Suanne Chervanik-Northumberland County

Suanne Chervanik-Northumberland County

Ag In the Classroom Workshop 2012

Three lesson plans - requirement for IU credits

Title: What is On My Plate?

Audience: Third Grade

Duration: 45 minutes

Objectives and Processing Skills:Students willpredict what foods are needed to create a healthy meal plan. Students will observe a video to identify the food categories that come together to create a healthy meal. Students will communicate in small groups to explore magazines to find examples of foods needed to create a healthy meal. Students will create a healthy meal collage using My Plate template.Students will communicate information to classmates to explain the food choices on their plate.

Standards: 10.1.3.C: Explain the role of the food guidein helping people eat a healthy diet.

• food groups
• number of servings
• variety of food
• nutrients

11.3.3. C: Explain the importance of eating a varied diet in maintaining health.

1.6.3 D. Contribute to discussions

· Ask relevant questions

· Respond with appropriateinformation or opinions toquestions asked.

· Listen to and acknowledge thecontributions of others.

· Display appropriate turn-takingbehaviors.

1.6.3 F. Use media for learning purposes.

· Show or explain what waslearned (e.g., audiotape, computerdownload).

1.8.3 B Locate information using appropriate sources and strategies.

· Locate resources for a particular task (e.g., newspapers, dictionary).

Materials: Web based interactive: Copies of My Plate Template, supply of magazines, scissors, and glue. Anticipatory Set: Pose the following question to the students: What was on your plate for dinner last night? List the foods randomly on the board. Have students circle the foods they think are part of a healthy meal plan. Discuss their choices and direct as needed. Procedures: 1. Following Q & A: Using Smartboard, guide students through MyPlate Interactive (see website above), discuss throughout. 2. Group students (4-5 depending on class size) providing magazines, scissors, and glue. Direct to find choices to complete MyPlate template by discussing what they find, identifying, and agreeing on choices before being placed on their plates.

Closure: Students will present their healthy plates to the class and project will be put on display.

Title: What’s for Lunch?

Audience: Third Grade

Duration:First lesson 30 minutes (then on 20 min. once a week)

Objectives and Processing Skills:Students will identifythe foods belonging in the five food groups on their school’s lunch menu. Students will create an illustration of the components identified on their lunch menu. Class will discuss and evaluate their lunch menu for healthy components.

Standards:

10.1.3. C: Explain the role of the food guide in helping people eat a healthy diet.

11.3.3. C: Explain the importance of eating a varied diet in maintaining health.

Materials: Daily lunch menu, MyPlate blank template (laminated), and wipe-off markers/crayons

Anticipatory Set: Display previous lesson’s MyPlate Collages and review purpose and healthy food needs. Pose the following question: Do our school lunches provide us with all necessary food groups? Today we will start a weekly activity to identify the foods we our served, where they belong on our MyPlate Chart, and determine whether our school lunch is providing us with balanced servings in our food groups.

Procedures: 1. Distribute laminated MyPlate templates, and post the day’s lunch menu on the board/Smartboard. 2. Set out markers/wipe-off crayons for students; then allow time to draw the day’s lunch menu items on their MyPlate templates. (10 min) 3. Follow-up with a discussion of placement on their plates, redirect as needed to discuss improper placements. Q & A to discover whether or not today’s lunch is a balanced healthy meal. 4. Each student will use the wipe-off cloths to clean their laminated templates before collecting.

Closure: Explain to students that this activity will be done randomly each week to learn the variety of foods that belong on each section of the MyPlate food chart.

Title: Discovering Dairy!

Audience: Third Grade

Duration: 30 minutes

Objectives and Processing Skills: Students will identify and observe where milk comes from and follow the process from cow to table. Students will discuss and evaluate their learning following video and correct misinformation on the KWL chart if necessary.

Standards:

11.3.3 A. Know the production steps that a foodtravels from the farm to the consumer.

4.4 Agriculture and Society

A. Know the importance of agriculture to humans.

• Identify people’s basic needs

• Know how people depend on agriculture.

B. Identify the role of the sciences in Pennsylvania agriculture.

• Identify common animals found on Pennsylvania farms.

Materials: Internet sites: (game), copies of diary carton print out from game (print out one for each student prior to lesson)

Anticipatory Set: Today we are going to visit a Pennsylvania Dairy Farm without having to leave our classroom. Tell me what you know about a dairy farm – List what students know on board, create a KWL chart. Discuss what we want to learn about a dairy farm.

Procedures:

1. Show video on website noted above: “A Behind the Scenes Look at a Milking Parlor” and “Watch Our Cow Cam” at same site.

2. Refer back to KWL Chart – Discuss videos and complete chart of what we have learned about a dairy farm.

3. Play the game, “Operation Dairy”, as a whole group using the site listed above.

Closure: After “winning the game” distribute dairy carton printout to each student. Construct the carton and hang in the classroom.