METRO SCHOOL LESSON PLAN NAME: Kandace Wright DATE: January 16th – 20th TIME: See Scheduled Times CONTENT AREA: Language Arts OCS EXTENDED CURRICULUM: Language Arts Competency Goal 1 - SWBAT obtain and demonstrate functional reading skills Focus: Nutrition Extension 6: Nutrition - Vocabulary of nutrition label; Relationship of nutrition label to personal health; Categorize foods by food plate; Balanced meals EXTENSION: Language Arts – Students will be able to demonstrate ability to understand or show awareness of nutritional health and safety. OBJECTIVE: Students will be able to: Symbolic Students: Demonstrate the ability to read the label of a food item and assess the nutritional value as healthy or unhealthy. Early Symbolic Students: Match food items to the food plate. Pre-Symbolic Students: Demonstrate the ability to match “like” food items within the same category (i.e., given orange, banana, and pencil student puts hand over orange when asked to touch fruit) LINKS TO PRIOR LEARNING: Healthy vs. unhealthy foods. Foods student like vs. foods student dislikes. Previous lessons on nutrition and the Food Guide Pyramid. MATERIALS/TECHNOLOGIES NEEDED: Including but limited to: Individual job tasks, folder tasks, educational games, objects, pictures, computer or SMART Board activities, various communication devices, voice output devices, a variety of food boxes, cans, bottles, etc. with the nutrition labels. LESSON PROCEDURES: Large Group Instruction: Led by teacher or one of the instructional assistants Introduce nutrition labels by giving each student a food product with a nutrition label. Watch “The Food Label and You” introduction video segment at http://www.fda.gov/Food/ResourcesForYou/Consumers/NFLPM/ucm275409.htm Use SMART Board to review what a nutrition label is and how the nutrition label is used: Go to http://www.mayoclinic.com/health/nutrition-facts/NU00293 to help students understand the nutrition label using this interactive guide. Students can compare the nutrition label on the Smart Board to the label of their food product. Small Group Instruction: Led by Instructional Assistants with teacher assisting where needed: Group 1 will: Match the parts of the Nutrition Label Watch and discuss the FDA video segment 5-20 Rule Part 1 http://www.fda.gov/Food/ResourcesForYou/Consumers/NFLPM/ucm275409.htm Group 2 will: Learn about the 5-20 rule of nutrition Watch and discuss the FDA video segment 5-20 Rule Part 2 http://www.fda.gov/Food/ResourcesForYou/Consumers/NFLPM/ucm275409.htm Gia Mora hosts an exploration of "serving sizes" and servings per container". Street interviewer Margo Seibert asks ordinary people on the street what a proper serving size is. Groups 1 & 2 will switch (as time permits) or during alternate lessons Large Group Instruction: Led by teacher or one of the instructional assistants As time permits students will gather in large group for a review of the lesson by playing “Are You Smarter Than a Food Labe” game located at http://www.fda.gov/Food/ResourcesForYou/Consumers/NFLPM/ucm275409.htm or on YouTube at http://www.youtube.com/watch?v=DjFVOZ_ALuM Teacher and Instructional Assistants will provide a variety of tasks for each student according to their present level of performance on each of their annual goals. Possible tasks include, but are not limited to: 1. 2. 3. 4. 5. 6. 7. Matching items/pictures Identifying healthy vs. unhealthy foods Matching nutrition labels Labeling a nutrition label Organized group games Folder tasks Worksheets INDEPENDENT PRACTICE: Students will match vocabulary words, identify materials needed for lessons, and answer questions, etc. Other instructional content areas such as Science and Math will reinforce the concepts by teaching food/grocery vocabulary, using money to buy food, and understanding the difference between healthy and unhealthy and wants vs. needs. SUMMARY/CLOSURE/ASSESSMENT: Teacher and Instructional Assistants will monitor students’ progress based on their present level of performance as they respond to questions and complete worksheets. Data or anecdotal notes will be taken as needed for individual IEP goals, lesson planning and to assist students with reaching their maximum potential.