1. Promoting Healthy Eating By: Katie Toler, Kaylee Pence, and Mona Evoy

2. INTASC Standard #8 The teacher understand and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

3. Description: This is a health lesson plan I prepared in Education 240 to help me have a better understanding of using instructional strategies. The knowledge I received through writing this lesson plan allowed me to see how using different strategies can build skills that can be applied in a meaningful way. Rationale: To document my understanding of Instructional Practice: Instructional Strategies, I have selected to include my Health Lesson Plan. This lesson plan shows the importance of building skills and making connections to develop a deeper understanding of the content area. Through writing this lesson plan, I learned that it is important to use a variety of ways to teach students about a concept and help them make a personal connections.

4. Health Standards Standard 5: Students will demonstrate the ability to use decision- making skills to enhance health. Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

5. State Standard Performance Indicators: 5.2.1. identify situations when a health-related decision is needed. 7.2.1. demonstrate healthy practices and behaviors to maintain or improve personal health.

6. Interdisciplinary Subjects  Math Write multiples of 10s in the pyramid. One of the bags will only have number 10 cards and the other bag will have numbers 1-9 in it. The students will draw one card from each bag, do the math, and go stand in the pyramid in the area that has their multiple.  Language arts Write grammar words (noun, verb, etc.) in the pyramid. Fill the bags with different types of words. Students will draw a word then go stand in the proper place in the pyramid for their word.

7. Healthy Eating Lesson  In the classroom or outside, show a large poster of the food guide pyramid.  Ask students about different food and food groups to find out what they already know.  Ask students why we use a pyramid shape and discuss the meaning and relative sizes of the sections.  Discuss sweets and fats and their placement on the pyramid.  Go through different foods and what they do for body functions. Grains: carbohydrates for long- lasting energy Fruits & vegetables: Vit B-nerves and muscles; Vit C-ward off infections Protein: meats, poultry, fish, beans, eggs, nuts for bones and brain Dairy: milk, yogurt, cheese, for calcium, bones Fats, Oils, Sweets: mostly for quick energy

8. Pyramid Relay Race Draw a large food pyramid on the sidewalk 10 feet away from pyramid place two bags Each bag should contain pictures of foods from the food groups (6+ grains, 2-4 fruits, 3-5 vegs, 2-3 dairy and 2 sweets) Put students in two groups behind bags Each student draws a card and runs down to place it on the pyramid in the proper place then runs back to tag next team member If a sweet card is drawn, it is to be placed at the top of the pyramid and the student must walk heel to toe back to the next team member

9. This lesson plan was created for 2 nd grade level but could be modified for any age group.