Reflective Narrative Nutrition Lesson Plan INTASC Principle 1: Making Content Meaningful The teacher understands the central

concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of subject matter meaningful for students. NAEYC Standards: 4b. Using developmentally effective approaches 4c. Understanding content knowledge in early education 4d. Building meaningful curriculum This artifact is a nutrition lesson plan integrated in reading which focused on eating healthy foods. This lesson was implemented at Hawthorne Elementary in a second grade classroom. The objective of the lesson was to classify foods into their correct food groups in order to make healthy eating choices. The purpose of the lesson was teach students healthy eating habits and how to identify foods in their proper food group. The students compared the eating choices of Dragon, a character in the story, A Dragon Gets By with proper eating choices. The students collaborated as a class to identify foods found in our pyramid by using a flipchart. Next, the students worked in partners to create a lunch menu for Dragon. Finally, the students worked independently to create a dinner menu for Dragon. This artifact represents INTASC principle 1 and NAEYC standard 4b, 4c and 4d since the topic is something that the students can relate to their everyday lives. This lesson made content more meaningful by connecting learning to a familiar text. The content was made more meaningful to students by creating engaging teaching approaches and assessments. Creating menus for Dragon helped students construct learning in a concrete way that will provide more meaning to instruction. This lesson allowed me to use engaging teaching approaches to captures the student's attention. Integrating reading and nutrition together helped to maximize instruction. Using Vygotsky's scaffolding allowed me to use the gradual release method to ensure the success of this lesson. The students learned how to categorize food items and how to select healthy choices. They were able to compare healthy choices to the unhealthy options of the character Dragon. Student's were able to use the skill of revisiting the text to find information. The student's benefitted from peer collaboration to help increase their learning. 1|Page

Denyse Fiero

Lesson Plan
Health-Nutrition Implement: September 25, 2012

Background
There is one student with who have Individualize Education Plans. There are 3 students who are provided ELL services. The students have been exposed to the basic food groups and how they help their body.

Planning and Teaching Participants/Grouping: The students range from ages 7-8 years old and are developing at a typical to advanced level. This lesson will be taught in a whole group on the carpet and table.

Topic F. Nutrition and Physical Activity Guidelines

Indicator 1. Demonstrate that foods are categorized into groups. Objectives Classify foods into groups according to My Pyramid. Specify the number of servings recommended per day from each group. Illustrate a serving from each food group.

Lesson Objectives: We will learn how to classify foods into their correct food groups in order to make healthy eating choices. Key Concept: 1. Understand how healthy foods helps your body. 2|Page

2. Know what type of food belong in which food group. 3. Learn how to plan a healthy meal that includes all food groups.

Responsiveness for All Children: I will provide pictures of foods as well as the corresponding words to meet all the needs of the students in the class. Using pictures during instruction will help the students working below grade level as well as any visual learners. Supplying the names of the food will offer an extension piece for students working of fluency. I will create interactive, visual activities for students who will benefit from hands-on or visual instruction. I will position students that are easily distracted in a close proximity to me. We will read the food group names in our engagement to help students read each food group. We will make text to real life connections to give all students an authentic learning experience.

Materials: Nutrition Flip Chart Reading Text Book- Story, A Dragon Gets By. (24) Lunch Menus (24) Dinner Menus (Assessment) (24) Glue Sticks -(will be provided in a bag with lunch items) (12) Bags of Lunch items (24) Bags of Dinner items

Procedures: Introduction and Motivation: (Students setting; whole group on carpet) * Boys and girls, we are going to start our health lesson now. So when I call your table, please walk quietly to our carpet area and bring your reading book with you. 3|Page

1. Students will review vocabulary words that will be helpful during this lesson. 2. Review the food groups and their benefit by having the students turn and talk. *I will clap to signal that it's time to end turn and talk and share their ideas. 3. The students will do a matching activity on a flipchart to match each food group name to its food. Objective: We will classify foods into their correct food groups in order to make healthy eating choices.

Modeling: (Students setting; whole group on the carpet)

Procedures: "Boys and girls, remember in our story, A Dragon Gets By how Dragon went shopping. Dragon though we was a healthy shopper by selecting items that he considered healthy. We need to help dragon understand the food groups a little better. Let's open our books and revisit Dragon's choices. "Everyone, please turn to page.... I'm going to read the page briefly and see if I can find Dragon's food group and what he bought." "Boys and girls, remember in our story, A Dragon Gets By how Dragon went shopping. Dragon thought he was a healthy shopper by selecting items that he considered healthy. We need to help dragon understand the food groups a little better. Let's open our books and revisit Dragon's choices. "Everyone, please turn to page 21 Can anyone raise their hand and tell me what Dragon bought for his dairy group? (Cheese curls) On the flipchart food group page, we will add dragon's item and compare Dragon's choice to the real food group and determine if Dragon made a wise choice. On the same page can anyone raise their hand and tell me what Dragon bought for his bread/grain group? (doughnuts) "Everyone, please turn to page 22 Can anyone raise their hand and tell me what Dragon bought for his vegetable group? (ketchup) "Everyone, please turn to page 22 Can anyone raise their hand and tell me what Dragon bought for his meat group? (pork rinds) "Everyone, please turn to page 22 Can anyone raise their hand and tell me what Dragon bought for his chocolate/oils, sweet group? (fudge pops)

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Modeling(2): Creating a breakfast menu for Dragon Next, we will plan a menu for breakfast. I will provide a menu template on the flipchart. I will have pictures of food and drinks that align for each food group. I will think aloud and say, "How I would like to help Dragon plan a healthy breakfast. I would like to include at least one item per food group. I would like to plan my flip chart to drag food in the right food group, (students will drag food to the correct group.)

Guided Practice (Partner): "Friends, I would like you to work in partners to create a healthy lunch menu that includes at least on food per group for Dragon." (I will model the first one) One your desk, each partner will have a lunch menu a bag of food and a glue stick. I will model directions and complete one with them. I will read over the menu and food groups. I will do a think aloud to find a food item that fit in a food group. (transition) * When I call your row, please take your book back to your seat and put in your desk. Each team captain will hand out the lunch menus and lunch bags. Please work with your partners to create a healthy meal that includes at least one food from each food group. *Differentiation- Struggling students must at least include one per food groupAdvanced may include more than one example for each food group. Clap and one student will share their lunch menu.

Assessment: "Now that we have become expert planners. You will get to create your own dinner menu. I will provide you with your own dinner menu, food bag and glue. Please glue at least one correct item into each food group. Please write your name on your paper and put your completed paper in your bin."

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Closure: What did you learn about food groups?

Assessment Analysis: Lunch Menu (partners) Anecdotal notes during instruction(formative) 5/6 = 83% 6/6 = 100% 2/6 = 33% 3/6 = 50% 6/6 = 100% 5/6 = 83% 6/6 = 100% 5/6 = 83% 4/6 = 66% 4/6 = 66% 4/6 = 66% 3/6 = 50% 4/6 = 66% 5/6 = 83% 2/6 = 33% 3/6 = 50% 3/6 = 50% 6/6 = 100% 4/6 = 66% 4/6 = 66% 6/6 = 100% 4/6 = 66% Class Percentage correct (pre-assessment) 11/22=70% Dinner Menu (Summative) 6/6 = 100% 6/6 = 100% 5/6 = 83% 4/6 = 66% 6/6 = 100% 5/6 = 83% 6/6 = 100% 6/6 = 100% 6/6 = 100% 5/6 = 83% 6/6 = 100% 5/6 = 83% 5/6 = 83% 6/6 = 100% 4/6 = 66% 5/6 = 83% 5/6 = 66% 6/6 = 100% 6/6 = 100% 5/6 = 83% 6/6 = 100% 5/6 = 83% Class Percentage correct:81% Small Group Total: 89%

1. Blake 2. Nicholas 3. Danny* 4. Nyah 5. Alyssa 6. Kaylee 7. Jakalya 8. Shamar 9. Robert 10. Elijah 11. Joshua 12. Skylar* 13. Kaliah 14. Haley 15. Malachi* 16. Samuel 17. Cherish* 18. Kennisha 19. Ricardo* 20. Willow* 21. Ameico* 22. DaNaya*

Reflection: This lesson went very well. I included the gradual release that is mirrored in Vygotsky's scaffolding. I integrated reading into my health lesson to maximize instruction time. I used the story. Dragon Gets By for a text connection for the schema nutrition.

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The class showed a nineteen percentage increase of knowledge from the formative to the summative assessment. I will re-teach the three students who scored a 66% on the nutrition summative assessment.

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