Nutrition & Health

Nutrition and Health Grade level: 3/4

Unit overview:
This unit is about health and nutrition. We will be talking about food, hydration, exercise,
sleep, and teeth. The students will be doing fun interactive mingling, question asking,
exploring different cultures, and where food comes from. We will be making a class goal
before we start our food logs. The students will be keeping a food log of what they ate
after every lunch, on Fridays we will be sharing what we have been eating to the class
and we are going to fill a graph to try and meet our class goal.
GOALS
1. What foods the students like and their peers
2. Why sleep, hydration, cleaning our teeth and exercise are important
3. Recommendations for eating
Rationale: The students need to learn about food. They need to learn about healthy eating
habits, the food groups, hydration, teeth, exercise, and sleep. These are things we do every
day and they are very important. The students will be exploring their individuality and what
they like to eat, and what their classmates like to eat. We will be learning about different
cultures around the world and what their traditional food is and where food comes from.
STAGE 1: Desired Results – Curriculum Connections
Big Ideas Essential Questions
UNDERSTAND

Adopting healthy personal practices What is health?

and safety strategies protects What is nutrition?
ourselves and others What are the recommendations from Canadas Food
Guide?
Why are sleep and exercise important?

VIU Principles of Teaching and Learning S18 B Ed 4 Adapted from Nanaimo/Ladysmith Draft
 Understanding ourselves and the What are my favourite foods, what food groups are they
various aspects of health helps us in?
develop a balanced lifestyle. What do different cultures eat around the world?
Why are teeth important, why is it important to keep our
teeth clean?
Where does food come from?
Core Competencies: (focus on one or two)
Communication Thinking Personal & Social
 Connect and engage Creative Positive Personal & Social Identity
with others (to share  Novelty and  Relationships and cultural contexts
and develop ideas) value  Personal values and choices
 Acquire, interpret,  Generating ideas  Personal strengths and abilities
and present  Developing ideas Personal Awareness & Responsibility
information (includes Critical  Self-determination
inquiries)  Analyze and  Self-regulation
 Collaborate to plan, critique  Well-being
DO

carry out, and review  Question and Social Responsibility

constructions and investigate  Contributing to community and caring for the
activities  Develop and environment
 Explain/recount and  Solving problems in peaceful ways
design
reflect on  Valuing diversity
experiences and  Building relationships
accomplishments
Curriculum Competencies:
 Healthy and active living

VIU Principles of Teaching and Learning S18 B Ed 4 Adapted from Nanaimo/Ladysmith Draft
 Content:
 Different types of physical activities, including individual and dual activities,
rhythmic activities, and games
KNOW

 Nutrition and hydration choices to support different activities and overall health
 Benefits of physical activity and exercise
 Practices that promote health and well-being, including those relating to physical
activity, sleep, healthy eating, and illness prevention.
STAGE 2: Assessment Plan
Summative Assessment (of Learning):
Poster - project boards
1 pg written response (Journals)
Kahoot
Mind Maps
Formative Assessment (for Learning):
Share learning intentions
Class discussions and brainstorming on big paper for the class to refer back to
Ticket out the door – exit slips
Game playing
Mingling with peers
Students tell you about what they’ve done
Guided Practice
Brochure
Individual Food Guides
Class food preferences
Ongoing recording of their lunches
Ongoing class recording

VIU Principles of Teaching and Learning S18 B Ed 4 Adapted from Nanaimo/Ladysmith Draft
 Stage 3: Learning Plan
Teaching/learning activity
Learning Intentions

Lesson 1 In partners the students are going to discussion and brainstorm

I can discuss what I think
health and nutrition is
Lesson 2
I can list the 3 food groups
Lesson 3
I can make a brochure of all
my favourite foods
of what the students think health is all about, and what they
think nutrition is. The students will make a little mind map of
their own. After they are done brainstorming, we will have a
class discussion and make a class mind map. We will be making
another mind map of things we learn in our process and how
their ideas might change, or may get even stronger.
I will then introduce Canada’s Food Guide.
As a class we will discuss some of their favourite foods in each
group. The students will fill out their own personal food guide or
what they like in each group. We will have to talk about how
some food could be a part of every group, they are combination
foods. How foods can be in disguise. Apple, apple sauce, apple
juice, cooked apples, dried apples. Talk about foods that can
have all food groups in them (pizza, sandwich, stir fry). Talk
about how much water we should be drinking and that it is a
healthy choice for drink.
The students will be looking in magazines and drawing their
favourite foods on a little brochure. Categorizing them into the
groups. The students will also put on their brochures about
different celebrations they celebrate and what they eat then.
(ex. Thanksgiving – turkey)

VIU Principles of Teaching and Learning S18 B Ed 4 Adapted from Nanaimo/Ladysmith Draft
 Lesson 4
I can mingle with my class
mates to find out what their
favourite foods are
Lesson 5
I can understand where foods
come from
Lesson 6
I can understand that people
all over the world traditionally
eat different things
Lesson 7
I can understand what healthy
eating habits are
I can make an alphabet book
with different foods that
start with each letter
Lesson 8
I can describe why exercise is
important
I can describe why it is
important to get enough sleep
VIU Principles of Teaching and Learning S18 B Ed 4 Adapted from Nanaimo/Ladysmith Draft
The students will be doing a fun activity to talk to their
classmates about their favourite foods. They will be asking what
their favourite vegetable, fruit, grain, and protein is. After the
students have asked everyone they will then have to categorize
the foods that were said on a plate (organizer) to deeper their
learning about the food guide.
We will be talking about where different foods come from.
Grains, beans, fruits, vegetables, meat, rice, noodles, milk,
cheese, butter.
We will watch a short video about where fruits and vegetables
come from
https://www.youtube.com/watch?v=lYCP8lP_kQo
We will be discussing different cultures in the world and
different foods those cultures traditionally eat. We will be
talking about what the First Peoples ate before colonization.
We will be discussing healthy eating habits and what Canada
Food Guide recommends.
The students will be making an alphabet book of all of the foods
that start with each letter to deepen their learning.
We will be talking about the reasons why it is important to
exercise and what exercise is. We will be talking about
traditional ways (sports) and other ways that people enjoy
exercising. We will be playing a game outside after fruit and

Lesson 9
I can describe why it is
important to have teeth and
how important it is to clean my
teeth
Lesson 10
I can express my learning
through a poster
Lesson 11
I can express my learning
through a poster
ONGOING
I can describe my food and
what food group it goes in
Resources needed:
VIU Principles of Teaching and Learning S18 B Ed 4 Adapted from Nanaimo/Ladysmith Draft
vegetable matching and exercise. We will be talking about how
much sleep we should be getting and why it is important.
We will be doing an exercise with our lips over our teeth to
think what it would be like to have no teeth
The students will be expressing their learning in a way that they
feel comfortable. On their poster they can use colours and the
materials that are out (magazines, felts, other art materials).
They need to show that they know what the food groups are,
what their favourite foods are, what their favourite exercise is,
what the recommendations are for brushing their teeth, where
their favourite food comes from (what culture as well), does it
grow?
The students will be finishing up on their posters, if they are
done we will be playing some fun games that they can express
their learning as well. Talk about our food logs and goals as a
class to wrap up the unit. (Food charades, mystery box, one of
these don’t belong, alliteration)
After every lunch the students will be logging what they have
eaten for lunch. Every Friday we will talk about what we have
eaten and make a class goal and record on a graph of what the
students are eating. Class goal will have to do with eating fruits
and vegetables.
 Worksheets, cards (exercise/food), paper for brochure, mind maps, big paper for class
brainstorm
https://opha.on.ca/Resource-Documents/DiscoverHealthyEatinggr1-8_2009.aspx?ext=.pdf

How will the learning be made ACCESSIBLE FOR ALL students to succeed?
This is a very personal unit, about the students getting to know their self and what they like.
In all of the assessment things, the students are to be creative in their way of expressing
their learning. There will be a lot of class discussion and partner talk and mingling.

Reflection
How did it go? How do I know?

Where to next?

VIU Principles of Teaching and Learning S18 B Ed 4 Adapted from Nanaimo/Ladysmith Draft