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HEALTHY EATING AND ACTIVITY DAY 2 1

Activities and Lessons taken from “Power to Play” Alberta curriculum guide by Registered
Dietitians at Dairy Farmers of Canada (2007)

Name: Alyssa Fortin


Date: Friday Feb. 1
Grade: 2
Subject: Health and Life Skills
Unit: Personal Health
Class Length: 30 min

General Learner Outcomes:


Students will make responsible and informed choices to maintain health and to promote safety
for self and others.

Specific Learner Outcomes:


Students will…
W-2.5 Classify foods according to Canada’s Food Guide to Healthy Eating, and apply knowledge
of food groups to plan for appropriate snacks and meals.

Learning Objectives:
Students will…
1) Familiarize themselves with the four food groups and the types of foods that go into
each category.

Assessment:
Students should be able to comprehend what is considered a healthy snack and how it helps
them in their active lives.

Materials:
 “Power to Play” package
o DVD Episode 6 “Operation: Food Groups” (sponge)
o Super Mission envelope
o Grade 2: Super Mission Two
o Food picture cards
 Four food group labels (large)
 SmartBoard
 White board markers
 Superhero Identity cards

Introduction
Getting Started (5 min)
What did we do last time? What were your superhero names? What super food(s) did
you eat to get your super powers? What super foods did Brock and Coco eat?
Body
HEALTHY EATING AND ACTIVITY DAY 2 2

“The Super Mission” (1 min)


Open the Super Mission envelope and read the mission to the students. Write it
somewhere on the board or on sticky poster paper if need be.
Look at the words, what do they say?
They go together in two different ways.
-toast -milk
-chicken -asparagus
-apples -chickpeas
-mozzarella -tortilla
Four Food Groups Activity (20 min)
Put the four food group labels around the room. Do not discuss the names of them yet.
Hand out one food picture to each student. Ask students to look at their food and then
go stand under the food group they think their food card belongs to.
Ask the students if they can name the four food groups and explain how foods are
sorted into each group.
Have student name his or her food for the class and have classmates determine whether
they are in the correct food group. As students are discussing their food and the food
group they belong to, start a Four Food Group word list on chart paper. Include the four
food groups and foods in each group.

Closure:
Wrap Up (5 min)
Have students go back to their Superhero Identity cards from the last lesson. Look at
your power snack. Is there a better choice from the four food groups that you could
make? If so, change or add it.
If students choose snacks like chips or candy, remind them that these foods won’t give
them the power to play.

Sponge:
Watch DVD Episode 6 “Operation: Food Groups” (8:45)

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