|Lesson Plan ID:
Find the Fat
Students will experiment with and evaluate healthy and unhealthy foods. Students will take digital pictures and view during a class discussion about fat content in foods. Students will watch a video about healthy eating and exercise and respond to the experience through writing and drawing.
This is a College- and Career-Ready Standards showcase lesson plan.
|TC2(K-2) ||10. Design original works using digital tools. |
|HE1(K) ||12. Identify healthy foods, including snacks. |
|ELA2015(K) ||25. Use a combination of drawing, dictating, and writing to compose informative or explanatory texts in which they name what they are writing about and supply some information about the topic. [W.K.2] |
|ELA2015(K) ||28. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. [W.K.6] |
|ELA2015(K) ||30. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. [W.K.8] |
|ELA2015(K) ||31. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. [SL.K.1] |
|ELA2015(K) ||35. Add drawings or other visual displays to descriptions as desired to provide additional detail. [SL.K.5] |
|ELA2015(K) ||36. Speak audibly and express thoughts, feelings, and ideas clearly. [SL.K.6] |
|Primary Learning Objective(s):
Students will evaluate food items for their fat content.
With assistance, students will take digital photographs.
Students will be active listeners and engage in conversation pertaining to the lesson.
Students will respond to the lesson using a combination of words and drawings.
|Additional Learning Objective(s):
|Approximate Duration of the Lesson:
|| 61 to 90 Minutes|
|Materials and Equipment:
Students need to bring in their favorite snack food, or the teacher may provide an assortment of chips, snack cakes, chocolates, etc. If your school has a garden, you may complete the second step using fruits or vegetables from your garden, or students/teacher can bring in fruits and vegetables.
Additional items include: paper towels, writing paper, crayons, pencils, computer, projector, and digital camera.
|Technology Resources Needed:
Teacher should prepare a location where foods can be left out on paper towels overnight. If students will be bringing foods in, teacher should send notification home. If teacher will be providing foods, they should be purchased.
Day 1: Teacher and students will look at their assortment of "unhealthy" foods. Students will discuss in groups, then as a class, whether or not they think these foods are good to eat and why. Teacher will provide students with paper towels and a serving of the "unhealthy" foods. This may be done in groups for a smaller scale experiment. This food will be left out overnight so that the fat in the foods will create a stain on the paper towel.
Day 2: Students will document their findings by taking digital photos, with assistance if needed. Teacher will lead the class in a discussion of what caused the stains and how excessive fat in our diet is unhealthy. Students will hopefully deduce that the appearance of the stain can indicate higher levels of fat. Students will then predict what will happen when they repeat the process with the fruits and vegetables. If you are lucky enough to have a school garden, students can go collect fruits and vegetables from the garden. The fruits and vegetables will be left out overnight on paper towels.
Day 3: Students will observe and document with photographs the results from the fruits and vegetables, noting that there are no fat stains. They will then discuss making healthy snack choices. The teacher may end this portion of the lesson by showing the video which is linked above.
Day 4: Teacher will upload and review the photographs taken during the experiments and have students create a response using writing and/or drawing to explain the experiment process and express their conclusions.
|Attachments:**Some files will display in a new window. Others will prompt you to download.
Teacher will evaluate student understanding based on observation during discussions and their written/drawn responses.
Students who are proficient with taking pictures can assist classmates who are not.
Students who need extra assistance with interpreting the results of the experiments can be paired with a buddy student.
Students who have difficulty with fine motor skills can verbally respond to a peer helper or resource teacher.
Each area below is a direct link to general teaching strategies/classroom
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
|Presentation of Material
||Using Groups and Peers
|Assisting the Reluctant Starter
||Dealing with Inappropriate
Be sure to check the student's IEP for specific accommodations.
|Variations Submitted by ALEX Users: