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    Canada Food Guide Lesson Plan

    Uploaded by

    ascd_msvu
    This lesson plan aims to teach students about Canada's Food Guide. It includes objectives, related subjects, materials, and assessments. The lesson involves introducing food groups, discussing healthy and unhealthy foods, sorting food items into groups, and having students create food guides. Students will learn to identify the four food groups, distinguish healthy foods, and express opinions respectfully. The goal is for students to understand healthy lifestyles and balanced diets.

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    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd

    Canada Food Guide Lesson Plan

    Uploaded by

    ascd_msvu
    140 views3 pages
    This lesson plan aims to teach students about Canada's Food Guide. It includes objectives, related subjects, materials, and assessments. The lesson involves introducing food groups, discussing healthy and unhealthy foods, sorting food items into groups, and having students create food guides. Students will learn to identify the four food groups, distinguish healthy foods, and express opinions respectfully. The goal is for students to understand healthy lifestyles and balanced diets.

    Original Description:

    Grade two science lesson on Canada's food guide.

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    © © All Rights Reserved

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    This lesson plan aims to teach students about Canada's Food Guide. It includes objectives, related subjects, materials, and assessments. The lesson involves introducing food groups, discussing healthy and unhealthy foods, sorting food items into groups, and having students create food guides. Students will learn to identify the four food groups, distinguish healthy foods, and express opinions respectfully. The goal is for students to understand healthy lifestyles and balanced diets.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    140 views3 pages

    Canada Food Guide Lesson Plan

    Uploaded by

    ascd_msvu
    This lesson plan aims to teach students about Canada's Food Guide. It includes objectives, related subjects, materials, and assessments. The lesson involves introducing food groups, discussing healthy and unhealthy foods, sorting food items into groups, and having students create food guides. Students will learn to identify the four food groups, distinguish healthy foods, and express opinions respectfully. The goal is for students to understand healthy lifestyles and balanced diets.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    of 3

    Grade:

    2
    Subject:
    Science
    Unit:
    Life Science
    Animal
    Growth and
    Changes
    Lesson:
    Canada Food Guide
    Estimated Lesson
    Length:
    !" #$ %inutes
    &bjecti'es:
    "(dentif) food grou*s in Canada+s Food Guide
    and determine what categories foods ma)
    belong to
    ",istinguish between health) and non"health)
    food items
    ",iscuss and share res*ectfull)
    "E-*ress and e-*lain o*inions
    "Following instructions and directions. as/ing
    for clarification when needed
    0elated SC&s:
    Science
    1$2"! (dentif) the basic food grou* and
    describe actions and decisions that su**ort a
    health) lifest)le
    Language Arts
    131 ,escribe. share. and discuss thoughts.
    feelings. and e-*eriences and consider others+
    ideas
    132 As/ and res*ond to 4uestions to clarif)
    information and to e-*lore *ossibilities or
    solutions to *roblems
    132 E-*ress and e-*lain o*inions and res*ond
    to the 4uestions and reactions of others
    231 5artici*ate in con'ersation. small"grou*
    and whole"grou* discussion. understanding
    when to s*ea/ and when to listen
    232 Gi'e and follow instructions and res*ond to
    4uestions and directions
    231 Use basic courtesies and con'entions in
    grou* wor/ and co"o*erati'e *la)
    Health
    23! E-amine Canada+s food guide and
    demonstrate an understanding that foods within
    each of the four food grou*s *ro'ide different
    nutrients that hel* us grow. de'elo*. learn.
    *la). be acti'e. and /ee* health)
    (ntroduction 6!"10 minutes7:
    (ntroduce the idea of health) eating and
    lifest)le b) reading The Berenstain Bears and
    Too Much Junk Food
    %aterials:
    "8oo/ Berenstain Bears and Too Much Junk
    Food
    ,iscussion 610-15 Minutes7:
    ",iscuss with students health) 's3 unhealth)
    foods
    "%a/e lists of foods that belong to each grou*
    "(ntroduce the idea of Canada+s Food Guide
    and hel* students to de'elo* ideas of what each
    categor) is and what foods belong to those
    categories using a *oster si9ed diagram
    %aterials:
    "%ar/ers
    "Chart 5a*er
    "Canada Food Guide 5oster 60esource:
    htt*:::www3health)canadians3gc3ca:eating"
    nutrition:health)"eating"saine"
    alimentation:food"guide"alimantaire"eng3*h*7
    Acti'it) 620-30 Minutes7: %aterials:
    "(n grou*s 6"! students *er grou*7. ha'e
    students create their own *oster di'ided u* into
    each food grou*
    ",istribute a lunch bag to each grou*
    containing a 'ariet) of health) and unhealth)
    food o*tions
    ";a'e students *lace each of the food items
    into an a**ro*riate food grou* on their Food
    Guide *oster
    "8ristol 8oard
    "%ar/ers:Colored 5encils:Cra)ons
    "Construction 5a*er
    "Lunch 8ags
    "<arious food item cut"outs 6health) and non"
    health)7
    Closure 610-15 Minutes7:
    ;a'e each grou* share the contents of their
    lunch bag and where the) decided it belonged
    on the Food Guide3
    ,iscuss that some items ma) fit in a
    number of categories
    ,iscuss that some ma) not clearl) fit in
    an) categor)
    Encourage students to e-*lain their
    choices
    %aterials:
    =:A
    5otential 5roducti'e >uestions:
    "?hat are some health) foods@
    "?hat are some unhealth) foods@
    "?hat are some wa)s we might grou* health)
    foods@
    "?hat sorts of things might belong to each
    grou*@
    "?hat are some foods that might not belong in
    an) of the food grou*s@
    "?hat does it mean to ha'e a health) lifest)le@
    "?hat are some other things. besides eating
    health) foods. that we can do to ha'e a health)
    lifest)le@
    ";ow do these foods go together@
    "Can )ou e-*lain wh) )ou grou*ed these foods
    together@
    "?hat do )ou thin/ is the reason for se*arating
    foods into the four grou*s@
    "?hat do )ou thin/ would be an e-am*le of a
    well balanced lunch@
    "?hat do )ou notice about the foods that do
    not fit into the four main grou*s@
    SASE Connections:
    "%a/ing health) food choices both at home
    and at the su*ermar/et
    "Choosing snac/s which *ro'ide a balanced
    diet
    "0eading food labels and ma/ing decisions
    about nutrition 'alue
    "Understanding through using the Canada Food
    Guide the im*ortance of a balanced diet for
    health) growth and lifest)le
    "Understanding that some foods are healthier
    than others
    %odifications:
    "8e aware of an) and all food related
    sensiti'ities within the class and school if using
    actual food instead of cutouts
    ",e*ending on the needs of the classroom it
    Absentees:
    ma) be a good idea to ma/e s*ecific grou*s for
    students to ensure a good mi- of students that
    can wor/ together well and hel* each other
    Assessment:
    "See chec/list attached. ma/e jot notes or
    chec/ off items throughout discussion and
    grou* wor/
    ?hat+s =e-t@
    "Future lessons on what else contributes to a
    health) lifest)le 6ie3 5ro*er slee*. e-ercise.
    health) relationshi*s7
    "Future lessons on reading food labels. natural
    food 'ersus *re*ac/aged. organic foods. and
    local foods
    "%a/ing a health) snac/ in the classroom
    acti'it)
    =otes:
    Assessment Chec/list:
    Students Able to discuss
    food grou*s
    Can determine
    health) 's
    unhealth) foods
    ,iscusses and
    describes
    health) choices
    and actions
    5artici*ates in
    res*ectful
    con'ersation and
    discussion.
    sharing ideas and
    o*inions with
    others
    Follows
    directions and
    as/s for
    clarifications
    when
    necessar)
    Student A
    Student 8
    Student C

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