Stacey Chrabaszcz- Adapted teaching lesson

Lesson Name or Number:		Nutrition: Food guide fun			Date:	April 6,2014
Name:	Stacey Chrabaszcz		Subject:	Health			Grade(s):	3

                                                                                                                                 

Rationale: the purpose of this lesson is to have the students understand the advantages/ disadvantages about foods and review the Canadian food guide.

Goals and objectives:

-Students will be introduced and encouraged to try different breakfast foods.

-Students will be taught to select foods based on the different food groups.

-Students will be educated about the effects that foods have on our bodies.

-Students will learn the importance of eating breakfast.

Prescribed Learning Outcome(s): 

A1 apply a goal-setting model to a short-term goal

C2 describe the importance of healthy eating and regular physical activity for a healthy lifestyle (e.g., to obtain the required nutrients needed for growth, to help prevent diseases)

C1 describe practices that contribute to physical and emotional health (e.g., regular physical activity, healthy eating, talking to a trusted friend or adult when feeling sad or confused)

Prerequisite Concepts and Skills:

-        For this lesson the students will need prior knowledge about certain foods

-        The students should be able to differentiate bad foods from good.

Instructional Objective(s):

-Students should be able to identify and describe the differences between foods and the effects they have on our bodies.

- Students should have a clear understanding of the food groups.

Materials and Resources:

Teacher	Students
-refer to Campbell’s lesson plan - have pre made copies of the Canadian food guide -draw a large clock with the hands pointing to 7am -have a drawn chart showing various breakfast foods - chart paper with poem written on it -graph paper	-paper -scissors -markers -tape/glue -hole punch -string

Lesson Activities:

Teacher Activities	Student Activities	Time
Intro: Gather children around the picture of the clock and ask what meal do we eat around this time, and why? Direct the children to there table or desks and  draw a picture of there favourite breakfast foods and write the name.  the teacher will then present the food poem that is displayed on the chart paper, explain to the children there are several different kinds of foods to eat for breakfast. While reading the poem allow the children to participate by adding foods. Using some of the children’s favorite foods the teacher will draw a graph using the graph paper divided, on the paper will be the names of the 5 food groups. - the teacher will ask various questions revolving around the aspect of breakfast foods.	Students sit on the carpet and focus attention on teacher Students will draw there pictures, when complete this task they will head back to the carpet and wait for the teachers next instructions. The students will take turns participating in the poem and brainstorm different foods The students will participate in answering questions. Supplied the by the teacher	5 mins 8 mins 12 mins 15 mins
DAY 2 Teacher Activities	Student Activities	Time
Next, tell the children to brainstorm combinations of breakfast food items. Considering which of these are healthy or not. Asking; how many combinations can the children think of? What foods are good for breakfast? Highlight the importance of breakfast and that children need a certain amount of foods from each food group. Lastly have the children create sufficient breakfast  meals from the food groups. Ask the children to draw and explain why they chose these foods. Closure: As an extra activity the students could turn to a partner and share there breakfast meal plans.	students will head back to there table groups and work on there meal plans( drawing and describing)	10 mins 15 mins 8 mins

Universal Design for Learning (UDL) and Differentiated Instruction (DI):

 -To accommodate the exceptional learner I would pair them with an EA worker

-I would supply more hands on activities

-The duration of this lesson may be altered for this student if necessary

Organizational Strategies:

-The ADHD student will work one on one with a EA worker.

-The student will sit near the other students so he/she does not feel isolated

- I would supply hand on activities, such as paper cut outs of foods so that the ADHD student is continually moving and engaged

Behavioural Management Strategies:

The exceptional students will be situated in proximity to the teacher or EA worker. This way if attention is lost, the

student can be redirected immediately with the help of supervision.

As well I would have a pre arranged seating plan. This way students will be kept on the right track and will not have to

worry about behavioral issues.

Assessment and Evaluation:

To assess the students I would fairly mark based on participation. As well as how well they each comprehended the bases of food and nutrition. Following the lesson I would have the students write a short test based on fill in the blanks and multiple choice answers. This test would revolve around the concept of the Canadian food guide.

Extensions:

In some cases restaurants have specials.  Each day select one child to bring a menu or select a special of the day and write in on the board. Have the children share with the remainder of the class why or why not this breakfast food is good, and identify the different food groups that is included in.