Lesson Plan 27: Our Food

LESSON PLAN 27: Our Food

 

Course: Science

Subject: Our Food

Grade:  Primary School 4th grade

Duration: 6 x 40 minutes (6 lesson hours)

 

1. Target Achievements:

1.1. Acquisitions of the discipline (Science) in the center:

1. Explains the relationship between living life and nutrient content.

2. Deduces that water and minerals are found in all foods.

3. Discusses the importance of freshness and naturalness of foods for a healthy life, based on research data.

4. Relates a balanced diet with human health.

 

1.2. Benefits of Other STEAM Disciplines:

 

Social studies

IMakes inferences about the types of vegetables and fruits grown in and around the place where it lives.

 

Maths

Adds up to four-digit natural numbers to find the calories of food.

 

Information Technologies

Conducts research on foods on the Internet. Creates, saves and prints documents with text and visual content. (Prepares a document with research results)

 

Visual arts

Uses art elements and design principles while creating visual artworks.

 

2. Materials Used:

Computer, lego set, cardboard, scissors, colored paints, glue, eva, background cardboard, food pictures, A4 paper

3. Resources 

4. Learning Methods and Techniques

Problem Based Learning Method,

Argumentation method

Project Based Learning Method

techniques; Brainstorming, collaborative work

 

5. Groups Considered to be Formed During the Activity

 

Groups should consist of 3-5 people.

It should be noted that it is a homogeneous group in terms of level.

Care should be taken to ensure that the gender distribution is equal.

 

6. Implementation Phase;

6.1 Preparation Phase:

Student groups are created

6.2: The student is presented with the problem situation:

You will cook meals for family members at home. How do you prepare a meal for family members to eat healthier?

6.3: Getting Information (Leading Questions)

What are the reasons that affect the continuation of nutritional problems?

What are the responsibilities of individuals regarding healthy eating?

What are the barriers to healthy eating?

 

A "Concept Map" is made about healthy eating.

Watch the video below in class.

 

6.4: Idea Development

 

Identifying Needs for the Problem;

Groups move on to the idea development stage. Each group shares their ideas with their group mates in the light of the information they obtained in the previous stage. In this section, they try to find an answer to the question of what they might need to solve the problem.

What kind of product should we create for a healthy diet?

How should a meal be for a healthy diet?

 

6.5: Product development:

 

 Identifying Possible Solutions;

At this stage, student groups identify possible solutions using the brainstorming technique.

 

Choosing the Best Solution:

 

The solutions proposed in the previous stage are evaluated in terms of strengths and weaknesses, advantages and disadvantages, and the best solution is chosen. At this stage, it is recommended to use the argumentation method. Which products to produce are chosen by the students through in-group discussions. The teacher can guide the students about the issues they need to consider.

 

Making the Product:

After the solution proposal is selected, the student groups are expected to form the product of the subject.

Group Work Products:

1. Chart for calculating calories

2. Sketching a healthy menu plate

3. Preparing a questionnaire about healthy nutrition and analyzing data

4. Conducting an interview

5.Healthy eating concept map

6. Presentation of healthy food elements

7. A meal designed for healthy eating

 

6.6. Sharing and Mirroring

 

The shares envisaged by the students are considered, and the administration and the parents of the students are invited to exhibit their products in an exhibition, short video shoots and necessary social media accounts are opened to inform people about their work. From the beginning to this process, feedback is received about the point at which they have improved themselves, what they have learned, and the areas they will focus on in line with their interests and abilities.

 

6.7 Evaluation:

 

At the stage of presenting the in-class products of each of the groups, they are asked to evaluate by the other groups by answering the questions below.

What are the strengths of the offered product?

What are the weaknesses of the offered product?

Share your suggestions to strengthen their weaknesses.

It is recommended that students come together with the groups they worked with at the beginning and prepare a plate design for three meals, breakfast, lunch and dinner. The created plate design is shared with the whole class by the groups.