Math and MyPlate for Grade 1Content Areas: Mathematics and
HealthStandards: Iowa Core Standards: 1.MD.C.4: Organize,
represent, and interpret data with up to three categories; ask and
answer questions about the total number of data points, how many in
each category, and how many more or less are in one category than
in another. 1.NBT.C.4: Add within 100, including adding a two-digit
number and a one-digit number, and adding a two-digit number and a
multiple of 10, using concrete models or drawings and strategies
based on place value, properties of operations, and/or the
relationship between addition and subtraction; relate the strategy
to a written method and explain the reasoning used. Understand that
in adding two-digit numbers, one adds tens and tens, ones and ones;
and sometimes it is necessary to compose a ten. 1.NBT.C.5: Given a
two-digit number, mentally find 10 more or 10 less than the number
without having to count; explain the reasoning used. 1.NBT.C.6:
Subtract multiples of 10 in the range 10-90 from multiples of 10 in
the range 10-90 (positive or zero differences), using concrete
models or drawings and strategies based on place value, properties
of operations, and/or the relationship between addition and
subtraction; relate the strategy to a written method and explain
the reasoning used. Taken from the Iowa Department of Education,
Iowa Core website:
https://iowacore.gov/iowa-core/grade/1/mathematics/measurement-and-data/represent-and-interpret-data.
National Health Education Standards: Standard 1: Students will
comprehend concepts related to health promotion and disease
prevention to enhance health 1.5.2: Identify examples of emotional,
intellectual, physical, and social health. Standard 3: Students
will demonstrate the ability to access valid information and
services to enhance health. 3.5.2: Locate resources from home,
school, and community that provide valid health information.
Standard 5: Students will demonstrate the ability to use
decision-making skills to enhance health. 5.5.1: Identify
health-related situations that might require a thoughtful decision.
5.5.3: List healthy options to health-related issues or problems.
5.5.4: Predict the potential outcomes of each option when making a
health-related decision. 5.5.5: Choose a healthy option when making
a decision. 5.5.6: Describe the outcomes of a health-related
decision. Standard 7: Students will demonstrate the ability to
practice health-enhancing behaviors and avoid or reduce health
risks. 7.5.1: Identify responsible personal health behaviors. Taken
from the CDC National Health Education Standards Website:
http://www.cdc.gov/healthyyouth/sher/standards/7.htm I have listed
these standards because I feel the lesson planned below will
address each of them. Although each standard will not be fully met
in this lesson, the underlying concepts of each will be touched on.
I feel it is important to include all of these because I want
students to know that we cannot master a content or learn all there
is to learn about it in one day. We will spend multiple lessons
addressing these, and other health/mathematics concepts because it
will take multiple interactions with the content for students to
understand these big ideas.
Objective: Students will use base-10 knowledge in order to
collect data about the foods they eat. They will create a visual
representation of the data they collect and answer questions about
it. Objective in Student Language: Today we are learning about
healthy eating habits and thinking about the types of food we eat.
So we can make healthier choices about food. Well know we have it
when we use www.choosemyplate.gov to list the types and amounts of
food we should eat. **This lesson will likely take multiple days to
complete because it involves many aspects. As a teacher I support
this because my students will be engaged in a long-term project,
will interact with multiple types of content, and will gain
insights to help them meet multiple standards.
Activity/Day 1: Explore My Plate and Complete Food Sort Have
students sit on the carpet and begin the lesson by asking what
types of food they eat. Ask, how do we know if what we eat is
healthy? Have a small discussion. Well we can make sure we know
whats healthy by looking at a website called Choose My Plate. Its
run by the government and gives us a lot of good ideas about
healthy eating. Show students the website www.choosemyplate.gov.
Tell students that there is a lot of information on this website
but we are just going to look at 6 types of food to eat, fruits,
vegetables, grains, protein, dairy, and oils. Ask students for
examples of each of these categories to activate prior knowledge.
Tell students that today we will be looking for pictures of food
and putting them on posters for each of these types of food. Have
students go back to their seats to complete this activity. Model
how to cut out food pictures and tape them under the correct
category poster. Place pictures of different foods from all 6
categories at students tables. Also provide scissors and tape for
students. Place posters (1 for each food type) around the
classroom. Have students cut out food pictures and place them on
the appropriate posters around the classroom. After students
complete this portion of the activity, meet at the classroom rug
again. Talk about the different food on each poster and ask
students if theyve tried it before. Tell students, Tomorrow we are
going to come back to our posters and learn a little bit about how
much of these foods we should be eating everyday.
Activity/Day 2: What Foods Should We Eat and Collect Class Data
Begin the lesson by having students meet at the rug again and
review the posters we created yesterday. Ask students if they ate
any of the food on our posters for dinner last night. Show students
a picture of the MyPlate placemat that divides a plate into 5
sections, each labeled with a type of food. Explain to students
that their plate should have the foods listed and each of those
should take up the amount of space listed in order to create a
healthy meal. Create a healthy meal on the placemat as a class:
pull pictures off of the posters from yesterday and place them on
the placemat so they go in the correct category and take up the
correct amount of space. Ask students to think about what they ate
for breakfast this morning and have students share what they ate
out loud. List these items as categories on the board (i.e. cereal,
eggs, pancakes, waffles, yogurt, other, etc.). Collect classroom
data by asking students to raise their hands if they ate cereal and
list that number of students on the board. Have other students come
up to the front of the class and do the same for the other
categories. At the end of this part of the lesson, we will have
created a set of class data. Save this information for the next
days lesson and tell students, Tomorrow we will be answering some
questions about the types of food we eat for breakfast.
Activity/Day 3: Mathematical Tasks Using Classroom Data Start
the lesson by having students meet at the rug and review the food
they ate for breakfast yesterday. Begin to model answering
questions about the data by finding the type of food that the most
students ate. Ask the students for input when appropriate. Give
students a worksheet with between 4 and 6 problems focused on
interpreting the data, addition, and subtraction. Questions will
vary depending on the data collected as a class but will likely be
similar to the following: Did more students eat pancakes or cereal
for breakfast? What was the least popular breakfast food yesterday?
Altogether, how many students ate eggs or yogurt for breakfast? How
many more students ate waffles than pancakes? If 8 students ate
cereal yesterday and 10 more decide to eat cereal tomorrow, how
many students will have eaten cereal this week? If there are 25
students in our class, how many did not eat eggs for breakfast
yesterday? I will differentiate the questions for students based on
their mathematics knowledge.
Assessment:
Requirement:Completed?
Student participates in the whole group discussion,
Student participates in discussion of breakfast foods eaten.
Student participates in collecting class data of breakfast foods
eaten.
Student completes the Day 1 activity by placing at least one
food picture onto each category poster.
Student completes Mathematical questions based on the data
collected.
Question:Correct?
1
2
3
4
5
6
Math and MyPlate for Grade 3Content Areas: Mathematics and
HealthStandards: Iowa Core Standards: 3.MD.B.3 Draw a scaled
picture graph and a scaled bar graph to represent a data set with
several categories. Solve one- and two- step how may more and how
many less problems using information presented in scaled bar
graphs. Taken from the Iowa Department of Education Iowa Core
Website:
https://www.educateiowa.gov/pk-12/standards-curriculum/iowa-core/mathematics/grade-3/measurement-data
National Health Education Standards: Standard 1: Students will
comprehend concepts related to health promotion and disease
prevention to enhance health 1.5.2: Identify examples of emotional,
intellectual, physical, and social health. Standard 3: Students
will demonstrate the ability to access valid information and
services to enhance health. 3.5.2: Locate resources from home,
school, and community that provide valid health information.
Standard 5: Students will demonstrate the ability to use
decision-making skills to enhance health. 5.5.1: Identify
health-related situations that might require a thoughtful decision.
5.5.3: List healthy options to health-related issues or problems.
5.5.4: Predict the potential outcomes of each option when making a
health-related decision. 5.5.5: Choose a healthy option when making
a decision. 5.5.6: Describe the outcomes of a health-related
decision. Standard 7: Students will demonstrate the ability to
practice health-enhancing behaviors and avoid or reduce health
risks. 7.5.1: Identify responsible personal health behaviors. Taken
from the CDC National Health Education Standards Website:
http://www.cdc.gov/healthyyouth/sher/standards/7.htm I have listed
these standards because I feel the lesson planned below will
address each of them. Although each standard will not be fully met
in this lesson, the underlying concepts of each will be touched on.
I feel it is important to include all of these because I want
students to know that we cannot master a content or learn all there
is to learn about it in one day. We will spend multiple lessons
addressing these, and other health/mathematics concepts because it
will take multiple interactions with the content for students to
understand these big ideas.
Objective: Students will use knowledge of fractions,
percentages, and data collection in order to construct different
types of visual representations of data (bar graph and pie chart).
Objective in Student Language: Today we are creating 2 different
visual representations of data and learning about healthy eating
habits. So we can understand how to represent data and make
healthier choices about food. Well know we have it when we
represent data from www.choosemyplate.gov to create bar graphs and
pie charts for our personal meal guidelines. **This lesson will
likely take multiple days to complete because it involves many
aspects. As a teacher I support this because my students will be
engaged in a long-term project, will interact with multiple types
of content, and will gain insights to help them meet multiple
standards.
Activity/Day 1: Explore My Plate and Collect Data Begin by
having students brainstorm with partners what they know about
healthy eating and what it means to them. Then have partners share
thoughts and record ideas on the whiteboard. Present students with
the question: how do we know if what were eating is healthy? Have a
small discussion with students about this topic and eventually
introduce them to a quick overview of www.choosemyplate.gov, a
website that provides practical information about healthy diets and
nutrition. Show students the different tabs (under My Plate Topics)
for fruits, vegetables, grains, protein foods, dairy, and oils.
Model how to fill out worksheet where we will detail the types of
foods under each category we typically eat. Model how to see how
much fruit is needed per day and how to record the amount we need
in a table. Explain to students that they are going to do both of
these things for each of the 6 food groups. If they have time
afterwards, they can look around the website at areas that interest
them: physical activity, super tracker, recipes, etc. Have a
concluding conversation about what types of food we should be
eating everyday. Ask students to complete a journal entry about
their feelings about what they learned on the website today. Do
they agree with what they read? Do they think eat as the website
suggests? Do they think they will make changes to their eating
habits because of this? For homework that night, have students
record what they eat so they can begin tying together the
theoretical work we did in class with the actual things they do/eat
everyday.
Activity/Day 2: Use Data to Create Bar Graphs and Pie Charts
Start the class by reviewing the data students collected from the
website yesterday. Have students respond to questions such as which
food group should you eat the most of each day, which food group
should you eat the least of each day, what mathematical terms can
we use to represent those numbers, and why might different students
have different answers for these questions. Send students to their
seats to work on creating a familiar bar graph of their data. Walk
around the room to clear up any misconceptions with bar graphs.
Bring students back to a large group discussion and explain how a
pie chart works. Show students my pie chart for ChooseMyPlate.gov
and ask them for predictions with how to interpret it. This will
lead to a discussion about how pie charts represent data. Send
students to their seats to work on creating a pie chart for their
data. Students will make their pie chart first on their worksheet
so they can compare it to the bar graph later in the lesson and
then also make one on a physical plate so they know how much space
their fruits, vegetables, grains, proteins, dairy, and oils should
take up during each meal. Be available to students to clear up any
misconceptions about pie charts and representing data. After
students have completed their graphs and charts, have them work in
small groups to discuss the differences between bar graphs and pie
charts. Have students discuss not only the physical looks of bar
graphs and pie charts but also what they tell people who interpret
them. As a whole group, share what students talked about in their
small groups and keep a list of brainstormed ideas about the
different types of graphs on the board. For homework, have students
take the plate they made home and use it for dinner. Then have them
write a journal reflection about their dinner. Possible journal
topics include: Did they have the right amount of each food group?
Why or why not? How did they feel after eating their meal?
Brainstorm how they can give their parents/guardians information
about healthy eating at home.
Assessment:RequirementCompleted?
Student completes worksheet by listing at least 5 fruits they
eat or would like to try.
Student completes worksheet by listing at least 5 vegetables
they eat or would like to try.
Student completes worksheet by listing at least 5 grains they
eat or would like to try.
Student completes worksheet by listing at least 5 protein foods
they eat or would like to try.
Student completes worksheet by listing at least 3 dairy items
they eat or would like to try.
Student completes worksheet by listing at least 1 oil they eat
or would like to try.
Student collects data and fills in the appropriate table with
the amounts of each food group they should eat each day based on
their age and sex.
Student kept a record of what they ate for dinner (Day 1
homework).
Student creates an accurate bar graph that represents the data
they collected.
Student creates an accurate pie chart that represents the data
they collected.
Student uses the plate they created with their dinner and write
a journal entry about their eating experience (Day 2 homework).
Student actively participates in small group classroom
discussions.
Student actively participates in whole group classroom
discussion.
Student Worksheets:
_____________________________s Favorite Foods!
At least 5 vegetables I like or want to try are:
At least 5 fruits I like or want to try are:
At least 5 protein foods I like or want to try are:
At least 5 grains I like or want to try are:
At least 1 oil I like or want to try is:
At least 3 dairy items I like or want to try are:
_________________________________s Data
Food GroupAmount to Eat Per Day
Fruits
Vegetables
Grains
Protein Foods
Dairy
Oils
Key
Data RepresentationBar Graph
Data RepresentationPie ChartKey
Questions for Discussion: What do you notice about the bar graph
and the pie chart? What are the differences between the bar graph
and the pie chart? What differences can you find that arent about
looks? Do these representations tell us different things? Why or
why not? Why might it be helpful to look at different
representations of the same data?
Math and MyPlate for Grade 6CHANGE THIS ONE FOR 6TH GRADEContent
Areas: Mathematics and HealthStandards: Common Core State
Standards: CCSS.MATH.CONTENT.6.SP.A.1: Recognize a statistical
question as one that anticipates variability in the data related to
the question and accounts for it in the answers.
CCSS.MATH.CONTENT.6.SP.A.2: Understand that a set of data collect
to answer a statistical question has a distribution which can be
described by its center, spread, and overall shape.
CCSS.MATH.CONTENT.6.SP.A.5: Summarize numerical data sets in
relation to their context by: CCSS.MATH.CONTENT.6.SP.B.5.C: Giving
quantitative measures of center (median and/or mean) and
variability (interquartile range and/or mean absolute deviation),
as well as describing any overall pattern and any striking
deviations from the overall pattern with reference to the context
in which the data were gathered. Taken from the Common Core State
Standards Initiative Website:
http://www.corestandards.org/Math/Content/6/SP/ National Health
Education Standards Standard 1: Students will comprehend concepts
related to health promotion and disease prevention to enhance
health 1.5.2: Identify examples of emotional, intellectual,
physical, and social health. Standard 3: Students will demonstrate
the ability to access valid information and services to enhance
health. 3.5.2: Locate resources from home, school, and community
that provide valid health information. Standard 5: Students will
demonstrate the ability to use decision-making skills to enhance
health. 5.5.1: Identify health-related situations that might
require a thoughtful decision. 5.5.3: List healthy options to
health-related issues or problems. 5.5.4: Predict the potential
outcomes of each option when making a health-related decision.
5.5.5: Choose a healthy option when making a decision. 5.5.6:
Describe the outcomes of a health-related decision. Standard 7:
Students will demonstrate the ability to practice health-enhancing
behaviors and avoid or reduce health risks. 7.5.1: Identify
responsible personal health behaviors. Taken from the CDC National
Health Education Standards Website:
http://www.cdc.gov/healthyyouth/sher/standards/7.htm I have listed
these standards because I feel the lesson planned below will
address each of them. Although each standard will not be fully met
in this lesson, the underlying concepts of each will be touched on.
I feel it is important to include all of these because I want
students to know that we cannot master a content or learn all there
is to learn about it in one day. We will spend multiple lessons
addressing these, and other health/mathematics concepts because it
will take multiple interactions with the content for students to
understand these big ideas.
Objective: Students will use knowledge of data collection and
statistics in order to construct different types of visual
representations of data (bar graph and pie chart) and answer
questions about the datas measures of center. Objective in Student
Language: Today we are creating 2 different visual representations
of data and learning about healthy eating habits. So we can
understand how to represent data and make healthier choices about
food. Well know we have it when we represent data from
www.choosemyplate.gov to create bar graphs and pie charts for our
personal meal guidelines. **This lesson will likely take multiple
days to complete because it involves many aspects. As a teacher I
support this because my students will be engaged in a long-term
project, will interact with multiple types of content, and will
gain insights to help them meet multiple standards.
Activity/Day 1: Explore My Plate and Collect Data Begin by
having students brainstorm with partners what they know about
healthy eating and what it means to them. Then have partners share
thoughts and record ideas on the whiteboard. Present students with
the question: how do we know if what were eating is healthy? Have a
small discussion with students about this topic and eventually
introduce them to a quick overview of www.choosemyplate.gov, a
website that provides practical information about healthy diets and
nutrition. Show students the different tabs (under My Plate Topics)
for fruits, vegetables, grains, protein foods, dairy, and oils.
Model how to fill out worksheet where we will detail the types of
foods under each category we typically eat. Model how to see how
much fruit is needed per day and how to record the amount we need
in a table. Explain to students that they are going to do both of
these things for each of the 6 food groups. If they have time
afterwards, they can look around the website at areas that interest
them: physical activity, super tracker, recipes, etc. Have a
concluding conversation about what types of food we should be
eating everyday. Ask students to complete a journal entry about
their feelings about what they learned on the website today. Do
they agree with what they read? Do they think eat as the website
suggests? Do they think they will make changes to their eating
habits because of this? For homework that night, have students
record what they eat so they can begin tying together the
theoretical work we did in class with the actual things they do/eat
everyday.
Activity/Day 2: Use Data to Create Bar Graphs and Pie Charts
Start the class by reviewing the data students collected from the
website yesterday. Have students respond to questions such as which
food group should you eat the most of each day, which food group
should you eat the least of each day, what mathematical terms can
we use to represent those numbers, and why might different students
have different answers for these questions. Send students to their
seats to work on creating a familiar bar graph of their data. Walk
around the room to clear up any misconceptions with bar graphs.
Bring students back to a large group discussion and explain how a
pie chart works. Show students my pie chart for ChooseMyPlate.gov
and ask them for predictions with how to interpret it. This will
lead to a discussion about how pie charts represent data. Send
students to their seats to work on creating a pie chart for their
data. Students will make their pie chart first on their worksheet
so they can compare it to the bar graph later in the lesson and
then also make one on a physical plate so they know how much space
their fruits, vegetables, grains, proteins, dairy, and oils should
take up during each meal. Be available to students to clear up any
misconceptions about pie charts and representing data. After
students have completed their graphs and charts, have them work in
small groups to discuss the differences between bar graphs and pie
charts. Have students discuss not only the physical looks of bar
graphs and pie charts but also what they tell people who interpret
them. As a whole group, share what students talked about in their
small groups and keep a list of brainstormed ideas about the
different types of graphs on the board. After the discussion, have
students share what they ate at home yesterday (from yesterdays
homework). Compile the student data on the board by listing the
total number of students and the number of students that ate food
in each of the categories. Have students make predictions about the
mean, median, and mode of the data we collected as a class. After
this discussion, leave the data on the board and have students
return to their seats in order to complete the attached worksheet
about measures of center using the class data. For homework, have
students take the plate they made home and use it for dinner. Then
have them write a journal reflection about their dinner. Possible
journal topics include: Did they have the right amount of each food
group? Why or why not? How did they feel after eating their meal?
Brainstorm how they can give their parents/guardians information
about healthy eating at home.
Assessment:RequirementCompleted?
Student completes worksheet by listing at least 5 fruits they
eat or would like to try.
Student completes worksheet by listing at least 5 vegetables
they eat or would like to try.
Student completes worksheet by listing at least 5 grains they
eat or would like to try.
Student completes worksheet by listing at least 5 protein foods
they eat or would like to try.
Student completes worksheet by listing at least 3 dairy items
they eat or would like to try.
Student completes worksheet by listing at least 1 oil they eat
or would like to try.
Student collects data and fills in the appropriate table with
the amounts of each food group they should eat each day based on
their age and sex.
Student kept a record of what they ate for dinner (Day 1
homework).
Student creates an accurate bar graph that represents the data
they collected.
Student creates an accurate pie chart that represents the data
they collected.
Student uses the plate they created with their dinner and write
a journal entry about their eating experience (Day 2 homework).
Student actively participates in small group classroom
discussions.
Student actively participates in whole group classroom
discussion.
Question NumberStudents AnswerWas it Correct?Points for
Process
1
2
3
4
5A
5B
6A
6B
Student Worksheets:
_____________________________s Favorite Foods!
At least 5 vegetables I like or want to try are:
At least 5 fruits I like or want to try are:
At least 5 protein foods I like or want to try are:
At least 5 grains I like or want to try are:
At least 1 oil I like or want to try is:
At least 3 dairy items I like or want to try are:
_________________________________s Data
Food GroupAmount to Eat Per Day
Fruits
Vegetables
Grains
Protein Foods
Dairy
Oils
Key
Data RepresentationBar Graph
Data RepresentationPie ChartKey
Questions for Discussion: What do you notice about the bar graph
and the pie chart? What are the differences between the bar graph
and the pie chart? What differences can you find that arent about
looks? Do these representations tell us different things? Why or
why not? Why might it be helpful to look at different
representations of the same data?
Measures of Center for Our Class MyPlate Data:
1. Which food group did the most students eat yesterday? How
many students ate that food?
2. Which food group did the least students eat yesterday? How
many students ate that food?
3. What percentage of students ate dairy yesterday?
4. What percentage of students ate vegetables yesterday?
5. Look at the fruits category. 10 students ate one fruit
yesterday, 7 students ate two fruits yesterday, 1 student ate three
fruits yesterday, and 6 students did not eat fruit yesterday.
A. On average, how many fruits did each student eat?
B. What is the median number of fruits eaten by students in our
class?
6. Look at the oils category. 8 students had no oils yesterday,
14 students had one oil yesterday, and 2 students had two oils
yesterday.
A. On average, how many oils did each student eat?
B. What is the median number of oils eaten by students in our
class?