Grade:

2
Subject:
Science
Unit:
Life Science
Animal
Growth and
Changes
Lesson:
Canada Food Guide
Estimated Lesson
Length:
!" #$ %inutes
&bjecti'es:
"(dentif) food grou*s in Canada+s Food Guide
and determine what categories foods ma)
belong to
",istinguish between health) and non"health)
food items
",iscuss and share res*ectfull)
"E-*ress and e-*lain o*inions
"Following instructions and directions. as/ing
for clarification when needed
0elated SC&s:
Science
1$2"! (dentif) the basic food grou* and
describe actions and decisions that su**ort a
health) lifest)le
Language Arts
131 ,escribe. share. and discuss thoughts.
feelings. and e-*eriences and consider others+
ideas
132 As/ and res*ond to 4uestions to clarif)
information and to e-*lore *ossibilities or
solutions to *roblems
132 E-*ress and e-*lain o*inions and res*ond
to the 4uestions and reactions of others
231 5artici*ate in con'ersation. small"grou*
and whole"grou* discussion. understanding
when to s*ea/ and when to listen
232 Gi'e and follow instructions and res*ond to
4uestions and directions
231 Use basic courtesies and con'entions in
grou* wor/ and co"o*erati'e *la)
Health
23! E-amine Canada+s food guide and
demonstrate an understanding that foods within
each of the four food grou*s *ro'ide different
nutrients that hel* us grow. de'elo*. learn.
*la). be acti'e. and /ee* health)
(ntroduction 6!"10 minutes7:
(ntroduce the idea of health) eating and
lifest)le b) reading The Berenstain Bears and
Too Much Junk Food
%aterials:
"8oo/ Berenstain Bears and Too Much Junk
Food
,iscussion 610-15 Minutes7:
",iscuss with students health) 's3 unhealth)
foods
"%a/e lists of foods that belong to each grou*
"(ntroduce the idea of Canada+s Food Guide
and hel* students to de'elo* ideas of what each
categor) is and what foods belong to those
categories using a *oster si9ed diagram
%aterials:
"%ar/ers
"Chart 5a*er
"Canada Food Guide 5oster 60esource:
htt*:::www3health)canadians3gc3ca:eating"
nutrition:health)"eating"saine"
alimentation:food"guide"alimantaire"eng3*h*7
Acti'it) 620-30 Minutes7: %aterials:
"(n grou*s 6"! students *er grou*7. ha'e
students create their own *oster di'ided u* into
each food grou*
",istribute a lunch bag to each grou*
containing a 'ariet) of health) and unhealth)
food o*tions
";a'e students *lace each of the food items
into an a**ro*riate food grou* on their Food
Guide *oster
"8ristol 8oard
"%ar/ers:Colored 5encils:Cra)ons
"Construction 5a*er
"Lunch 8ags
"<arious food item cut"outs 6health) and non"
health)7
Closure 610-15 Minutes7:
;a'e each grou* share the contents of their
lunch bag and where the) decided it belonged
on the Food Guide3
,iscuss that some items ma) fit in a
number of categories
,iscuss that some ma) not clearl) fit in
an) categor)
Encourage students to e-*lain their
choices
%aterials:
=:A
5otential 5roducti'e >uestions:
"?hat are some health) foods@
"?hat are some unhealth) foods@
"?hat are some wa)s we might grou* health)
foods@
"?hat sorts of things might belong to each
grou*@
"?hat are some foods that might not belong in
an) of the food grou*s@
"?hat does it mean to ha'e a health) lifest)le@
"?hat are some other things. besides eating
health) foods. that we can do to ha'e a health)
lifest)le@
";ow do these foods go together@
"Can )ou e-*lain wh) )ou grou*ed these foods
together@
"?hat do )ou thin/ is the reason for se*arating
foods into the four grou*s@
"?hat do )ou thin/ would be an e-am*le of a
well balanced lunch@
"?hat do )ou notice about the foods that do
not fit into the four main grou*s@
SASE Connections:
"%a/ing health) food choices both at home
and at the su*ermar/et
"Choosing snac/s which *ro'ide a balanced
diet
"0eading food labels and ma/ing decisions
about nutrition 'alue
"Understanding through using the Canada Food
Guide the im*ortance of a balanced diet for
health) growth and lifest)le
"Understanding that some foods are healthier
than others
%odifications:
"8e aware of an) and all food related
sensiti'ities within the class and school if using
actual food instead of cutouts
",e*ending on the needs of the classroom it
Absentees:
ma) be a good idea to ma/e s*ecific grou*s for
students to ensure a good mi- of students that
can wor/ together well and hel* each other
Assessment:
"See chec/list attached. ma/e jot notes or
chec/ off items throughout discussion and
grou* wor/
?hat+s =e-t@
"Future lessons on what else contributes to a
health) lifest)le 6ie3 5ro*er slee*. e-ercise.
health) relationshi*s7
"Future lessons on reading food labels. natural
food 'ersus *re*ac/aged. organic foods. and
local foods
"%a/ing a health) snac/ in the classroom
acti'it)
=otes:
Assessment Chec/list:
Students Able to discuss
food grou*s
Can determine
health) 's
unhealth) foods
,iscusses and
describes
health) choices
and actions
5artici*ates in
res*ectful
con'ersation and
discussion.
sharing ideas and
o*inions with
others
Follows
directions and
as/s for
clarifications
when
necessar)
Student A
Student 8
Student C