Health Unit
CEF Standards for Health Unit
Students will be able to…
.
 1.5.1–Describe the relationship between health
behaviors and personal health
 1.5.4-Identify key nutrients, their functions, and the
role they play to promote optimal health
 2.5.3-Discuss nutrition and physical activity habits in
diverse cultures
 7.5.2-Demonstrate the ability to interpret nutrition
information
“Food Pyramid” song by Marilyn M. Linford
There are five food groups on the food pyramid That I should choose
from each day. Vegetables, grain, meat, dairy and fruit Will help my
body work and play. Each food group supplies needed nutrients To help
my body to grow. The fats and oils use sparingly, That's something
that I should know.
Chorus: Vitamins and minerals are part of the plan That keeps me
healthy and strong. I will choose each day to do all that I can to help
my body grow real strong.
Calories within my food becomes energy. Energy my body will need, To
help me think, work, and exercise. They will help me to succeed.
Healthy body builders will choose carefully A healthy balance each
day.
Eating foods from each category Will help me live a healthy way.
Repeat Chorus:
I will choose each day to do all that I can to help my
body grow strong
**These worksheet’s & the song part of my text set**
Da y One

I will introduce the topic of Health and Nutrition,
along with an anticipatory guide, to my students.

I will read aloud “Good Enough to Eat: A Kids Guide
to Food and Nutrition” by Lizzy Rockwell from the
text set and have a whole group discussion about
the book and what this unit will entail .
Anticipation Guide
Statements
There are 5 food
groups in the food
pyramid.
Calcium helps build
and repair bones.
SA
A
D
X
X
Vitamins don’t help
you stay healthy.
Different colors are
used to identify the
food groups.
If you don’t exercise
you won’t be healthy.
The skinnier the
band in the food
SD
X
X
X
Explanations
The five food groups are
grains, vegetables, fruits, meat
& beans, and milk.
Calcium comes from dairy
products, such as milk, and
helps keep your bones strong.
Vitamins are necessary to help
your body grow and stay
healthy.
Yes, for example purple is for
meat and beans, and blue is
for milk/dairy.
This isn’t necessarily true,
however, exercise is an
extremely important factor to
staying fit and healthy.
This is very true, for example,
the bands for meat and protein
pyramid the less you
food you need of
that food group.
X
(purple) and oils (yellow) are
skinnier than the others. That's
because you need less of those
kinds of foods than you do of
fruits, vegetables, grains, and
dairy foods.
You can never eat
sweets.
Half of your grain
intake should be
whole grains.
Sleep is an important
part of staying
healthy.
X
X
X
Although you shouldn’t eat
sweets everyday, it’s not bad
to have sugar and sweets every
once in a while.
It isn’t always necessary, but it
is recommended.
You should have at least 7 to 8
hours of sleep a night to stay
healthy.
Da y Two

I will put together three baskets using the books
and artifacts from the
Each
basket
including
Dinner,”
Health
will
the
by
Book:
have
book,
Jodi
A
text set
a
“Why
Huelin,
Guide
variety
Can’t
the
to
I have created.
I
book,
Eating
of
Have
“The
materials
Cake
for
Monster
Healthy,
Being
Active, and Feeling Great For Monsters & K ids,” by
Edward Miller, the “Food and Nutrition Song” with
lyrics and the CD, and two worksheets (one food
journal and one food pyramid coloring sheet) from
the My Pyramid for Kids website.

The students will have a chance to browse through
the baskets while broken up into three small groups.

As a group the students will choose one item from
their basket to share with the rest of the class.
They will discuss why they chose the artifact, what
they know about it, and what else they would like to
learn about it.
Da y Thr ee

Vocabulary Lesson
THE CURRICULUM
HEALTH/NUTRITION VOCABULARY LESSON
Description of Classroom:
Third grade classroom. 21 Students. 12 boys and 9 girls. All students are at various levels of
learning and one English Language Learner is present.
Background:
Students are just beginning a new unit on health and nutrition. This lesson is an introductory
activity to the key vocabulary words that will be seen and heard several times throughout the
unit.
Content Objective(s):
1. Given a list of health/nutritional vocabulary words the students will be able to organize
the words in a list that make sense with each other.
2. The students will be able to draw a picture of the vocabulary word next to each word.
3. The students will be able to test themselves at the end of the TOAST and should know the
definitions of at least 6 out of the 8 words.
Language Objective(s):
After completing the TOAST the students should know and be able to recite the definitions of the
five multiplication vocabulary words and be able to draw a picture to match each definition.
Nevada Standards:
(3) 1.4. E.
It is expected that students will build vocabulary using
1. pictures [NS 1.3.4]
2. symbols [NS 1.3.4]
3. classification and categorizing
(3) 1.4. F.
It is expected that students will develop vocabulary through meaningful experiences (e.g., listen
to and discuss selections read aloud, wide reading, discuss word meaning, interactive activities,
examples and non-examples)
(3) 8.4 A. It is expected that students will contribute to conversations and discussions about a
given topic (e.g., share ideas and
opinions) [NS 8.3.4]
B. respond to conversations and discussions about a given topic [NS 8.3.4]
C. ask relevant questions to clarify information [NS 8.3.4]
D. take a leadership role in conversations and discussions with assistance [NS 8.3.4]
Key Vocabulary:
1. Food Pyramid
2. Calcium
3. Vitamin
4. Nutrition
5. Exercise
6. Calories
7. Minerals
8. Fat
Best Practices: (put an X next to those that you address in your lesson)
Preparation
Scaffolding
Grouping Options
x
Adaptation of content
x
Modeling
Whole Class
x
Links to background
x
Guided practice
x
Small groups
x
Links to past learning
x
Independent practice
x
Partners
x
Strategies incorporated
x
Verbal scaffolds
x
Independent
x
Procedural scaffolds
Integration of Processes
Application
Assessment
x
Listening
x
Hands-on
x
Individual
x
Speaking
x
Authentic (Meaningful)
x
Group
x
Reading
x
Linked to objectives
x
Written
x
Writing
x
Promotes engagement
x
Oral
Warm Up Activity:
To get the students excited about the lesson I will read the book “” by Cindy Neuschwander.
Lesson Sequence:
This lesson will be based off of the TOAST assessment method. The teacher will first introduce
the lesson and then begin the TOAST.
Test (Pre-Test): The teacher will pretest the students with the list of multiplication vocabulary
words to see what the students know and remember.
Organize: The teacher will then have the students organize the list of vocabulary words into a
way that is meaningful to them. This will help to have the students understand the list of words
better.
Anchor: The students will now work with a partner and recite the words out loud. After they are
done reciting the words they will draw an illustration next to the written word.
Say: The students will say the words one more time as a review.
Test: The students will test themselves first to see how well they have learned the words and I
will test them at the end for an overall assessment.
Accommodations:
I will be sitting with the small group of students and will therefore be able to accommodate
them with any assistance they may need be it more time or further explanation.
Supplementary Materials:
 Pencil
 Paper
Review/Assessment:
Students will be graded based off of the TOAST assessment.
Reflection:
I anticipate this lesson will go very well the students. I believe that using the TOAST method of
assessment is a great way to review previous vocabulary words with students and bring them
back to their memory in a fun and simple way.
Da y Fou r

I will read “Why Can’t I Have Cake for Dinner ?,” by
Jodi Huelin, aloud to the class.

Students will then respond to the read aloud using a
RAFT strategy. The RAFT that we will be using for
this assignment is an invitation. The students will
create
family
an
to
invitation
a
“Health
inviting
Party.”
their
This
will
friends
be
a
and
party
where the students will have a chance to introduce
their friends and family to what they have learned
about eating healthy and staying fit.

Students will include four to five key facts about
what
they
have
learned
when
they
create
their
invitation.

I will start of by showing students a sample and
going over each step in creating their invitations.
Da y 5

Students will continue to work on their RAFT
invitation.

When the students have finished they will share
their invitation with their shoulder partner.
Da y 6

Students will create a Tree Map.

It should look something like this:
Food Pyramid: Food Groups
Grains
Meats & Beans
Fruits
Rice
Cereal
Tuna
Peanut Butter
Apples
Bananas
THE CURRICULUM
HEALTH/NUTRITION THINKING MAP (TREE MAP) LESSON
Description of Classroom:
Third grade classroom. 21 Students. 12 boys and 9 girls. All students are at various levels of
learning and one English Language Learner is present.
Background:
Students are in the middle of a unit on health and nutrition. This lesson will allow them to
explore the food pyramid further through use of a thinking map.
Content Objective(s):
1. Students will listen as we review the food pyramid aloud as a class and pick out key
components they want to include in their thinking map.
2. Given a labeled diagram of the food pyramid, students will be able to create a tree map.
3. Students will discuss their map, when they are finished, with their shoulder partner.
Language Objective(s):
After completing their tree maps, each student should be able to name three food groups of the
food pyramid with at least three examples of foods included in that group.
Nevada Standards:
(3) 3.1 describe a balanced diet and how it relates to good health
(3) 2.3 A. select after-reading strategies based on text and purpose to..
3. organize information (e.g., graphic organizer [PS/NS 2.3.3]
4. record information [PS/NS 2.3.3]
Key Vocabulary:
1. Food Pyramid
Best Practices: (put an X next to those that you address in your lesson)
Preparation
Scaffolding
Grouping Options
x
Adaptation of content
x
Modeling
x
Whole Class
x
x
x
Links to background
Links to past learning
Strategies incorporated
x
x
x
x
Integration of Processes
Listening
Speaking
Reading
Writing
x
x
x
x
x
x
x
x
Guided practice
Independent practice
Verbal scaffolds
Procedural scaffolds
Application
Hands-on
Authentic (Meaningful)
Linked to objectives
Promotes engagement
x
x
x
X
X
Small groups
Partners
Independent
Assessment
Individual
Group
Written
Oral
Warm Up Activity:
We will go over our giant poster of the food pyramid out loud as a class.
Lesson Sequence:
1. As a class we will review what we have learned so far about the food groups in the food
pyramid.
2. I will model how to create a Tree Map based off of the food groups and explain what is
expected for the assignment.
3. I will then pass out a pre-made tree map handout (blank).
4. I will then ask the students to pick out three main food groups from the food pyramid
and write down at least three foods that fall underneath that category. The poster will be
covered up at t the time, so this should all be from memory and individually.
5. As a wrap up, I will have the students show their shoulder partner, and we will go over
some out loud in class.
Accommodations:
I will be walking around the classroom during the activity and will therefore be able to
accommodate them with any assistance they may need be it more time or further explanation.
Supplementary Materials:
 Pencil
 Paper
 Food Pyramid Diagram
Review/Assessment:
Students will be assessed based off of their completion and organization of their tree map.
Reflection:
I anticipate this lesson will go very well the students. I believe that using the Tree Map for this
assignment will allow the students to focus on three key food groups and the foods that fit within
each group. This will also give the students a deeper insight into the food pyramid.
Da y S ev en

I
will read
Guide
Feeling
to
aloud
Eating
Great
for
“The
Monster
Health
Healthy,
Being
Monsters
&
book:
Active,
Kids!”
by
A
and
Edward
Miller.

While I am reading aloud, the students will need to
write down any words that they find interesting or
that they are uncertain of in their glossary journal.

After I am finished reading we will come together
as a class and the students will tell me which words
they want put on the chart for further explanation.
Da y Eig ht

Using the list of vocabulary words from day seven,
the students will select five words and they will
create
a
visual
verbal
card
for
each
word
they
select.

It should look like this:
1. Word
2. Definition
3. Picture
4. Phrase or
similar word
Da y N ine

Students will be able to select one RAFT strategy
of their choice. In their RAFT they must include
ten facts that they have learned from this
two-
week health and nutrition unit.

They can use their thinking map, postcard, or visual
verbal response to get their facts.

Students’ RAFT will be used for assessment.
THE CURRICULUM
HEALTH/NUTRITION RAFT LESSON
Description of Classroom:
Third grade classroom. 21 Students. 12 boys and 9 girls. All students are at various levels of
learning and one English Language Learner is present.
Background:
Students are ending a unit on health and nutrition. This activity will wrap up the unit and act as
an assessment of what the students came to understand in the past nine days.
Content Objective(s):
1. Students will be listening as I review major concepts that we have learned over the
past nine days.
2. Students will speak out loud as they answer their questions in review.
3. Students will be reading over past material to gain facts for their RAFTS.
4. Students will be creating a RAFT of their choice.
Language Objective(s):
Students will create a RAFT of their choice and they must include at least ten different facts
about health, nutrition, and the food pyramid. It must demonstrate knowledge of what we have
learned throughout the unit and be well thought out.
Nevada Standards:
 7.5.2-Demonstrate the ability to interpret nutrition information
Best Practices: (put an X next to those that you address in your lesson)
Preparation
Scaffolding
Grouping Options
x
Adaptation of content
x
Modeling
Whole Class
x
Links to background
x
Guided practice
Small groups
x
Links to past learning
x
Independent practice
Partners
x
Strategies incorporated
x
Verbal scaffolds
x
Independent
x
Procedural scaffolds
Integration of Processes
Application
Assessment
x
Listening
x
Hands-on
x
Individual
x
Speaking
x
Authentic (Meaningful)
Group
x
Reading
x
Linked to objectives
x
Written
x
Writing
x
Promotes engagement
x
Oral
Warm Up Activity:
We will play a quick review game of jeopardy. This will all for students to revisit a lot of the
information they have come to learn over the past two weeks.
Lesson Sequence:
1. Teacher will introduce the jeopardy review and break the students into small groups of five.
2. We will review what we have learned for the past nine days for about twenty minutes.
3. I will give students an option to create a RAFT of their choice, however it has to be one of
the following five: e-mail, postcard, diary entry, brochure, or newspaper article.
4. I will model an example of another RAFT I have created and go over how to complete each
example.
5. Students will then begin to work individually on their RAFT.
Accommodations:
I will be available before, during, and after class for any questions. Lower level learners will sit
next to a partner who is of higher level if they need any assistance.
Supplementary Materials:
 Pencil
 Paper
 Jeopardy PowerPoint
Review/Assessment:
Students will be graded based off of their chosen RAFT assignment.
Reflection:
I believe that this assignment will be a great assessment tool for the end of the unit. Instead of
giving the students a test, I believe having them create a RAFT of their own choice, having to
include at least ten facts, will show me how much each student truly learned throughout the unit.
I also think they will really have fun reviewing with the jeopardy handout.
Da y Ten

Students
will
present
their
RAFT
to
their
small
groups.

Students will self evaluate their RAFT using a 1 -10
score.

Teacher
score.
will
evaluate
students
RAFT
using
1 -10
Annotations
H u e l i n , J . ( 2 0 1 0 ) . W h y c a n ’t I h a v e c a k e f o r d i n n e r ? N e w
Yo r k C i t y, N Y: H a r p e r C o l l i n s .
This book is part of the “Sid the Science Kid” series. This
series is extremely popular in both book and television form
among children, so I thought it w ould be a great book to use to
introduce the importance of nutrition. This book is very
c r e a t i v e a n d a l o t o f f u n t o r e a d . It ’s a l s o g r e a t b e c a u s e i t
involves science activity ideas, making it a wonderful book to
integrate subjects with.
K i d s h e a l t h . ( 2 0 11 ) . R e t r i e v e d f r o m h t t p : / / k i d s h e a l t h / k i d /
stay_healthy/food/pyramid.html
This is an amazing website that is provided online through
Neumors, the biggest non -profit organization devoted to
childrens health. This website offers a variety of different
tools to use in the classroom while conducting a unit on health.
For example it has articles, recipes, true stories from kids,
games, etc. I would use a lot of activities, quizzes, and games
from this website.
Li n f o r d , M . ( 2 0 11 ) . F o o d p y r a m i d : n u t r i t i o n s o n g a b o u t t h e
f o o d p y r a m i d . R e t r i e v e d f r o m h t t p : / / w w w. s o n g s f o r t e a c
hing.com/preschoolkindergartenearl ychildhood/food
pyramid.php
I found this great song from the website songsforteaching.com
and I really liked it because it hit a lot of major points that I
want to cover with my students during this unit. It talks about
t h e f o o d p y r a m i d , e a c h f o o d g r o u p , c a l o r i e s a n d e n e r g y,
vitamins and minerals, etc. It also has a sound clip available so
it will be easy to teach to the kids.
M i ll e r, E . ( 2 00 7 ) . T h e m o ns t er h ea lt h b o o k : a gu id e to e a ti ng
h e a l t h y, b e i n g a c t i v e , a n d f e e l i n g g re a t f o r m o n s t e r s &
k i d s ! N e w Yo r k C i t y, N Y: H o l i d a y H o u s e , I n c .
Nat i on al Dai ry C o u n cil . (2 0 11 ). N utr i ti on expl o ra ti ons .
R e t r i e v e d f r o m h t t p : / / w w w. n u t r i t i o n e x p l o r a t i o n s . o r g / k i d s
/ a c t i v i t i e s / m o n s t e r. a s p
R o c k w e l l , L . ( 2 0 0 9 ) . G o o d e n o u g h t o e a t : a k i d ’s g u i d e t o f o o d
a n d n u t r i t i o n . N e w Yo r k C i t y, N Y: H a r p e r C o l l i n s .
I really enjoyed this book because not only does it talk about
the five food groups, but it is basically a complete health
l e s s o n p r o v i d e d t h r o u g h a c h i l d r e n ’s b o o k t h a t h a s e v e r yt h i n g
from reading nutrition labels, the importance of being active,
avoiding eating disorders, the importance of sleep, saying no
to drugs, and maintaining good self-esteem.
U S D A . ( P r o d u c e r ) . ( 2 0 0 5 ) . M y p y r a m i d f o r k i d s . [ We b ] .
Retrieved from http://teamnutrition.usda.gov/Resources
/mpk_poster2.pdf
This USDA website is an amazing website that I have used a lot
throughout my unit plan. It is made availa ble through the
government and is extremely educational and reliable. It
provides information in kid friendly terms on the food pyramid,
nutrition, health, and exercise through activities, games,
pictures, etc.
U S D A . ( 2 0 11 , A p r i l 1 9 ) . M y p y r a m i d f o r k i d s c o l o r i n g p a g e .
R e t r i e v e d f r o m h t t p : / / w w w. f n s . u s d a . g o v / t n / R e s o u r c e s /
mpk_worksheet.pdf
The USDA website provides this amazing worksheet for
students that is intended to help them learn more about the
food pyramid. This worksheet is to be filled out comple tel y by
the students and I really like it because I believe that is a
great way for the students to retain the information, rather than
j u s t l o o k i n g u p a t t h e p o s t e r e v e r y d a y.
U S D A . ( 2 0 11 , A p r i l 1 9 ) . M y p y r a m i d f o r k i d s w o r k s h e e t .
R e t r i e v e d f r o m h t t p : / / w w w. f n s . u s d a . g o v / t n / R e s o u r c e s
/mpk_worksheet.pdf
The USDA website provides a magnificent log type worksheet
that allows students to keep track of the foods the eat everyday
in order to keep track of if they are getting the necessary items
the need daily from the food pyram id. I would definitel y use
t h i s i n m y u n i t a n d h a v e m y s t u d e n t ’s f i l l o n e o u t e v e r yd a y a n d
keep a journal of the foods they eat. It also provides the
information they need to know about servings, t ypes of food,
and etc. right on the worksheet.