Objective: Given a TrackStar link and verbal/visual instructions, the student will express the differences between healthy and junk foods and/or foods and people at 100% accuracy. Depending on the student’s skill level, instruction will be modified for students according to their IEP goals. Materials: TrackStar, Books: Markets and Junk Foods, Smart Board
2. Lesson Opening: We have just looked through the book Markets and Junk Foods. In the book Markets we labeled foods we saw which were what? Healthy Foods! Super! In the book Junk Foods we labeled foods we saw which were what? Junk Foods! Not Healthy Foods. Good Work. What do we do with food? That’s right! We eat food. We can eat foods which are different, from different places, made by different people, AND we can choose the foods we eat. Let’s name healthy foods. Let’s name junk foods. Eating healthy foods makes us happy, feel good, make choices, and change our servings. What do we like to do? To Move! We need energy to be active/move and to feel good. At the end of the lesson you will be able to name several different kinds of healthy and not healthy foods. Remember what we learned about foods in our main food unit. “We learned: We Love Food, and We Love to Play”. We will learn what foods help us play!
4. Lesson body: MODEL: *Use the track Foods and Movement on the Smartboard This is a picture of our healthy chart. We have learned about healthy foods and the health chart. (Modeling sequence for instruction: only one from each color and random order) · (WHY) We Like this HEALTHY CHART– because the children are moving. We like moving. · (WHY) We Like this HEALTHY CHART– because the healthy foods. Healthy foods help us MOVE. · (WHY) Why is it healthy- the child is moving, exercise, feels good · (WHAT/DOING) Name a MOVEMENT of a child– Kicking ball · (WHAT/DOING) Name a MOVEMENT of a child– Running up the stairs · (QUESTION) What one child doing?- kicking · (QUESTION) What is one healthy food?- apple · (LABEL) Name a food group on the page.- fruits · (LABEL) Name a food- bread · (LABEL) Name an action- running · (TOUCH) Touch a food- touched lettuce · (TOUCH) Touch an action- touched throwing LEAD: Teacher guided problems/discoveries (guided practice) Lead with the same or other questions represented in the model. The children will follow chorally. TEST: I will say each child’s name to let you know it’s your turn. Each friend will respond to a different yet similar question which I presented in the model. DIFFERENTIATION: All students will have a variety of opportunities to expressively (receptively) respond to verbal and visual instructional questions. During the lesson, children will indicate their current knowledge of the concepts and questions. I will collaborate with the paraprofessionals to make further decisions based on data for each child’s instruction using TrackStar.
5. Lesson closing: Closing Power point Slide: Remember we are working on healthy and junk foods. I am sitting eating candy. Healthy or Junk? – Give movement examples with healthy foods and not movement example with not healthy foods. (This is a quick fun way to review the lesson). The TEACHERS will help you with the Computer to answer healthy and not healthy questions. We are ALL HEALTHY FRIENDS!
7. Evaluation: During the week all teachers (meaning any regular adults will use TrackStar to assess and collaborate with each other to make decisions for further teaching instruction. We will use the directions on the top of the TrackStar to determine instruction for each student. These decisions will relate to the student’s IEP goals. (i.e. some students may only need to complete the activity 16/20 times to gain 100% accuracy).
Healthy and Junk Foods
1. Pre Planning:
Objective:Given a TrackStar link and verbal/visual instructions, the student will express the differences between healthy and junk foods and/or foods and people at 100% accuracy. Depending on the student’s skill level, instruction will be modified for students according to their IEP goals.
Materials:
TrackStar, Books: Markets and Junk Foods, Smart Board
2. Lesson Opening:
We have just looked through the book Markets and Junk Foods. In the book Markets we labeled foods we saw which were what? Healthy Foods! Super! In the book Junk Foods we labeled foods we saw which were what? Junk Foods! Not Healthy Foods. Good Work. What do we do with food? That’s right! We eat food. We can eat foods which are different, from different places, made by different people, AND we can choose the foods we eat. Let’s name healthy foods. Let’s name junk foods. Eating healthy foods makes us happy, feel good, make choices, and change our servings. What do we like to do? To Move! We need energy to be active/move and to feel good. At the end of the lesson you will be able to name several different kinds of healthy and not healthy foods. Remember what we learned about foods in our main food unit. “We learned: We Love Food, and We Love to Play”. We will learn what foods help us play!
4. Lesson body:
MODEL:
*Use the track Foods and Movement on the Smartboard
This is a picture of our healthy chart. We have learned about healthy foods and the health chart.
(Modeling sequence for instruction: only one from each color and random order)
· (WHY) We Like this HEALTHY CHART– because the children are moving. We like moving.
· (WHY) We Like this HEALTHY CHART– because the healthy foods. Healthy foods help us MOVE.
· (WHY) Why is it healthy- the child is moving, exercise, feels good
· (WHAT/DOING) Name a MOVEMENT of a child– Kicking ball
· (WHAT/DOING) Name a MOVEMENT of a child– Running up the stairs
· (QUESTION) What one child doing?- kicking
· (QUESTION) What is one healthy food?- apple
· (LABEL) Name a food group on the page.- fruits
· (LABEL) Name a food- bread
· (LABEL) Name an action- running
· (TOUCH) Touch a food- touched lettuce
· (TOUCH) Touch an action- touched throwing
LEAD: Teacher guided problems/discoveries (guided practice)
Lead with the same or other questions represented in the model. The children will follow chorally.
TEST:
I will say each child’s name to let you know it’s your turn. Each friend will respond to a different yet similar question which I presented in the model.
DIFFERENTIATION:
All students will have a variety of opportunities to expressively (receptively) respond to verbal and visual instructional questions. During the lesson, children will indicate their current knowledge of the concepts and questions. I will collaborate with the paraprofessionals to make further decisions based on data for each child’s instruction using TrackStar.
5. Lesson closing:
Closing Power point Slide:
Remember we are working on healthy and junk foods. I am sitting eating candy. Healthy or Junk? – Give movement examples with healthy foods and not movement example with not healthy foods. (This is a quick fun way to review the lesson). The TEACHERS will help you with the Computer to answer healthy and not healthy questions. We are ALL HEALTHY FRIENDS!
7. Evaluation:
During the week all teachers (meaning any regular adults will use TrackStar to assess and collaborate with each other to make decisions for further teaching instruction. We will use the directions on the top of the TrackStar to determine instruction for each student. These decisions will relate to the student’s IEP goals. (i.e. some students may only need to complete the activity 16/20 times to gain 100% accuracy).
Track star Number and Link:
424959
Picture of the Healthy Chart: