MATERIALS:
computer with internet access for attention grabber.
i
ndividual Pyramid
posters/diagrams.
f
ood pictures or art paper for student-created pictures
(used by Group 1).
f
lashlight (used by Group 3- Vegetables).
j
ump-ropes and class P.E.
equipment (used by Group 3- Grains; Group 2- GO)
INTRODUCTION/PREPARATION/ANTICIPATORY SET:
Teacher will use the web page: “kidshealth.org/kid/stay_healthy/food/pyramid” to
introduce the concept of eating healthy foods.
ACTIVITY:
Lesson Presentation:
Teacher will use the Louisiana State Comprehensive Curriculum Activity
4 as follows: Teacher will review, “Just as animals in the wild
need proper habitats and food sources, so do humans.” The teacher
will guide students using the brainstorming technique to word web “food
pyramid”. (The words “food pyramid” are in the middle
circle connected by spokes of the wheel connecting the surrounding
circles which each have a name of the food groups.) The teacher and
students will use a typical weekly school lunch menu to classify foods
in each group. Teacher and students will then create a nutritional
day’s menu based on the needed food servings in the groups.Guided
Practice: Students will be divided into groups to model elements of
the food pyramid through movement, drama, and/or role-play.
EXAMPLES:
Group 1: Types of foods and number of servings in the pyramid (using
pictures of foods and locomotor movements).
Group 2: Dramatize the purpose of the food groups using dance and locomotor
movement. To GO= GRAINS; To GLOW = FRUITS AND VEGETABLES; To GROW
= MILK AND MEATS.
Group 3: Specific dramatizations of the parts of the body pertaining
to the different groups: MILK = strong bones and teeth; MEAT =
strong muscles; VEGETABLES = nutrients which help you see at night;
FRUITS
= helps your cuts and bruises to heal; GRAINS = energy to learn
and play.Independent
Practice: Student group presentations.
Homework: Food Pyramid Worksheet: Draw, cut pictures and paste
missing foods on a given diagram/poster of the food pyramid.
EVALUATION/ASSESSMENT:
Teacher observation of student participation and performances of assigned
Independent Practice.
COMPREHENSIVE
CURRICULUM, GRADE LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
Louisiana Comprehensive Curriculum
Science: Plants and animals from UNIT 4
Louisiana Second Grade Science Grade Level Expectations
5:Use a variety of methods to investigate (observe, measure, accurately
record data); (SI-E-A2)
6: Use five senses to describe observations; (SI-E-A3)
31: Identify 7 discuss food pyramid arrangement; (LS-E-A6)
32: Analyze menus to insure representations of foood groups. (LS-E-A6)
National Standards for Arts Education
Dance
3: Understanding dance as a way to create & communicate meaning;
4: Apply/demonstrate critical thinking skills in dance;
6: Making connections between healthy living & dance.
Theatre
1a: Collaborate to select interrelated environment & situations for
classroom dramatizations.
MODIFICATIONS/ACCOMODATIONS:
Individualized behavior management plan to emphasize positive behavior
techniques. Cooperative grouping – peers of various academic
levels work together and learn from one another.
VARIATIONS/ENHANCEMENTS:
Use of slow and fast speeds to perform different areas of their movements.
Use of hand puppets using movement.
Doing movements as “charades” to act out their parts.
Creating their movements in a crescendo as illustration GO, GLOW, GROW.
Students use movement to become the foods or objects they portray.
Students use movement to portray emotions. (GO, GLOW, GROW)
Students do their parts in frames of “8 counts each”.
Students use props (for example, food items) and pictures within their
dance movement parts.
Students use levels of height in portrayal of their movement parts.
Students use locomotion with axial movements. (EXAMPLE: Use locomotion
in GO, axial movement in GROW, standing still movement in GLOW).
TEACHER'S REFLECTION:
This lesson took more time than a regular lesson.
Typical outgoing students became shy.
Normal routines include more teacher-centered activities, so some students
had an opportunity to shine. (“A silent classroom is not always
the best learning atmosphere.”)
In Independent Practice, students worked contentedly and softly with
a partner, group, and sometimes thinking alone.
Using movement has become a natural part of the daily curriculum by interjecting
movement activities in each week’s lesson plans.
Begin simply. Our class (of teachers) began the year with a movement
activity to introduce ourselves. Each person created a 5-10 second movement
to correspond with the sounding of one’s name. Second graders enjoyed
this movement technique and sounding out their own names.
GALLERY
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