lesson plan

Teacher Name Date

Subject/Grade/Time needed

Math

/ 2nd Grade/ 1 hour in class and 5-10 minute weekly check-ins. Personal graphs are daily homework over a 28 day period.

Content standard(s) addressed:

Math

Measurement and Data 2.MD: Represent and interpret data

“Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve

simple put-together, take-apart, and compare problems for using information presented in a bar graph.”

Health standard(s) addressed:

Standard 1: Essential concepts

Content Area: Nutrition and Physical Activity

1.2.N Identify the number of servings of food from each food group that a child

needs daily.

Standard 5: Decision Making

Content Area: Nutrition and Physical Activity

5.1.N Use a decision-making process to select healthy foods.

Standard 6: Goal Setting

Content Area: Nutrition and Physical Activity

6.1.N Set a short-term goal to choose healthy foods for snacks and meals.

Standard 8: Health Promotion

Content Area: Nutrition and Physical Activity

8.1.N Practice making healthy eating choices with friends and family.

Materials needed:

· 2 large drawn graphs on board.

· Word problems about adding and subtracting vegetables and fruit from diets for each student.

· Graphing paper for the students.

· Instructional sheet for the students to give to the parents about the experiment.

Learning Objective (what will students know/be able to do as a result of this lesson?)

The students will be able to solve some simple math word problems in 2 teams and attach the correct amount of the correct vegetable or fruit type to the large graph on the board, plotting the answers.

They will be able to individually make a graph and chart results over a 28 day/ 4 week period. They will add up weekly results and plot the results on their graph. The students and the parents will be able to see the vegetable and fruit intake of the student over the 30 days and compare to what is the average amount that should be consumed.

Main Goals: Learn about graphing results and the daily 5 servings of vegetables and fruits. Hopefully getting the student and the family involved in eating more fruits and vegetables in their diets.

Assessment of learning (how will you evaluate?):

Criteria:

Grade work based on the following:

· Is the graph clearly labeled?

· Are the results plotted correctly?

· Did the student participate/do the assignment?

· Did the student add correctly?

· Do they understand the concept of graphing?

· Do they understand the concept of 5 daily servings of fruit and vegetables?

· Was the assignment completed?

· Have students present their graphs and talk about what they and their families did to eat healthier, if anything.

Agenda (what’s posted on board/what are students doing? –this is your activity section):

1. Class Activity: (With Teacher)

· Make sure the students know about getting 5 servings of fruit and vegetables a day. And the importance of eating healthy

· Draw on the board (or have pre-made) 2 large graphs: Vegetables and Fruit. X axis labeled: Week 1, week 2, week 3, week 4. Y axis labeled: 0-50

· Students sit together in 2 teams. Each student has a list of word problems.

Example: Suzie loves her vegetables. On Monday, Suzie ate 3 carrots and on Tuesday, Wednesday, and Thursday she ate 4 more carrots. On Friday she ate 5 pieces of broccoli. Saturday and Sunday she ate a total of 10 celery sticks. How many vegetables did Suzie eat for the whole week?

· The first team to raise their hands with the correct answer gets to go to the board and draw in the amount of vegetables/fruit eaten.

2. Individual Activity: (Written on Board)

Instructions for Your Bar Graph

1. Get 2 pieces of graph paper

2. Create 2 separate Bar graphs for fruit and vegetables

3. Label your graphs with the following information:

Title: My 30 Day Fruits and Vegies Chart

X axis/Month: Week 1, Week 2, Week 3, Week 4

Y axis/Amounts of (Fruit or Vegetables): 0-50.

Keep your graph at home. Count how many vegetables and how many fruits you ate in total each week. Plot the total numbers on your graphs.

Instructional Notes (what is teacher doing?):

The teacher will give the students some information about eating right and benefits of eating fruit and vegetables.

Then during the class activity, the teacher will be monitoring how the students are working in teams.

The teacher will be responsible for reading the word problem aloud and checking the answers.

During the individual activity the teacher will be responsible for writing the instructions on the board and making sure all students understand and stay on task.

Make sure they are labeling the graphs correctly and that they have two separate graphs for vegetables and fruit.

The teacher should place an instructional sheet explaining the details of the experiment to the parents, in the student’s cubbies to take home.

Language Support:

The class activity can be used as an example of how create the individual graphs. By observing how to chart the amount of items eaten, an English language learner can see how to chart the items they eat. The support of teammates will also help in understanding with the overall concept. Written handouts and monitoring will also help students with any questions.

Context – where might this particular lesson fit in with a larger unit of study?

This lesson would be good to use during a whole month of special health integrated lessons. Perhaps a physical activity experiment would be good as well. An integrated “get healthy, get fit” plan of 28 days of eating right and exercising.

Teacher Name Date

Subject/Grade/Time needed

Content standard(s) addressed:

Health standard(s) addressed:

Materials needed:

Learning Objective (what will students know/be able to do as a result of this lesson?)

Assessment of learning (how will you evaluate?):

Criteria:

Agenda (what’s posted on board/what are students doing? –this is your activity section):

Instructional Notes (what is teacher doing?):

Language Support:

Context – where might this particular lesson fit in with a larger unit of study?

Teacher Name Date

Subject/Grade/Time needed

US History/Geography/Grade Eleven /100mins (two class periods)

Content standard(s) addressed:

United States History and Geography:

11.6 Students analyze the different explanations for the Great Depression and how the New Deal fundamentally changed the role of the federal government.

3. Discuss the human toll of the Depression, natural disasters, and unwise agricultural practices and their effects on the depopulation of rural regions and on political movements of the left and right, with particular attention to the Dust Bowl refugees and their social and economic impacts in California.

Health standard addressed:

Nutrition and Physical Activity

1.4.N Describe dietary guidelines, food groups, nutrients, and serving sizes for healthy eating habits.

Materials needed:

· Projector

· Pre-printed worksheets

· Textbooks

Learning Objective (what will students know/be able to do as a result of this lesson?)

· Identify the importance of good eating habits

· Describe what it was like nutrition wise during the Great Depression

Assessment of learning (how will you evaluate?):

Criteria:

· I will listen for class participating during teacher-class discussion.

· Grade on each groups presentation.

· Grade their worksheets on amount of effort put into following along during lecture.

Agenda (what’s posted on board/what are students doing? –this is your activity section):

1. Students will listen and take notes on a fill in the blank worksheet of a slideshow describing the toll of healthy living the Great Depression had on Americans.

2. In groups at their tables students will use textbooks to research and make a list of foods that Americans ate in the 30’s. answer questions on worksheet, for example

How did they try to eat healthy without running out of food?

Did they grow the foods themselves?

3. Students will then work on their hand out as a group at their table.

4. Each group will present at least one item of food from their list to the class and two facts they learned while doing their own research on the great depression.

5. Then have a teacher- class discussion answering questions. For example,

How were they able to maintain somewhat healthy eating habits?

What steps did they take to overcome starvation?

How does their diet differ from ours today?

Instructional Notes (what is teacher doing?):

1. I will hand out fill in the blank worksheet and teaching about the Great Depression through a slideshow PowerPoint.

2. I will then discuss the importance of the next activity including how to read all of the features of the textbook and hand out the Food Pyramid worksheet and observe students filling in the worksheet, while answering any questions.

3. I will listen to students brief presentations and take notes.

4. We will close the day with a teacher- class discussion.

Language Support:

· I will use fill in the blank worksheets during lecture so ELLs can follow along while being able to take notes and understand the context.

· I will describe the features in the textbook so ELL’s can understand the meaning of each piece of the assigned section of reading.

Context – where might this particular lesson fit in with a larger unit of study?

This will tie in with the Unit in eleventh grade history class, United States History and Geography. They will be able to connect health lessons on good eating habits while learning of the eating habits and other obstacles during the 30s.

Teacher Name:

Date:

Subject: Mathematics

Grade: Kindergarten

Time needed: 50 minutes

Content standard(s) addressed:

Counting and Cardinality Standard 6: K.CC.6. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.

Health standard(s) addressed:

Standard 1: Essential Health Concepts: All students will comprehend essential concepts related to enhancing health.

Content area: Nutrition and Physical Activity

K.1.2.N Identify a variety of healthy snacks.

Materials needed:

· Computer

· Projector

· PowerPoint slide with picture of Dora the Explorer and Diego

· Poster of Dora and Diego

· Cut out pictures of different foods (milk cartoon, cheese slice, loaf of bread, apple, orange, banana, lettuce, carrot, broccoli, eggs, chicken drumstick, fish, candy bar, slice of cake, soda can, cookie, lollipop)

· “Mystery food box” (small cardboard box with an opening in the lid large enough for students to put their arm in and grab a cut out)

· Name sticks (popsicle sticks with each student’s name)

· Glue stick

· Poster Number line from 0 to 20

· Paper plates (total of 6-1 per table)

· Cut out pictures of different foods (total of 24-one per student)

· Crayons

· Number line from 0 to 20 (total of 24-one per student)

Learning Objective:

By the end of this lesson, students will be able to:

· Identify which foods are healthy

· Identify which foods are unhealthy

· Compare number of objects in a group and identify which group has more or less objects by using the counting strategy.

Assessment of learning:

Criteria:

For homework, have students complete a worksheet divided into four squares. Each square will have two groups of snacks, one healthy the other unhealthy. At the top of the square it will say MORE in larger font or less in smaller font. They must circle the healthy snacks and put an X on the unhealthy snacks. They must count how many healthy snacks and unhealthy snacks there are and circle the greater or smaller number according to what the word in each square says.

Agenda:

1. Have the students sit in a circle on the rug in front of the board.

2. On the board, project PowerPoint slide with picture of Dora and Diego. Dora is happy and has a half-eaten apple in one hand and a jump rope in the other. Diego is hunched over holding his stomach with a candy bar in one hand.

3. Ask students to raise their hand and tell you what they see. (Questions for probing: “Who are they? How does Dora feel?” “How does Diego feel?” What do you think is wrong with Diego?”

4. Teacher says: “Yes! Dora is happy and has lots of energy to jump rope. She is eating an apple. You’re right! Diego has a tummy ache because he was eating a candy bar. Today we will be learning about healthy foods- those that are good for you and help you grow strong and unhealthy foods-those that are bad for you and can make you sick.”

5. Turn off projector. On the board, hang up a poster divided in half vertically with Dora’s picture (same picture as before but without the apple) on one half and Diego’s picture on the other half (same picture as before but without the candy bar).

6. Teacher says: “Now, let’s count how many objects Dora is holding. Ready, 1, 2. She has 2 objects. Now, let’s count how many Diego has. Ready, 1. Diego only has 1 object. Who has less objects? This is a number line. The 1 comes first. It comes before the 2 on the number line. So we say that 1 is less than 2.”

7. Teacher says: “Now, when I call your name using our name sticks I want you to come up to the front and reach into our mystery food box and pull out a mystery food. Ready!”

8. Have first student come up and reach into the mystery food box and pick a picture of a food. Have the student show the picture to the class and say the name of the food. Write the word on the board.

9. Teacher says to the class: “Show me your muscles if you think a [banana] is healthy-it makes you strong. Put your hands on your tummy if you think a [banana] is unhealthy-it makes you sick. A [banana] is healthy so that means Dora likes to eat [bananas].”

10. Put glue on the picture and have student glue it on Dora’s half of the poster. Repeat until all foods have been picked and glued onto the poster.

11. Teacher says: “Look all this food! Remember healthy foods are important for helping us grow strong. Unhealthy foods can make us sick and hurt our tummy and heart.”

12. Teacher says: “Now let’s count how many snacks Dora ate. Ready, 1, 2, 3….. Now let’s count how many snacks Diego ate. Ready, 1, 2, 3…. Who has more? Dora or Diego? Who has less? Look at the number line. The 5 comes first. It comes before the 12 on the number line. So we say that 5 is less than 12. Another way to say it is 12 is greater than 5. Dora ate more snacks than Diego. Dora has 12 snacks and Diego has 5. Remember 12 is greater than 5.”

13. Have students return to their desks. Have students work in their table group. Have students decide which foods are healthy and which are unhealthy. Have them color the healthy foods and glue them onto the paper plate. Have them count how many healthy snacks are on their plate and how many unhealthy snacks are on the table. Have students decide which group has less using the number line.

Instructional Notes:

Stand to the side of the projection so that you can point to the details in the picture.

Point to Dora and her smile. Point to the jump rope. Point to the apple. Point to Diego and his stomach. Point to the candy bar.

To emphasize strong, flex your arm muscles. To emphasize sick, rub your stomach as if you have a stomach ache.

Point to each object in Dora’s hand as the students count. Write the number on the board. Point to the object in Diego’s hand as the students count. Write the number on the board. Bring out the number line and hang it next to the poster. Point to the 1 and the 2 as you explain the 1 comes before the 2. Circle the smaller number on the board.

Walk over to your desk and get the cup with the name sticks. Bring out the mystery food box. Place it on a chair next to you. Stand to the side of the poster. Have glue stick ready for use. Draw a name stick from the cup.

If student doesn’t know the food pictured provide scaffolding.

Demonstrate how to flex your arm muscles.

Demonstrate how to rub your stomach.

Have students glue healthy foods on Dora’s half of the poster and unhealthy foods on Diego’s half of the poster.

To emphasize strong, flex your arm muscles. To emphasize sick, point to your stomach and heart.

Point to each pictured food as the students count. Write each number at the bottom of the poster.

To emphasize more, act it out using your hands. Do the same for less.

Point to Dora’s number. Point to Diego’s number. Point to the number line. Point to the 5 and the 12 as you explain the 5 comes before the 12. Circle Dora’s number.

Pass out paper plates. One per table. Pass out cut outs of different foods. One per student at each table. Pass out number lines. One per student.

Walk around and assist those groups that are struggling or are not getting along.

Language Support:

I pointed to the objects I was naming such as in the introduction when I named the jump rope and apple Dora was holding and the candy bar Diego was holding. Also, I pointed to the expression on each of their faces and paired it with the word.

I paired words to the picture of the snack they represented and wrote the words on the board.

I acted out words such as strong and sick and more and less.

I used a number line and pointed to the numbers as I said them.

I had students work in groups where peers could explain using “student language” and model for a second time what we had done as a whole group.

Context – where might this particular lesson fit in with a larger unit of study?

This lesson could fit towards the end of a math unit that has to do with counting how many objects are per group. As the unit progresses and students build on their skills they must then compare the groups and decide which has more, less, or equal amounts.

Teacher Name:

Date:

Subject/Grade/Time needed:

· Visual & Performing Arts

· Grade 5

· 2 hours (1 hour for class discussion and visual arts activity; 1 hour for commercial prep and performance)

Content standard(s) addressed:

Visual Arts, Grade 5

· Creative Expression

2.5 Assemble a found object sculpture (as assemblage) or a mixed media two-dimensional composition that reflects unity and harmony and communicates a theme.

2.7 Communicate values, opinions, or personal insights through an original work of art.

Theatre, Grade 5

· Creative Expression

2.3 Collaborate as an actor, director, scriptwriter, or technical artist in creating formal or informal theatrical performances.

· Aesthetic Valuing

4.2 Describe devices actors use to convey meaning or intent in commercials on television.

Health standard(s) addressed:

Health Education Standard 2
: All students will demonstrate the ability to analyze internal and external influences that affect health.

Content area:
Nutrition and Physical Activity

· 5.2.3.N Describe the influence of advertising and marketing techniques on food and beverage choices.

Health Education Standard 4
: All students will demonstrate the ability to use interpersonal communication skills to enhance health.

Content area:
Nutrition and Physical Activity

· 5.4.1.N Use communication skills to deal effectively with influences from peers and media regarding food choices and physical activity.

Materials needed:

For visual arts activity:

Newspapers; magazines; art supplies, including poster board, colored paper, markers, glue, scissors, etc.

For commercial performance:

Pencil; paper; at least 10 different products (e.g. soup can, toothpaste, cereal, make-up, soda, etc.)

Optional:

· Handout of “Ten Different Kinds of Appeals” or have it displayed (see “Appendix A” below)

· Props and costumes for commercial performance

Learning Objective

1. Students will be able to describe the influence of advertising on food and beverage choices by explaining media’s use of different kinds of appeals.

2. Through a visual arts collage, students will be able to communicate themes and opinions regarding influential media.

3. Students will be able to identify and present devices actors use to convey meaning or intent in commercials by creating their own commercial performances.

4. Through class discussions, students will be able to communicate the skills needed to deal with influences from media regarding food choices and physical activity.

Assessment of Learning

Criteria:

There will be three methods of assessment:

1. Class discussion participation

· An informal assessment of all students in the classroom to see if they understand the different kinds of appeals and how advertisements influence our food choices and physical activities. The teacher will try to elicit a response from students who may not be actively participating.

2. Group visual arts collage

· As groups are putting together the collage, the teacher will walk around the classroom to monitor student participation in the project. Also, when students are presenting, the teacher will try to give all students a chance to speak about their collage.

3. Group commercial presentation

· By assigning roles (actor, director, script writer), the students are held accountable for their participation in the commercial.

Both the group collage and commercial will have a rubric that will assist in grading. Criteria will be rated on a scale from 1-4. Each group will receive an overall grade, but any student who shows lack of participation may have points deducted.

Agenda/Learning Activity/Procedure

1. Ask students to name their favorite advertisements. Discuss what they like about the ads they named (e.g. students might mention humor, ads that are visually interesting, a jingle they remember, info they learned, etc.). Remind students that the purpose of advertising is to sell a product. Then ask students if they have ever bought an advertised product and been disappointed. As a teacher, share your own experiences (especially those related to food or health products). Write some of these examples on the board.

2. Explain that advertisers use a variety of techniques to convince buyers that certain products and services are more desirable than others. The advertising industry uses “Ten Different Kinds of Appeals” to be convincing (see “Appendix A” below).

3. Review the examples of advertisements from the board, and ask students to identify and describe which of the different appeals particular ads use.

4. Create groups of 3-4 students, and give them old magazines, newspapers, and art supplies. Have them cut out ads and write down jingles/slogans for various food and health products. These can include medications, services by dentists and plastic surgeons, gyms and exercise equipment, etc. Have them glue the ads and slogans onto a poster board and decorate their work to make a collage.

5. Have each group present their collage to the class. Work with the class to find claims in the ads that utilize one of the “Ten Different Kinds of Appeals”. Ask students how such ads might be dangerous to a person’s health and how it relates to the choices they make.

6. Organize students into new and different groups of four (two actors, one script writer, and one director) so they can create and present their own commercials to the class. Have each group randomly pick an item to sell (e.g. soup can, toothpaste, etc.), as well as randomly select 2 out of the 10 different appeals that they must incorporate into their commercial. Give students at least 20 minutes to organize, write, and practice their commercials.

7. When students perform their commercials in front of the class, have their classmates point out which appeals were used and how that might influence a person’s choice of food or healthy activities.

Instructional Notes (what is teacher doing?):

1. During the initial discussion about favorite advertisements, the teacher is moderating the discussion as well as writing examples on the board. The teacher also provides his or her own personal experiences with products they have been disappointed in, especially a food or health product. (For example, trying a particular restaurant because of an ad, but being disappointed by the food and service.)

2. The teacher displays and goes over each of the “Ten Different Kinds of Appeals”, providing examples for each.

3. The teacher facilitates the discussion that ads discussed at the beginning of the lesson can be related to the different kinds of appeals.

4. The teacher will hand out all the materials for the collage, and walk around the classroom to assist students in finding advertisements. Also, the teacher will moderate voice level and classroom behavior.

5. When each group is presenting their collage, the teacher will conduct a classroom discussion on the ads chosen and ensure that all group members have a chance to speak.

6. The teacher will organize students into new and different groups for their commercial presentations. If an English language learner or student with a disability has a specific role they are more comfortable with (actor, script writer, or director), the teacher will try to accommodate that student by assigning him or her the preferred role. As groups are practicing their commercials, the teacher will provide feedback and answer any questions students might have.

7. The teacher will lead the discussion after each group has presented their commercial, creating a positive and supportive learning environment.

Language Support:

1. Before the lesson, students who are English language learners will work with the teacher or instructional aide to learn about each of the ten different kinds of appeals. Videos, realia, and visual examples will be provided for each of the appeals. During the lesson, students will be given a handout of the appeals with visual supports.

2. Prior to working on the commercial presentation, students who are English language learners or who have a disability will be asked if they are comfortable will a particular role (actor, director, or script writer). The teacher will try to accommodate all of the student’s preferred roles.

3. Students will be given newspapers and magazines in their native language. Ask families to provide these materials ahead of time.

4. Also, ask families and students for examples of commercials, advertisements, jingles, or slogans in their native language. If students feel comfortable, have them present an example of an ad in their native language and explain its relevance to the appeals.

Context – where might this particular lesson fit in with a larger unit of study?

This particular lesson could fit in with a larger English Language Arts or Social Studies lesson on the broader influence of media, and how it effects our choices on where we live, where we go on vacation, what cars we drive, etc. The unit would cover how media affects body image and self-esteem, gender roles, and attractiveness (Growth Standard 2.1.G). There would be a discussion of how not only advertisements, but also movies and TV shows influence our buying decisions.

This lesson could also be connected to a unit on the advent of television and its influence in the United States during the 1950s and 60s, and how that is related to today with the prevalence of the internet and cell phones.