber Club
An informative site concerning kids' health. The teacher may want to preview and bookmark appropriate links. Some information on the site may not be appropriate for third graders.Kids Health