Navigation Menu+

Grade 4 – Resources by Grade Level

Posted on May 26, 2015 in Grade 4, Grade Level, Resources, Resources By Concept, Wonder & Question Investigate & Interpret

A Day in the Life of a Healthy Me

Developed by Mia Olson and Kathy Fowler

  • Health Education – USC 4.1 (Perspective: Sharing What It Means to Be Healthy)
  • Physical Education – PE 4.1
  • English Language Arts – CR 4.3, CC 4.1

Guiding question: How do I decide what healthy eating and healthy levels of physical activity look like for me?

During this learning experience, grade four students will deepen their understanding of Canada’s Food Guide, what it means for them personally and why such a guide exist. They will make a meaningful connection between healthy eating and levels of physical activity. In addition, an exploration of Canada’s Guide to Physical Activity will support students in making connections between healthy eating and levels of physical activity, and what it means for them.

Prior to this learning experience, the students will be able to communicate an understanding of Canada’s Food Guide (e.g., Food Groups, foods in groups, numbers of servings) and how it applies in their lives. They will also have prior knowledge of Canada’s Guide to Physical Activity (e.g., guidelines for daily physical activity levels) plus experience in feeling the difference between moderate and vigorous activity.

Teachers: To prepare for this learning experience, access the scenarios related to children eating healthy/unhealthy and being active/inactive (see below). Post three signs (i.e., Healthy, Unhealthy, Depends) on the outside walls of the learning space.

Introduce students to learning activity by posting Scenario #1. Ask students, “Would this be an example of a student who is demonstrating healthy or unhealthy eating/activity level behaviours? Or does it depend?” Ask them to physically move to the sign that represents their answer. Once students have selected answer, engage them in a class discussion/debate about the reason for their choices. Then provide them with the rationale for each scenario, and have them share their answers again. Continue with additional scenarios and further discussion as to personal, family community and cultural factors that can influence choices regarding healthy eating and activity levels. Support the students in concluding that we try to follow Canada’s Food Guide and Canada’s Guide to Physical Activity but also recognize that various factors can influence our ability to do so.

Engage the students in making a plan for how they will gather information and share own story/scenario of what a day of eating and being active looks like for them. Once students have gathered this information, guide them to compare their eating habits and levels of activity to what is recommended in Canada’s Food Guide and Canada’s Guide to Physical Activity. Support them in investigating the personal changes that they need to make to have better nutrition and appropriate amounts of physical activity.

Assessment Criteria:

  • I can share my understanding of healthy food choices and how much physical activity is a healthy amount for me.
  • I can explain how and why healthy eating and activity choices are not the same for everyone.
  • I can judge whether my eating and activity level habits are healthy based on Canada’s Food Guide, Canada’s Guide to Physical Activity, and my own personal needs and situation.
  • I can suggest changes that I could make so my eating and activity level habits would be healthier.

Resources:

Canada’s Food Guide

Canada’s Guide for Physical Activity

Scenarios:

Scenario #1 – Rowan had eggs and toast for breakfast this morning, and then he went to play a game of hockey. For supper, he ate chicken, broccoli and rice and walked the dog.

There is no rationale for this; Rowan had good choices for both healthy eating and level of participation in physical activity.

 

Scenario #2 – Avery did not eat breakfast and went to play ringette. After she got home, she made some popcorn and played video games.

There is no rationale to this; Avery made poor choice regarding healthy eating but a good choice for participation in physical activity.

 

Scenario #3 -John eats candy or sugary drinks to make him feel better, especially after he has been active.

Rationale: John has diabetes and in order to keep his blood sugar levels stable, he will need to supply his body with sugar.

 

Scenario #4 – Jimmy often eats really large meals, incorporating all food groups. Sometimes he doesn’t follow the recommended serving size, eating way more than his twin brother Art.

Rationale: Jimmy is a hoop dancer, and exudes a lot of energy during his practices and performances. He needs to eat a large amount of food in order to sustain his energy.

 

Scenario #5 – When Tara gets home from school, she watches YouTube videos that teach her new dance moves; she spends her evening learning these moves. She often forgets to eat supper.

Rationale: Tara does not go outside, nor is she involved in community sports because she lives in an unsafe neighbourhood. She forgets to eat supper because she is dependent on herself to make food.

 

Scenario #6– June ate Kraft Dinner and apple sauce for supper. After supper, she enjoyed watching TV with her family until bedtime.

Rationale: June’s family does not have enough money to buy healthy groceries and her parent is very sick. June’s family is picking the healthiest option for them at this time.