Lesson Plan to Write a Book " How to
Dehydrate Awesome Apples Crisps"
Teacher:
Wendy Tobin
School: Dr. Martin Luther King, Jr. K-8
Grade Level: 2
Subject: Writing
Purpose:
This lesson helps the students plan and compose the first
draft of a whole group expository writing piece (A How to
Book) about dehydrating apples.
Students discuss the materials needed to
dehydrate apples.
Objective:
Students will write with a clear focus,
coherent organization, and sufficient detail. ELA General
Standard 19-Writing
Materials:
*pencils *crayons *How-To
paper *markers *chart paper
*How to Make Peanut Butter Written by Sue Howard,
Photographs by John Paul Endress
*Washing the Dog Written by Peter
Sloan and Sheryl Sloan
Preparation:
Determine a "how to" topic
to write about that relates to the dehydration of
apples. The students need to have prior experience
in the process of dehydrating apples in the
classroom so that they are able to write about it.
Picture at
right shows students preparing the apples.
Procedure:
Remind the students that expository
writing has to be explicit. Revisit the How to Books
used: How to Make Peanut Butter and Washing the Dog to
review the characteristics of A How to Book. When
explaining "how to," the writing must include every
step.
The whole class begins with the discussion of the
materials used to dehydrate the apples. Create a list
of materials on chart paper. Then write in complete
sentences and draw pictures about those materials needed
for the first page on the How-To paper.
Sequence is important. Brainstorm with the students
sequence words that can be used in this type of
expository writing (i.e. first, then, after, next, last,
and finally).
Write and draw each step in the process of dehydrating
the apples on the How-To paper. Include those sequence
words in the writing.
Tying It All Together:
The students certainly enjoyed learning
about the dehydrator and using it in the classroom to
create a healthy apple snack.
The students will complete a first draft of the
dehydration of apples experience.
Since this is a work in progress, the final product will
be a published piece of writing (A How to Book) by Mrs.
Tobin's Second Grade.
This dehydrator is one of five conated by
Excalibur. The students prefer these apples to cookies
and candy.
Ms.
Monroe-Gordon, Mr. Rose
What is in a Chip
This lesson is intended
for students to make better choices when choosing snacks such as
chips.
Goal:
To promote awareness of the
importance of good nutrition and making better food choices
particularly snack food.
Objective:
Students will compare and
contrast commercially processed potato product to organic potato
product specifically dehydrated to maintain the living enzymes
and promote healthy digestion and absorption of its nutritional
value.
Material:
Two Commercial brand potato
chips, ( number of brands to compare based on grade level of
students), Organic sweet potatoes, chart paper, pencils, index
cards, snack bags, labels, nutrition facts for potato chips and
sweet potato, knife, peeler, cutting board, sea salt, food
dehydrator, rating scale chart providing three choices, ie,
good, better, best,
Procedure:
1) Using a KWL to generate
conversation about Food Taste Test. Use this format to identify
what it is, what we want to know about it and what we can learn
for taste test.
2) Conduct taste using potato chips of
your choice and dehydrated sweet potatoes. (see attached
directions for sweet potato preparation)
3) Instruct students to use index
cards to write their preferential choice of chip in order from
first, second and third choice.
4) Whole class share on thoughts and
choices students made.
5) Using chart paper, chart and create
a graph to record student chip preferences.
6) Introduce nutritional fact sheets
to students and model how to interpret the information.
7) Using chart paper students identify
and list the nutritional facts for all three samples of chips.
8) Students will then compare the
nutritional information they have acquired to the ratings they
assigned to each sample.
9) Reveal all Brands of chips and in
small groups have students’ compare and contrast their
preference of chip to it nutritional value.
Final Products:
Bar graph reflecting students’ choice preferences
Nutritional Fact sheets on various chips
Comparison Charts
Journal Entry
Evaluation:
Generate whole class
discussion using, “Accountable Talk,” with the focus on the
results of comparative taste test. Conversation should indicate
the students’ heighten awareness of the importance of good
nutrition.
Reflection: Journal
entry, “Dear Diary.”
Optimum Health Solutions
Lessons Plan
Submitted by: Anne Yard
Daiwattie Balgobin
Big Idea: Students will
learn the contents of the snacks they eat most often,
will
identify the ingredients of snacks that are not
healthy choices and select and consume healthier snacks after
learning their nutritional values.
Content Objectives:
1. Students will identify their
favorite snack items and will bring one wrapper
into class.
2. Students will identify food
contents on food labels.
3. Students will be assigned seven
items to look up in the Nutrition Dictionary and find one fact
about each.
3. Students will play the label game
to familiarize them with nutritional facts.
4. Students will chart contents of
items brought from home.
Language
Objectives/Assessments:
1. Students will work in pairs making
bar graphs of contents of their favorite snacks.
2. Students
will select and write one important fact about each ingredient
on the Dictionary Worksheet.
Standards Addressed:
Nutrition:
3.10 – Describe the components of a
nutritional label and how to use the information from labels to
make informed decisions regarding food.
Math:
13.7 - Identify and use knowledge of
common graphic features (charts, maps,
Diagrams, illustrations).
4.D.2 - Match
representations of a data set such as lists, tables, graphs
(including
Circle graphs) with the actual set of data
ELA:
Identify and use
knowledge of common textual features (paragraphs, topic
Sentences,
concluding sentences, glossary).\
Materials:
Students will need:
1 wrapper from their
favorite snack or package label.
Access to a computer or use
computer lab
Paper and crayons/markers
for bar graphs.
Nutrition Dictionary
Worksheet
Food Label Comparison Sheet
(homework)
Procedure:
- Students will be asked to bring in
wrappers or labels from their favorite snack foods.
Examples should be discussed with students.
- A list of nutritional information
contained on the wrappers will be generated and categories
recorded on a class chart. Terms such as sodium, saturated
fat, Trans fat, carbohydrates, protein, Calcium, Iron,
should be identified by the teacher and put on a class
chart.
- Working in pairs in class or in the
computer room, students will look up terms in the Nutrition
Dictionary and using Nutrition Dictionary worksheet will
write down one fact learned about each word.
www.ChefSolus.com
- The terms will be discussed in class
and important facts added to the chart by students and
teachers with a symbol “thumbs up” for healthy ingredients
and “thumbs down” for unhealthy ingredients.
- Students will be given copies of the
Food Label Reference Guide
www.ChefSolus.com to read together and review and will
be instructed to use the rule given 5% as low and 20% or
more as high.
- Students will spend 10-15 minutes
playing the label game to familiarize them with labels.
- Students will work in pairs to
complete a bar graph to display data on Contents of Class
Snacks. The graphs will be measured in percents (a brief
explanation of percents as number of 1-100) .
Attachments (www.ChefSolus.com)
Homework: Students will use
two other snack labels and compare contents using the Nutrition
Information Worksheet.
Optimum Health Solutions
Lessons Plans
Submitted by: Anne Yard
Daiwattie Balgopin
Content Objectives:
- Students will discuss and list the
ingredients/characteristics found in foods that are healthy
and good for us and the term nutritional value introduced.
- Using the Color Wheel of Fruits and
Vegetables, student groups will identify and chart one
vegetable/fruit color, examples of fruit/vegetables, what
they contain, and how they help us and be prepared to
present it to the class.
- A class chart will be generated
focusing on the most important the categories investigated
by each group.
- Students will work in pairs to
construct individual Color Wheels of Fruits and Vegetables,
drawing the items, favorites examples, what they contain,
and how they help us.
- Students will be given samples of
fruit/vegetable smoothies as an alternative snack choice.
Lesson 2 Language
Objective:
- Students will construct a color wheel
of fruits and vegetables using the chart made in class.
- Students will provide a written
response for homework to how they liked their smoothie, how
they felt after drinking it, and compare/contrast it to
their favorite snack.
Standards Addressed:
Nutrition:
3.1 - Identify the key
nutrients in food that support healthy body systems (skeletal,
circulatory), and recognize that the amount of food needed
changes as the body grows.
Math:
13.8 -Identify and use
knowledge of common graphic features (charts, maps,
Diagrams,
illustrations).
ELA:
13.9 Locate facts that
answer the reader’s questions.
Materials:
Copies of color wheel copies
from
http://www.disabled-world.com/artman/publish/fruits-vegetables.shtml
Graphic Organizer for
Vegetable/Fruit Contents
Vegetable/Fruit Nutritional
Facts Sheets
Paper cut in a large circle
and divided into 5 sections.
A selection of various
fruits and vegetable for smoothies.
A blender or juicer.
Cups
Procedure:
- Students will discuss ingredients or
conditions that make foods healthy or unhealthy and fruits
and vegetables identified as healthy foods.
- Teacher will read and discuss the
first section of The Color Wheel of Fruits and Vegetables.
- Students will discuss the information
and provide a definition of nutritional value.
- Using the information contained under
each color of fruit, as well as additional handouts,
students will work in small groups to complete one section
of the color wheel chart listing the color, 5 favorite
fruits/vegetables of that color, what it contains and what
it helps us with.
- Each group will present their
information piece and a class chart will be generated.
- Students will be create their own
“Color Wheel of Fruits and Vegetables” to remind them of the
nutritional value contained in each color of
fruit/vegetable.
- At the end of the lesson students will
sample a variety of smoothies.
Accommodations
for ELL:
Teacher can go through
nutritional information and limit information students will work
with.
Terms can be made “kid
friendly” and pictures in the Nutritional Dictionary (www.Chef
Solus.com) used to reinforce concepts.
Pictures should be utilized
to help students understand difficult terminology.
Homework: Students will
write a “recipe” for their smoothie, describe the taste, after
effects, and compare/contrast smoothie to their favorite snack.
Optimum
Health Solutions - Unit Portraiture
Art Lesson Plans
By: Ivonne Otero-Donovan
Lesson
One
Grade: 2nd
Content Objectives:
1. Students will learn about Giuseppe Arcimboldo, an artist
who created portrait paintings using fruits and vegetables and
will create a portrait of their own in an Arcimboldo style.
2. Students will create a self-portrait by drawing their
favorite fruits and vegetables to represent themselves.
3. Students will use the Color Wheel of Fruits and
Vegetables (http://www.disable-world.com/artman/publish/fruits-vegetables.shtml)
to identify fruits of their like and colors to be represented in
their portrait.
4. Students will utilize the book “Eating the Alphabet from
A to Z”, by Lois Ehlert as a reference point for size and color
of fruits and vegetables.
Language Objectives:
1. Students will work in pairs and generate a list of fruits
and vegetables to be use in their portrait.
2. Students will use a pie chart to arrange fruits and
vegetables in their respective color placement and reinforce
color knowledge.
3. Students will take turns and orally explain their listed
choices and provide evidence of their health value using the
Color Wheel of Fruits and Vegetables chart.
4. Students will turn and talk about Arcimboldo’s “Summer,
1563” mannerist painting, the technique, style and materials
chosen to depict his subject.
Materials:
9x12 White drawing paper, pencil, eraser,
color pencils, visuals of Arcimboldo’s work, assorted pictures
of fruits and vegetables, copies of different vegetables from
the book “Eating the Alphabet from A to Z”, copies of color
wheel from http://www.disable-world.com/artman/publish/fruits-vegetables.shtml
Vocabulary:
Portrait, Texture, Line and Mannerist art.
Procedure:
After working on their realistic
self-portraits, and having been also introduced to a unit on
fruits and vegetables, the students were asked to draw on prior
knowledge to incorporate the two (Portrait and fruits and
vegetables).
The students were introduced to the art
work of Giuseppe Arcimboldo, a 16th century Mannerist
Austrian artist well known for his depiction of the seasons in
his portraits using fruits and vegetables (The Mannerist style
is characterized by distorted forms, spatial relations,
exaggerated gestures and overall depiction of emotion through
the expressive nature of the work).
They teacher read the book “Eating the
Alphabet from A to Z” by Lois Ehlert. And through out the
reading the students were asked questions about the fruits and
vegetables. Which fruits and vegetables were familiar, which
they liked, which the disliked and were asked to list them on
their three column graph paper. They were also asked to list
fruits and vegetables from the text or external environment that
they have never had or were interested in exploring.
In pairs they turned and talk to partners
to generate a list of likes, dislikes and of interest and their
nutritional value.
Using the Color Wheel of Fruits and
vegetables and the pie chart, they were asked to sort each fruit
and vegetables listed, and place them in their respective color
category.
After sorting, the students were asked to
draw a self-portrait in Arcimboldo’s style. To make a picture
that would identify each child based on the fruit and vegetables
of their choice. The entire face had to be filled with fruits
and vegetables and they had to take into account the symmetry
and proportion of the face.
Once portrait drawing is completed they
will color each fruit and vegetable using the corresponding
colors.
Evaluation:
The students were asked reflective
questions regarding the process, the material taught and
material utilized.
 |
Optimum Health Solution
Unit Portraiture in Giuseppe Arcimboldo
Style |
Art Lesson Plans
By: Ivonne Otero-Donovan
Lesson
two
Grade: 3rd
Content Objectives:
1. Students will review information about Giuseppe
Arcimboldo, and will create a collage portrait of their own
using Arcimboldo’s work as their guide.
2. Students will create a collage portrait by cutting
pictures of their favorite fruits and vegetables and paste them
unto their life size profile silhouette.
3. Students will use the Color Wheel of Fruits and
Vegetables (http://www.disable-world.com/artman/publish/fruits-vegetables.shtml
). to identify fruits of their like and colors to be represented
in their portrait.
4. Students will utilize the book “Eating the Alphabet from
A to Z”, by Lois Ehlert as a reference point for size and color
of fruits and vegetables.
Language Objectives:
1. Students will work in pairs and generate a list of fruits
and vegetables to be use in their silhouette collage portrait.
2. Students will turn and talk about Arcimboldo’s “Summer,
1563” mannerist painting, the technique, style and materials he
chose to depict his subject.
Materials:
9x24 White drawing paper, pencil, eraser,
visuals of Arcimboldo’s work, assorted pictures of fruits and
vegetables from magazines, copies of color wheel from (http://www.disable-world.com/artman/publish/fruits-vegetables.shtml),
glue sticks and scissors.
Vocabulary:
Portrait, Collage, Texture, Line, and
Mannerist art.
Procedure:
The teacher reviewed the students were asked to create a
collage picture by cutting out pictures of fruits and vegetable
from numerous magazines and arrange them and paste them on to
their life size silhouette profile.
They need to consider the shapes, colors of
the fruits and vegetable cut outs, and the overall space
provided with in the silhouette profile frame.
Evaluation:
Teacher will ask questions regarding the
process, what is a Collage? What other elements of art were
utilized (shape, color, texture and line)?
Art Standards
Content Standard: Elements of Visual
Arts
3-5 Students will recognize value, texture,
and pattern and be able to use those in visual products. (a)
3-5 Students will recognize principles of
design: balance, placement, composition, proportion, and
overlapping (c)
Content Standard: Choosing a range of
subject matter, symbols, and ideas.
k-2 Students will respond and express
feelings about their art work and the work of others. (b)
3-5 Students will select and use subject
matter, symbols, and ideas to communicate intended meaning. (a)
Science Standards
Content Standard; Nutrition
3-1 Identify the key nutrients in food that
support healthy body systems (skeletal, circulatory) and
recognize that the amount of food needed changes as the body
grows.
3.11 Analyze dietary intake and eating
patterns.
"The concept of 'Real Kids, Real
Food' originated on Children's TV Show, 'JoJo's DreamCart' of LaRiccia Media
and given permission to Optimum Health Solution to promote a healthy lifestyle
for kids"
Here I am with the two key people who have made this program possible. On my left is Magnolia Monroe-Gordon. She is a graduate of Life Force Energy class and a 3rd grade teacher at the Martin Luther School. She carries the mission of "heal yourself, heal the planet" into the classroom and is co-facilitating Optimum Health for Kids in order to spread the mission throughout the school and the city. To my right is Mrs. Jessica Bolt, the principal of the Martin Luther King School. She fully supports and welcomes the program into the school. Mrs. Bolt fully embraces the whole idea of the Hippocrates healthy lifestyle.
Learning To Sprout
As part of the program, OHS arranged for the teachers to have their
health assessments at the begining of the program and will have them
tested again at the end of the program to show their progress. 
Michael Iceland, the Outreach Coodinator of the Food Project, took us on a walking tour of the 5 organic farms where 100 students (selected from 500 applicants) care for the farms. The farms are highly respected by the community and are never vandalized. These farms provide food to the inner city subsidized farmers markets and food pantries. The Food Project will be helping with teacher/student education and gardening at the MLK school. 
West Cottage Street Farm 
Susan Stone, Energy Medicine Trainer, instructed the teachers in Energy Medicine. The teachers then took some of the strategies into their own classrooms with fantastic response from the students. The students were more focused, energetic and better retained what was being taught. 
Here Susan is testing the strength of Magnolia before she has practiced healing with Energy Medicine. The school is now planning to have a Professional Development Day for Susan to train the entire staff in Energy Medicine. Then, Susan and the staff will teach Energy Medicine to all the K-8 students.
Excalibur has given 5 four drawer dehydrators to the Martin Luther King Jr. School to encourage entrepreneurship. Excalbur will give prizes of dehydrators to 3 contestants with the best ideas and business plans for dehydration and arrange for a successful MIT entrepreneur team to help the winners implement their business plans. Optimum Health Solution is giving $100 with the first prize, $50 with the second and $25 with the third, along with a free dehydrator in each category.. 
The
students delighted browsing through a wide-range of educational
books K-8. The total sales enabled the teachers to select 5
books for their classroom libraries.
projects
and soon will be graduating with their 30 professional development
points. These students on right are enjoying the delicious dehydrated
apples they have just dehydrated. See article below to learn more.
