What Is Healthy Food and Exercise?

What is Healthy Food and Exercise?

Lesson 1

James Ogilvie

Topic: Brainstorming Healthy food and exercise

Grade: 4

Date: November

Description: Find out what the students know about what healthy foods are and how much they know about exercise.

Outcome: USC4.1
Assess what healthy eating and physical activity mean for pre/adolescence. / Indicator: A)
Examine personal, past, and present knowledge about healthy eating and physical activity (e.g., exercise as important to health, trends such as jogging and home gyms, females and exercise/sports).

Materials: Chalkboard/whiteboard and large sheets of paper for students to use. Canadian food guides.

Cross Curricular Competences: Identity and Interdependence: Understand, value, and care for oneself (intellectually, emotionally, physically, spiritually), Understand, value, and care for others, Understand and value social, economic, and environmental interdependence and sustainability.

Prerequisite Learning: Students must have a basic grasp of the food groups and must have completed the grade three outcomes in Health class.

Lesson Preparation: All that really needs to be prepped for this lesson is to have the large paper ready for the students and to have some Canadian food guides

Presentation:

Set:
1) Begin class by splitting students into groups of four or five and have them push their desks together into pods.
2) Ask the students if they know what healthy foods are and if they know what exercise is. / Management:
1) Make sure class breaks into groups and puts their desks into pods with the least amount of disturbance possible. / Time:
5-10 min
Development:
1) Hand out the large sheets of paper to the students and ask the students to take out their markers.
2) Ask the students as a group to write down what they think healthy food choices and exercise are.
3) Ask the students to tell the teacher what they think healthy food and exercise is.
4) Write down the healthy food and exercise that the students list and the teacher can provide examples that the students don’t touch on. Also can talk about cultural dishes that students might address (such as bannock)
5) The teacher can go over the food groups based on the food pyramid and talk about healthy food and how everyday things can be exercise. / 1) Keep class orderly while they are participating in the activity. / 15-20 min
Closure:
1) Collect the student’s poster sheets to hang up in the room.
2) Get the students to move their desks back to normal seating plan
3) Write on the board that for homework for next week the students must write down five healthy foods they ate that week and 3 things they have done that is considered exercise. / Get students to move desks back with least amount of distributions / 5-10 min

Assessment: Check the student’s homework the next day to make sure the students have a grasp of healthy food choices and exercise.

What is Healthy Food and Exercise? Part II

Lesson 2

James Ogilvie

Topic: Review of healthy food and exercise

Grade: 4

Date: November

Description: Review and go more in depth about what healthy food is and different types of exercise to make sure students have a full grasp of the indicator.

Materials: Students must have food guides and have their homework from the previous class. Teacher must use whiteboard/chalkboard.

Cross Curricular Competences: Identity and Interdependence: Understand, value, and care for oneself (intellectually, emotionally, physically, spiritually), Understand, value, and care for others, Understand and value social, economic, and environmental interdependence and sustainability. Goals to develop Literacies are: Construct knowledge related to various literacies. Explore and interpret the world using various literacies. Express understanding and communicate meaning using various literacies.

Prerequisite Learning: Student’s should have participated in the previous lesson about the intro into what healthy food is and what exercise is.

Lesson preparation: Teacher should make sure that they have a larger food group’s sheet to put up so the whole class can see it.

Set:
1) Ask students to take out their homework sheet from the previous class.
2) Ask the students to get out their food guides that were given to them the last class.
3) Hang up large food guide on the board. / Management:
Get class to do tasks quietly / Time:
<5 min.
Development:
1) Ask the students to give examples from their homework sheet and write some of the examples on the board.
2) Talk about the food the students list that they have eaten that week and talk about which food groups they fall into.
3) Make sure to touch over the fact of how many servings of each food group each person is supposed to eat to be healthy.
4) Ask the students what they had for examples of exercise that week.
5) Talk about how everyday things such as walking to school, yard work, and simple everyday tasks are considered exercise. / Make sure all students are participating and paying attention. / 10-15 min
Closure:
1) Tell students to remember that exercise doesn’t mean that they have to be doing a workout or playing a sport for it to count as exercise.
2) Tell students that eating healthy food is just as important to being healthy as exercise. / Make sure all students are paying attention to closure. / 5-10 min

Assessment: Have bell work either at the end of the day or the next morning asking students what exercise means and to list the food groups and name 3 healthy foods.

Lesson 3

Josh Krentz

Outcome: 4.1 Assess what healthy eating and physical activity mean for pre/adolescence

Indicators: e) Demonstrate an understanding of healthy food choices (e.g. analyze nutritional value of particular foods) and serving sizes that support good health (see Canada’s Food Guide)

Description of Lesson:

Students will be split into 5 different groups to work on specific food groups. The first 4 groups will identify a variety of different foods from within the food groups that are represented in the Canadian Food Guide. While the 5th group will work on the question “Why is it important for us to eat everything from all 4 of the food groups?” The groups will also provide nutritional facts about the foods that are present within the food group; such as serving size, protein(if any), iron, etc. As well the 5th group will discuss how to make the most of each daily meal, and will also discuss how many meals should be eaten each day. As well the students will look into some of the different cultures across Canada and identify what they consider to be healthy eating (paying attention to First Nations and Metis).

Materials/Resources:

access to the Canadian Food Guide

recommended number of servings of food per day

access to computers and/or books

Cross-Curricular Competences:

Developing Identity and Interdependence: students will understand that a healthy diet is important and will have the confidence with the knowledge they have gained to live a healthy lifestyle.

Developing Thinking: with the knowledge that the students have gained they will make the right choices when they make their meals.

Prerequisite Learnings:

need to know about the Canadian Food Guide

need to know some proper eating habits

need to know the 4 food groups

Lesson Preparation:

print out of Canadian Food Guide

print out of the different builds of people

Presentation:

Set: Students will be divided into their groups and will be given their questions to answer

Time: 5 minutes

Management: The students will quietly move to their groups and start working on their food group or their question.

Development: The students will find out the facts about the food groups and answer the question or questions that the students are presented with. They will also present their knowledge to the class through any form they wish.

Time: 25 minutes

Management: Students will present their findings through any form they wish.

Closure: Students will be asked what they learned about the food groups and why it is important to eat from all of the food groups.

Time: 5 minutes

Classroom Management:

I will have the class in their groups at their desks or at the computers (to be used for their research). By having the students working at their desks or tables within the classroom, and/or the computer room, if there is one, I will be able to guide the students in the right direction for their learning. As well I will be able to manage the noise level of the students due to the whereabouts of them during the activities. I will also be able to manage the classroom by the questions that I have had the students pose about the food groups.

Engagement Strategies:

I will engage the students through class discussions about the food groups; as well as have them be engaged through their own questions about the food groups. They will also be engaged within the classroom by using computers to find their sources. The students will also be provided with activities that will allow them to be active and still learn about the food group (food games found on the computer, food activity card games, etc.).

Assessment:

Are the serving sizes found within the groups presentation?

Do the students have the nutrition value of some of the foods within the food group?

Do the students understand the importance of the food groups?

Are the students able to identify why that food group is important?

Are the students able to distinguish the food groups?

Health Lesson 4: Feeling Good

James Ogilvie

Topic: Discuss the benefits of exercise and talk about the effects of no exercise.

Outcome: USC4.1
Assess what healthy eating and physical activity mean for pre/adolescence. / Indicator:
Review the health benefits of regular physical activity and the health risks of inactivity for pre/adolescence.

Materials: Have projector and computer to show class videos about being healthy (short you-tube clips).

Cross-Curricular Competencies: Goals to develop Identity and Interdependence are:

o Understand, value, and care for oneself (intellectually, emotionally, physically, spiritually)

o Understand, value, and care for others

o Understand and value social, economic, and environmental interdependence and sustainability

Prerequisite Learnings: No real knowledge is needed just have attended the previous health lessons and be aware of what being healthy and activity is.

Lesson Preparation: Have YouTube clips prepped so don’t have to wait for buffering.

Presentation:

Set:
1) Begin class by asking students what they know about why exercise can be a benefit. (Play couch potato video song). http://www.youtube.com/watch?v=p6jeJXSyK1M / Management:
Follow Classroom procedures / Time:
5-10 min.
Development:
1) Ask students how they feel when they sit around and watch T.V. or are not participating in physical activity.
2) Talk about how no exercise and not doing something physically active can make you feel (sluggish, couch potato etc..)
3) Talk about health risks of sitting around not doing anything (overweight, lack of motivation, trouble concentrating, trouble focusing) can do this as a web together as a class.
4) Play the second clip http://www.youtube.com/watch?v=trwkdHMm7TQ
Talk about how the fact that we have bodies we can do many different things with it (good time for a brain break of stretching and moving body around in different ways)
5) Discuss what benefits being active can do for us in our lives in a web (focusing, feeling rested, have energy, helps us remember things better and endorphins which are the “happy chemical” by doing exercise our body releases this chemical into our brain and it makes us feel happy).
6) Play final video clip http://www.youtube.com/watch?v=J3Qa0kha4bs
Talk more about how being healthy and doing exercise can lead to a healthier life that can lead to doing more adventures in our life. / 20-35 min.
Closure:
1) Ask students to go over what are the benefits to doing exercise and physical activity.
2) Ask them by not doing exercise how it makes us feel and what it can do to our body. / 5-10 min.

Assessment: Watch and keep track of which students are staying engaged and participating in the discussion and which students do not seem to be grasping the subject matter.

Lesson #5

Jenna Vertefeuille

Lesson Plan

Topic: Particular Eating Practices Grade: 4 Date: November 16, 2012

Description of Lesson: Students will learn how particular eating practices such as eating breakfast, drinking water when thirsty is important for their bodies.

Outcome(s) Indicators

USC 4.1 Assess what healthy eating and physical activity mean for pre/adolescence / D. Explain the importance of particular eating practices, including drinking water as a thirst quencher and eating breakfast.

Materials/Resources:

Markers

Giant chart paper

Juice

Water

Access to Physical Education equipment

Cross-Curricular Competences:

Developing Thinking:

thinking and learning creatively

thinking and learning critically

Developing Identity and Interdependence:

understanding, valuing, and caring for oneself

understanding, valuing, and caring for others

Prerequisite Learnings:

(What must students know in order to be successful in this lesson?)

Students should have basic prior knowledge about the importance of eating breakfast and other eating practices.
Lesson Preparation:

Have chart paper prepared

Book gym

Presentation

Set
Before taking the students to the gymnasium to do the following activity explain to them that you feel so tired and sluggish and then make up some lie about what you have ate for breakfast the last couple of days (make sure it is mostly unhealthy), you went to the gym last night and had pop instead and didn’t drink any water before, during or after. Then take the class to the gym. / Management
-May need to get the class started by writing down a few words to begin with / Time
3-5 min
Development
Once at the gym, get the students to play dodge ball or any vigorous activity of their choice. Once they are tired and need a drink tell half of the class they have to drink the juice provided and the other half to drink the cold water that is also provided. Then ask the students who had juice if they are still thirsty and if they want they can have some water. Get the students to clean up the gym equipment and then lead them back to the classroom. Once back as a whole class discuss why only half got juice and why they were still thirsty and why the half that got cold water wasn’t. Then lead into a discussion of why people who eat breakfast perform better then people who don’t and other particular eating practices. / 20-25 min
15-20
Closure
To end the lesson the students will fill in an exit slip to the teacher explaining in a few sentences about how particular eating practices are important to the body and mind.

Assessment: