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KUTZTOWN UNIVERSITY ELEMENTARY EDUCATION DEPARTMENT PROFESSIONAL SEMESTER PROGRAM LESSON PLAN FORMAT Teacher Candidate: Molly Cermanski

and Susan Mann Cooperating Teacher: Krista Varano Group Size: 25 Subject or Topic: Science - Health STANDARD: (PA Standards): 10.1.3.C: Explain the role of the food guide pyramid in helping people eat a healthy diet Date: 2/17/14 Time: 60 min/45min Coop. Initials: K.V. Grade Level: 3rd Section: 933

I. Performance Objectives: The third grade students will recognize the characterizes of food groups by categorizing food by proper nutritional value The third grade students will apply their new found knowledge of healthy eating habits by creating a healthy balanced my pyramid

II. Instructional Materials: Doc cam White boards and markers My Food Pyramid by Alisha Niehaus Being Active by Mari C. Schuh Show Down at the Food Pyramid by Rex Barron Velcro food pieces 1 Large Velcro food pyramid My Plate image Paper Plates Plastic Food pieces Construction paper Markers Created balloon pop game Individual pinch cards Play dough I Pads (one for each table group) III. Subject Matter/ Content (prerequisite skills, key vocabulary, big idea): Prerequisite skills: o Prior knowledge of knowing differences between the basic food groups. o Prior knowledge of knowing how to graph previously collected information Key Vocabulary:

o Grains: Foods that are made from plants such as: wheat, rice, corn meal and barley o Whole grains: Natural grains without their healthy parts removed o Refined grains: These grains have been modified from their natural form o Vegetables: A plant that is a natural food source. This plant does not contain seeds. o Fruits: The sweet and fleshy product of a plant. This plant contains seeds. o Oils: Most oils are made from plants, like corn and soybeans. Oil is not a food. o Milk: Milk products contain calcium and protein, which come from a cow or soybeans. o Calcium: A mineral that helps build strong bones in your body o Protein: Amino acid that provides energy. Makes up most of your body tissue and helps your body grow o Vitamins: Substances your body needs in order to function o Beans: Vegetables that provide protein. o Saturated fats/Trans Fats: Difficult for your body to break down o My plate A current nutrition guide to show proper portioning o Food Guide Pyramid: Food groups arranged according to recommended levels of consumption o Balance: Even amount of distribution Big Idea: o Third grade students will learn about healthy eating habits o Third grade students will learn what makes a balanced healthy diet

IV. Implementation: A. Introduction a. Have written on board if you can have anything in the world for lunch, what would it be? Please write what would be incorporated in your meal and then create with play dough i. When class finishes, have table groups share with each other their creations ii. Have table groups decide on one person to share with entire class

Activity: Chalk board splash i. Students will come up to board and have to think of a word that has to do with healthy eating ii. *Essential question: what does healthy eating mean to you? i. Share answers c. Read story, Showdown at the Food Pyramid by Rex Barron i. What do you think can happen if you eat too much unhealthy food? ii. What benefits can come with eating healthy foods? iii. Students share answers b. B. Development a. Each table group is provided with one Velcro food from each food group category (after each category is discussed, have one table group member place the proper food under the correct category that will be placed in front of the room.) b. Discuss with students that in order to have a healthy diet a balance and variety of foods is needed c. Ask students, who here ate toast, bagels or Cheerios this morning? i. Students will raise hands and answer d. Open, My Food Pyramid book (for each category) Grains: i. Explain to students what are healthy grains ii. Explain the difference between whole grains and refined grains iii. Explain to students that they should each six servings of grains a day i. Take out white boards iv. Ask students, how many healthy grains can you think of with your table groups? i. Share with class v. Velcro piece Vegetables: i. Who here likes peppers, broccoli, or carrots? i. Students will share answers ii. Explain to students what are healthy vegetables iii. Explain to students that they should have five servings a day of vegetables iv. Discuss colors of vegetables and what they mean i. Take out white boards ii. Ask students, list as many healthy vegetables with your table as you can. i. Share with class v. Velcro piece Fruits: i. Who here likes strawberries, apples or oranges? i. Students will share answers ii. Explain to students what are healthy fruits iii. Explain to students that they should eat three servings of fruit a day iv. Explain to students they should eat fruits that have the least amount of added sugar possible

v. Velcro piece Milk: i. Who here likes cheese as a snack? i. Class will share their answers ii. Explain to students what healthy dairy products are iii. Explain to students what calcium and protein are iv. Explain to students that they should have three servings of milk per day v. Explain to students they should look for low fat milk i. Take out white boards ii. Ask students, list as many healthy dairy products with your table as you can. i. Share with class vi. Velcro piece Meat and Beans: i. Who here likes chicken and peanuts? i. Students will share answers ii. Explain to students that meat and beans provide you with lean protein iii. Demonstrate for students how much five ounces of meat is and explain that this is the correct amount to consume i. Take out white boards ii. Ask students, list as many healthy meats and beans with your table as you can. Share with class iv. Velcro piece Oils: i. Who here eats a lot of cookies, French fries and bacon/ o Students will share answers ii. Explain to students that these are unhealthy fats that contain saturated and trans fats iii. Explain to students that a little goes a long way iv. Velcro piece *Before lunch, have students write down what it is they are eating for lunch. a. After lunch: have students color and cut foods they ate and place them on their own food pyramid b. Have class discussion about what they could do to better change their eating habits i. Refer back to healthy pyramid we created as a class (Velcro board) c. Show students an outline of my plate i. Essential question: After learning today about different food groups, how do you think my plate incorporates the food groups? d. Give students a few minutes to think and then say hold your thoughts for tomorrow

*Possible start of day 2: a. Have an I pad at each table and have students navigate (www.mypyramid.gov/kids) b. Introduce my plate c. Review from previous day healthy foods that fall under categories d. Explain the proper amounts of food that are needed in each meal e. Model for students what you would have in a healthy meal f. Create one together as a class g. Help students divide up their own my plates to form the proper portions h. Have students come up to the front of the room and grab plastic food pieces i. Students will create their own my plate j. Students will share and discuss with their table groups their creations k. Students will then draw what they put on their plates C. Closure a. Have students play jeopardy game on the six covered food categories (see attached) b. Before students leave, complete pinch cards (see questions below) o 1. Is broccoli considered a fruit? o 2. Should you eat six servings of grains a day? o 3. Is ice cream a healthy dairy product? o 4. Do beans fall under the same category as meats? o 5. Should you eat a variety of healthy foods everyday? D. Accommodations / Differentiation Visuals Follow indivudiaul IEP Provide hands on manipulatives Accommodate all learners Differentiation

E. Assessment/Evaluation plan 1. Formative: Collect created food pyramids with listed food they ate Collect created my pyramid Pinch cards (see above) 2. Summative: None for this lesson

V. Reflective Response: A. Report of Students Performance in Terms of States Objectives (Reflection on students performance written after lesson is taught)

Remediation Plan:

B. Personal Reflection 1. Was the pacing we used appropriate throughout this lesson? 2. How engaged were the students? 3. What could be done differently next time and what can be improved?

VI. Resources: Barron, R. (2004). Showdown at the food pyramid. New York: G. P. Putnam's Sons. Niehaus, A. (2007). My food pyramid. London: DK. Schuh, M. C. (2006). Being Active. Mankato, Minn.: Pebble Books.