4th Grade Food Chemistry Unit Plans
Unit Theme: A Balanced Diet for Healthy Living
Unit Overview
This integrated unit will be taught in a brain friendly, collaborative and cooperative learning environment. The classroom
will incorporate an enriched learning environment, in which active and experimental learning will take place. Reflection and
assessment will be an ongoing tool used by both the students and the teacher. Through the various activities that have been
planned, students will gain the knowledge they need to answer the essential questions that have been posed. The theme, A
Balanced Diet for Healthy Living will be taught to the students. The theme and activities are directly aligned to the Common
Core State Standards. The curriculum areas that will be covered are English Language Arts, Science, Social Studies,
Mathematics, Technology, Physical Education, Music and Art. This is a two week integrated unit that will run consecutively.
The activities that the students will do during this unit will lead up to two complex performances: designing and creating a
menu with a balanced diet for a banquet in honor of our visiting German delegates and writing a persuasive letter convincing
them to choose their company to cater for the banquet.
Subject Area: Science
Concept
Healthy Living
Balanced Diet
Web:
- see attached page
Grade
Level
4
Unit Theme
A Balanced Diet
For Healthy
Living.
Essential Understandings
Essential Questions
1. Eating a balanced diet
can improve and
maintain healthy living.
1. How does eating a balanced
diet affect healthy living?
2. Food provides energy
and materials for the
growth and repair of the
body.
2. How does food provide energy
and materials for the growth
and repair of our body?
Concepts: Balanced Diet, Healthy, Living
Processes (Complex Performances)
The students will be divided into groups of three. Each group will
represent a catering company that wants to cater for the administration’s
upcoming banquet.
Unit Theme: A Balanced Diet For Healthy Living.
Skills
Use media and technological resources for research and as tools for
learning.
Use a variety of technology tools to create and design a menu.
§
§
Each company (group) will create and design a balanced diet
menu for the banquet. Their menu should include foods from all
the different food groups and nutrients. Their food portions
should represent a diet that recommends how much a person
should consume from each food group every day.
Students will then write a persuasive letter to the school
administration convincing them why they should pick their
company to do the catering for the banquet. In their letter they
should include facts and reasons for choosing the foods on the
menu, their importance and how they will impact healthy living.
Use written language to present information and ideas in a clear,
concise manner.
Create written presentations using visual aids with an awareness of
purpose and audience.
Apply grammar and language conventions to communicate effectively.
Collect, organize, analyze, and display data.
Vocabulary words to know
Calcium
Energy
Fruits and vegetables
Meat group
Nutrient
Protein
Carbohydrates
Fat
glucose
milk group
Nutrition
vitamins
Cholesterol
food groups
ingredients
malnourished
organisms
Unit Activities
Lesson/Activity
CCSS/Learning objectives
1.As a class, students will create a KWHL chart to activate prior knowledge. Students will discuss
and share what they know about a balanced diet, the different food groups and healthy living. Each
student will write down what they know, what they want to know/questions they have and how they
might learn or find the answers to their questions.
You may display this on a class KWHL chart which you will review as you go through the unit.
ELA:W4.2, W4.7, W4.8, W4.9,
RL.4.7; RL.4.10; RI.4.10
L4.1-6
Science 4.L2
Create an ABC word map and insert words to know. Fill it in as you teach the unit.
2.Students may bring a baby of themselves. You may bring pictures of malnourished children.
Refer back to your discussions yesterday. Put baby pictures on a board and have students try to
match each picture with a classmate. They may use sticky notes to write names. Compare and
contrast pictures of healthy and malnourished children. Have students sort pictures and explain their
reasoning.
Then lead a discussion on what the students know about how their body grows. You might ask
questions like:
1. Are you the same size you were in your baby picture?
2. How can you tell that you have grown?
3. Do you know what helps your body grow?
4. Do you know what could prevent your body from growing?
Students will create a food diary in their agenda to keep track of their meals for a week. (A peer and
the teacher will review this at the end of the week).
3.Teacher will read Good Enough To Eat: A Kids Guide To Food and Nutrition by Lizzy Rockwell
aloud to the whole class and then allow students to turn and talk for about 3 minutes then regroup as
a class to share intermittently.
I will create a KWHL chart and be able to
discuss how foods provide both energy
and nutrients for living organisms.
ELA: W4.2, W4.7, W4.8, W4.9
RL.4.7; RL.4.10; RI.4.10
L4.1-6
Science 4.L2
I will view various pictures and be able to
explain why organisms require energy to
live and grow.
I will create a weekly food diary to be able
to track my food and exercise.
ELA R4.1, R4.2, R4.4, R4.5, R4.7, R4.9, RL.4.7; RL.4.10; RI.4.10
L4.1-6
Science 4.L2
Divide students into groups of three. Each group will choose their company name. Students will then
in their company groups read a variety of trade books and write down important facts about the food I will listen to Good Enough To Eat and
groups, nutrients and exercise in their science notebooks. (this can be done during guided reading, in be able to determine that foods are made
stations)
up of a variety of components.
Check food diary entry.
4.Students will continue their research. They will use a chart to divide information of each food
group and nutrient. Students will need to put what they researched and what each food group or
nutrient provides for the body and how much is recommended on their chart. They should include
the current food pyramid. (You can use Inquiry Chart for food nutrition). View this interactive
website with class.
www.kidshealth.org/kid/stay_healthy/food/pyramid.html.
Check food diary entry.
Using the internet site or the information you provided to the students, have them answer these
questions:
1. What are the six food groups according to this food pyramid?
2. How do you eat a balanced diet?
3. Why are some of the bands on the pyramid skinnier than others?
4. How might eating apples be good and bad for you?
5. Do all children need the same amount of calories each day? Why or why not?
6. How many ounces of grains do you need each day?
7. How many cups of vegetables do you need each day?
8. How many cups of fruit do you need each day?
9. How many cups of milk or other calcium-rich foods do you need each day?
10. How many ounces of meats, beans, fish, and nuts do you need each day?
5.Students will watch the video Nutrition and Exercise then discuss.
Teacher will use a smart board created lesson to review facts about the different food groups,
nutrients, exercise and their importance.
Students will complete a short quiz to verify comprehension.
Check diary entry.
6.Students will share their food diary entries with their group. They will discuss how their food
choices compare to one another. Students will also discuss what factors influenced the food they had
e.g. cooking/preparation time, cost, convenience etc. They will make a bar graph to show which
foods we like best in our class.
Grade food diary entry.
ELA R4.1, R4.2, R4.4, R4.5, R4.7, R4.9, RL.4.7; RL.4.10; RI.4.10
L4.1-6
Science 4.L2
Technology
I will skim and scan websites to be able to
build an understanding of how food
provides energy and materials for growth
and repair of the body.
ELA RL.4.7; RL.4.10; RI.4.10 Science 4.L2
I will watch a video to be able to build an
understanding of how food provides
energy and materials for growth and repair
of the body.
ELA R4.1, R4.2, R4.4, R4.5, R4.7, R4.9, RL.4.7; RL.4.10; RI.4.10
L4.1-6
Math 4MD.1-3, 4OA.5
SS 4E.1.1, 4E.2
1.
2.
3.
4.
5.
What differences did each group find?
Why were there differences of opinion?
Do we all eat the same foods each day? Why not?
What influences the foods we eat?
Do we, as students, need to make better choices of the foods we eat? Why or Why not?
6. Create a Healthy Eating cube. Each side of the cube will represent a food group and should have
important facts about the food group and examples. Students may illustrate if they wish.
I will compare and contrast my food diary
with a peer and be able to create a graph
of our different food choices.
ELA R4.1, R4.2, R4.4, R4.5, R4.7, R4.9, RL.4.7; RL.4.10; RI.4.10
Science 4.L2
I will create a Healthy Eating cube to be
able to develop an understanding of each
food group.
7.Each company group will create a crazy pizza to share. They will use a three Venn diagram pattern
on the pizza to sort their favorite toppings so that all 3 members can have a piece of the pizza
containing only their favorite toppings. The pizza and toppings should include food from all
recommended food groups.
Check diary entry.
Science 4.L2
Math 4MD.1-3, 4OA.5
8. Students will use food labels to find out what’s healthy. In their groups they will compare a
variety of food labels and choose which foods are healthy by calculating and comparing their
calories. They will share findings with the class.
Students will complete a Nutrition Math sheet independently.
Math 4MD.1-3, 4OA.5
Science 4.L2
9. Research and review examples of menu designs. Work through the steps and create and design a
menu with the class. (Computer Lab). Company groups plan out their own menu and design.
10. Discuss the key features of persuasive writing. Students will draft their letters.
COMPLEX PROCESS:
§ Each company (group) will create and design a balanced diet menu for the administration’s
banquet. Their menu should include foods from all the different food groups and nutrients.
Their food portions should represent a diet that recommends how much a person should
consume from each food group every day.
I will create a pizza using a triple Venn
diagram and be able to represent all the
food groups.
I will compare and contrast food labels to
be able to identify which foods are
healthy.
Science 4.L2
Technology
I will use word processing as a tool to be
able to create a balanced diet menu.
W4.1 I will draft a menu to be able to create
balance diet meal.
I will research and review examples of
menu designs and be able to work through
the steps to create and design mine.
§
Students will then write a persuasive letter to the school administration convincing them why
they should pick their company to do the catering for the banquet. In their letter they should
include facts and reasons for choosing the foods on the menu, their importance and how they
will impact healthy living.
I will use word processing as a tool to be
able to create and design a balance diet
menu.
I will write a persuasive letter and be able
to support my opinion with strong reasons.
Assessments of Unit Activities
Activity #
Assessment
1
Oral -Teacher observation - Teacher will use students’ discussion and KWHL chart information to assess students’ prior
knowledge in order to determine instructional strategies needed.
Oral -Teacher-student conference. Teacher will check science notebooks for recorded facts.
Researching – Teacher checklist
Objective - Video quiz and teacher observation of student participation during smart board presentation.
Bar Graph – holistic rubric. Teacher checklist while students are working in groups
Performance assessment based on tangible products- Healthy Eating geo cubes
Performance assessment based on tangible products- Crazy Pizza
Check Nutrition Math sheet for accuracy and reasoning.
Performance assessment-teacher observation of student participation during smart board presentation
Analytical Rubric for menu planning.
Writing assessment – using persuasive writing rubric
Menus will be graded using an analytic rubric of each component of the process.
Letters will be graded using a writing rubric
2
3
4
5
6
7
8
9
10
Complex Process
Holistic Rubric
Proficient- 3 points
The student's project has a hypothesis, a procedure, collected data, and analyzed results. The project is thorough and the
findings are in agreement with the data collected. There are minor inaccuracies that do not affect the quality of the project.
Adequate- 2 points
The student's project may have a hypothesis, a procedure, collected data, and analyzed results. The project is not as thorough
as it could be; there are a few overlooked areas. The project has a few inaccuracies that affect the quality of the project.
Limited- 1 point
The student's project may have a hypothesis, a procedure, collected data, and analyzed results. The project has several
inaccuracies that affect the quality of the project.
Analytical Rubric
Criteria
4 points
3 points
2 points
1 point
Has a plan for
Investigation
The plan is thorough
The plan is lacking a few details
The plan is missing major
details
The plan is incomplete and
limited
Use of Materials
Manages all materials
responsibly
Uses the materials responsibly
most of the time
Mishandles some of the
materials
Does not use materials properly
Collects the Data
Thorough collection
Some of the data
Major portions of the data
are missing
The data collection consists of a
few points
Analytical Rubric for logs and diary writing
Area of Product
Criteria
Rating
regular daily entries
4
entries 90% of the time
3
entries 80% of the time
2
entries less than 80% of the time
1
shows understanding of key concepts
4
usually demonstrates understanding
3
inadequately demonstrates understanding
2
poor understanding of concepts
1
well organized
4
adequate organization
3
limited organization
2
poor organization
1
Daily entries
Concept
understanding
Clarity of thought
Web of Topics
English Language Arts
Technology & Arts
Social Studies
Design a menu
Research
Farming, agricultural
Resources
Regional Foods in NC.
Livestock
Read Good Enough To Eat: A Kids
Guide To Food and Nutrition
Diary entry.
Language conventions
Fiction & non fiction selections
Videos
Note taking
Inferring & drawing conclusions.
Compare & contrast
Research
Persuasive letter.
A Balanced Diet for
Healthy Living.
Math
Collect, organize, analyze
and display data.
Bar graph to show favorite
toppings.
3 Venn diagram to design
pizza.
Physical Education & Music
Relationship between physical
activity and nutrition.
Science
Nutrition
Importance of healthy
eating.
Food pyramid
Healthy Eating cubes
Food groups & nutrients
Benefits of drinking plenty of
water before & after exercise.
Rap about the food groups
and nutrients.