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Primary Subject Area: Mathematics |
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Grade Level: 3 - 4
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Overview:
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The students will be involved in planning a class pizza party. A broad spectrum of interdisciplinary components will be utilized to experience a real-life situation. This lesson can be used to teach health, nutrition, or food - related topics. |
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Approximate Duration: 5 class periods (50 minutes each) |
Content Standards:
- Number and Number Relations
In problem-solving investigations, students demonstrate an understanding of the real number system and communicate the relationships within that system using a variety of techniques and tools. - Data analysis, Probability, and Discrete Math
In problem-solving investigations, students discover trends, formulate conjectures regarding cause-and-effect relationships, and demonstrate critical thinking skills in order to make informed decisions.
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Benchmarks:
- N-5-E
selecting appropriate operation(s) (add, subtract, multiply, and divide) for a given situation; (1,3,4,5)- N-6-E
applying a knowledge of basic math facts and arithmetic operations to real-life situations; (1,2,3,4)- D-1-E
collecting, organizing, and describing data based on real-life situations; (2,3,4)- D-2-E
constructing, reading, and interpreting data in charts, graphs, tables, etc; (2,3,4)- D-3-E
formulating and solving problems that involve the use of data; (2,4,5)
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Grade-Level Expectations (GLEs):
- Grade 3
10.
Calculate the value of a combination of bills and coins and make change up to $5.00
(N-6-E) (M-1-E) (M-5-E)
43.
Represent and solve problems using data from a variety of sources (e.g., tables, graphs, maps, advertisements)
(D-3-E) - Grade 4
12.
Count money, determine change, and solve simple word problems involving money amounts using decimal notation
(N-6-E) (N-9-E) (M-1-E) (M-5-E)
37.
Determine which type of graph best represents a given set of discrete data
(D-1-E) (D-2-E)
38.
Solve problems involving simple deductive reasoning
(D-3-E)
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Interdisciplinary Connections:
- Health Education : Standard 1
Students will comprehend concepts and strategies related to health
promotion and disease prevention.
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Educational Technology Standards:
- Use a variety of developmentally appropriate resources and productivity tools (e.g., logical thinking programs, writing and graphic tools,digital cameras,graphing software) for communication,presentation,and illustration of thoughts, ideas,and stories.
( 1, 3, 4 )
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Objectives:
The students will:
use problem-solving strategies to plan a pizza party,
identify food groups, and
demonstrate check writing skills. |
Lesson Materials and Resources:
Chart or poster paper
Calculator
Newspaper ads (pizzas, beverages, snack foods, paper plates, etc.)
Pizza menu from local restaurant |
Technology Tools and Materials:
Hardware:
computer
printer
digital camera
floppy disks
overhead projector
large screen projector or TV for PowerPoint presentation
Software:
Inspiration or other concept mapping software
PowerPoint or other presentation software
Other:
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Background Information:
The students need to have a basic knowledge of the food groups, and check writing. They also need to be able to read a restraurant menu, know how to construct complete sentences,and know how to use a calculator. Students need basic computer presentation skills. |
Lesson Procedures:
- Using Inspiration, help students brainstorm items needed for the class pizza party.
- Identify the food groups provided by pizza. Discuss ways to make pizzas low fat and to include healthy toppings. Encourage students to select nutritious beverages and snacks so that the menu includes all food groups.
- Use the "PIZZA! PIZZA!" activity sheet and discuss the directions.
- Divide the class into groups.
- Hand out the pizza menus and the ads; have each group complete step 1 on "PIZZA! PIZZA!" activity sheet. Discuss each group's answers to step 1 as a class.
- Go over the steps in completing an itemized chart with the class. (See step 2 on "PIZZA! PIZZA!" activity sheet.)
- Distribute materials (chart or poster paper, newspaper ads) and have each group complete step 3 on "PIZZA! PIZZA!" activity sheet.
- Review the "Informative/Narrative Plan Sheet Sample" to identify complete, well-written sentences to explain their purchases. Have students use the "Informative/Narrative Outline" to develop their ideas. Then have students complete their own "Informative/Narrative Plan Sheet".
- Have the students write their sentences on the group’s poster. (Step 4 on the "PIZZA! PIZZA!" activity sheet.)
- The students will complete step 5 on the "PIZZA! PIZZA!" activity sheet, using a calculator if necessary.
- Using the overhead projector, review steps in writing checks and recording data in a check register. The students will practice using the sample blank checks and check registers. Each student will complete step 6 on "PIZZA! PIZZA!" activity sheet.
- Have each group prepare a computer presentation on their group's work. Each group spokesperson will give a brief presentation using Inspiration or PowerPoint. Students can use digital cameras and incorporate pictures of their work into the presentation.
- On the last day of the lesson, treat the class to a pizza party similar to the one they planned; solicit help from parents.
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Assessment Procedures:
Accurate completion of activity sheets |
Accommodations/Modifications:
Consider different learning styles and abilities when planning this lesson.
----- written by Division of Nutrition Assistance
**Teachers must follow special needs student’s Individual Education Plan (IEP) or 504 Modification Plan.
Students with Sensory Impairments
*Visual
-Procedure 1: Teacher can use large font on Inspiration.
-Procedure 3: Teacher can enlarge and/or change the color of the font on the "PIZZA! PIZZA!" activity sheet. If the student is unable to read any print size, a 'reading buddy' could be assigned -answers could be dictated and entered onto activity sheet. A speech to text software (ViaVoice, Dragon-Naturally Speaking) could be used.
-Procedure 10: Teacher can provide calculator with large numbers.
-Procedure 11: Teacher can use colored overlays while using the overhead projector
*Hearing
-Procedures 1-3,5-6,11-12: (discussion, directions, and group presentations): Student with limited hearing is seated in close proximity of the teacher. Teacher will establish eye contact before speaking directly to student. Student could also be paired with a non-disabled student to insure understanding of directions and discussion.
-Procedures 5-10: Teacher can provide an area which minimizes interfering noises where students with hearing problems can work
-Procedure 12: Student who does not effectively communicate orally will type presentation and have group member present it to the class. Student can also use a text to speech software program (Help Read, Text Aloud, Wordsmith) to read written text for presentation.
Students with Attention Behavior Impairments
-Procedures 1-3,5-6,11-12: (discussion, directions, and group presentations): Prior to the beginning of the lesson, the teacher will demonstrate the hand/body signal that will be used to redirect the student's attention back to the discussion. Other accommodation: Assign a 'buddy' to redirect student's attention to discussion.
-Procedures 5-12: Allow student to stand or kneel while completing group assignments and computer presentation. Teacher may also allow student to have water or bathroom break for movement during this procedure. The teacher can provide alternative work locations (to library, quiet part of classroom) to limit distractions.
-Use FM system (Phonic Ear, Phonak) for Introduction, presentations and all directions (place system on desk, on floor near desk or earpiece to receive direct vocals from the teacher.)
-For all worksheets and charts, allow student to underline the key words in the directions before beginning the task or allow student to fold paper so that only a small amount of the info shows at a time.
***Additional General Classroom Accommodations found in “Helpful Hints.”
----- written by Kristie Dequeant
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Reproducible Materials:
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Explorations and Extensions:
The students will set up a mock grocery store where they can purchase their ingredients.
The students will identify the food groups in various pizzas. Inform students that pepperoni and sausage pizzas are generally higher in fat than are other varieties.
Have the cafeteria manager share with the students nutrition information on the pizzas served in the school cafeteria. (One to two slices of pizza is a serving. Eating more than one to two slices of pizza is overeating and can result in weight gain.) |
Lesson Development Resources:
Kathy Ross from Scott Foresman – Addison Wesley Master Curriculum "Extend Your Thinking and Decision Making"
MyPyramid
www.mypyramid.gov
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Reflections:
Since many families eat out frequently, it is important to teach students healthy choices to promote optimal health. |
Contact Information:
Division of Nutrition Assistance
http://www.louisianaschools.net/lde/nutrition/1667.html
Louisiana Department of Education
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Additional Contacts:
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Group: Division of Nutrition Assistance |
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MarcoPolo Lesson: No
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