GLOBAL INDIAN INTERNATIONAL SCHOOL, DUBAI.
LESSON PLAN
Teacher Isha Subject: EVS Unit/Topic: Food Pyramid Curriculum Standards-
No of Recognises the sources of food and
Grade: 1 Date:
Students group food into different categories.
HA: MA: LA: SEN: G&T:
Learning Objective: Learning Resources: Lesson outline↓ Assessment/Key Questions/Structures↓
To identify, compare, contrast, and list
Key Vocabulary: Starter(5 mins) LA:
the different states of matter and how
they change their states KWL chart will be prepared to When water is frozen, which state of
recapitulate the previous knowledge matter does it become?
• Solid
Success criteria: • Liquid Ask the students to look around in the MA:
• Gas class. And prompt following questions
Why is unhealthy food attractive / tempting for us?
• Condensation What do you see in classroom?
Almost all students will be able to HA:
• Freezing
identify 3 different states of matter Show stone water and balloon. Ask
• Melting why do you think we should eat healthy food?
what is the shape of each material?
• Evaporation
What do you think of water ?
Most students will be able to compare • Particles
the 3 different states of matter • boiling Do you think water and cup have
same shape
Few students will be able to identify We call
the different changes of state
Show children some pictures of healthy
and unhealthy food.
SOD – To identify 3 different states of
matter Discuss and name the types of food.
Ask the students:
Why do you think the food is
separated into two groups?
How are the foods in each group
different?
What is the same about all the
food on the left?
What is the same about all the
food on the right?
Learning Skills: Body of the lesson:(8 mins)
Begin the class by explaining matter- UAE SST – What is the national fruit of U.A.E?
(dates)
🞐 Citizenship Break students into small groups (4-5)
assign each group a designated area to
🞐 Communication stand in the classroom.
🞐 Collaboration Explain they are going to become
🞐 leadership “particles” and their movement will
change based on what type of matter
🞐 Independent they become.
Learning
Begin by instructing molecules to move
🞐 ICT freely in the classroom and explain that
🞐 Long-life learning they were air particles. Critical Questions:
🞐 Critical thinking Ask- what happen to air particles? Which kind of food do you think belongs
in the dairy products?
Answer: particles move freely and quickly
in gases
Do you think eating a healthy meal is
Next, still within groups, instruct enough for a fit body? Why/why not?
students to join arms with a partner and
skip together in designated space.
Why should we have more portions of
carbohydrates, fruits, and vegetables in
Explain- This time they were liquid our daily intake? Why are they
molecules. important for our body?
Ask- How they would characterize liquid
Particles? How is it differed from gas
structure?
Answer: particle slide around each other
fluidly and are confined in their space
(container). They move more slowly than
gases movements
Finally, instruct students to cluster
together within their groups. They should
not be moving independently of one
another.
After a few moments, bring the class back
together and explain they were paticles in
a solid state.
Ask students how they would
characterize the structure of solids and
how it differed from liquids and gases? a.
Answer: Particles in a solid state are
clustered and fixed to one another. They
are not able to move freely
Main activity- ( 20 mins)
LA -Children will recognize the various
food products and create a healthy meal
plate using helping
words
MA – Children will compare the various
food product and create a food pyramid
with little prompts
HA – Children will demonstrate the
understanding of various food products
and create a healthy menu independently
For all three groups:
Self- assessment- Children will reflect on
their learning using traffic lights
Peer-Assessment-Children will check each
other’s work and will give stars
Extension and Plenary:(3 mins)
Projects:
Ask students to turn to a buddy and tell
Children will answer that person what healthy means in their
the questions provided own words. Then do the same with
in their notebook unhealthy. Ask students whether it is
better to eat healthy or unhealthy food.
Why? Have them turn to a buddy to
discuss. Model the language “It is better
to eat healthy/unhealthy food
because….”
Differentiation will be achieved by: LA – Will be able to recognize the various food products and create a healthy meal plate
MA – Will be able to compare the various food product and create a food pyramid
HA – Will be able to demonstrate the understanding of various food products and create a healthy menu
SOD – Will be able to recognize the various food products and create a healthy meal plate
NAP/CAT4 implications: ASSET: CAT4:
UAE Links:
Cross-curricular links: UAE SST
Use of Technology: Online video
Assignment→ Portfolio file work will be sent home.
Follow-up for next lesson: Revise the concepts
HOD/Sup Feedback: