Lesson Plan

Math/ 2nd Grade/ 1 hour in class and 5-10 minute weekly check-ins. Personal graphs are daily homework over a 28 day period.

Math

Measurement and Data 2.MD: Represent and interpret data

“Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve

simple put-together, take-apart, and compare problems for using information presented in a bar graph.”

Health standard(s) addressed:

Standard 1: Essential concepts

Content Area: Nutrition and Physical Activity

1.2.N Identify the number of servings of food from each food group that a child

needs daily.

Standard 5: Decision Making

Content Area: Nutrition and Physical Activity

5.1.N Use a decision-making process to select healthy foods.

Standard 6: Goal Setting

Content Area: Nutrition and Physical Activity

6.1.N Set a short-term goal to choose healthy foods for snacks and meals.

Standard 8: Health Promotion

Content Area: Nutrition and Physical Activity

8.1.N Practice making healthy eating choices with friends and family.

· 2 large drawn graphs on board.

· Word problems about adding and subtracting vegetables and fruit from diets for each student.

· Graphing paper for the students.

· Instructional sheet for the students to give to the parents about the experiment.

The students will be able to solve some simple math word problems in 2 teams and attach the correct amount of the correct vegetable or fruit type to the large graph on the board, plotting the answers.

They will be able to individually make a graph and chart results over a 28 day/ 4 week period. They will add up weekly results and plot the results on their graph. The students and the parents will be able to see the vegetable and fruit intake of the student over the 30 days and compare to what is the average amount that should be consumed.

Main Goals: Learn about graphing results and the daily 5 servings of vegetables and fruits. Hopefully getting the student and the family involved in eating more fruits and vegetables in their diets.

Criteria:

Grade work based on the following:

· Is the graph clearly labeled?

· Are the results plotted correctly?

· Did the student participate/do the assignment?

· Did the student add correctly?

· Do they understand the concept of graphing?

· Do they understand the concept of 5 daily servings of fruit and vegetables?

· Was the assignment completed?

· Have students present their graphs and talk about what they and their families did to eat healthier, if anything.

1. Class Activity: (With Teacher)

· Make sure the students know about getting 5 servings of fruit and vegetables a day. And the importance of eating healthy

· Draw on the board (or have pre-made) 2 large graphs: Vegetables and Fruit. X axis labeled: Week 1, week 2, week 3, week 4. Y axis labeled: 0-50

· Students sit together in 2 teams. Each student has a list of word problems.

Example: Suzie loves her vegetables. On Monday, Suzie ate 3 carrots and on Tuesday, Wednesday, and Thursday she ate 4 more carrots. On Friday she ate 5 pieces of broccoli. Saturday and Sunday she ate a total of 10 celery sticks. How many vegetables did Suzie eat for the whole week?

· The first team to raise their hands with the correct answer gets to go to the board and draw in the amount of vegetables/fruit eaten.

2. Individual Activity: (Written on Board)

Instructions for Your Bar Graph

1. Get 2 pieces of graph paper

2. Create 2 separate Bar graphs for fruit and vegetables

3. Label your graphs with the following information:

Title: My 30 Day Fruits and Vegies Chart

X axis/Month: Week 1, Week 2, Week 3, Week 4

Y axis/Amounts of (Fruit or Vegetables): 0-50.

Keep your graph at home. Count how many vegetables and how many fruits you ate in total each week. Plot the total numbers on your graphs.

The teacher will give the students some information about eating right and benefits of eating fruit and vegetables.

Then during the class activity, the teacher will be monitoring how the students are working in teams.

The teacher will be responsible for reading the word problem aloud and checking the answers.

During the individual activity the teacher will be responsible for writing the instructions on the board and making sure all students understand and stay on task.

Make sure they are labeling the graphs correctly and that they have two separate graphs for vegetables and fruit.

The teacher should place an instructional sheet explaining the details of the experiment to the parents, in the student’s cubbies to take home.

The class activity can be used as an example of how create the individual graphs. By observing how to chart the amount of items eaten, an English language learner can see how to chart the items they eat. The support of teammates will also help in understanding with the overall concept. Written handouts and monitoring will also help students with any questions.

This lesson would be good to use during a whole month of special health integrated lessons. Perhaps a physical activity experiment would be good as well. An integrated “get healthy, get fit” plan of 28 days of eating right and exercising.