1. 1
Healthy
Habits
Teacher
Resource
COMPONENTS
in
this
resource:
1) Sixth
grade
science
lesson
designed
by:
Valerie
Hardy
-­‐
Jane
A.
Neil
School
2) Visual
Arts
lesson
plan
designed
by:
Lisa
Davis,
Smart
Museum
of
Art
3) Health
and
Hospitality,
museum
tour
design
by:
Lisa
Davis,
Smart
Museum
of
Art
Social
Science-­‐
The
student
integrates
graphical
information(e.g.
pictures,
videos,
maps,
time
lines)
with
other
information
in
a
print
or
digital
text.
Science-­‐
Integrate
quantitative
or
technical
information
expressed
in
words
in
a
text
with
a
version
of
that
information
expressed
visually
(e.g.,
in
a
flowchart,
diagram,
model,
graph,
or
table).
Reading
Standard
for
Informational
Text-­‐
determine
the
meaning
of
words
and
phrases
as
they
are
used
in
a
text,
including
figurative,
connotative,
and
technical
meanings
Writing
Write
informative/explanatory
text
to
examine
a
topic
and
convey
ideas,
concepts,
and
information
through
the
selection,
organization,
and
analysis
of
relevant
content.
Research
to
Build
and
Present
Knowledge
Conduct
short
research
projects
to
answer
a
question
(
including
self-­‐
generated
question),drawing
on
several
sources
and
generating
additional
related,
focused
questions
that
allow
for
multiple
avenues
of
exploration
11:30-­‐12:30
Science
6th
Grade
Monday
Tuesday
Wednesday
Thursday
Friday
Science
Science
Science
Science
Science
Strategy/
Skill
Overview
Students
study
Still-­‐
Life
Artwork
and
research
symbolism
pertaining
to
food
choices.
• Observe
• Ask
questions
• Describe
Vocabulary
Balance,
Caption
Health,
inanimate,
natural,
man-­‐
made
Moderate
Still-­‐Life
Other
vocabulary
words
may
develop.
Student
Activity
Students
will
examine
several
Strategy/
Skill
Use
Information
to
create
Student
Activity:
Determine
the
meaning
of
the
vocabulary
as
a
group
-­‐
8
collaboration
Next
students
will
be
creating
their
own
work
of
art
using
prior
knowledge
and
their
own
resources
from
home.
(All
examples
are
acceptable)
Students
will
write
informative
Strategy/
Skill
Identify
a
theme
for
further
study
Examine
other
sources
of
art
Student
Activity
Teachers
dialogue/
Question-­‐
In
my
examination
of
your
Still-­‐Life
creation
what
idea
or
concept
kept
appearing.
(types
of
food)
Teacher-­‐
I
will
show
you
a
picture
of
a
Still
Life.
Let's
reflex
back
on
our
theme-­‐Types
of
food.
Strategy/
Skill
Interpret
information
presented
in
diverse
media
Student
Activity
Teacher-­‐
Before
trip
review
objectives,
students
will
take
notes.
Let
the
students
know
that
we
will
discuss
what
The
Balanced
Plate
is
on
Friday,
but
if
they
are
curious
go
provide
them
with
the
website
under
Wednesday's
Strategy/
Skill
Comparing
the
past
food
choices,
with
Student
Activity
Students
will
compare
the
food
choices
found
in
the
Still-­‐Life
painting
from
the
Museum
to
a.
their
food
preference
(Mc
Donald)
And
b.
the
new
food
policy
from
the
Government
(
The
Balance
of
Good
Health)
The
teacher
will
also
discuss
possible
preparation
methods
then
and
now(fast
food).

2. 2
artifacts
around
the
classroom.
Students
will
be
told
that
these
object
could
be
considered
Still-­‐Life.
We
will
discuss
the
meaning
of
a
Still-­‐
Life(is
a
work
of
art
depicting
mostly
inanimate
subject
matter,
typically
commonplace
objects
which
may
be
either
natural
(food,
flowers,
plants,
rocks,
or
shells)
or
man-­‐made
(drinking
glasses,
books,
vases,
jewelry,
coins,
pipes
so
on..)
Questions
Asked:
Now
that
we
know
they
are
samples
of
Still-­‐Life
what
make
these
pieces
of
art
different?
Note-­‐
vocabulary
terms
can
be
used
to
aid
in
students
recognition
of
the
words.
What
do
you
think
is
the
purpose
of
these
Still-­‐
Life?(why
created)?inferring
Later
I
will
request
students
to
find
other
examples
in
the
classroom.
(
Please
note
the
classroom
has
vases,
baskets
and
bowls
with
items
inside
representing
each
season)
paragraphs
of
their
interpretation
of
their
art
work,
giving
their
purpose
for
this
artistic
piece.
Student
examine
pieces
of
art
from
The
Smart
Museum.(
art
photos
in
picture
frames,
plastic
and
sleeves
for
easy
viewing).
All
art
is
labeled.
Is
there
a
story
in
these
work
of
art?
Let
students
elaborate
orally.
If
you
see
a
story
,
who
or
what
do
you
think
is
the
most
important
figure,
shape
or
object?
What
type
of
foods
do
you
see
in
the
Still-­‐Life?
Teacher-­‐Remind
them
that
the
art
samples
are
from
different
periods
of
time
Does
the
food
vary
due
to
time
period?
What
make
you
think
this?
Allow
them
to
collaborate
among
themselves,
too
improve
their
written
or
oral
answers.
Place
notes
from
the
students
responses
on
the
board.
The
teacher
said:
Homework
Students
will
present
their
reports
the
following
Monday.
Teacher-­‐
Remember
your
presentations
are
due
Monday!
Show
how
creative
you
can
be.
Reread
the
letter
you
received
from
the
NIB.

3. 3
Our
class
has
just
receive
a
letter
from
the
NIB
(Nutritional
Investigation
Bureau)
Teacher
-­‐read
letter
orally
while
student
follow
along
.
Surprise
it
is
all
arranged
we
leave
Thursday
for
The
Smart
Museum.
Let
us
review
our
task
and
form
5
teams.
Teams
are
created
and
they
are
given
time
to
discuss
how
they
plans
to
accomplish
the
three
task.
Science
Homework
:
Monday-­‐
Bring
objects
to
class
to
form
your
own/group
Still-­‐
Life
Define
Vocabulary
word
and
discuss
the
next
day.
(If
the
teacher
wishes
to
do
so,
they
may
brings
objects
in
the
class
to
help
with
the
construction
of
the
Still-­‐
Life).
Tuesday-­‐
Student
given
Smart
Museum
website
to
examine
works
of
art
To
View:
1.
Go
to
this
website-­‐http://smartmuseum.uchicago.edu/
2.
Locate
and
press
on
the
word
Collection
3.
Insert
the
word
Still-­‐Life
in
search
box
4.
Look
the
bottom
and
view
the
first
set
of
drawing,
then
look
press
2
for
second
set
of
artwork
Wednesday-­‐
Examine
A
Balance
Plate
for
Health
website
to
see
how
to
construct
their
plate-­‐
http://www.planet-­‐health.org/pdf/Five_food_groups.pdf
Review
letter
from
the
NIB
Thursday-­‐
trip
day
to
the
Smart
Museum
for
follow-­‐up
.yeah
Friday-­‐
team
completes
project
for
presentation
on
Monday
Educational
Support
Staff
Responsibilities-­‐
circulating
to
help
student
stay
on
task
Extension
Resources:
Are
You
Pealing?
by
Saxton
Freymann
and
Joost
Elffers-­‐
show
vegetables
with
feelings
Fun
With
Foods
A
Recipe
For
Math
+Science
-­‐
AIMS
Activities
Grade
5-­‐9
Eat
Right
American
Dietetic
Association-­‐
pamphlets
Illinois
Department
of
Human
Services-­‐
pamphlets
Super
Size
Me
-­‐
CD
on
the
effect
of
fast
food

4. 4
U.S.
Department
of
Agriculture-­‐
Agricultural
Research-­‐
magazine
with
the
details
of
new
techniques
in
food
development
Renaissance
artist
Giuseppe
Arcimboldo-­‐
uses
food
to
create
a
mosaic
image
Websites
A
Balanced
Plate
for
Health
www.planet-­‐health.org/pdf/Five_food_groups.pdf
-­‐
Similar
to
A
Balanced
Plate
for
Health
From
J.
Carter,
J.
Wiecha,
K.
Peterson,
S.
Nobrega,
and
S.
Gortmaker,
2007,
Planet
Health,
2nd
ed.
(Champaign,
IL:
Human
Kinetics).
A
Balanced
Plate
for
Food
a
fact
of
life
-­‐
Food
a
fact
of
life
www.foodafactoflife.org.uk/section.aspx?siteid=3§ionid=37
-­‐
Similar
to
Food
a
fact
of
life
-­‐
Food
a
fact
of
life
Activities.
IMAGE
balanced
plate
activity.
Make
a
balanced
plate!
Can
you
match
the
food
to
the
groups?
IMAGE
lunchbox
activity
·∙
Make
a
healthy
lunchbox!
...
Interactive

5. 5
by
Valerie
Hardy
Good
Morning
Room
130,
Your
Mission,
if
you
decide
to
take
it
is-­‐
The
Department
of
Health
and
Welfare
has
chosen
your
classroom
to
investigate
the
following
questions:
1.
What
types
of
food
choices
were
made
throughout
history?
2.
What
was
the
food
choices
based
on
during
the
time
period?
3.
Did
these
food
choices
effect
the
health
or
appearance
of
the
parties
involved?
4.
What
is
our
current
approach
to
making
healthy
food
choices?
In
ordered
to
accomplished
this
assignment
you
will
be
given
a
trip
to
The
Smart
Museum,
there
you
will
observe
Still-­‐
Life
paintings
,
artifact
showing
various
foods
and
dining
styles
at
different
time
periods.
Your
teams
will
find
example
of
books,
articles
and
websites
about
food
choices.
Finally
you
and
your
team
will
compile
a
presentation
which
will
be
composed
of
:
1.
original
drawings
of
Still-­‐
Life
painting
of
foods
with
captions
2.
two
individual
reports
on
Still-­‐Life
painting
from
The
Smart
Museum
,
with
captions
on
what
you
think
they
tell
us
about
the
time,
people
and
the
food
available
3.
construction
of
a
Balanced
Plate,
with
foods
in
correct
proportions,
using
the
new
guide
lines.
If
you
or
your
classmates
fail
in
this
mission
The
Department
of
Health
will
disavow
any
connection
with
you
or
your
team.
We
have
instructed
Ms.
Hardy
to
issue
citations
according
to
completed
and
accurate
tasks.
Go
Luck
!
MISSION
POSSIBLE
This
paper
must
will
be
taken
away
from
you
in
one
class
period.
This
will
give
you
time
to
discuss
the
assignment,
plan,
and
designate
jobs
in
your
groups.

6. 6
Visual
Arts
Lesson
Plan
Teacher
Name:
Lisa
Davis
Class:
Science
Grade:
sixth
Lesson
Title:
The
Science
of
Observation
Start
Date:
Time
Needed:
30
minutes-­‐
one
hour
Objectives:
1. Students
will
build
observational
skills
2. Students
will
create
(3)
sketches
of
a
still-­‐life
based
on
observation
3. Students
will
discuss
healthy
and
unhealthy
food
choices
4. Students
will
create
their
own
healthy
food
still-­‐life
collage
from
their
initial
sketches
Materials
Needed:
Still-­‐life
reproduction
image
(poster
or
projected),
still-­‐life
objects
(
including
food
from
the
four
food
groups,
“unhealthy”
food
choices,
utensils,
place
settings
of
any
material),
pencils,
erasers,
paper,
scissors,
glue
sticks.
Each
student
gets
four
sheets
of
paper:
three
for
initial
sketches
and
one
for
the
final
piece.
Their
names
should
be
on
each
piece
before
they
begin
the
project.
Standards
Addressed:
Check
each
strand
of
the
scope
and
sequence
addressed
in
this
lesson:
X
Art
Making
X
Arts
Literacy
X
Evaluation/Interpretation
X
Making
Connections
Prepare
in
Advance:
Complete
other
lessons
in
this
unit
as
preparation.
Set
up
a
still
life
at
each
table
group
(or
where
each
student
can
see
one
still-­‐life).
Sharpen
pencils.
Warm
Up
Activities:
1) 5-­‐10
minutes:
Students
should
practice
observing,
spending
one
full
minute
looking
at
a
poster
or
projected
image
of
a
still-­‐life.
Next
cover
that
image
(or
remove
it)
and
see
how
many
details
they
can
recall;
this
can
be
done
verbally
or
as
a
written
exercise.
If
you
have
time,
this
activity
can
be
done
again
with
a
different
image.
2) 5
minutes:
Students
should
practice
sketching
by
making
marks
on
a
blank
page.
They
can
explore
various
ways
to
use
their
pencil
(tip,
side
for
shading,
etc)
to
make
marks.
Sketching
should
be
defined
as
initial
observations
and
mark
making
not
intended
to
be
a
final
artwork.

7. 7
Main
Activity:
1) Students
will
complete
three
sketches,
on
three
different
sheets
of
paper,
based
on
observation.
The
objective
is
to
increase
observation
skills
through
noticing
details
and
including
those
details
in
their
sketches.
Students
should
be
given
5
minutes
for
each
sketch.
After
the
first
sketch,
students
should
change
seats
to
get
a
different
perspective
of
the
same
still-­‐life.
The
students
should
change
perspectives
again
after
the
second
sketch.
This
will
give
them
three
sketches
from
various
perspectives.
2) In
their
table
groups,
students
should
decide
which
objects
in
their
still-­‐life
are
healthy
choices
and
which
are
unhealthy.
They
can
remove
(give
back
to
the
teacher)
those
objects
which
are
unhealthy.
3) The
final
piece
will
be
a
collage
still-­‐life
using
their
initial
sketches,
but
with
only
the
healthy
choices
included
(the
objects
remaining
on
their
tables
can
help
remind
them
which
should
be
included
in
the
finished
product).
Collage
is
defined
as
a
completed
image
assembled
from
other
images.
The
word
comes
from
the
French
word
“coller”,
to
glue.
Students
can
cut
objects
out
of
their
sketches
to
put
together
on
the
fourth
piece
of
paper.
If
you
have
time,
students
can
add
details
using
colored
pencils.
Wrap
Up/Cool
Down:
Teachers
can
repeat
the
warm-­‐up
activity
with
different
images.
Have
student
write
down
the
details
they
recall
before
sharing
as
a
group.
Students
can
also
do
a
turn
and
talk
with
others
to
explain
their
artwork
and
why
they
chose
to
include
certain
objects.
Assessment
Strategy:
1) Using
the
written
list
of
details
from
the
wrap-­‐up
activity,
teachers
can
determine
if
students
increased
their
observational
skills.
2) Teachers
can
collect
the
(3)
sketches
of
a
still-­‐life
based
on
observation
to
determine
if
this
objective
was
satisfied.
3) Using
the
artwork
itself
the
teacher
can
determine
if
students
were
able
to
identify
and
include
only
the
healthy
food
choices.
4) Teachers
can
collect
students’
collages
made
from
their
initial
sketches
to
determine
if
this
objective
was
satisfied.
Teacher
Reflections:

8. 8
Smart
Museum
of
Art
Health
and
Hospitality:
Lessons
Learned
Around
the
Table
Theme:
Themes
of
health
and
hospitality
have
been
explored
by
artists
in
various
ways
throughout
history,
from
traditional
still-­‐life
representations
to
contemporary
artists
considering
the
meal
itself
as
an
artistic
medium.
The
current
exhibition,
for
instance,
Feast
addresses
the
art
of
the
experience
of
the
shared
meal.
Tour
Objective:
Today
we
will
be
exploring
artists’
representations
of
health
and
hospitality,
taking
time
to
look
a
still-­‐life
works
to
objects
across
cultures
that
represent
the
act
of
serving
and
the
ritual
and
ceremony
of
eating
together.
Today
we
will
observe
artworks,
describe
details,
and
ask
questions
to
discover
the
answer
to
the
following
questions:
1.
What
types
of
food
choices
were
made
throughout
history?
2.
What
are
the
food
choices
based
on
during
the
time
period?
3.
Did
these
food
choices
affect
the
health
or
appearance
of
the
parties
involved?
4.
What
is
our
current
approach
to
making
healthy
food
choices?
Artworks
to
see
today
that
relate
to
this
theme:
*in-­‐storage,
arrange
in
advance
for
Study
Room
display
1. Still-­‐life
with
Fruit
and
Flowers
on
a
Draped
Ledge,
Michiel
Simons,
2007.137
2. Bowl,
Korean
(12th
century),
1986.157
3. Five
Piece
Coffee
Set,
Designer
Unknown,
2003.75b
4. Dining
Table
and
Six
Chairs,
Frank
Lloyd
Wright,
1967.73-­‐79
5. *Still-­‐Life
with
Man,
1979.25
AND
6. *Still-­‐life
with
Woman,
Justus
Juncker,
1979.26
7. *Still
Life
No.
1,
Martha
Erlebacher,
1978.167
8. *Untitled
(breakfast,
smoked
fish),
Laura
Letinsky,
2001.40
9. *Guests
at
a
Table,
Otto
Gleichman,
1998.80