This lesson plan outlines a unit on healthy lifestyles. The unit has two lessons that focus on food and nutrition and food hygiene. Lesson 1 examines food classification, nutrients, and proposing healthy eating habits. Students will conduct interviews and analyze food intake. Lesson 2 focuses on good hygiene practices for handling food to prevent illness. Students will observe changes in bread over 10 days to learn about food spoilage. The plan provides learning objectives, teaching guidelines, and resources for each lesson section. It also includes details about assessing student learning.

1. LESSON PLAN
Unit 1: A healthy lifestyle

2. Unit 1 Organization
Estimated
time:
Dates: Subject: 3° Natural Science
Unit 1 Learning Objectives
Life Science
LO 6. Classifying food, recognizing its effects on health and proposing healthy eating habits.
LO 7. Proposing, reporting, and exercising good hygiene practices when handling food to prevent illnesses.
Scientific thinking skills:
LO b. Participating in guided experimental and non-experimental research:
› obtaining information to answer questions, using different sources;
› working individually and collaboratively
› through observing, handling and classifying the evidence.
LO c. Observing, measuring and recording data accurately by using standardized instruments and units. Organizing data in tables, graphs and using ICT when
necessary.
LO e. Summarizing the evidence obtained through observations to answer the initial question.
LO f. Sharing and comparing ideas, observations, measurements and experiences using diagrams, concrete evidence, models, simple reports, presentations, ICT,
among others.
Unit 1 Values and attitudes
D. Assuming responsibility and interacting collaboratively and flexibly in group work, contributing to and enriching shared work
E. Showing commitment to a healthy lifestyle, through physical development and looking after themselves
F. Recognizing the importance of following rules and procedures that safeguard and encourage personal and collective safety.

3. Lesson organization
Lesson Learning Objectives Sections Time
Lesson 1: Food and
nutrition
LO 6. Classifying food, distinguishing its effects on health and proposing healthy eating
habits.
LO b. Participating in guided experimental and non-experimental research:
› obtaining information to answer questions, using different sources;
› working individually and collaboratively
› through observing, handling and classifying the evidence.
LO c. Observing, measuring and recording data accurately by using standardized
instruments and units. Organizing data in tables, graphs and using ICT when necessary.
LO e. Summarizing the evidence obtained through observations to answer the initial
question.
LO f. Sharing and comparing ideas, observations, measurements and experiences using
diagrams, concrete evidence, models, simple reports, presentations, ICT, among others.
Scientists in action!
Food: A source of nutrients
Healthy eating
Lesson 2: Food hygiene LO 7. Proposing, reporting and exercising good hygiene practices when handling food to
prevent illnesses.
LO b. Participating in guided experimental and non-experimental research:
› obtaining information to answer questions, using different sources;
› working individually and collaboratively
› through observing, handling and classifying the evidence.
OA c. Observing, measuring and recording data accurately by using standardized
instruments and units. Organizing data in tables, graphs and using ICT when necessary.
LO e. Summarizing the evidence obtained through observations to answer the initial
question.
LO f. Sharing and comparing ideas, observations, measurements and experiences using
diagrams, concrete evidence, models, simple reports, presentations, ICT, among others.
Scientists in action!
Hygiene measures for food

4. Development of Unit 1
Beginning of the Unit
Unit opener (pages 10 and 11)
The purpose of this section is to allow students to start reflecting on healthy choices, especially those related to food. Teachers can activate students' previous
knowledge, and they can also become familiarized with different and alternative conceptions that students might have about the topic.
In order to achieve this purpose, ask students to describe the images, focusing first on the food stand called “Fresh and yummy!”, and then on “Fast food”. Guide
the discussion in such a way that students can explain why each food stand is named the way it is. After that, read the questions from the section Look and discuss
(page 11) and tell students to answer them individually in the space provided. Then, ask students to share their answers with the whole class.
In order to discuss about the topic in more detail, teachers can also ask students other questions; for example, what type of foods do you mostly eat? How often do
you eat fruits and vegetables during the week? How often do you eat junk food?, among others.
Regarding question 3, students are expected to mention physical activities as another aspect that can help them maintain a healthy lifestyle. At this point, teachers
can further expand the discussion by asking students the following questions: What type of physical activities do you do? How many times a week do you do these
physical activities?
Finally, present students the expected learning outcomes from the section What am I going to learn? Teachers can draw a diagram so that students can understand
that the Unit will cover two different objectives, each of them being addressed in separate lessons.
ACTIVATING what I know (pages 12 and 13)
The purpose of this section is to obtain information about students’ prior knowledge, as well as the current state of the abilities that they are expected to develop in
this Unit. Evaluation indicators can be found in the Teacher’s Book.
The section Reflect is part of the initial assessment, which is used to identify possible doubts and difficulties that students might have.
Lesson 1: Food and nutrition
Pages: 14 to 25 Values and attitudes
D. Assuming responsibility and interacting collaboratively and flexibly in group work, contributing to and enriching shared work.
E. Showing commitment to a healthy lifestyle, through physical development and looking after themselves

5. Section Learning Objectives Teacher guidelines Resources
Scientists in action!
Pages: 14 and 15
LO 6. Classifying food,
distinguishing its effects on health
and proposing healthy eating
habits.
LO b. Participating in guided
experimental and non-experimental
research:
› obtaining information to answer
questions, using different sources;
› working individually and
collaboratively
› handling and classifying the
evidence through observing.
LO c. Observing, measuring and
recording data accurately by using
standardized instruments and
units. Organizing data in tables,
graphs and using ICT when
necessary.
LO e. Summarizing the evidence
obtained through observations to
answer the initial question.
Opening
Teachers can start this lesson by reading the first text on page 14 as a whole
class. In these paragraphs, there is a description of a situation that happens at
Camila’s school. Before pointing out to students the procedure described in the
textbook, ask them to propose their own strategies that will allow them to
answer the question posed in this text; teachers can write down students’ ideas
on the board. Highlight the proposals that can allow them to reach the
objective, or which actions are still needed to complete it.
Development
Ask students to do the activity from the section Experiment and record. Clearly
explain them the steps that they need to follow, making sure that every student
understands. In order to simplify the activity, teachers can ask students to work
in groups of nine people, so that each student can interview the other eight
classmates from the group. Monitor students’ work closely in order to avoid
mistakes when illustrating the information. At the beginning of the activity, it is
advisable to spend some time explaining students how to display information in
a chart. Once the data has been tabulated, give students some minutes to
answer the questions from the section Analyze and explain individually.
Closing
In order to finish the activity, choose one or two spokespeople per group to
share their results (chart) on the board. As a whole class, compare the results,
highlighting their differences and similarities. Also, ask students to share some
answers from the section Analyze and explain. Teachers can write down some
of these ideas on the board. At the end of the activity, it would be interesting to
briefly introduce the concept of conclusion, explaining students that these are
statements that answer the initial answer or objective, based on the results. If
there is enough time, ask students to draw a conclusion from this activity
(organized in the same groups of nine students).

6. Food: A source of
nutrients
Pages: 16 to 19
LO 6. Classifying food,
distinguishing its effects on
health and proposing healthy
eating habits.
LO f. Sharing and comparing
ideas, observations,
measurements and
experiences using diagrams,
concrete evidence, models,
simple reports, presentations,
ICT, among others.
Opening
Ask students to do the activity from the section Explore individually, which is on page 16. If
some of them don’t remember exactly the foods that they ate the previous day, teachers can
ask them to write down some of the foods that they usually eat for breakfast, lunch or tea
time. Consider that the main objective of this activity is that students can identify different
types of foods; therefore, teachers should avoid focusing their attention on portion sizes.
Development
Present students each of the sections from the textbook that describe the group foods 1, 2, 3
and 4, either using a projector or a separate printed version of the information. Teachers should
supplement this information with other images from books or magazines that display foods
from every food group. For each of these food groups, highlight the nutrients that they mainly
provide, as well as the functions that they perform. As teachers show the images, they can ask
students the following questions: how often do you eat these foods? What is the amount that
you usually eat of these foods? Give particular importance to the food group that should be
eaten in moderation (group 4), and also to those that can be eaten in larger amounts (groups 1
and 2).
Closing
Give students some minutes so that they can do activity 3 on page 19, in which they have to
classify the foods that they previously mentioned on the section Explore (page 16). If
students don’t remember any examples, tell them that they can use the information and
images on pages 17 and 18.
Also, give students some time to answer the questions from the section Reflect, which then
can be shared with the rest of the class.
After that, the following activity can be done if there is enough time. Give each student a cut-
out of food images from supermarket magazines or other sources. After that, draw four big
circles on the board for each of the four main food groups. Then, ask students to stick their
food cut-outs on the corresponding circles, either individually or in pairs. Do not check
student’s answers during this stage. Once everyone has participated, both teachers and
students can classify again the foods that might be placed in the wrong food group.
Before closing the lesson, teachers can assign activity Apply on page 18 as homework, since
it requires more time because it involves doing research; also, students need the help of an
adult. This activity can be presented in front of the class during the next lesson, or when
teachers deem it necessary. Students can present their research as an informative poster,
as indicated in the textbook, or they can create a triptych brochure. For the next lesson, ask
students to bring some food packages of the foods they will eventually drink or eat during
those days.
Projector
Digital or printed images
of foods that belong to
the main four food groups
Supermarket magazines
or cutouts of images of
food

7. Healthy eating
Pages: 20 and 21
LO 6. Classifying food,
distinguishing its effects on
health and proposing healthy
eating habits.
LO c. Observing, measuring
and recording data accurately
by using standardized
instruments and units.
Organizing data in tables,
graphs and using ICT when
necessary.
LO f. Sharing and comparing
ideas, observations,
measurements and
experiences using diagrams,
concrete evidence, models,
simple reports, presentations,
ICT, among others.
Opening
First, ask students to put the food packages that they brought from home on the table. Then,
present a nutrition facts table on the board by either drawing or projecting it (teachers can
use the one shown on page 20), so that every student can see it. Point out the elements of
this table, focusing on the energy (kcal), proteins, carbohydrates and lipids. After students
are more familiarized with the information shown in nutrition facts tables, teachers can ask
them to read the tables included in the food packages that they brought; then, they have to
answer the questions from the section Explore. Also, highlight the importance of paying
attention to the date of manufacture and the expiration date of foods.
In order to consolidate learning, read as a whole class the bottom section on page 20.
Development
Introduce the concept of balanced diet to students, explaining that it means to have a varied
diet that includes foods from the 4 food groups that were studied the previous lesson. Also,
mention that these group foods should be consumed in appropriate portion sizes. Teachers
can use the visual diagram on page 21 to explain this. In addition, highlight the importance of
daily physical activities; however, make sure that students don’t understand the diagram
extremely literally. For example, they shouldn’t assume that runners should eat more fruits,
or that cyclists should prefer consuming dairy. In general, teachers can explain that aerobic
exercises that involve higher endurance, such as the ones done by marathon runners,
require larger amounts of carbohydrates, especially those who come from grains and fruits.
Other specific physical activities also require their own specific diets.
Closing
In order to close this lesson, propose the following activity: ask students to work in pairs or
groups of three people so that they can share all the food packages that they brought. Then,
ask students to choose some of these food packages with the purpose of creating two or
three different meals that can be considered as part of a balanced diet. After that, students
have to share some of these meals with their classmates so that the whole class can discuss
whether the foods included are healthy or not; also, students have to determine if the meals,
as a whole, comply with the idea of a balanced diet or not.
Food packages

8. Healthy and
unhealthy food
Pages: 22 and 23
LO 6. Classifying food,
distinguishing its effects on
health and proposing healthy
eating habits.
LO e. Summarizing the
evidence obtained through
observations to answer the
initial question.
Opening
Ask students to intuitively classify three lunch options by answering the questions from the
section Apply on page 22, which will allow teachers to know students’ preconceptions about
healthy foods. Teachers shouldn’t introduce the concepts of healthy and unhealthy foods and
before students do this activity. Also, this instance can be an opportunity for reviewing some
concepts studied in previous lessons; for example, teachers can ask students to classify
these lunch options based on the different food groups, or to determine whether they can be
considered as part of a balanced diet or not.
Development
The concepts of healthy and unhealthy foods can be introduced at this point. Ask students to
mention other examples of these types of foods. Once students are familiarized with these
concepts, teachers can review the activity from section Apply on page 22 in order to correct
possible mistakes, if necessary.
Ask students to complete activity 3 (page 23), using the cut-outs that can be found in the
textbook on page 207. Monitor students’ work closely and correct possible mistakes. Give
particular attention to question b. Students are expected to mention that obesity is a
consequence of mainly eating unhealthy foods. Teachers can also mention some health
effects of obesity, such as heart disease, breathing issues or joint problems.
Closing
In order to close this lesson, ask students to complete activity Organizing my ideas on page
23. If students are not able to identify the missing concepts, teachers can write down some
of these terms on the board so that students can organize them in the diagram. Share some
of these diagrams made by students with the whole class.
Before closing the lesson, explain the experiment described on pages 26 and 27 from
Lesson 2. Remind students that they should carry out this experiment under adult
supervision. Teachers can ask them to bring the three labeled bags on a day that they
consider appropriate, considering that this experiment requires a time span of 10 days. Ask
students to monitor the changes in the slices of bread on a daily basis, taking notes of those
changes that might be relevant for them.

9. Suggested evaluation Evaluation indicators
INTEGRATING what I’ve learned
The activities on pages 24 and 25 can be used to evaluate student knowledge
related to Lesson 1.
Teacher’s notes

10. Lesson 2: Food hygiene
Pages: 26 to 35 Values and attitudes
D. Assuming responsibility and interacting collaboratively and flexibly in group work, contributing to and enriching shared work.
F. Recognizing the importance of following rules and procedures that safeguard and encourage personal and collective safety.

11. Section Learning Objectives Teacher guidelines Resources
Scientists in action!
Pages: 26 and 27
LO 7.Proposing, reporting and
exercising good hygiene practices
when handling food to prevent
illnesses.
LO b. Participating in guided
experimental and non-experimental
research:
› obtaining information to answer
questions, using different sources;
› working individually and
collaboratively
› handling and classifying the
evidence through observing.
LO c. Observing, measuring and
recording data accurately by using
standardized instruments and units.
Organizing data in tables, graphs
and using ICT when necessary.
LO e. Summarizing the evidence
obtained through observations to
answer the initial question.
LO f. Sharing and comparing ideas,
observations, measurements and
experiences using diagrams,
concrete evidence, models, simple
reports, presentations, ICT, among
others.
Opening
Read the situation described in the section Observe and discuss on
page 26 as a class. Teachers can ask students to suggest some
hypothesis that might explain this phenomenon. Additionally,
teachers can ask them to try to identify the nature of the greenish
colors on the bread. Ideally, students should be able to at least
identify that these are living things (microorganisms), and more
specifically, they are fungi.
Development
Ask students to draw what they observed in their slices of bread,
using the spaces provided on page 27. Also, they can write a brief
description of the changes of these samples over time. Teachers
can give students some hand held magnifiers, or ask them to bring
them from home, so that they can observe bread mold in detail.
Give students some minutes to answer the questions from the
section Analyze and explain, monitoring their work closely.
Closing
In order to end this lesson, check as a whole class the answers
from the section Analyze and explain. Focus on questions 4 and 5,
making sure that students understand the different risks of
consuming out of date food, or eating food past its expiration date.
For example, people can experience digestive issues, such as
abdominal pain, diarrhea or food poisoning.
3 small sealable bags
3 slices of bread (of the same
size)
Hand held magnifying glasses

12. Hygiene measures for food
Pages: 28 and 29
LO 7.Proposing, reporting and
exercising good hygiene practices
when handling food to prevent
illnesses.
Opening
Ask students to complete the test from the section Explore, helping
them to calculate their total score. Remember them that it is
important to answer these questions openly. Teachers should not
share individual results with the whole class, since this is personal
information that could lead to some cases of discrimination.
Development
In order to introduce the two sections from page 29 in an
entertaining way (Hygiene when preserving food and Hygiene
when preparing food), teachers can create flashcards that show the
sentences included in the textbook, as well as other measures that
are considered examples of poor hygiene practices in terms of both
food preservation and preparation. Ask students to identify good
and poor hygiene habits in groups of four or five people. In
addition, ask them to provide one or two extra examples.
If there is enough time, teachers can also describe two situations in
which people prepare a typical lunch. Based on these descriptions
(that can also be written down on the board), ask them to identify
the good and poor hygiene practices in each situation.
Closing
Check the list of good hygiene practices on page 29 as a whole
class. Tell students to write an X next to those measures that are
taken by themselves or the adults that live in their houses. Also,
encourage students to apply the good practices that they can
incorporate into their lives.
Before ending the lesson, ask students to interview an adult using
the questions on page 30 as homework.
Flashcards that show examples
of good and poor hygiene
practices in terms of food
preservation and preparation

13. Preventing
infectious and
contagious diseases
Pages: 30 to 33
LO 7. Proposing, reporting and
exercising good hygiene
practices when handling food to
prevent illnesses.
LO f. Sharing and comparing
ideas, observations,
measurements and experiences
using diagrams, concrete
evidence, models, simple
reports, presentations, ICT,
among others.
Opening
Check the answers of the survey on page 30 that students applied to an adult
at home. Ask them to answer questions a, b and c, and then tell them to share
their answers with the class.
In addition, teachers can ask them to make predictions about some of the
consequences for adults if they don’t incorporate any of these good hygiene
practices into their lives.
Development
Explain to students some of the diseases that adults can get if they have poor
hygiene habits when preserving and handling foods (cholera and hepatitis A,
among others). Teachers can project a short slide show, mentioning the
diseases and explaining their causes and symptoms. After that, ask students
to pay particular attention to the picture on page 32 and answer questions a, b
and c.
Remind students that they should answer question c by drawing a picture on
their notebooks. Encourage students to draw a trash can that complies with
good hygiene practices: it should be placed in an appropriate area, and it
should also include a lid. If possible, students can also draw separate
containers that can be used for storing different types of waste.
Closing
In order to end this lesson, ask students to do activity 5 on page 33 and then
share their answers with the class. After that, encourage them to complete the
section Organizing my ideas on page 33. If students are not able to identify
the missing concepts, teachers can write down some of these terms on the
board so that students can organize them in the diagram. Share as a whole
class some of these diagrams.
Before ending the lesson, ask students to do the assigned homework with the
aid of an adult. They have to investigate about some of the hygiene measures
that should be considered when preparing seafood. Based on this research,
students have to complete the Seafood preparation and consumption rules on
page 31.
Projector
Slide show presentation about
some diseases associated to
poor hygiene habits when
preserving and handling food
Colored pencils

14. Suggested evaluation Evaluation indicators
INTEGRATING what I’ve learned
The activities on pages 34 and 35 can be used to evaluate student knowledge
related to Lesson 1.
Teacher’s notes

15. Closing the Unit
Science workshop (pages 36 and 37)
The purpose of this workshop is for students to learn to formulate research questions, as well as identifying which foods are rich in starch through an experiment.
In order to achieve these objectives, read the steps explained on page 36 as a class. Teachers should also explain each sentence very clearly, making sure that
every student understands these instructions. If necessary, mention some instances that can illustrate examples of good and bad research questions. Continue
reading the other sentences described in the workshop as indicated in the textbook.
Organizing my ideas (pages 38 and 39)
The purpose of this section is for students to summarize the contents learned throughout this Unit. In these pages, students have to read some questions and
situations, which will guide the discussion and help them become aware of their knowledge about the topic. It is advisable to project the digital version of the book
in order to answer as a whole class.
Science magazine (pages 44 and 45)
The purpose of this section is to familiarize students with scientific texts, as well as sparking their curiosity for learning about some topics covered in the Unit. In
order to achieve this, there are two texts included: one of them is related to the type of food that astronauts eat in space, and the other text is about new
technologies for food packaging. Furthermore, students are expected to gain more knowledge about these topics through questions and a research activity.
SHOWING what I’ve learned (pages 40 to 43)
The purpose of this section is to check the abilities and knowledge that students have acquired throughout this Unit. Evaluation indicators can be found in the
Teacher’s Book.
The section Reflect is part of this assessment, which is used to identify possible doubts and difficulties that students might have.