Everyday and Sometimes Foods

KLA:
Health

Lesson Topic:
Everyday and Sometimes Foods

Grade:
1

Duration:
35 minutes

Special Requirements:
None

Prior student learning: The students will have a variety of background knowledge about what makes food healthy and unhealthy or everyday and sometimes food, from their family background. This will vary greatly throughout the class depending on the importance the family places on food choices. The students will be able to categorise some food by the labels healthy and treat food. Curriculum Links and Essential Learnings: Health Food and Diet A selection of foods from the five food groups is necessary to support growth, energy needs, physical activity and health and wellbeing. Eating a variety of healthy food every day, as suggested in the Australian Guide to Healthy Eating. History Present and Past Family Life How the present, past and future are signified by terms indicating time such as a long time ago, then and now, now and then, old and new, tomorrow. Differences and similarities between students' daily lives and life during their parents and grandparents childhoods, including family traditions, leisure time and communications.

Lesson Concept: Students identify the difference between healthy and unhealthy food and design a poster categorising various foods. Objectives for the lesson: By the end of this lesson students will have the opportunity to demonstrate their ability to: 1. Identify the difference between everyday and sometimes foods. 2. Select and categorise a variety of different types of food. 3. Work cooperatively in a group environment. Preparation Rule up cardboard and write the headings Everyday Foods and Sometimes Foods Gather magazines and brochures

Resources 8 x A2 Pieces of coloured cardboard Magazines and Brochures Scissors Glue Sticks Pictures of various everyday and sometimes foods Blutac Whiteboard marker

Lesson Motivation and Introduction: (8 minutes) Ensure all students are sitting at their desks. Gain students attention by putting hands on head and waiting until all students are quiet and listening with their hands on their heads. Explain that today we will be looking at everyday and sometimes foods. Divide the board by drawing a line down the middle on one side write Every day Foods and on the other Sometimes Foods. Hold up pictures of food and ask Do you think this is an everyday food or a sometimes food? Ask students to raise their hands to answer the question and ask why they think that.

Stick the food in the appropriate column of the board. Repeat this process for a number of foods. Ask the students if they know the difference between everyday foods and sometimes f oods. How do we know?

Time

Teaching and Learning Activities Discuss the difference between every day foods and sometimes foods. Include discussion about what ingredients go into sometimes foods.

Teaching Strategies and Sequencing Ask the students to raise their hands if they can name some more everyday foods. Write the everyday foods on the board under the pictures. After compiling a short list ask the students what makes these foods healthy everyday foods. Ask students if they can name some more sometimes foods, which we can also call treat food. Write the sometimes food list on the sometimes column. Ask the students why these foods are sometimes food, what makes them sometimes food?

6mins

16mins

Working in groups students create their own Everyday and Sometimes Food collage using old catalogues and magazines.

Explain to students that we are going to work in small groups to create our own everyday and sometimes food chart like the one we just did on the board. Go through some rules when working in groups such as, sharing, working together and listening to each other. Show the students the pieces of card and explain that they are to cut out or draw pictures of everyday and sometimes foods and glue them under the appropriate heading. Split students into groups of 4-5 and give them a pile of catalogues and magazines to work with. Ask all students in the group to write their names on the back before starting the activity. Walk around the room monitoring and assisting groups where needed.

Lesson Conclusion 5mins Gain the students attention by clapping the students should repeat the clapping pattern back. Once their attention has been gain asked the students to pack up and clean up the area they were working in and return to their seats. Ask one member from each group to bring their chart to the front. Ask students if they found any food that they had trouble deciding where to put, or if they found any foods that we could add to our chart on the board.

Assessment and Evaluation of Student Learning At the end of the lesson the students completed charts will be collected in order to gage the understandings of students about everyday and sometimes foods. Lesson modification to accommodate individual students Instructions and class discussion will be clear and it will be ensured that all students are able to see the whiteboard during the lesson. As students will be in groups of mixed ability, students are able to learn, interact, engage with and assist each other throughout the activity. Extended activities for fast finishers As this lesson is being completed as a whole class and then in small groups there will be no fast finishers. Evaluation Objectives for the Lesson

Evaluation Self as Teacher

Associate Teacher Comments