Subject: Lesson plan for grade 1 science

Grade Level: Grade 1

Objective: Identify the go, grow, glow foods, Differentiate go, grow, and glow
foods, Understand that go, grow, glow foods

Learning within the curriculum:

1) Nutrition and Health - This topic covers the basic food groups and their benefits,
which connects to the objective by allowing students to understand the
categorization of food into go, grow, and glow types.

2) Life Science - Understanding the human body and its needs for various nutrients
links directly to the objective, as it helps students grasp why different foods are
necessary for energy (go), growth (grow), and overall health (glow).

Learning across the curriculum:

1) Mathematics - Counting and categorizing foods can enhance students'

understanding of the different types of foods they consume, linking directly with the
objective of identifying go, grow, and glow foods. For example, students can tally
how many go, grow, and glow foods they have in their lunchboxes.

2) English - Reading stories about healthy eating or writing about their favorite foods
can reinforce the concepts of go, grow, and glow foods, enhancing vocabulary and
comprehension skills related to nutrition.

ENGAGE:

[Teaching Strategy:] Interactive Quizzes

[Instructional Materials:] Picture cards of various foods

1) Idea - Start the lesson with a guessing game where students identify foods from
picture cards as either go, grow, or glow foods, prompting discussion about their
choices.

2) Idea - Use a K-W-L chart (Know, Want to know, Learned) to gauge students'
existing knowledge about healthy foods and what they want to learn more about.

EXPLORE:

Activity 1: Food Sorting Game

[Teaching Strategy:] Cooperative Learning

Materials - Picture cards of various foods

Significance - This activity helps students categorize foods into go, grow, and glow
types, reinforcing their understanding through teamwork.

Instructions -

1) Divide students into small groups and distribute picture cards.

2) Each group sorts their cards into three categories: go, grow, and glow.

3) Groups present their sorted cards to the class, explaining their reasoning.

Rubric

- Correct categorization - 5 pts.

- Group collaboration - 5 pts.

- Presentation clarity - 5 pts.

Assessment Questions:

1) What is a go food?

2) Can you give an example of a grow food?

3) Why are glow foods important?

Activity 2: Food Pyramid Creation

[Teaching Strategy:] Project-Based Learning

Materials - Colored paper, scissors, glue

Significance - Creating a food pyramid helps students visualize the hierarchy of food
types and their importance.

Instructions -

1) Students will create a food pyramid using colored paper to represent different food
groups.

2) They will label each section with go, grow, and glow foods.

3) Present their pyramids to the class.

Rubric

- Creativity in design - 5 pts.

- Accuracy of categories - 5 pts.

- Presentation - 5 pts.

Assessment Questions:

1) What foods belong in the go section?

2) How does your pyramid show the importance of each food type?

3) Why do we need a variety of foods?

Inclusive Activity 3: Food Charades

[Teaching Strategy:] Interactive/Integrated Learning

Materials - None

Significance - This activity encourages movement and creativity while reinforcing

knowledge about food types.

Instructions -

1) Students will take turns acting out different foods without speaking.

2) The rest of the class will guess whether it is a go, grow, or glow food.

3) Discuss as a class the importance of the foods acted out.

Rubric

- Participation - 5 pts.

- Correct identification - 5 pts.

- Creativity in acting - 5 pts.

Assessment Questions:

1) What did you learn about the foods acted out?

2) How did you decide which category to put them in?

3) Why is it fun to learn about food this way?

EXPLAIN:

Activity 1 - The teacher explains the definitions of go, grow, and glow foods, using
examples and engaging students by asking them to share their favorite foods.

Activity 2 - The teacher facilitates a discussion on why each food is important for our
bodies, encouraging students to ask questions and share their thoughts.

Activity 3 - The teacher uses a visual aid to show how go foods give us energy, grow
foods help us grow, and glow foods keep us healthy, providing real-life examples.

ELABORATE:
[Teaching Strategy:] Experiential Learning

Task 1 - Students will create a "Healthy Plate" using drawings or magazine cutouts
of their favorite go, grow, and glow foods, explaining why they chose each food.

Task 2 - Organize a “Healthy Snack Day” where students bring in a go, grow, or glow
food to share with the class and discuss its benefits.

Supporting Material 1 - A short story about a character who learns to eat healthy
foods and how it affects their energy.

Supporting Material 2 - A simple recipe book featuring easy-to-make snacks using

go, grow, and glow foods.

EVALUATE:

[Teaching Strategy:] Think-Pair-Share

[Instructional Materials:] Chart paper for group responses

Question 1 - What are the three types of foods we learned about today?

Question 2 - Give an example of each type of food.

Question 3 - Why is it important to eat all three types of foods?

H.O.T.S.:

Question 1 - How can you encourage your family to eat more go, grow, and glow
foods?

Answer 1 - By sharing what I learned in class and suggesting healthy meals.

Question 2 - What would happen if we only ate one type of food?

Answer 2 - We wouldn’t get all the nutrients our bodies need, which could make us
unhealthy.

Question 3 - How can you identify go, grow, and glow foods in your own meals?

Answer 3 - By looking at what I eat and categorizing the foods on my plate.

Assignment:

1) Assignment 1 - Food Journal

[Guiding Overview for the Teacher:] Instruct students to keep a food journal for
one week, noting down what they eat each day and categorizing the foods as go,
grow, or glow.

[Assessment Question:] At the end of the week, students will present their journals
and discuss their eating habits.

2) Assignment 2 - Family Interview

[Guiding Overview for the Teacher:] Students will interview family members about
their favorite go, grow, and glow foods and write a short paragraph about their
findings.

[Assessment Question:] Students will share their paragraphs in class, discussing

any new foods they discovered.