Subject/Grade: Health 4 Lesson Title: Fueling our Bodies Teacher: Miranda Hammett

Stage 1: Identify Desired Results

Outcome(s)/Indicator(s):
USC4.1 - Assess what healthy eating and physical activity mean for pre/adolescence.

(c) Discuss factors of healthy eating over which one has control (e.g., drinking more water).

(d) Explain the importance of particular eating practices, including drinking water as a thirst quencher
and eating breakfast.
Key Understandings: (‘I Can’ statements) Essential Questions:
- I can define what a carbohydrate is and understand what it - What are carbohydrates?
does for my body. - What are fats?
- I can define what a fat is and understand what it does for my - What is protein?
body.
- I can define what protein is and understand what it does for
my body.
Prerequisite Learning:
- Healthy eating habits
- Applying healthy eating habits to everyday life
- Benefits of eating healthy
- The “eat well” plate
- The Canada Food Guide
- Serving sizes for their age
- What sugar does to our bodies

Instructional Strategies:
-
Stage 2: Determine Evidence for Assessing Learning
 One minute paper

Stage 3: Build Learning Plan

Set (Engagement): Length of Time: 10 mins Materials/Resources:
 Answer more questions from the wondering section  loose leaf (x2)
 Ask if anyone wants to add to wonders or new information.  bread
 Recap what sugar is and what it does to our bodies – talk  water
about how glucose gives energy and if we don’t burn the  lemon juice
energy it turns into stored fat.  thought bubble sheets
 Ask students what they think fueling their bodies mean.  pencil
 Introduce carbohydrates, fats and proteins.  cheese (one slice)
https://www.healthyactivekids.com.au/kids/kidz-vidz/fuelling-  bread (one slice)
your-body/  meat (one slice)
Development: Time: 40 min  glass jars
 Discussion questions:  crackers (x2)
-They woke up late and skipped breakfast before school?  cereal
-They forgot to bring a lunch to school or gave it away? Management Strategies:
 If you can hear me hands on
-They spent the day sitting at their desk with no movement your head, finder on your nose,
or activity? hands on hips, finder on lips.
 Create definition web for carbohydrates
 Reference information sheets
 Explain what they are and have students copy down
information
 Have students grab a piece of loose leaf, have them divide it
into 3 areas, writing 5 minutes, 10 minutes and 15 minutes
on it.
 Introduce carbohydrate experiment, have the different jars
and materials ready to go, ask for helpers to help conduct
the experiment.
 Once items are placed in the jars put them somewhere
where students can see them.
 Show the following video
 https://www.youtube.com/watch?v=MdVTq6a2tZM
 Ask students what their thoughts were on the video.
 Check how the experiment is, have students write down
observations.
 Introduce fats, fill in the mind map
 https://www.youtube.com/watch?v=RPAien1dbEQ
 Check experiment, write down observations
 Introduce proteins write info for it on mind map
 Check experiment talk about what has changed, explain how
this is how our bodies digest foods carbohydrate rich foods
are broken down quickly and foods that contain a lot of
protein or fat are broken down more slowly.

Closure: Time: 5 min

 One-minute paper on the main things they learned in
today’s lesson.