Table of Contents s285

Outcome: USC3.1 Determine the role of a variety of healthy foods and physical activity on the health and development of the mind, body, and immune system.

1 Table of Contents o Background Information ……………. …………………....P. 3 o Questions for Deeper Understanding………………………P. 4 o Cross Curricular Competencies..…………………………...P. 5 o Outcomes and Indicators…………………………………...P. 6 o Comprehensive school health..……………………………..P. 7 o Interdisciplinary content……………………………………P. 8 o Adaptations...……………………………………………….P. 9 o Assessments………………………………………………...P. 10-11 o Unit Resource List………………………………………….P. 12-13 o Professional Development Plan…………………………….P. 14 o Lesson Plans………………………………………………..P. 15-60

Background Info This unit plan involves lesson regarding health and its importance on the mind, body, and immune system. The students will learn about ways to stay healthy, eat healthy and healthy behaviors to practice. The first few lessons begin by focusing on the immune system, language about the immune system (such as germs, viruses, vaccinations and antibodies), and learning about what happens if the immune system is not healthy. Next, the lessons move into the mind and body, along with the immune system. They will help teach the students what makes and keeps the mind, body and

2 immune system healthy, learn about facts and myths about healthy foods and physical activity and learn about how diet and physical activity affect the body. Following this, the lessons will focus on Canada’s Food Guide and about how food choices impact the body. Lastly, students will learn about personal food choices and their personal impact on the mind and body.

Questions for Deeper Understanding What keeps the mind, body, and system healthy?

What are healthy and non-healthy foods?

What are some appropriate terms regarding the immune system?

What are some myths and facts of healthy foods and physical activity?

What foods have positive impacts on the body?

What foods have negative impacts on the body?

What is the immune system?

What is the immune system’s role in the body?

What kind of healthy choices can I make on a day to day basis? Does my health affect the people around me? How? How does my healthy or unhealthy lifestyle affect my immune system?

3 Cross Curricular Competencies

Thinking Identity & Literacies Social Interdependence Responsibility How the Immune System Works Immunity

Keeping Your Immune System Healthy! The Immune System

Healthy Facts and Myths

In My Opinion

The Food Guide

Nutrients

Positive and Negative Impacts Diet and Personal Choices

Sugar Shocker

In our lessons student will develop thinking by thinking critically about content being provided and applying it to their everyday lives. They learn practical health practices that they can carry throughout their lives. They develop identity and interdependence by being able to understand the importance of making healthy decisions and understanding the consequences or results of these decisions on themselves. Students work on different literacies through writing,

4 reading, and oral participation and discussions. Students develop social responsibility as they begin to understand that the healthy or unhealthy decisions they make also effect others around them.

Outcomes and Indicators

As Health is intended to do, this unit will invite students to engage in learning that will guide them through lessons and activities, thus, teaching them how to achieve and continue to live a balanced lifestyle. They will not only learn about their body i.e. the immune system and ways in which they can protect their body and keep it stabilized. The Educator will use outcome

USC3.1 to guide the class. It asks that we "Determine the role of a variety of healthy foods and physical activity on the health and development of the mind, body, and immune system". Each of the indicators suggested by the curriculum is covered as well. This includes:

a. Investigate the basic role of the immune system (i.e., to fight illness and/or infection). b. Develop common and respectful language to talk about immunity (e.g., germ, virus, vaccinations, antibodies). c. Predict and then investigate what happens if the immune system is not healthy/not working properly. d. Describe what makes and keeps the body, mind, and immune system healthy. e. Begin to distinguish between fact, opinions, misconceptions, and preferences regarding healthy foods and physical activity f. Examine the roles of diet and physical activity on a healthy mind, body, and immune system. g. Determine that foods provide essential nutrients for health (see introduction to Canada’s Food Guide). h. Predict and recognize how food choices have a direct impact on the types and amounts of nutrients absorbed by the body. i. Analyze personal food choices for possible consequences on the mind and body (e.g., sugary foods lead to tooth decay, water makes it easier to concentrate).

Different pedagogical strategies are persistently used throughout the unit to keep children engaged and excited to learn in a new way. These indicators help promote a healthy lifestyle, help prevent sickness, and will educate children and make them aware of their responsibilities to look after themselves. The use of this outcome and indicators will also help those students who may already be living an unhealthy lifestyle and give them tips and ideas on how they can adapt

5 their lifestyle for success. This is all very important because they are the purposes of having comprehensive school health.

Comprehensive School Health To achieve a healthy physical environment we have activities within our lessons that provide physical activity and movement within the classroom (antibody and antigen game, brain breaks). There will be relevant visuals around the class relating to our unit (word wall, puzzle piece project). We want to have a supportive environment where students are able to ask questions and share appropriate answers and opinions. No one’s answers or suggestions will ever be shut down and everyone’s ideas will be taken into consideration with the teacher as a guide.

For high quality learning students will have goal setting throughout most of our lessons, they will make goals without necessarily consciously realizing what they are doing. This will be done through learning how to keep our immune system strong, good hygiene and healthy diets. All of these topics are interrelated and connected.

Interdisciplinary Content Throughout our lessons we have incorporated other subject matter, these are: Arts Education:  In My Opinion Lesson- students are expressing what they have learnt through an artistic expression.  The Food Guide Lesson (brain break) - CP3. 2 - Create dance phrases and sequences that demonstrate understanding of the elements of dance including:

6 o actions (five basic jumps) o body (zones and areas) o dynamics (extremes of speed, duration, varying forces) o relationships (range) o space (create and recall combinations of pathways and directions). English Language Arts:  Health Facts and Myths Lesson- working on writing by filling out information.  Positive and Negative Impacts- CR3.3- Listen to and understand information, identify main ideas and supporting details, compare different ideas and points of view, and explain connections made between texts heard.  Keeping Your Immune System Healthy Lesson- to compare an object to the immune system (synectics). Physical Education:  The Immune System Lesson - Antigen and Antibodies game- the students are being physically active by running around.  Nutrients (brain break) - PE3.1- Apply a repertoire of strategies for developing components of health-related fitness, (cardiovascular endurance, flexibility, muscular endurance, and muscular strength), through movement activities during scheduled times in school, at home, and in the community. Math Sugar Shocker Lesson- students are creating a graph with their recorded information. Outcome: SP3.1 Demonstrate understanding of first-hand data using tally marks, charts, lists, bar graphs, and line plots (abstract pictographs), through: o collecting, organizing, and representing o solving situational questions ADAPTATIONS The Adaptations for this unit are basic but add some ideas for teachers to use when working with struggling students or students who are more advanced. These lessons have no adaptations for students with disabilities because the class it was created for does not have any students with specific disabilities. Most of the adaptations include expanding on activities or assignments presented in specific lessons. Also creating more researched based assignments so the students build a deeper understanding of material being presented. For struggling students putting them in pairs to work through questions or activities and creating more useful language so that they can understand terms in a more logical way for their learning styles. This unit plan

7 also uses brain breaks as an adaptation; these are beneficial for students who have trouble focusing on a topic for a long period of time.

ASSESSMENT The assessment methods in the particular unit are mainly teacher marked and less peer or self evaluations. Worksheets or project activity sheets will be handed in for marking by the teacher in most lessons provided. There is also a large amount of group and self participation marks that will be assessed through the use of anecdotal notes taken by the teacher and assessed at the end of the unit for an overall participation mark. Students will self asses through the use of exit slips that the teacher will later take in to make sure all students are recognizing and understanding the topic at hand. These exit slips allow the teacher to see what students are excelling at and the areas that they are struggling in. There are a few rubrics for participation and an overall assessment of the students work on a specific day. See attached rubrics.

Level 1 Level 2 Level 3 Understanding Little to no Beginning to Demonstrates full Concepts understanding of understand main understanding of main ideas and ideas and concepts main ideas and concepts concepts

8 Classroom No effort to Answers questions Always contributes Discussions participate only if called upon to discussions and sharing opinions. Classroom Activities Does not participate Participates only Actively participates when being reminded Activity Sheet Does not fill out the Partially fills out Has the activity activity sheet activity sheet sheet completed

Participation Rubric Performance Level Criteria 4 Eagerly engages in activities and Excellent discussions, and encourages peers to get involved. 3 Participates in classroom activities and Good discussions willingly and consistently. 2 Participates in classroom activities and Satisfactory discussions according to the structure provided by the teacher. 1 Requires continual prompting to engage in Poor activities and discussions.

9 Unit Resource List Indicator’s A and C http://kidshealth.org/kid/htbw/_bfs_ISactivity.html?tracking=K_RelatedArticle (A) http://www.youtube.com/watch?v=gcSm38tu2zM (A) http://www.cyh.com/HealthTopics/HealthTopicDetailsKids.aspx?p=335&np=152&id=2402#2 (A) http://www.cyh.com/HealthTopics/library/the_immune_system.pdf (A) http://www.cyh.com/HealthTopics/library/the_immune_system.pdf (c)

Indicator`s D and E http://kidshealth.org/classroom/3to5/body/systems/immune.pdf (d) http://learningtogive.org/lessons/unit103/lesson3.html (d) http://www.web-books.com/eLibrary/Medicine/Physiology/Immune/Antigen.htm (d) http://health.yahoo.net/experts/dayinhealth/7-myths-about-kids-nutrition (Q’s) http://www.parenting.com/article/3-biggest-kid-nutrition-myths (Q’s) http://pbskids.org/itsmylife/body/foodsmarts/article6.html (Q’s) http://www.nhs.uk/Change4Life/Pages/food-exercise-mythbuster.aspx (Q’s) http://www.everydayhealth.com/diet-nutrition/10-myths-and-facts-about-water.aspx (Q’s) http://www.chkd.org/HealthLibrary/Facts/Content.aspx?pageid=0306 (info on Calcium and Vitamin D) http://www.livestrong.com/article/289283-glucose-fructose-sucrose/ (fructose, glucose, sucrose) WiseGeek (sugars) http://www.livestrong.com/article/276234-sugar-in-fruits-vegetables/ (high/low sugars) http://pinterest.com/pin/93660867220837555/ (e) Indicator’s G and H http://pinterest.com/pin/395050198533070810/ (Brain Break) http://pinterest.com/pin/395050198533070808/ (Brain Break) http://pinterest.com/pin/264445809340898024/ (Brain Break) http://www.heartandstroke.com/site/c.ikIQLcMWJtE/b.3484315/k.D9C8/Healthy_living__Eatin g_Well_with_Canadas_Food_Guide.htm?gclid=COfMwd_lsLMCFeGDQgod-VAA6g (info) http://www.hc-sc.gc.ca/fn-an/alt_formats/hpfb-dgpsa/pdf/food-guide- aliment/view_eatwell_vue_bienmang-eng.pdf (info) http://www.missionnutrition.ca/missionnutrition/eng/images/pdf/08242007/23_teachernotes.pdf (info) http://www.missionnutrition.ca/missionnutrition/eng/images/pdf/08242007/23_mission3.pdf (worksheet) http://www.hc-sc.gc.ca/fn-an/pubs/fnim-pnim/index-eng.php (First Nation’s food guide) Indicator B, F,I http://kidshealth.org/kid/talk/qa/germs.html

10 http://www.news-medical.net/health/What-is-a-Virus.aspx http://www.heart.org/idc/groups/heart- public/@wcm/@global/documents/downloadable/ucm_312369.pdf http://www.heart.com/heart-rate-chart.html http://waterintakecalculator.com/ http://www.capitalhealth.ca/NR/rdonlyres/e6nstouxulgpkbvzot7as7dhtyvv6storxwnl57sb z4gl6o2im2rgwio4tthag2r5vag2aoqodp7fst6zyagrafdccb/Sugar+shocker.pdf

Professional Development Plan Lesson one: The professional goal for this lesson will be to have an effective lecture by: -Captivating set -Gave an overview of what the topic of the activity is -Related topic to future learning experiences -Encouraged students to actively participate -Included visuals, questions, or discussions -Time was appropriate

Lesson three: Set/Closure – to focus students at the beginning and end of the lesson Steps to Achieve: (describe set and closure)  At the beginning the lesson I will summarize with the students what they already know about the immune system.  At the end of the lesson I will highlight the main points we went over throughout the lesson.

Lesson five:

Distribution of questions and wait time. I want to work on making sure I pick different children for questions and using wait time. Lesson eight: I want to work on having engaging and controlled class discussions by guiding my students in a respectful way. Lesson nine: I would like to work on putting the students into groups and having them move into those groups while still having control over the classroom and not total chaos.

Lesson ten: 11 I want to work on giving clear and concise directions.

How the Immune System Works (1)

By: Jenna Miller Topic: The Immune System Grade: 3 Subject: Health Description of Lesson: Students will develop an understanding of what the immune system is. They will participate in a class discussion, watch a video, and be challenged to a matching activity. The main focus of this lesson is on the three levels our body defends itself and how. Outcome: Outcome: USC3.1 Determine the role of a variety of healthy foods and physical activity on the health and development of the mind, body, and immune system. Indicator: a. Investigate the basic role of the immune system (i.e., to fight illness and/or infection). Materials/Resources: -pen/pencil -“How the Body Works’ worksheet -‘Memory’ cards http://kidshealth.org/kid/htbw/_bfs_ISactivity.html?tracking=K_RelatedArticle http://www.youtube.com/watch?v=gcSm38tu2zM http://www.cyh.com/HealthTopics/HealthTopicDetailsKids.aspx?p=335&np=152&id=2402#2 http://www.cyh.com/HealthTopics/library/the_immune_system.pdf http://kidshealth.org/kid/htbw/_bfs_ISanswers.html (answer key) Cross-Curricular Competences : Students develop thinking contextually, identity and interdependence by understanding the importance of and value of caring for and looking after oneself. They also develop literacies and deomonstrate their understanding. These will be touched on while working on the assignment and during class discussion. Prerequisite Learnings: Students should understand that their body is constantly at work to keep them healthy. Lesson Preparation: The teacher must photocopy the “How the Body Works” matching work sheet. Enough memory game cards should be made for each group or pair to play “Memory” afterwards. Presentation Set: Management: Time: Students will begin by writing on the board under one of I will ask students to do this quietly two headings: ‘Something I know about the immune as they should be thinking about system is...’ and ‘Something I would like to learn about what they will write on the board. 5-7 the immune system is...’ mins

Development: All students will be encouraged to 35

12 As a class we will watch a video on youtube about the contribute the class discussion. immune system. Afterwards, we will highlight some of They will be asked to raise their the important points and have a group discussion. hand in order to be called upon. Students will contribute to the discussion demonstrating their understanding of the topic. We will discuss three ways the body defends itself and how. Students will then get the opportunity to watch a clip of the video for a second time (from 2:10 to 4:15). They will learn about mins the internal immune system and how it works. Tip: advise the students to pay great attention to this portion of the clip. Next students will get together with a partner and complete a matching activity. This will help them remember the cells and can later be used as a study sheet.

Closure/extension: students will be invited to find a As a closure we will go over the matching activity quiet place within the classroom the together to ensure students have the correct answers. play “Memory” with their partner 15 Students will then use their matching sheet as an answer or small group of 3. mins key if needed during a game of “Memory”. Students will have to match the cell with its definition. Assessment: Students will be assessed on their matching activity. Each pair will record their mark so the educator can easily take in and record their grade. Additional assessment can be done during the game of “Memory” to see if students are struggling to match the definitions without using their answer key. Adaptations: Students who struggle with the matching activity will then be paired up with a stringer student.

Professional Development goal: 1) The professional goal for this lesson will be to have an effective lecture: 2) Captivating set 3) Gave an overview of what the topic of the activity is 4) Related topic to future learning experiences 5) Encouraged students to actively participate 6) Included visuals, questions, or discussions 7) Time was appropriate

13 14 Health Studies (2)

Name: Bailey Brown Time: 50 min Grade: 3 Date: Nov. 20, 2012 Topic: Immunity Description of Lesson: The children will learn common and respectful language that can be used to talk about immunity to illness. Outcomes: Indicators: USC3.1: B. Develop common and respectful language Determine the role of a variety of healthy foods to talk about immunity (e.g., germ, virus, and physical activity on the health and vaccinations, antibodies development of the mind, body, and immune system. Cross Curricular Competencies:

 Understand, value, and care for oneself (intellectually, emotionally, physically, spiritually)  Understand, value, and care for others

Lesson Preparation:  Clear a space on the wall or bulletin board in the classroom for the word wall.  Have activity sheet printed out  Have a power point on the main ideas. Like what germs, virus, vaccination and antibodies are Materials:  Work sheets  Word wall paper  Powerpoint

Adaptations:  To adapt this game for older or more advanced children they could research one of the “big words” and give other students background information. This could also become a research based assignment for them done alone of in groups. Prerequisite Learning:  Children do not need any prerequisite learning for this lesson because it is the start of a new topic and the foundation that the whole unit will build off of.

15 Set: (5 min) Notes:

1. To begin talk with the students about any illness they remember experiencing such as: colds, flu, chicken pox, etc. Then discuss any needles they may have received up to this point (tetanus, polio, measles mumps rubella, chicken pox…)

Development:

1. Give students background information on key terms.

Germ-Germs are found all over the world, in all kinds of places. The four major types of germs are: bacteria, viruses, fungi, and protozoa. They can invade plants, animals, and people, and sometimes they make us sick.

Virus-Viruses are tiny organisms that may lead to mild to severe illnesses in humans, animals and plants. This may include flu or a cold to something more life threatening like HIV/AIDS.

Vaccinations- The vaccines are given to you as injections by your doctor. Immunization improves your immune system so that it can recognize these diseases immediately, before they can attack your body and make you ill. Sometimes, you will have more than one injection - you will have one when you are a baby and then others, called boosters, when you are older.

Any others that you wish to include or go more into depth about like types of germs or viruses.

2. Have students complete a work sheet to become more familiar with words that were introduced to them in this lesson and exploring new one not yet learnt.

16 Closure: 1. Next hand out one sticky note to each student and have them write a word they want to know more about or a new one they learnt about today. If it is a new word they learnt during this lesson ask them to put one or two descriptors along with the word. When students are done this they can place it on the word wall! This word wall will be on going through out the unit and at the end should be full of new vocabulary words for the students to use while talking about health development of the mind, body and immune system. 2. Have students put their work sheet in their health booklet and hand into the teacher for further assessment.

Assessment:  For this lesson keeping anecdotal notes on 2-4 students would be effective to see if they are thinking deeply and connecting the topic to their own lives.  All students will be marked on their work sheet and this mark will go towards their final grade in this unit. Resources: http://kidshealth.org/kid/talk/qa/germs.html http://www.news-medical.net/health/What-is-a-Virus.aspx

17 Keeping Your Immune System Healthy! (3) By: Jenna Miller Topic: The Immune System and how an individual can work to keep it healthy Grade: 3 Subject: Health Description of Lesson: Students will get to contribute to discussion as a class experiment is lead by the educator. Students will have a visual to help them make connections (synectic educational strategy by comparing their immune system and skin to the apple and plastic wrap). Outcome: Outcome: USC3.1 Determine the role of a variety of healthy foods and physical activity on the health and development of the mind, body, and immune system. Indicator: c. Predict and then investigate what happens if the immune system is not healthy/not working properly. Outcome: CC3.2 Communicate ideas and information pertaining to topics, problems, questions, or issues by creating easy-to-follow representations with a clear purpose. Indicators: a. Demonstrate understanding of the topic, problem, question, or issue in a variety of ways (e.g., dance pieces, visual representations, drama in context, diagram, demonstration, chart). d. Depict main ideas in a new form Materials/Resources: -an apple -plastic food wrap -knife (for educator to cut the apple) -food colouring -music (just for the extension) http://www.cyh.com/HealthTopics/library/the_immune_system.pdf Cross-Curricular Competences : Students develop thinking contextually, identity and interdependence by understanding the importance of and value of caring for and looking after oneself. They also develop literacies and learn by listening and actively participating. Students also understand their social responsibility more. They are responsible for looking after themselves as it also indirectly helps others (through spread of germs, ilnesses, etc.). Prerequisite Learnings: Students should now have an understanding of what the immune system is and what its job is. Now they can start to focus on ways in which we can keep our immune system healthy. Lesson Preparation: The teacher must have the materials prepared for the experiment. Presentation Set: Management: Time: After summarizing what they remember about the immune -Raise hands to make system students will begin the class with predictions. They contributions to class 5 will answer the following question: What do you think discussions mins would happen if the immune system was not working? Development: 25 We will then recap the three defences our immune system -make sure all students are mins has for our body: included in a circle around the 1. Skin (acting as a barrier) teacher. Also, make sure each

18 2. Swelling and fever student can see as well as hear 3. Internal immune system what the teacher so they do not We will then focus on our skin. This is when we will do an miss out on the experiment. experiment so students have a visual and hands on activity to help them visualize, remember, and understand how the skin works to protect us. An apple will be cut in half and plastic wrap will be placed around one half of the apple. This represents the skin that is around our body. Food colouring represents the bacteria, fungi, virus, etc. that is trying to enter into the body. After examining what happens when the food colouring is dropped onto both halves of the apple students can make connections as to how this is related to our skin. We will then discuss ways in which we as individuals can help our immune system: . Wash hands- many germs enter the body through our hands and mouth (other hygiene such as not sharing drinks, covering mouth, etc) . Vaccinations . Overall health- healthy diet, exercise, and regular sleep As the Final part to this assignment students will use synectic strategies to compare their immune system to a random object. Students will be given an object and be asked to write one paragraph containing at least 3 sentences comparing their object and the immune system, or ways in which they can work to help keep their immune system strong and healthy. Our Experiment with the apple can be used as an example of this. Closure: Highlight the main points discussed in class. 10-15 Before students can leave the classroom they will be asked mins to tell me 2 things they learnt.

Extension: As an extension students can play a game to help them remember the ways in which they can try maintain a healthy immune system. This game can be played outdoors or within the classroom. When the music plays the students are moving throughout the classroom (the teacher can chose to have them dance, hop, do jumping jacks, etc.). The teacher will then shut off the music and yell out one of three options; Washing hands, Vaccinations, or overall health. If “washing hands” is called students stand straight and pretend to wash their hands. If “vaccinations” is called students sit down and pretend to get a need, and lastly, if “overall health” is called students lie down on their stomach and pretend to swim (an example of exercise). The last student who gets into the position when it is called out is out of the game. Once there is only one student left they are the winner. This is a fun game to get students out of their desks and can be played as long as they would like to. Assessment: Students will be assessed on their exit pass (2 things they learnt that class). The educator can use this to ensure whether or not students understand the connections that were

19 made. Also, it will be clear to assess whether or not the students were paying attention and remember a few of the ways in which they can do simple jobs for their body (ex. washing hands, vaccinations, and overall health). The educator will have a class list and can give the students a simple mark out of two as they exit. Student will also be marked on their comparison of the object to the immune system. They will be assessed on their demonstration of understanding, creativity, and the makeup of their sentences in their paragraph. Adaptations: If students are having a difficult time with this assignment they can choose a different object to compare the immune system to. If they are still having difficulties they can ask a neighbour for some ideas. Professional Development goal: Set/Closure – to focus students at the beginning and end of the lesson Steps to Achieve: (describe set and closure)  At the beginning the lesson I will summarize with the students what they already know about the immune system.  At the end of the lesson I will highlight the main points we went over throughout the lesson.

The Immune System(4) Subject: Health Grade: 3 Date: Nov. 20, 2012 Name: Alannah Rieger Time: 50 min Topic: Antigens and Antibodies Description of Lesson: The children will learn what antigens and antibodies are and play a game explaining what they are. Outcomes: Indicators: USC3.1: d. Determine the role of a variety of healthy Describe what makes and keeps the body, foods and physical activity on the health mind, and immune system healthy. and development of the mind, body, and immune system. Cross Curricular Competencies: Developing identity and interdependence through understanding, valuing, and caring for oneself (intellectually, emotionally, physically, spiritually). Children will learn about their immune system and how important it is. Developing thinking to think and learn critically. Children will learn about protecting their body when germs try to get in. Lesson Preparation:  Book the gym or make sure it is warm enough outside to play this game or have a large space available. Materials:  1 set of pinnies (all the same colour and enough for HALF of the class)  1 colour of pinnie (for the “body” in the middle) Adaptations:  To adapt this game for younger children, antigens could be referred to as “gens” and antibodies could be referred to as “bodies” so there is no confusion.  For older children, they could learn more about antigens and antibodies and learn that only 1 antigen fits with 1 antibody, just like two puzzle pieces. For this

20 game, two students could be paired up (one being antibody and one being antigen) so that when the antigens try to touch the body, only their pair who is the antibody can tag them.

Prerequisite Learning:  Children will learn about the immune system and antigens and antibodies so there is no prerequisite learning.

Set: (5 min) Classroom Tell the children they are going to learn about antibodies Management: and antigens and how they work to protect your immune system. Ask if they know what an immune system is or what Explain what antibodies antigens or antibodies are. and antigens are while The immune system protects your body from getting sick. children are sitting It is an army that works today to protect you. Together, around you in the gym or many cells, organs and tissues help protect the immune outside or large space. system. For example, if you get a cut on your finger, your immune system will help heal it. Antibodies fight for your body. They are on your body’s side and act as an army to protect you from diseases and infections. Antigens are germs that enter the body. When antigens invade the body, it triggers an immune response and the antibodies move in to help. Think of it like an army protecting their land. The antibodies protect the body. Development: 1. Explain in this game that there will be one student who is the “body,” and half the class will be “antigens” and the Go to the gym or outside other half of the class will be “antibodies.” Ask the class to play the game. Explain what antigens and antibodies are to make sure they know. the instructions to the 2. The point of the game is for the antigens to try to touch students. the body. This symbolizes that the body got infected and is sick. The antibodies must try to protect the body and tag all of the antigens. Once an antigen gets tagged, they must go back to where they started, symbolizing that the infection was cured and the immune system defeated the germs. 3. The antigens must start outside an area and only once they enter the area can the antibodies try to tag them. This represents that once antigens are introduced to the body, the immune system reacts. The antibodies cannot respond or react to the antigens until they enter a certain area. Closure: Have the students line up to go back to class and one by one ask the student either what an antigen or antibody is. If they answer correctly they can leave and if they answer wrong they must go to the back of the line.

21 Assessment: Have the students line up to go back to class and one by one ask the student either what an antigen or antibody is. If they answer correctly they can leave and if they answer wrong they must go to the back of the line. Resources: http://kidshealth.org/classroom/3to5/body/systems/immune.pdf http://learningtogive.org/lessons/unit103/lesson3.html http://www.web-books.com/eLibrary/Medicine/Physiology/Immune/Antigen.htm For older grades:

Health Facts and Myths(5)

Subject: Health Grade: 3 Date: Nov. 20, 2012 Name: Alannah Rieger Time: 50 mins Topic: Health Facts and Myths Description of Lesson: In this lesson the students will walk through a PowerPoint about Health Facts and Myths with the teacher and have a short quiz at the end. Outcomes: Indicators: USC3.1: e. Determine the role of a variety of Begin to distinguish between fact, opinions, healthy foods and physical misconceptions, and preferences regarding healthy activity on the health and foods and physical activity development of the mind, body, and immune system. Cross Curricular Competencies: Thinking and learning contextually through listening to the myths and facts of health and putting them into real life situations. Developing Literacies through constructing knowledge related to various literacies. In this lesson children will be more aware of health literacy that will help them through their life. Lesson Preparation:  Have the powerpoint ready on the smart board for this lesson  Have the quiz sheets photocopied  Have the quiz key and Appendix A for the teacher Materials:

22  “Health Facts and Myths” PowerPoint  Appendix A (for the teacher)  Quiz (for every student in the class)  Quiz answer key (one for the teacher)  Activity Sheet (Healthy/Unhealthy Foods) Optional Materials for Experiments:  40 oz slurpee cup (from 7-11)  Sugar  1 Teaspoon  1 Tablespoon  Can of Coke  Glass or jar roughly the same size as the size of the can of coke Adaptations:  To adapt this lesson to children who cannot focus, take a brain break every couple questions with the class. This lesson is very easy for children to understand. Prerequisite Learning:  Students must have a basic understanding of health but they will learn lots in this lesson.

Set: (5 mins) Classroom Management: Introduce the students to the lesson by telling them they will be learning about Have the students either on the floor or in health facts and myths. Talk about what their desks, but so they can easily see the facts are and what myths are. Tell the smart board. students they will learn about sugars, healthy foods, and drinks. Development: (20 mins) Start the PowerPoint and make sure Have the students take turns guessing the “Appendix A” is available for the teacher. answers to the slides by choosing “True” Go through the question and each time or “False” on the smart board. pick different students to guess the questions by touching “True” or False” to the questions. Once the answer is found out, discuss the question and ask questions to the students. Go through all the questions on the powerpoint with the class. Ask if they have any questions about any of the topics.

**Optional** Do “slurpee experiment:” Take a large 40 oz slurpee cup (see

23 through) and ask the students how many tablespoons of sugar they think is in a slurpee. Have a student volunteer to guess (1-2). Next, pick a student to put 8 tablespoons of sugar in and explain when you get a slurpee from 7-11, this is how much sugar is in your slurpee.

Do “coke experiment:” Take a can of coke and ask the students how many tablespoons of sugar they think is in a can of coke. Have a student volunteer to guess (1-2). Next, pick a student to put 10 teaspoons of sugar in and explain when you drink a coke, this is how much sugar you are drinking. Closure: (25 min) At the end of the powerpoint there is a Quiz. Hand out the quiz to all the students Hand out the quiz to the students and go and go through the quiz with them on the through the quiz with them on the powerpoint. Have the students hand in the powerpoint. quiz. ***Either work WITH the students on the quiz (for younger grades) or have them do it alone.

Next, have the students do an activity sheet (if there is time!) Have the students cut out the pictures at the bottom and glue the correct pictures under the correct title, either healthy or unhealthy.

Assessment: 1) Quiz at the end of the powerpoint (Out of 7 marks) 2) Healthy/Unhealthy Food chart activity. Children will be marked out of 8 because there are 8 pictures. If the pictures are placed under the correct heading they will receive 8/8. Resources: http://health.yahoo.net/experts/dayinhealth/7-myths-about-kids-nutrition (Q’s) http://www.parenting.com/article/3-biggest-kid-nutrition-myths (Q’s) http://pbskids.org/itsmylife/body/foodsmarts/article6.html (Q’s) http://www.nhs.uk/Change4Life/Pages/food-exercise-mythbuster.aspx (Q’s) http://www.everydayhealth.com/diet-nutrition/10-myths-and-facts-about-water.aspx (Q’s) http://www.chkd.org/HealthLibrary/Facts/Content.aspx?pageid=0306 (info on Calcium and Vitamin D)

24 http://www.livestrong.com/article/289283-glucose-fructose-sucrose/ (fructose, glucose, sucrose) WiseGeek (sugars) http://www.livestrong.com/article/276234-sugar-in-fruits-vegetables/ (high/low sugars) PDG (Professional Development Goal): Distribution of questions and wait time. I want to work on making sure I pick different children for questions and using wait time.

25 APPENDIX A Questions to ask students (to go along with powerpoint): 1. (Slide 2) Milk helps you have strong bones. TRUE –  Milk has calcium. Calcium is also found in yogurt, cheese, and many green veggies. It is important for bone health. I want everyone to touch a bone on their body. How many bones do we have in our body? Name some bones! Adults have 206 bones and babies have 300-305. Once the baby grows up, bones fuse together. Is calcium important?  Milk has vitamin D. Vitamin D is found in orange juice, salmon, and even the sun. Vitamin helps calcium do its job by absorbing the calcium and keeping it in your body.  Being physically active is very important. Today kids have a higher rate of bone fractures than 20 years ago because more time sitting in front of computer and tv screens. Less physical activity than needed is weakening kids’ bones. Ways to be physically active are to play sports, run, jump, or just play outside and be active.

2. (Slide 6) Eating junk food makes you lose weight. FALSE – Junk food can do the complete opposite of making you lose weight. If you eat too much junk food you can gain weight. Junk foods are not filling. This leads to overeating. If you don’t feel full from a small bag of chips do you think you’ll have more? Do you feel more full eating a small bag of chips or a snack of veggies and dip? Another problem with junk food is that it replaces nutritious foods. When you drink lots of soda you are not getting the healthy drinks like green tea or orange juice or water. Pop is full of sugar. When you snack on cookies and chips you’re usually not have fruits and vegetables, which are more healthy.

3. (Slide 10) Sugary drinks can lead to obesity. TRUE- If you drink a lot of sugary drinks, it may increase the risk for obesity and overweight in some children. However, if you drink them in moderation (1 or 2 per week or month), it is okay for you. Is it healthy to drink pop every day? What is a healthier drink instead? Milk, water, orange juice, apple juice.

26 4. (Slide 17) When playing sports, a sports drinks such as Gatorade is better for rehydration than water. FALSE –  Sugary sports drinks can lead to increased risk of obesity and tooth decay.  Sugary sports drinks also have more calories than water. Regular water is better for rehydration. Water hydrates better than any other liquid before and after exercise.  Sports drinks such as Gatorade and Powerade boost your energy quickly and for short periods of time because they are full of sugar. They do not quench your thirst so you will be prone to drink more.

5. (Slide 21) Any type of sugar is always bad. FALSE - The next slide will talk about veggies and fruits with sugars in them. Too much of any sugar is bad for you. Fructose – is most commonly found in fruits. This sugar is about twice as sweet as sucrose (table sugar). It is a fluid that carries nutrients throughout the plant. Glucose – is a sugar used for energy in our bodies. This sugar comes from digesting carbohydrates into a chemical that the body can convert into energy. If we don’t get enough we can get hypoglycemic. Hypoglycemic makes you feel very weak and hungry. If you eat a small chocolate bar to get some sugar into your body you will feel better. Sucrose – Sucrose means sugar and is used in your kitchen for baking cookies or cake. Too much sucrose is bad for you. 6. (Slide 26) When you have a cold it’s very healthy to drink lots of fluids (water) TRUE  When you’re sick it’s healthy to stay hydrated? Why do you think it’s good to drink lots of fluids like water? It’s healthy because the fluids help flush toxins out of your body.  Think about a dirty cup. If you don’t run any water through it will the cup stay dirty? What happens when you run lots of water through the cup?  When we are sick the body’s temperature may raise, we may breathe quicker or even sweat more. All these lead us to lose fluid and if we don’t replace our body with fluid we become dehydrated.

27 7. (Slide 30) I only need to exercise if I’m overweight. FALSE –  Why is it important to exercise? It’s important because it helps you look better, gives you energy, and helps you manage stress and anxiety.  What kind of exercises can you do?

8. (Slide 34) Children need at least 1 hour of exercise per day TRUE –  Why is it important to exercise? It’s important because it helps you look better, gives you energy, and helps you manage stress and anxiety.  What kind of exercises can you do? (same as previous slide)

28 Name: ______Date: ______

Health Facts and Myths Quiz /7

1. How many hours of exercise do children need per day? ___ hour per day /1 2. List 2 things you could do to exercise! /2 1. ______2. ______3. _ _ _ _ helps you build strong bones /1 4. When you have a cold, it’s healthy to drink lots of this fluid: ______. /1 5. Is sugar always bad? (circle yes or no) yes no /1 6. Is it healthy for everybody to exercise? (circle yes or no) yes no /1 BONUS QUESTION: What are the 3 main types of sugar? /3 a. Fru____ b. Glu____ c. Suc____

In My Opinion…(6) Subject: Health Grade: 3 Date: Nov. 20, 2012 Name: Alannah Rieger Time: 40 min Topic: Opinions students have about healthy foods and physical activity. Description of Lesson: In this lesson, students will brainstorm healthy foods and healthy physical activity as a class and then draw their own pictures on a sheet of paper. Outcomes: Indicators: USC3.1: e. Determine the role of a variety of healthy Begin to distinguish between fact, foods and physical activity on the health opinions, misconceptions, and preferences and development of the mind, body, and regarding healthy foods and physical immune system. activity

Cross Curricular Competencies: Developing thinking through thinking and learning critically and creatively. Children need to thinking critically and creatively to think of healthy foods and their favourite exercises. Developing literacies through expressing understanding and communication meaning using various literacies. Through drawing pictures, children are learning to communicate through a means of communication other than verbally speaking or writing. Lesson Preparation:

29  To prepare for this lesson make sure the “In My Opinion…” worksheets are photocopied for everyone in the class. Materials:  Photocopies of “In My Opinion…” for all the students in the class. Adaptations:  For younger children, this activity can be done as a class. The children can brainstorm ideas and given time to colour it on their sheet.  For older children as a challenge, they can select 3 or 4 of their favourite foods and favourite ways to get exercise and draw and colour them and print underneath the foods and exercises they drew. Prerequisite Learning:  Students must be able to draw and understand healthy foods and healthy exercises.

Set: (5 min) Classroom Management: The teacher will start by explaining their Have the students sitting on the floor or at favourite healthy foods and favorite their desks. exercises. For example, “In my opinion, my favorite healthy foods are broccoli, bananas, fish, yogurt, and cheese. Also, in my opinion, my favorite ways to exercise are by playing sports like soccer or from riding my bike or running.” The teacher can then ask, “what does it mean to have an opinion?” Then, “can an opinion be wrong?” Development: (30 min) Show the worksheet to the students and For this part of the lesson the students can explain that they will be drawing about sit at their desks or on the floor to colour. their favourite exercises and favourite healthy foods as well. Make sure the foods are healthy. Hand out the sheets and give students time to colour and draw. Closure: (5-20 min) Depending on how quickly the students To share their drawings to the class, the draw their pictures, get back together as a students can sit on the floor at a sharing class and invite students to share their corner. work. This could take anywhere from 5-20 minutes.

Assessment: The assessment can be to make sure each student has completed his or her drawings. The assessment differs for each grade, depending on the adaptations. Resources:

30 Inspiration for this activity found at Pinterest. http://pinterest.com/pin/93660867220837555/

31 In My Opinion… My Healthiest Favourite Foods Are:

My Favourite Ways to Exercise Are:

Health Studies (7) Name: Bailey Brown Time: 1 ½ hours Grade: 3 Date: Nov. 20, 2012 Topic: Diet & Personal Choices Description of Lesson: This lesson should be spread between two class periods. In these lessons students will examine their own personal food habits and assess what they can do to improve on their habits. The students will use the food guide in this lesson to make good assessments on their own food choices. They will also become aware of the implication of what happens when they do not take care of their health like choosing unhealthy foods. Outcomes: Indicators: USC3.1: F. Examine the roles of diet and physical activity Determine the role of a variety of on a healthy mind, body, and immune system healthy foods and physical I. Analyze personal food choices for possible activity on the health and consequences on the mind and body (e.g., sugary development of the mind, body, foods lead to tooth decay, water makes it easier to

32 and immune system. concentrate).

Cross Curricular Competencies:

Lesson Preparation:  Have rate this snack sheets printed for each student  Have food guides for all students to attached to rate this snack sheet  Have brain break activities planned (more than usual classes)  4 clear glasses or containers, bread and other absorbent foods, water  Observation sheets for water intake activity  Book the gym if it is possible (Not required)

Materials:  4 clear glasses or containers, bread and other absorbent foods, water  Print off all necessary work sheets (rate this snack, observation sheet, food guide)  Brain break activities  Stop watches  If the gym is booked have station materials such as instructions for physical movement and stop watch at each station. Adaptations:  To adapt this lesson the rate your snack activity could be done at home instead of at school.  If a student is unable to do the heat rate activities they could be deemed the recorder or the time keeper rather than having their heart rate tested. Prerequisite Learning:  Students should know how the use the food guide and apply it to their own eating habits.  Students should also know how to test their own heart rates  Knowing how to estimate and guess on experimentation  Knowing the basics of digestion

DAY ONE: Set: NOTES:

1. Have Students grab out their lunch kits and pile their lunch

33 into two piles (healthy & snack/treat). After you have done this discuss some of the ways you can tell if it is healthy or not and get students to move any ideas to a new pile if they feel the need. Hand out the food guide and rate this snack sheet. 2. Explain that the rate this snack assignment. They will keep track of their lunches every morning on their handy dandy sheets and at the end of the week we will rate their amount of health food intake. 3. Have them record their finding for the day and put their lunches away.

4. Brain break active movement (get physical!)

Development:

1. With students talk about the importance of physical activity on the body. Also discuss how physical activity helps the find focus. 2. Have students do a series of activities and test their heart rates before and after physical activity (starting at low and building to more intense physical activity) *If it is possible to have the gym during this period different stations could be set up for the groups to move around to* 3. Talk about diet, weight and illness and the effects it has on how hard the heart works.

34 Closure: 1. Have students write an exit slip to put into their health booklet along with their records of heart rate. On the exit slip have them write for about 5 minutes on what kind of health they think their heart is in.? Do they notice that having brain breaks helps them focus in class? Have them hand these two things in for assessment by the teacher 2. One last Brain Break activity (Get Active!)

DAY TWO: Set: 1. Alone have students go over their food records for the week and compare with the required amounts on the food guide 2. Have them get into groups and talk about ways that they could improve their health eating habits. From these ideas we will create a whole class motto on eating health to live healthy lives.

Development: 1. Talk about the importance of proper water intake during a day.

2. Water intake experiment

 4 containers of water, absorbent foods such as bread and water is needed  Have students choose how much of each food they want to eat put them in the empty containers and designate the amount of water. Have students estimate or guess which will absorb the water the fastest and which will have the easiest time digesting the food (if it was in a stomatch) Next poor water in and answer the two questions according to the findings.  Explain to the students why the answers are the way they are. 3. Brain Break (get physical!)

Closure:

35 1. As a class play with the water intake calculator (link Provided) 2. Hand in predictions sheet from water intake activity.

Assessment: Day One:  Participation rubric for 2-4 students  Assessment of exit slip on their ability to think deeper about the topic at hand Day Two:  Participation rubric for 2-4 students  Asses the students on their ability to predict and explain their reasoning in the water intake experiment Resources: http://www.heart.org/idc/groups/heart- public/@wcm/@global/documents/downloadable/ucm_312369.pdf http://www.heart.com/heart-rate-chart.html http://waterintakecalculator.com/ Participation Rubric Performance Level Criteria 4 Eagerly engages in activities and discussions, Excellent and encourages peers to get involved. 3 Participates in classroom activities and Good discussions willingly and consistently. 2 Participates in classroom activities and Satisfactory discussions according to the structure provided by the teacher. 1 Requires continual prompting to engage in Poor activities and discussions.

36 The Food Guide (8) By: Karissa Koch Topic: Essential Nutrients for our health in relation to the four food groups Subject: Health Grade: 3 Description of Lesson: Find different foods that fit into the four food groups and understand why those are important for our bodies, mind and immune systems. Outcomes: Indicators:

USC3.1- Determine the role of a variety of G. Determine that foods provide essential healthy foods and physical activity on the nutrients for health (see introduction to health and development of the mind, body, Canada’s Food Guide). and immune system.

CP3. 2 - Create dance phrases and B. Apply knowledge of body zones including sequences that demonstrate understanding right side, left side, front, back, upper half, and of the elements of dance including: lower half to own movements.

o actions (five basic jumps) o body (zones and areas) o dynamics (extremes of speed, duration, varying forces) o relationships (range) o space (create and recall combinations of pathways and directions).

Materials/Resources: http://pinterest.com/pin/395050198533070810/ http://www.heartandstroke.com/site/c.ikIQLcMWJtE/b.3484315/k.D9C8/Healthy_living__Eatin g_Well_with_Canadas_Food_Guide.htm?gclid=COfMwd_lsLMCFeGDQgod-VAA6g http://www.hc-sc.gc.ca/fn-an/alt_formats/hpfb-dgpsa/pdf/food-guide- aliment/view_eatwell_vue_bienmang-eng.pdf http://www.hc-sc.gc.ca/fn-an/pubs/fnim-pnim/index-eng.php - Also attached is the worksheet for the lesson and information guide sheet.

Cross-Curricular Competencies: o Develop identity and interdependence: understand and develop value and care for oneself by coming to understand how healthy and unhealthy food choices affect our bodies. o Develop thinking: creatively, critically and contextually about health choices that we need to make to make for healthy minds, bodies and immune systems. Prerequisite Learning:

37 Students need to be aware that certain foods have positive and negative effects on themselves. Lesson Preparation: To prep you need the worksheet, magazines, newspapers, flyers and the information sheet along with four cut out puzzle pieces. Set: To begin this lesson I would ask the students what the four food groups were. (Vegetables and fruit, Grain products, Milk and Alternatives and Meat and Alternatives). As a class we will then go into brainstorming a few foods that fit into each of the categories. I would then ask the class what is missing, for example junk food. (This is to see how much they already know). I would then hand out a food guide to each student. I would also hand out the First Nations, Inuit and Métis Canadian food guide and guide them in a discussion about how different cultures need different kinds of foods and nutrients. The students can look closely at either food guide. (5-10 MIN)

Development: I would then hand them out a worksheet that will help them to understand what each of the food groups provides for our health in relation to our mind, body and immune system. (Worksheet is attached, along with the information sheet). We will work through the worksheet together as a class. (20 MIN)

Closure: After we are finished the worksheet I will have a brain break activity which will be a just dance video. http://pinterest.com/pin/395050198533070810/ (This also emphasises the importance of daily physical activity). I will then have them explore through different magazines, newspapers and flyers to find different images and words that represent the four food groups. Along with that I will explain the assignment of a whole class collage/puzzle piece project. The students will find images and words that represent the four food groups and how they provide essential nutrients for our bodies, mind and immune system to be healthy. We will have the food groups cut out onto different puzzle pieces and place them all together to remind us to make healthy food choices and help create a visual as to how we need to incorporate all of the food groups to be healthy. This project will be continued on in the next two lessons. (20 MIN) Adaptations: For students who are struggling I would pair them up with another student for extra help and support. For a student who may find this easy I would challenge them to come up with or find other ways than the ones I have provided as to how the different food groups affect our health.

Assessment: To assess the students I would make anecdotal notes as to who is contributing in the class discussions as well as have them hand in their worksheets to make sure they were participating. Professional Development Goal: I want to work on having engaging and controlled class discussions by guiding my students in a respectful way.

38 Information Sheet (for teacher) 1. Vegetables and Fruit: . Ages 4-8 need 5 servings . Ages 9-13 need 6 servings . Have at least 1 green vegetable a day and one orange because they provide you with different nutrients for our bodies . They have vitamins, minerals and fiber along with other natural nutrients . Lower blood pressure, lowers your chance of developing cancer, eye problems and heart diseases . Brainstorm 5-6 different fruits and vegetables the kids could have in a day 2. Grain Products: . Ages 4-8 need 4 servings . Ages 9-13 need 6 servings . Half of your grain products should be whole grains (brown bread, wild rice and oatmeal) . Source of fibre . Typically low in fat . Help you feel full and satisfied . May lower your chance of having heart disease . Brainstorm 4-6 different fruits and vegetables the kids could have in a day 3. Milk and Alternatives . Ages 4-8 need 2 servings . Ages 9-13 need 3-4 servings . Provides the nutrients to build strong and healthy bones . Lower fat milk products are recommended . Soy beverages can provide the same nutrients as actual milk . Brainstorm 2-4 different fruits and vegetables the kids could have in a day 4. Meat and Alternatives . Ages 4-8 need 1 serving . Ages 9-13 need 1-2 servings . Provides protein, fat and many other important nutrients . Beans, lentils and tofu are excellent choices . Fish 2 servings a week because it contains a lot of mercury

39 . Choose no added salts and fats . Brainstorm 1-2 different fruits and vegetables the kids could have in a day

40 Food Groups

41 Nutrients (9) By: Karissa Koch Topic: Nutrients Subject: Health Grade: 3 Description of lesson: Explore some different nutrients are bodies need and the foods that provide those nutrients. Outcomes: Indicators:

USC3.1- Determine the role of a variety of G. Determine that foods provide essential healthy foods and physical activity on the nutrients for health (see introduction to health and development of the mind, body, Canada’s Food Guide). and immune system. H. Predict and Recognize how food choices PE3.1- Apply a repertoire of strategies for have a direct impact on the types and amounts developing components of health-related of nutrients absorbed by the body. fitness, (cardiovascular endurance, flexibility, muscular endurance, and muscular strength), through movement B. Explain why it is important to be physically activities during scheduled times in school, active in school, at home, and in the at home, and in the community. community.

Materials/ Resources: http://www.missionnutrition.ca/missionnutrition/eng/images/pdf/08242007/23_mission3.pdf http://www.missionnutrition.ca/missionnutrition/eng/images/pdf/08242007/23_studentactivity.pd f http://www.missionnutrition.ca/missionnutrition/eng/images/pdf/08242007/23_teachernotes.pdf http://pinterest.com/pin/395050198533070808/ - Also attached is the worksheet and teacher information sheet. Cross-Curricular Competencies:  Develop literacy’s- construct knowledge related to various literacy’s by reading and writing.  Identity and interdependence- understand value and care for one’s self by understanding the important nutrients that our bodies need. Prerequisite learning: The students must know the four different food groups and the types of foods that fit into each. Lesson preparation:

42 To prepare for this lesson the teacher needs to refresh his/her knowledge about health and nutrition (teacher info. Sheet) and have the worksheets printed off as well as magazines and flyers collected.

Set:  To begin this lesson I would go over what we learnt last class about the four food groups and some of the foods that fit and don’t fit into each.  “Enjoying a variety of foods from all four food groups is the best way to get all the nutrients our bodies need. Different foods provide different nutrients to help your body grow go and glow. Eating well contributes to the development of healthy bodies with strong bones and teeth, provides energy to learn and play and helps keep tissues like the heart, skin, eyes and hair healthy.” (I would share with them again why these foods are important for their bodies).  I would then ask the question who knows what nutrients are? (10 MIN)

Development:  I will introduce four main nutrients that we need. (Carbohydrates, vitamins, calcium, protein and also water). I will also explain which food groups provide which one of these nutrients.  They will be given a matching worksheet to follow along with as we discuss information and facts about these four nutrients. (See teacher information sheet attached for all of the information).  I will then have a brain break and share with the students the importance of physical activity and tell them how much physical activity they need every day. (90 minutes) (http://pinterest.com/pin/395050198533070808/) (20 MIN)

Closure:  To close I will split the class into four groups, I would do this by having them be one of each of the four food groups. They would have to continue to look through flyers and magazines to find foods that fit into their food group category. They would also have to write down the nutrient that those foods provide and a brief sentence as to why that nutrient is important. (They will also have the cut outs from the class before where they looked through the magazines.) I also want them to find foods that don’t fit into the four food groups as I will put this puzzle piece on a bulletin board and have all the foods that don’t fit surrounding the puzzle. Also explain how some foods may fit into more than one food group category. (20 MIN)

Adaptations: For students who are advance I would have them helping other students who may be struggling by having them work alongside one another.

43 Assessment: Level 1 Level 2 Level 3 Understanding Little to no Beginning to Demonstrates full Concepts understanding of main understand main ideas understanding of main ideas and concepts and concepts ideas and concepts Classroom No effort to Answers questions Always contributes to Discussions participate only if called upon discussions and sharing opinions. Classroom Activities Does not participate Participates only Actively participates when being reminded Activity Sheet Does not fill out the Partially fills out Has the activity sheet activity sheet activity sheet completed

Professional development goal: I would like to work on putting the students into groups and having them move into those groups while still having control over the classroom and not total chaos.

Teacher Information Sheet

Vegetables and Fruit (5 Food Guide Servings per day)

44 Vegetables and Fruit are a key source of vitamins that keep our skin and cells throughout the body healthy. They also provide carbohydrates, fibre and minerals to promote good health. Eat at least one dark green and one orange vegetable each day.

Grain Products (4 Food Guide Servings per day) Grain Products are an important source of energy in the form of carbohydrates. Whole grain and enriched grain products also provide fibre, B-vitamins and the minerals iron, zinc and magnesium, all necessary for good health. Make at least half of your grain products whole grain each day.

Milk and Alternatives (2 Food Guide Servings per day) Milk and Alternatives are an important source of the mineral calcium. The calcium and vitamin D in milk help build and maintain strong bones and teeth. Milk and Alternatives also provide protein to support growth. Have 2 cups (500 mL) of milk every day for adequate vitamin D (or fortified soy beverage if you don’t drink milk).

Meat and Alternatives (1 Food Guide Serving per day) Meat and Alternatives are a key source of protein to help the body grow and repair body tissues like muscle and skin. They also provide B-vitamins and the minerals iron and zinc, all needed for good health. Have meat alternatives such as beans, lentils and tofu often and eat at least two Food Guide Servings of Fish each week.

Water Water is an important essential nutrient. Drinking water regularly and other fluids such as milk and juice helps the body get rid of waste, maintain muscle tone and helps keep skin healthy and resilient. Drink more water in hot weather or when you are very active to replenish the fluids the body loses through sweating.

Physical Activity Physical activity helps keep the heart, lungs and muscles strong and helps children and adults feel good and maintain a healthy body weight. Canada’s Food Guide recommends eating well and being active today and every day! Canada’s Physical Activity Guide for Children recommends that children build up gradually to at least 90 minutes of moderate and vigorous physical activity per day.

Positive and Negative Impacts (10) By: Karissa Koch Topic: the effects of our food choices on our bodies Subject: health

45 Grade: 3 Description of Lesson: creating a list of positive and negative effects different foods have on our bodies Outcomes: Indicators:

USC3.1- Determine the role of a variety of H. Predict and Recognize how food choices healthy foods and physical activity on the have a direct impact on the types and amounts health and development of the mind, body, of nutrients absorbed by the body. and immune system.

B. Select and use appropriate strategies CR3.3- Listen to and understand (before, during, and after) to construct and information, identify main ideas and confirm meaning when listening. supporting details, compare different ideas and points of view, and explain connections made between texts heard.

Materials/Resources: http://pinterest.com/pin/264445809340898024/ - Cereal boxes or other foods nutritional facts to compare and contrast Cross-curricular competencies: - Develop thinking- critically, contextually and creatively by comparing and contrasting different nutrition facts from different food boxes. Prerequisite learning: - The students need to know the four different food groups and the main nutrients provided by each. Lesson preparation: - To prep you need to find Cereal boxes or other foods nutritional facts to compare and contrast - Have magazines and flyers for the students to finish their puzzle pieces

Set:  To begin I will have the students each share one thing that they have learnt so far. (10 MIN) Development:  I will then have a variety of cereal box nutrition facts and have each group pick out things that are the same and things that are different and come to a decision on which one is better for them and why. Each group will share what they have found with the class.  Brain break (http://pinterest.com/pin/264445809340898024/)  We will then as a class come up with a list of healthy foods that provide us with benefits such as milk provides us with calcium which helps build strong bones. Also unhealthy foods that cause negative health effects such as candy and the sugar causes health problems, zits, tooth decay, etc. ( 25 MIN) Closure:  To close I will have the students finish up their puzzle/collage assignment and show the rest of the class their work. I would then place it either on a bulletin board or a wall in the

46 classroom. (20 MIN)

Adaptations: To adapt I would have students working collaboratively together so that the stronger students can help and guide the students who may be struggling. Assessment: I would have an exit slip where the students would have to write down one healthy food and explain why it is healthy and one unhealthy food and explain why it is unhealthy. Professional Development Goal: I want to work on giving clear and concise directions.

Lesson Plan: Sugar Shocker! (11) Grade: 3 Jenna Miller Description of Lesson: Students will be asked to record the beverages they drink for 3 days. They will see a visual example of sugar amounts in different beverages. They will then be asked to create a graph with all of the information that we gather as a class. The educator will help the class come up with titles for the graph and any other issues the students have.

Outcome(s) Indicators

47 Outcome: USC3.1 i.Analyze personal food choices for Determine the role of a variety of possible consequences on the mind healthy foods and physical activity on and body (e.g., sugary foods lead to the health and development of the tooth decay, water makes it easier to mind, body, and immune system. concentrate).

Outcome: SP3.1 f. Collect and represent data using bar Demonstrate understanding of first- graphs or line plots. hand data using tally marks, charts, lists, bar graphs, and line plots (abstract pictographs), through: o collecting, organizing, and representing o solving situational questions. [C, CN, PS, R, V]

Materials/Resources: http://www.capitalhealth.ca/NR/rdonlyres/e6nstouxulgpkbvzot7as7dhtyvv6storxwnl57sb z4gl6o2im2rgwio4tthag2r5vag2aoqodp7fst6zyagrafdccb/Sugar+shocker.pdf -pen -Sugar Shocker information -Sugar Shocker sugar packets (sugar in beverages) Cross-Curricular Competences : Develop thinking- students will be knowledge about food products and labels to help them make more informed decisions about what they eat, develop literacies- students will learn to read information off of the graph they create.

Prerequisite Learnings: Students should have a general understand of what healthy vs. non-healthy beverages are. Lesson Preparation: -for the Sugar Shocker, packets of sugar need to be made so students have a visual of how much sugar they are putting into their body when they drink certain beverages -have sugar amounts written on large paper so students can see the information clearly Presentation Set: Management: Time: Make a circle on the board. In the circle write a  I will ask students to come up to healthy beverage. On the outside write the name of the board and add to the 5 mins an unhealthy beverage. See if the students can creation. Ask students to keep continue the pattern and understand what you are their thoughts to themselves to doing. challenge their classmates and see if they can also figure out what the pattern is. Development: 20 mins Students will have recorded all the beverages they drank within the previous week. They will be Part 2 familiar will cup sizes (250ml) so they are recorded accurately. Totals will be taken in so a bar graph 15 mins

48 can be made. This will help the students connect mathematical content to their findings for this health assignment. Part 2 Sugar Shocker- students will see a visual of the amounts of sugar that is in the beverages they drink. They will pass around packets of sugar with labels so they know which beverage contains the greatest amount of sugar. Closure: Come up with solutions or ideas to avoiding these 5-7 mins sugar-filled beverages.

Extension: Students can be asked further questions in a future class about the graph. This can be used in a math class; questions can be asked about the graph. Assessment: Students will be assessed based on their findings about the beverages they drink and also the graph they create.