DAY 1

DAY 2

GLE

GLEs 1, 2, 5, 9, 10, 11, 34, 42, 43, 44

GLEs 1, 2, 5, 9, 11, 34, 42, 43, 44

MATERIALS/TECHNOLOGY

Textbook

Textbook

Blank food pyramid for each student

One large blank food pyramid

Magazines with pictures of foods

Chart paper

ACTIVITIES

M- Modeling

GP – Guided Practice

IP – Independence Practice

R – Review

C - Closure

(Activity 2, Page 29)

INTRO – Discussion on what it takes to be healthy

Have students look at the food pyramid on page D39.  Discuss the types of foods.  Then have students come up with a definition of the food pyramid.

M – Go through the food pyramid in detail.  Talk about the foods and why they are important for good health.

Use the questions in CC – page 29

IP- Have students create a chart showing healthy and unhealthy foods.

R – Ongoing Assessment – D39

C-  Have students bring in food wrappers that depict foods in the food pyramid. 

(Activity 2, Page 29)

INTRO – Review the lesson from the day before.

M- Create a chart with the words “healthy foods” on one side and “unhealthy foods” on the other.   Have students dictate names of food in both categories.  (Teacher writes.)

Then use the large food pyramid and have students dictate names of foods to write in appropriate places on the chart.

IP- Have students create their own food pyramid charts by cutting and pasting the foods from food wrappers and pictures in magazines on their individual charts.

R – Have students display and talk about their food pyramids.

C -  Tell students to note what foods are  in their lunch and relate to the food pyramid. 

ASSESSMENT (Teacher observation, questioning, activity, quiz, etc.

Ongoing Assessment – page D39 (text)

HOMEWORK

Have students bring in food wrappers.  (This should really be assigned a few days in advance.)

Have students analyze the food that they eat at home.