Bisquera 1

LESSON 2
FOOD AND HEALTH/WELL-BEING

DESCRIPTION:
THIS LESSON PLAN WILL INTRODUCE STUDENTS TO THE IMPORTANCE OF HOW ACCESS TO
‘HEALTHY’ FOOD IMPACTS INDIVIDUALS PHYSICAL, MENTAL, AND SOCIAL HEALTH/WELL-BEING.
THROUGH CLASSSROOM DIALOGUE AND ARTISTIC REFLECTION, STUDENTS WILL EXPLORE HOW
THEIR ACCESS TO FOODS IMPACTS THEIR WELLBING. STUDENTS WILL THEN BE GIVEN THE
OPPORTUNITY TO THINK ABOUT STEPS TO MAKE BETTER HEALTH CHOICES.

GUIDING QUESTIONS: WHO HAS ACCESS TO HEALTHY FOOD? HOW CAN WE LEARN TO MAKE
HEALTHIER CHOICES IN LIFE?

PURPOSE/AIM:
• STUDENTS WILL BE ABLE TO IDENTIFY ONE FOOD IN THEIR LIVE THAT THEY HAVE
ACCESS TO AND SHARE THAT WITH ONE PERSON IN CLASS
• STUDENTS WILL BE ABLE TO WRITE DOWN THEIR DAILY DIET ON A SHEET OF PAPER
AND NAME ONE WAY THEY CAN IMPROVE THEIR PHYSICAL, MENTAL AND/OR SOCIAL
HEALTH/WELL-BEING

MATERIALS:
Construction Paper 11x17
Unnatural Causes Film
Paper
Pencils
White Board
Dry Erase Markers
Colored Pencils
Colored Markers

PART 1: CULTURAL ENERGIZER

WHAT’S THE HER/HISTORY OF YOUR FAVORITE FOOD?

STEP DESCRIPTION: TIME

1 Students will be prompted to begin class with a writing prompt. 10 minutes

The prompt is as follows:
 Bisquera 2

1. List down your favorite foods and talk about why it is your
favorite
2. Do you have access to your favorite food all the time?
3. Do you consider yourself a healthy person?
4. Do you have control over what you eat?

2 When students finish, they will be required to pair of with one 7 minutes
person in the class. In their pairs, students should designate
Person A and Person B.

3 Each pair will choose one question to answer, during this activity
each pattern will take turns answering the questions.

4 Students will then be instructed to pair up with someone sitting

next to them and share their responses to each other.

PART 2: CRITICAL CONCEPTS

HOW DOES ACCESS TO QUALITY FOOD MAKE US SICK?

STEP DESCRIPTION TIME

1 Following the dialogue the instructor will play a Clip from Unnatural 10
Causes, a PBS series film that investigates the question: Is Inequality minute
Making us Sick? s

2 After the video is played students will be prompted to think about the 10
following questions: minute
1. How does access to quality food impact our health? s
2. What kind of lifestyle does this create?

PART 3: COMMUNITY COLLABORATION AND CULTURAL PRODUCTION

BE HEALTHY, WHAT DO YOU EAT?

STEP DESCRIPTION TIME
 Bisquera 3

1 How does access to food effect our diet and health? 15 minutes

Students will be given a large piece of 11x17 construction paper for

the next activity. Students will write down their daily diet on a piece
of paper and draw the stores that they [or their families] purchased
the food from.

2 Exit Ticket: Before students walk outside the door to their next 5 minutes
class they have to answer this question before they leave the
class: Will you change your diet now?

3 Students will also be given a copy of Feast of Resistance by

Toni Osumi to begin reading outside of class-time.

PART 4: CONCLUSIVE DIALOGUE/CRITICAL CIRCULAR EXCHANGE

ASSESSMENT: HOW WILL THE STUDENTS BE ASSESSED?

Students will be accessed by their participation in classroom dialogue. Students will be

evaluated by the level of depth that they write in their beginning prompt about their favorite food
and access to that food. There is not set rubric, but students will be expected to write full
complete sentences and answer the full question. Students will be expected to participate in the
beginning activity where they share their prompt with a classmate. Students will also be
accessed by their final artist prompt, which will be displayed on the walls of the classroom for
the rest of the unit. Students will also be accessed by their answer to the exit ticket question at
the door of the classroom.

RESOURCES AND NOTES

RESOURCES
● UNNATURAL CAUSES PBS SERIES

HOMEWORK READ FEAST OF RESISTANCE