Title of lesson: Food- What ‘s your choice?
Desired outcome(s) or objective(s): The students will learn about food choices, healthy eating, and the food groups.
Time: Third day in the food unit.
Content areas: Language Arts, Math, Science, Social Studies / Visuals, resources, and supplementary materials: The Vegetables We Eat by Gail Gibbons, At the Supermarket by Anne Rockwell (enough copies for reading groups), Math handout, rubrics, art supplies, board and writing utensils.
Prior knowledge or background: Students will have learned how to use tallies. They will already have experience with a picture graph. Students will already be introduced to the days of the week. Students will be familiar with using books and the Internet to research a topic. Students will have been introduced to concepts about food. Students will have read several books about food
Standard:
1.Explain that food comes from sources other than grocery stores (e.g., farm crops, farm animals, oceans, lakes and forests).
Create and use graphic organizers such as Venn diagrams or webs, with teacher assistance, to demonstrate comprehension / Activity: 1.
- Students will present their finding from their food group project to the class. Each group will have time to ask questions after each presentation.
- The students will then make their own food pyramid with the teacher. The blank pyramid will be on the board and the students will fill it in with drawings of their food group items.
Students will have to answer questions from peers and the teacher. Verbalizing can help increase understanding.
Graphic organizers give visual representation to students which leads to increased comprehension.
Standard:
.Describe the ways people produce, consume and exchange goods and services in their community.
3. Explain that wants are unlimited and resources are scarce, thereby forcing individuals to make choices /
- Students will be asked to take a picture walk through The Vegetables We Eat, and At the Supermarket. The students will be asked to make predictions about the main ideas of the book. The students will be asked to listen to the story to see if they are correct. Students will listen to the book The Vegetables We Eat by Gail Gibbons. Students will read in reading groups the book, At the Supermarket by Anne Rockwell. Students will share stories about going to the grocery store with their parents and what they buy. The teacher will ask how the parents obtain the food, leading them to discuss about money and choices.
Standard:
1. Identify and state the value of a penny, nickel, dime, quarter and dollar.
2. Determine the value of a small collection of coins (with a total value up to one dollar) using 1 or 2 different type coins, including pennies, nickels, dimes and quarters.
3. Model and represent division as sharing equally in contextual situations; e.g., sharing cookies.
4. Explain that wants are unlimited and resources are scarce, thereby forcing individuals to make choices. / 4. Students will then go back to working in their food groups to solve a problem. They will work together to solve a math problem. The problem will state: They as a “family” have $30.55 to spend on their food for the day. The students will be given play money to help visualize their spending. They must make choices to what they need to eat for the day staying within the budget. They will need to try and follow the healthy food pyramid guides on servings. They will be given a list of what each item costs and how many servings it supplies. (See handout) Students will be reminded to listen to each member of the group before making a decision. Students will be reminded to be prepared to verify information, or to find multiple sources in order to defend their choices. / Critical thinking strategy:
Students will be invited to listen for meaning while the teacher reads
Cooperative research and projects can lead to deeper understanding for all students. Students who do not understand the concept can learn from friends. And students who understood can further their comprehension by explaining it to others.
The math problem has more than just one answer. It will lead students to think critically about the choices they have to make in order to meet the requirements.
Wrap up: Students will then share their meal plans with the class and defend their reasons for choosing each item. Students will discuss the choices they had to make and the ones they wanted to make. Students will work together on the project but each student will fill out their own handout. Students will be graded on their handout. (See rubric)
Instructor reflection and evaluation: The teacher will reflect when working with each group and during the discussion to modify any methods that are not working. The teacher will use rubrics to grade both the food group project, and the math budget project. Students will be reminded to add to the KWL chart.
Content standards from Ohio Department of Education Academic Standards
ODE, content standards, Ohio Department of Education. Retrieved July 11, 2011 from