Math and MyPlate for Grade 1Content Areas: Mathematics and HealthStandards: Iowa Core Standards: 1.MD.C.4: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. 1.NBT.C.4: Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 1.NBT.C.5: Given a two-digit number, mentally find 10 more or 10 less than the number without having to count; explain the reasoning used. 1.NBT.C.6: Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Taken from the Iowa Department of Education, Iowa Core website: https://iowacore.gov/iowa-core/grade/1/mathematics/measurement-and-data/represent-and-interpret-data. National Health Education Standards: Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health 1.5.2: Identify examples of emotional, intellectual, physical, and social health. Standard 3: Students will demonstrate the ability to access valid information and services to enhance health. 3.5.2: Locate resources from home, school, and community that provide valid health information. Standard 5: Students will demonstrate the ability to use decision-making skills to enhance health. 5.5.1: Identify health-related situations that might require a thoughtful decision. 5.5.3: List healthy options to health-related issues or problems. 5.5.4: Predict the potential outcomes of each option when making a health-related decision. 5.5.5: Choose a healthy option when making a decision. 5.5.6: Describe the outcomes of a health-related decision. Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. 7.5.1: Identify responsible personal health behaviors. Taken from the CDC National Health Education Standards Website: http://www.cdc.gov/healthyyouth/sher/standards/7.htm I have listed these standards because I feel the lesson planned below will address each of them. Although each standard will not be fully met in this lesson, the underlying concepts of each will be touched on. I feel it is important to include all of these because I want students to know that we cannot master a content or learn all there is to learn about it in one day. We will spend multiple lessons addressing these, and other health/mathematics concepts because it will take multiple interactions with the content for students to understand these big ideas.

Objective: Students will use base-10 knowledge in order to collect data about the foods they eat. They will create a visual representation of the data they collect and answer questions about it. Objective in Student Language: Today we are learning about healthy eating habits and thinking about the types of food we eat. So we can make healthier choices about food. Well know we have it when we use www.choosemyplate.gov to list the types and amounts of food we should eat. **This lesson will likely take multiple days to complete because it involves many aspects. As a teacher I support this because my students will be engaged in a long-term project, will interact with multiple types of content, and will gain insights to help them meet multiple standards.

Activity/Day 1: Explore My Plate and Complete Food Sort Have students sit on the carpet and begin the lesson by asking what types of food they eat. Ask, how do we know if what we eat is healthy? Have a small discussion. Well we can make sure we know whats healthy by looking at a website called Choose My Plate. Its run by the government and gives us a lot of good ideas about healthy eating. Show students the website www.choosemyplate.gov. Tell students that there is a lot of information on this website but we are just going to look at 6 types of food to eat, fruits, vegetables, grains, protein, dairy, and oils. Ask students for examples of each of these categories to activate prior knowledge. Tell students that today we will be looking for pictures of food and putting them on posters for each of these types of food. Have students go back to their seats to complete this activity. Model how to cut out food pictures and tape them under the correct category poster. Place pictures of different foods from all 6 categories at students tables. Also provide scissors and tape for students. Place posters (1 for each food type) around the classroom. Have students cut out food pictures and place them on the appropriate posters around the classroom. After students complete this portion of the activity, meet at the classroom rug again. Talk about the different food on each poster and ask students if theyve tried it before. Tell students, Tomorrow we are going to come back to our posters and learn a little bit about how much of these foods we should be eating everyday.

Activity/Day 2: What Foods Should We Eat and Collect Class Data Begin the lesson by having students meet at the rug again and review the posters we created yesterday. Ask students if they ate any of the food on our posters for dinner last night. Show students a picture of the MyPlate placemat that divides a plate into 5 sections, each labeled with a type of food. Explain to students that their plate should have the foods listed and each of those should take up the amount of space listed in order to create a healthy meal. Create a healthy meal on the placemat as a class: pull pictures off of the posters from yesterday and place them on the placemat so they go in the correct category and take up the correct amount of space. Ask students to think about what they ate for breakfast this morning and have students share what they ate out loud. List these items as categories on the board (i.e. cereal, eggs, pancakes, waffles, yogurt, other, etc.). Collect classroom data by asking students to raise their hands if they ate cereal and list that number of students on the board. Have other students come up to the front of the class and do the same for the other categories. At the end of this part of the lesson, we will have created a set of class data. Save this information for the next days lesson and tell students, Tomorrow we will be answering some questions about the types of food we eat for breakfast.

Activity/Day 3: Mathematical Tasks Using Classroom Data Start the lesson by having students meet at the rug and review the food they ate for breakfast yesterday. Begin to model answering questions about the data by finding the type of food that the most students ate. Ask the students for input when appropriate. Give students a worksheet with between 4 and 6 problems focused on interpreting the data, addition, and subtraction. Questions will vary depending on the data collected as a class but will likely be similar to the following: Did more students eat pancakes or cereal for breakfast? What was the least popular breakfast food yesterday? Altogether, how many students ate eggs or yogurt for breakfast? How many more students ate waffles than pancakes? If 8 students ate cereal yesterday and 10 more decide to eat cereal tomorrow, how many students will have eaten cereal this week? If there are 25 students in our class, how many did not eat eggs for breakfast yesterday? I will differentiate the questions for students based on their mathematics knowledge.

Assessment:

Requirement:Completed?

Student participates in the whole group discussion,

Student participates in discussion of breakfast foods eaten.

Student participates in collecting class data of breakfast foods eaten.

Student completes the Day 1 activity by placing at least one food picture onto each category poster.

Student completes Mathematical questions based on the data collected.

Question:Correct?

1

2

3

4

5

6

Math and MyPlate for Grade 3Content Areas: Mathematics and HealthStandards: Iowa Core Standards: 3.MD.B.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two- step how may more and how many less problems using information presented in scaled bar graphs. Taken from the Iowa Department of Education Iowa Core Website: https://www.educateiowa.gov/pk-12/standards-curriculum/iowa-core/mathematics/grade-3/measurement-data National Health Education Standards: Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health 1.5.2: Identify examples of emotional, intellectual, physical, and social health. Standard 3: Students will demonstrate the ability to access valid information and services to enhance health. 3.5.2: Locate resources from home, school, and community that provide valid health information. Standard 5: Students will demonstrate the ability to use decision-making skills to enhance health. 5.5.1: Identify health-related situations that might require a thoughtful decision. 5.5.3: List healthy options to health-related issues or problems. 5.5.4: Predict the potential outcomes of each option when making a health-related decision. 5.5.5: Choose a healthy option when making a decision. 5.5.6: Describe the outcomes of a health-related decision. Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. 7.5.1: Identify responsible personal health behaviors. Taken from the CDC National Health Education Standards Website: http://www.cdc.gov/healthyyouth/sher/standards/7.htm I have listed these standards because I feel the lesson planned below will address each of them. Although each standard will not be fully met in this lesson, the underlying concepts of each will be touched on. I feel it is important to include all of these because I want students to know that we cannot master a content or learn all there is to learn about it in one day. We will spend multiple lessons addressing these, and other health/mathematics concepts because it will take multiple interactions with the content for students to understand these big ideas.

Objective: Students will use knowledge of fractions, percentages, and data collection in order to construct different types of visual representations of data (bar graph and pie chart). Objective in Student Language: Today we are creating 2 different visual representations of data and learning about healthy eating habits. So we can understand how to represent data and make healthier choices about food. Well know we have it when we represent data from www.choosemyplate.gov to create bar graphs and pie charts for our personal meal guidelines. **This lesson will likely take multiple days to complete because it involves many aspects. As a teacher I support this because my students will be engaged in a long-term project, will interact with multiple types of content, and will gain insights to help them meet multiple standards.

Activity/Day 1: Explore My Plate and Collect Data Begin by having students brainstorm with partners what they know about healthy eating and what it means to them. Then have partners share thoughts and record ideas on the whiteboard. Present students with the question: how do we know if what were eating is healthy? Have a small discussion with students about this topic and eventually introduce them to a quick overview of www.choosemyplate.gov, a website that provides practical information about healthy diets and nutrition. Show students the different tabs (under My Plate Topics) for fruits, vegetables, grains, protein foods, dairy, and oils. Model how to fill out worksheet where we will detail the types of foods under each category we typically eat. Model how to see how much fruit is needed per day and how to record the amount we need in a table. Explain to students that they are going to do both of these things for each of the 6 food groups. If they have time afterwards, they can look around the website at areas that interest them: physical activity, super tracker, recipes, etc. Have a concluding conversation about what types of food we should be eating everyday. Ask students to complete a journal entry about their feelings about what they learned on the website today. Do they agree with what they read? Do they think eat as the website suggests? Do they think they will make changes to their eating habits because of this? For homework that night, have students record what they eat so they can begin tying together the theoretical work we did in class with the actual things they do/eat everyday.

Activity/Day 2: Use Data to Create Bar Graphs and Pie Charts Start the class by reviewing the data students collected from the website yesterday. Have students respond to questions such as which food group should you eat the most of each day, which food group should you eat the least of each day, what mathematical terms can we use to represent those numbers, and why might different students have different answers for these questions. Send students to their seats to work on creating a familiar bar graph of their data. Walk around the room to clear up any misconceptions with bar graphs. Bring students back to a large group discussion and explain how a pie chart works. Show students my pie chart for ChooseMyPlate.gov and ask them for predictions with how to interpret it. This will lead to a discussion about how pie charts represent data. Send students to their seats to work on creating a pie chart for their data. Students will make their pie chart first on their worksheet so they can compare it to the bar graph later in the lesson and then also make one on a physical plate so they know how much space their fruits, vegetables, grains, proteins, dairy, and oils should take up during each meal. Be available to students to clear up any misconceptions about pie charts and representing data. After students have completed their graphs and charts, have them work in small groups to discuss the differences between bar graphs and pie charts. Have students discuss not only the physical looks of bar graphs and pie charts but also what they tell people who interpret them. As a whole group, share what students talked about in their small groups and keep a list of brainstormed ideas about the different types of graphs on the board. For homework, have students take the plate they made home and use it for dinner. Then have them write a journal reflection about their dinner. Possible journal topics include: Did they have the right amount of each food group? Why or why not? How did they feel after eating their meal? Brainstorm how they can give their parents/guardians information about healthy eating at home.

Assessment:RequirementCompleted?

Student completes worksheet by listing at least 5 fruits they eat or would like to try.

Student completes worksheet by listing at least 5 vegetables they eat or would like to try.

Student completes worksheet by listing at least 5 grains they eat or would like to try.

Student completes worksheet by listing at least 5 protein foods they eat or would like to try.

Student completes worksheet by listing at least 3 dairy items they eat or would like to try.

Student completes worksheet by listing at least 1 oil they eat or would like to try.

Student collects data and fills in the appropriate table with the amounts of each food group they should eat each day based on their age and sex.

Student kept a record of what they ate for dinner (Day 1 homework).

Student creates an accurate bar graph that represents the data they collected.

Student creates an accurate pie chart that represents the data they collected.

Student uses the plate they created with their dinner and write a journal entry about their eating experience (Day 2 homework).

Student actively participates in small group classroom discussions.

Student actively participates in whole group classroom discussion.

Student Worksheets:

_____________________________s Favorite Foods!

At least 5 vegetables I like or want to try are:

At least 5 fruits I like or want to try are:

At least 5 protein foods I like or want to try are:

At least 5 grains I like or want to try are:

At least 1 oil I like or want to try is:

At least 3 dairy items I like or want to try are:

_________________________________s Data

Food GroupAmount to Eat Per Day

Fruits

Vegetables

Grains

Protein Foods

Dairy

Oils

Key

Data RepresentationBar Graph

Data RepresentationPie ChartKey

Questions for Discussion: What do you notice about the bar graph and the pie chart? What are the differences between the bar graph and the pie chart? What differences can you find that arent about looks? Do these representations tell us different things? Why or why not? Why might it be helpful to look at different representations of the same data?

Math and MyPlate for Grade 6CHANGE THIS ONE FOR 6TH GRADEContent Areas: Mathematics and HealthStandards: Common Core State Standards: CCSS.MATH.CONTENT.6.SP.A.1: Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. CCSS.MATH.CONTENT.6.SP.A.2: Understand that a set of data collect to answer a statistical question has a distribution which can be described by its center, spread, and overall shape. CCSS.MATH.CONTENT.6.SP.A.5: Summarize numerical data sets in relation to their context by: CCSS.MATH.CONTENT.6.SP.B.5.C: Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered. Taken from the Common Core State Standards Initiative Website: http://www.corestandards.org/Math/Content/6/SP/ National Health Education Standards Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health 1.5.2: Identify examples of emotional, intellectual, physical, and social health. Standard 3: Students will demonstrate the ability to access valid information and services to enhance health. 3.5.2: Locate resources from home, school, and community that provide valid health information. Standard 5: Students will demonstrate the ability to use decision-making skills to enhance health. 5.5.1: Identify health-related situations that might require a thoughtful decision. 5.5.3: List healthy options to health-related issues or problems. 5.5.4: Predict the potential outcomes of each option when making a health-related decision. 5.5.5: Choose a healthy option when making a decision. 5.5.6: Describe the outcomes of a health-related decision. Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. 7.5.1: Identify responsible personal health behaviors. Taken from the CDC National Health Education Standards Website: http://www.cdc.gov/healthyyouth/sher/standards/7.htm I have listed these standards because I feel the lesson planned below will address each of them. Although each standard will not be fully met in this lesson, the underlying concepts of each will be touched on. I feel it is important to include all of these because I want students to know that we cannot master a content or learn all there is to learn about it in one day. We will spend multiple lessons addressing these, and other health/mathematics concepts because it will take multiple interactions with the content for students to understand these big ideas.

Objective: Students will use knowledge of data collection and statistics in order to construct different types of visual representations of data (bar graph and pie chart) and answer questions about the datas measures of center. Objective in Student Language: Today we are creating 2 different visual representations of data and learning about healthy eating habits. So we can understand how to represent data and make healthier choices about food. Well know we have it when we represent data from www.choosemyplate.gov to create bar graphs and pie charts for our personal meal guidelines. **This lesson will likely take multiple days to complete because it involves many aspects. As a teacher I support this because my students will be engaged in a long-term project, will interact with multiple types of content, and will gain insights to help them meet multiple standards.

Activity/Day 1: Explore My Plate and Collect Data Begin by having students brainstorm with partners what they know about healthy eating and what it means to them. Then have partners share thoughts and record ideas on the whiteboard. Present students with the question: how do we know if what were eating is healthy? Have a small discussion with students about this topic and eventually introduce them to a quick overview of www.choosemyplate.gov, a website that provides practical information about healthy diets and nutrition. Show students the different tabs (under My Plate Topics) for fruits, vegetables, grains, protein foods, dairy, and oils. Model how to fill out worksheet where we will detail the types of foods under each category we typically eat. Model how to see how much fruit is needed per day and how to record the amount we need in a table. Explain to students that they are going to do both of these things for each of the 6 food groups. If they have time afterwards, they can look around the website at areas that interest them: physical activity, super tracker, recipes, etc. Have a concluding conversation about what types of food we should be eating everyday. Ask students to complete a journal entry about their feelings about what they learned on the website today. Do they agree with what they read? Do they think eat as the website suggests? Do they think they will make changes to their eating habits because of this? For homework that night, have students record what they eat so they can begin tying together the theoretical work we did in class with the actual things they do/eat everyday.

Activity/Day 2: Use Data to Create Bar Graphs and Pie Charts Start the class by reviewing the data students collected from the website yesterday. Have students respond to questions such as which food group should you eat the most of each day, which food group should you eat the least of each day, what mathematical terms can we use to represent those numbers, and why might different students have different answers for these questions. Send students to their seats to work on creating a familiar bar graph of their data. Walk around the room to clear up any misconceptions with bar graphs. Bring students back to a large group discussion and explain how a pie chart works. Show students my pie chart for ChooseMyPlate.gov and ask them for predictions with how to interpret it. This will lead to a discussion about how pie charts represent data. Send students to their seats to work on creating a pie chart for their data. Students will make their pie chart first on their worksheet so they can compare it to the bar graph later in the lesson and then also make one on a physical plate so they know how much space their fruits, vegetables, grains, proteins, dairy, and oils should take up during each meal. Be available to students to clear up any misconceptions about pie charts and representing data. After students have completed their graphs and charts, have them work in small groups to discuss the differences between bar graphs and pie charts. Have students discuss not only the physical looks of bar graphs and pie charts but also what they tell people who interpret them. As a whole group, share what students talked about in their small groups and keep a list of brainstormed ideas about the different types of graphs on the board. After the discussion, have students share what they ate at home yesterday (from yesterdays homework). Compile the student data on the board by listing the total number of students and the number of students that ate food in each of the categories. Have students make predictions about the mean, median, and mode of the data we collected as a class. After this discussion, leave the data on the board and have students return to their seats in order to complete the attached worksheet about measures of center using the class data. For homework, have students take the plate they made home and use it for dinner. Then have them write a journal reflection about their dinner. Possible journal topics include: Did they have the right amount of each food group? Why or why not? How did they feel after eating their meal? Brainstorm how they can give their parents/guardians information about healthy eating at home.

Assessment:RequirementCompleted?

Student completes worksheet by listing at least 5 fruits they eat or would like to try.

Student completes worksheet by listing at least 5 vegetables they eat or would like to try.

Student completes worksheet by listing at least 5 grains they eat or would like to try.

Student completes worksheet by listing at least 5 protein foods they eat or would like to try.

Student completes worksheet by listing at least 3 dairy items they eat or would like to try.

Student completes worksheet by listing at least 1 oil they eat or would like to try.

Student collects data and fills in the appropriate table with the amounts of each food group they should eat each day based on their age and sex.

Student kept a record of what they ate for dinner (Day 1 homework).

Student creates an accurate bar graph that represents the data they collected.

Student creates an accurate pie chart that represents the data they collected.

Student uses the plate they created with their dinner and write a journal entry about their eating experience (Day 2 homework).

Student actively participates in small group classroom discussions.

Student actively participates in whole group classroom discussion.

Question NumberStudents AnswerWas it Correct?Points for Process

1

2

3

4

5A

5B

6A

6B

Student Worksheets:

_____________________________s Favorite Foods!

At least 5 vegetables I like or want to try are:

At least 5 fruits I like or want to try are:

At least 5 protein foods I like or want to try are:

At least 5 grains I like or want to try are:

At least 1 oil I like or want to try is:

At least 3 dairy items I like or want to try are:

_________________________________s Data

Food GroupAmount to Eat Per Day

Fruits

Vegetables

Grains

Protein Foods

Dairy

Oils

Key

Data RepresentationBar Graph

Data RepresentationPie ChartKey

Questions for Discussion: What do you notice about the bar graph and the pie chart? What are the differences between the bar graph and the pie chart? What differences can you find that arent about looks? Do these representations tell us different things? Why or why not? Why might it be helpful to look at different representations of the same data?

Measures of Center for Our Class MyPlate Data:

1. Which food group did the most students eat yesterday? How many students ate that food?

2. Which food group did the least students eat yesterday? How many students ate that food?

3. What percentage of students ate dairy yesterday?

4. What percentage of students ate vegetables yesterday?

5. Look at the fruits category. 10 students ate one fruit yesterday, 7 students ate two fruits yesterday, 1 student ate three fruits yesterday, and 6 students did not eat fruit yesterday.

A. On average, how many fruits did each student eat?

B. What is the median number of fruits eaten by students in our class?

6. Look at the oils category. 8 students had no oils yesterday, 14 students had one oil yesterday, and 2 students had two oils yesterday.

A. On average, how many oils did each student eat?

B. What is the median number of oils eaten by students in our class?