1st Grade- Nutrition Melissa Menne, Fall 2014 Constructivist Unit 1st Grade- Nutrition Melissa Menne, Fall 2014

Discipline This is a three to four week science unit for first grade students. Essential Question: How does nutrition affect our body? Instructional Goal: Students will use individual knowledge, texts, videos, and other activities to determine how food groups and nutrition impact human health. District Standard until Common Core State Standards are created for Science Per Sci H.4.3 Show how science has contributed to meeting personal needs, including hygiene, nutrition, exercise, safety, and health care

Objectives The students will: Discuss their prior knowledge of the food groups Apply knowledge of food groups to food group activities Argue the significance of each food group and why healthy eating is important for living Classify objects based on food groups Experiment with simple exercises that promote lifelong health and taste testing

Language Arts Reading Writing Speaking Listening Viewing Producing Students read information about each of the food groups Students can choose nutrition books from the featured book display Writing Students write or draw their prior knowledge ideas of nutrition Students write food names, exercises for healthy living Speaking Students share food categorization and reasoning Students give clues about food and classmates share guesses for what the food might be. Listening Students listen to nutrition non-fiction texts and some fiction texts about food. Students listen to what classmates and teachers share about food Viewing Students view Brain Pop Jr. Food Groups video, The Magic School Bus “For Lunch” about digestion, and/or other video about nutrition Producing Students draw and write foods for the various food groups Students create plate showing at least one food from each group with correct color choice

Activities Day 1: Introduction and Connection to Prior Knowledge “See, Think, Wonder “ with a picture of various foods. Allow 2 minutes for students to look close let at the image/object/form before they can share. What do you notice? No interpretations, only observations- students may point to picture. What does this make you think? What does it make you wonder about? Video/Activity about Nutrition Day 2: Food Pyramid/My Plate Class sort of pretend foods, Part B: Chalk talk “Nutrition” students write or draw on (at least 2 for space) poster paper lists of ideas. Color the cover of My Food Groups Book we will be completing throughout the unit Day 3: My Food Groups Book- Dairy Page BrainPop Video- Eating Right Day 4: My Food Groups Book- Protein Page What does protein mean? What does eating foods with protein help our bodies do? Day 5: My Plate Activity on the Smart Board, sorting foods into groups, discussing portions, myplate.gov info for students to take home Day 6: My Food Groups Book- Vegetable Page, song and “Captain Vegetable” on YouTube. Students begin list of foods they will need to pitch in and bring for the healthy feast.

Activities Day 6: My Food Groups Book- Vegetable Page, song and “Captain Vegetable” on YouTube Day 7: My Food Groups Book- Fruit Page, Food guess game similar to headbands. Students get a food taped on back and students volunteer to give clues. Day 8: My Food Groups Book- Grain Page Day 9: Food Sort, the students will play a food sorting game as a class and then in small groups Day 10: My Food Groups Book- Oils Page, the class will discuss foods that fall into the fats and oils category. This day will also include healthy lifestyle choices to help balancing out having treats every now and then. Day 11: Activity/Visit from the school district’s dietician to talk about important nutrition topics and answer student questions Day 12: Magazine Sort, students will search through magazines to create a class food plate. The class will analyze afterwards what foods appeared in magazines the most. Why do you think this? Day 13: Activity/ Project/Share The students will create their own food plate including at least 2 foods in each category. Students will share their plates in a whole group and/or small groups. The students will also discuss with the teacher how many servings are suggested for a particular food group. Healthy Feast- the students will each bring in a healthy food for one of the food groups to share with the class before Thanksgiving break. The teacher has communicated with parents and organized foods so something from each healthy group is included.

Assessments At the end of the unit students will create their own “healthy plates” with foods from each group and/or a healthy Thanksgiving placemat. Students will write or explain to their teacher what is on their plate/placemat and how many servings we should try to eat of each everyday. Students will bring their plate home for Thanksgiving break and are encouraged to share with family members. The following Monday we will share as a class conversations had with family members about the plates/placemats.

Constructivist Statements 3. Provides for active involvement in the learning process 4. Creates opportunities for transferring learning 5. Creates meaning from experiences 6. Accommodates individual and social construction in the learning process 10. Is self motivating 13. There is more focus on the learner than the subject 14. Allows students to see the “Big Picture” as opposed to looking only at a series of details 15. Is a “hands on” activity 17. Involves students in authentic tasks 18. Encourages use of dialogue 19. Cooperation/collaboration are valued as opposed to competition 31. Prior knowledge is accessed/evaluated 35. Requires connections to real world activities

Teaching Standards Teachers know the subjects they are teaching. The instructor has researched the concepts of nutrition and has a variety of sources and ways to present the information to the class. The teacher creates engaging experiences that require students to connect to their prior knowledge of nutrition. Teachers know how children grow. Experiences such as the “chalkboard” and “chalk talk” give students a chance to connect and respond to nutrition in their own language and at their own level of understanding. Teachers understand that children learn differently. The teacher understands the various ability levels in the class and assists students with disabilities and modifies such as using questioning techniques to help students come up with ideas or write down what studentsdictate for the student to copy. Teachers know how to teach. The teacher has an appropriate rate and keeps students engage by having students repeat new vocabulary and participate in hands on experiences. The teacher knows the class needs to move around at this time of the day and encourages partner/group conversations about food groups. Teachers know how to manage a classroom. The teacher uses consistent discipline techniques and clearly explains expectations. The teacher also repeats directions and guidelines for activities a few times.

Teaching Standards Teachers communicate well. The teacher gives step by step instructions for activities and models new concepts. The teacher also uses think aloud techniques to help generate student responses and participation during discussions. Teachers are able to plan different kinds of lessons. The teacher knows that these students have a good understanding of different foods and enjoy games. The teacher uses activities with a goal of completion or understanding for the students. Teachers know how to test for student progress. The teacher is able to monitor student progress through their nutrition books and participation in activities. Teachers are able to evaluate themselves. The teacher reflects on how lessons go and makes notes or adjustments to the unit plan. The unit may go faster or take a few extra days if the teacher feels more time is needed. Teachers are connected with other teachers and the community. The teacher has gotten to know the athletic trainer in the district who connected her with the new district dietician. The teacher will work to schedule a visit to the class by the dietician.