Interdisciplinary Lessons on Nutrition and Eating Habits

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  1. Standards Alignment to Unit
  2. Evaluation of Internet Resources
  3. Lesson Plan 1
  4. Lesson Plan 2
  5. References

Standards Alignment to Unit

The interdisciplinary unit on the topic of nutrition and eating habits consists of two lessons, which refer to such disciplines as Health and Science. The unit is developed for students of the 4th Grade. The unit of instruction is based on North Carolina Essential Standards Grade 4 related to Science and Health Education.

The standard selected to be used in designing the unit of instruction in relation to Science is 4.L.2. Understand food and the benefits of vitamins, minerals, and exercise, and the objective is 4.L.2.2. Explain the role of vitamins, minerals, and exercise in maintaining a healthy body (NC Essential Standards 3-5 Science, 2014). The standard followed in relation to Health Education in Grade 4 is 4.NPA.2. Understand the importance of consuming a variety of nutrient-dense foods and beverages in moderation, and the objective is 4.NPA.2.1. Compare unhealthy and healthy eating patterns, including eating in moderation (NC Essential Standards Health Education  Grades 3-5, 2014).

The designed unit of instruction directly supports North Carolina standards and the local guidelines because the main goal of the unit is to promote the students understanding of the foods nutritional value in relation to vitamins and minerals and to draw the students attention to the healthy eating patterns to support their health and body. Standard 4.L.2 is addressed while discussing vitamins and minerals containing in food. Standard 4.NPA.2 is addressed while discussing students different eating habits and comparing their unhealthy or healthy character to develop the knowledge of the healthy eating pattern.

Evaluation of Internet Resources

Houghton Mifflin Harcourt: Education Place. Eat Right! Food Pyramid

This educational resource is important to develop the lesson on the topic of food and nutrition. The website provides age-appropriate materials because the lesson plans are categorized according to Grade and age (Houghton Mifflin Harcourt: Education Place, 2014). Thus, the materials for Eat Right! Food Pyramid is appropriate for the students of Grade 4.

The provided content is accurate because the proposed activities and lessons are worked out by professional teachers and educators. The resource is useful because lesson plans contain detailed instructions that can be effectively adapted to the needs of a certain class.

Technology: Teacher Guide to Food and Nutrition

This resource provides lesson plans and teaching tools to conduct the lesson effectively. The resource is appropriate for students of Grade 4 because of presenting the material in a simple language. The content is accurate and detailed because the lesson materials and plans are added by educators (TeAchnology, 2014).

Teacher Guide to Food and Nutrition is useful to design the lesson for Science and Health because a lot of important facts are presented in the resource.

Lesson Plan 1

General Information

  • Lesson Title & Subject(s): Nutritional Value of Products & Science
  • Topic or Unit of Study: Food and Nutrition
  • Grade/Level: Grade 4

Instructional Setting:

Fourth-grade classroom, 18 students will be sitting around the large table in the middle part of the classroom.

Standards, Goals, and Objectives

Your State Core Curriculum/Student Achievement Standard(s)

Science Standards: 4.L.2. Understand food and the benefits of vitamins, minerals, and exercise; 4.L.2.2. Explain the role of vitamins, minerals, and exercise in maintaining a healthy body (NC Essential Standards 3-5 Science, 2014).

Lesson Goal(s)

  • Goal 1. Students will develop their knowledge of nutritional value, chemicals, vitamins, and minerals.
  • Goal 2. Students will learn the nutritional value of different products.

Lesson Objective(s)

Goal 1
  1. After examining the Vitamins & Minerals Chart, students will improve their knowledge of different vitamins and minerals containing in products by 85%, while naming important vitamins and minerals correctly.
  2. After listening to the teachers explanation, students will identify six categories of vitamins and minerals related to different products while grouping them.
  3. By the end of the lesson, students will name 19 groups of products containing vitamins and minerals while answering the teachers questions.
Goal 2
  1. After focusing on the Vitamins & Minerals Chart, students will describe 19 groups of most nutritional products while answering the teachers questions.
  2. By the end of the lesson, students will discuss the nutritional value of their favorite products with 85% accurateness.
  3. By the end of the lesson, students will state the nutritional value of different products with 85% accurateness while comparing them.

Materials and Resources

Instructional Materials:

Vitamins & Minerals Chart; PowerPoint Presentation; Worksheets.

Resources:

North Carolina Essential Standards 3-5 Science. (2014). Web.

TeAchnology: . (2014). Web.

Vitamins & Minerals Chart. (2014). Web.

Instructional Plan

The sequence of Instructional Procedures/Activities/Events (provide a description and indicate the approximate time for each):

  • Identification of Student Prerequisite Knowledge and/or Skills:
    • Skills needed: Listening and reading skills, knowledge of the role of food for peoples life.
    • Terms: Nutritional value, chemicals, vitamins, minerals.
    • Purpose: Today, we will learn about vitamins and minerals and why they are important for our health.
    • The teacher asks students to discuss the role of food for peoples life and explains new terms.
  • New Knowledge and/or Skills To Be Taught:
    • The teacher states the goals, demonstrates the Vitamins & Minerals Chart, and explains the terms and material.
  • Modeling: I Do
    • The teacher identifies and explains six categories of vitamins and minerals related to different products while grouping them.
  • Guided Practice: We Do
    • The teacher asks students to describe 19 groups of most nutritional products. Students tell about the nutritional value of their favorite products.
  • Independent Student Practice: You Do
    • Students independently answer the teachers questions and name 19 groups of products containing vitamins and minerals.
  • Culminating or Closing Procedure/Activity/Event:
    • Students review terms and state the nutritional value of different products.

Pedagogical Strategy (or Strategies)

Direct instruction, active listening, discussion.

Differentiated Instruction

English Language Learners are provided with an additional explanation of the terms.

Hearing-impaired students work more with separate charts and tables.

Technology Integration

PowerPoint Presentation is used to present the new audio and video material for students.

Student Assessment/Rubrics

Formative Assessment: Students answers will be graded according to the rubric, where the correct and adequate answer to the question is scored as 100 points.

Summative Assessments: Students are expected to state the nutritional value of different products with 85% accurateness while comparing them.

Lesson Plan 2

General Information

  • Lesson Title & Subject(s): Healthy Eating Patterns & Health
  • Topic or Unit of Study: Food and Nutrition
  • Grade/Level: Grade 4

Instructional Setting:

Fourth-grade classroom, 18 students will be sitting around the large table in the middle part of the classroom.

Standards, Goals, and Objectives

Your State Core Curriculum/Student Achievement Standard(s)

Health Education Standards: 4.NPA.2. Understand the importance of consuming a variety of nutrient-dense foods and beverages in moderation; 4.NPA.2.1. Compare unhealthy and healthy eating patterns, including eating in moderation (NC Essential Standards Health Education  Grades 3-5, 2014).

Lesson Goal(s)

  • Goal 1. Students will compare different eating patterns in relation to the idea of nutrition.
  • Goal 2. Students will learn what eating patterns are effective in supporting their healthy bodies.

Lesson Objective(s)

Goal 1
  1. After listening to the teachers explanation, students will describe their eating patterns with 75% accurateness, while answering the teachers question.
  2. After viewing the PowerPoint Presentation, students will describe the elements of healthy eating with 75% accurateness.
  3. By the end of the lesson, students will compare different eating patterns in relation to the idea of nutrition with 85% accurateness.
Goal 2
  1. After listening to the teacher, students will identify healthy eating patterns with 80% accurateness.
  2. After discussing the materials, students will answer the teachers questions with 75% accurateness.
  3. By the end of the lesson, students will improve their knowledge of healthy eating patterns by 80% while discussing their eating patterns.

Materials and Resources

Instructional Materials:

Food Pyramid; PowerPoint Presentation; Eating Patterns worksheets.

Resources:

ADA. (2002). The American Dietetic Association Guide to Healthy Eating for Kids: How Your Children Can Eat Smart from Five to Twelve. USA: John Wiley & Sons. Web.

Houghton Mifflin Harcourt: Education Place. Eat Right! Food Pyramid. (2014). Web.

North Carolina Essential Standards Health Education  Grades 3-5. (2014). Web.

Instructional Plan

The sequence of Instructional Procedures/Activities/Events (provide a description and indicate the approximate time for each)

  • Identification of Student Prerequisite Knowledge and/or Skills
    • Skills needed: Listening and reading skills, knowledge of terms nutritional value, chemicals, vitamins, and minerals.
    • Terms: Eating pattern, healthy food, Food Pyramid.
    • Purpose: Today, we will work to learn what food to eat in order to be healthy.
    • The teacher asks students to discuss notions of nutritional value, chemicals, vitamins, and minerals and explains new terms.
  • New Knowledge and/or Skills to Be Taught
    • The teacher demonstrates the PowerPoint Presentation and discusses the Food Pyramid.
  • Modeling: I Do
    • The teacher describes possible healthy eating patterns with the help of the Food Pyramid.
  • Guided Practice: We Do
    • Students describe their eating patterns with references to the PowerPoint Presentation and the Food Pyramid.
  • Independent Student Practice: You Do
    • Students compare different eating patterns as healthy and unhealthy and answer the teachers questions about their appropriateness.
  • Culminating or Closing Procedure/Activity/Event
    • Students conclude what they should eat in order to be healthy and follow healthy eating patterns.

Pedagogical Strategy (or Strategies)

Direct instruction, active listening, discussion.

Differentiated Instruction

English Language Learners are grouped and provided with an additional explanation of the terms.

Hearing-impaired students work more with separate charts and tables.

Technology Integration

PowerPoint Presentation is used to present the new audio and video material for students.

Student Assessment/Rubrics

  • Formative Assessment: Students answers will be graded according to the rubric, where the correct and adequate answer to the question is scored as 100 points.
  • Summative Assessments: Students are expected to compare different eating patterns in relation to the idea of nutrition with 85% accurateness.

References

ADA. (2002). The American Dietetic Association Guide to Healthy Eating for Kids: How Your Children Can Eat Smart from Five to Twelve. USA: John Wiley & Sons. Web.

Houghton Mifflin Harcourt: Education Place. Eat Right! Food Pyramid. (2014). Web.

North Carolina Essential Standards Health Education  Grades 3-5. (2014). Web.

North Carolina Essential Standards 3-5 Science. (2014). Web.

TeAchnology: Teacher Guide to Food and Nutrition. (2014). Web.

Vitamins & Minerals Chart. (2014). Web.

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NB: We do not resell your papers. Upon ordering, we do an original paper exclusively for you.

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