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Teacher: Jennifer Rumore Grade: 3rd Time Allotted: 80 minutes Lesson: The Five Food Groups Lesson Overview: This lesson is intended to be the first lesson in a Nutrition Unit. It will expand on the students’ knowledge of different types of foods and they will learn the names of the five food groups and what foods belong in each group. Since the concept of the five food groups will be introduced for the first time, the Behavioral Model and Direct Instruction strategy will be used. Goal: The student will know the names of the five food groups and what they consist of. Standards: National Standard: Science

Content Standard F As a result of activities in grades K-4, all students should develop understanding of -Personal health

Key Idea: Nutrition is essential to health. Students should understand how the body uses food and how various foods contribute to health. Recommendations for good nutrition include eating a variety of foods, eating less sugar, and eating less fat.

NYS Standard: Science

MST Standard 4: Science Students will understand and apply scientific concepts, principles and theories pertaining to the physical setting and living environment and recognize historical development of ideas in science.

National Standard: ELA

English: Applying Language Skills K-12.12: Students will use spoken, written, and visual language to accomplish their own purposes.

NYS Standard: ELA

ELA Standard 1: Information and Understanding Students will read, write, listen, and speak to acquire information and understanding.

Key Idea: As listeners and readers, students will collect data, facts, and ideas, discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts.

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Objective: Given the “Café Mix Up” worksheet, the student will match the picture of each food on the worksheet to the correct food group label, sorting 15/15 foods into the correct food group. Materials: 5 Food Groups Powerpoint Presentation (see pg.7) 20 photos of various foods (see pg. 8) “Yes (Smiley)” and “No (Frown)” cards for each student (see pg. 6) “Café Mix Up” worksheet (see pg. 9) “Food Fun” crossword puzzle (see pg. 10) Use of Technology: SmartBoard for Anticipatory Set and Guided Practice Activity #3 Computer MyPyramid Blast Off Game- http://teamnutrition.udsa.gov/Resources/game/BlastOff_Game.html. Anticipatory Set: The teacher will place the crossword puzzle “Food Fun” on the Smartboard. As a class the students will take turns reading the clues aloud and then answering collectively. The teacher will then ask the class, “Do you like eating any of these foods?” and “Do any of these foods have anything in common?” Possible Answers: “I eat all of those foods,” “Bananas and apples are both fruit,” “Cucumbers and carrots are both vegetables.” Their answers will help the teacher to pre-assess their knowledge of food groups. The fun puzzle and use of the Smartboard will help the teacher to focus and motivate the class. The transfer will occur when the teacher tells the students, “In this lesson we are going to learn about all of the different types of foods and this is important to you because knowing this can help you live a healthy life.” Teacher will then say, “Now I will teach you about the five food groups.” Development: This lesson is based in the Behavioral Model for instruction and uses the strategy of Direct Instruction. The teacher will present the five food groups with a PowerPoint presentation. Slide 1: What are the 5 food groups Slide 2: Building Blocks of Our Diet

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Slide 3: Grains Slide 4: Grains-Examples Slide 5: Fruit Slide 6: Fruit-Examples Slide 7: Vegetable Slide 8: Vegetable-Examples Slide 10: Meat/Protein Slide 10: Meat/Protein-Examples Slide 11: Milk Slide 12: Milk-Examples Slide 13: Other Group After each slide the teacher will ask the students to name a food from the current food group slide as a check for understanding. The teacher will then say, “Next, let’s see if we can remember what foods belong in which food group.” Guided Practice: The teacher says, “Now let’s do it together.” Activity #1 The teacher will tell the students, “I am going to ask you some questions and I want you all to say the answers together if you know them.” The teacher will then ask the questions, “How many food groups are there?” A: 5, “What is the first food group we went over?” A: Grains, “What is the second food group we went over?” A: Vegetables, “What is the next food group we went over?” A: Fruits, “OK, Which food group comes after Fruits?” A: Meat and Protein, and “What is the last food group we discussed?” A: Dairy. The teacher will then ask, “Did we discuss any other types of foods?” A:Fats and Oils. During this questioning the teacher will walk around the classroom, making sure that all students are participating and answering correctly. Activity # 2 The teacher will hand out to each student, a Smiley “Yes” card and a Frowning “No” card. Then the teacher will tell the students, “I am going to hold pictures of different foods up and ask you questions about the food in the picture.” The teacher will ask, “Is this food part of the (insert food group name) group?” The teacher will call on students randomly. To check for understanding, the teacher will tell the entire class, “If you think that this answer is correct, then you should hold up the Smiley face card. If you think this answer is “no,” then you should hold up the Frowning face card.” If the teacher is satisfied that the class understands and the answer has been given correctly, the teacher will say, “Yes, this food is/is not part of the _____ food group.” If

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the answer is incorrect, the teacher will correct the student where he or she went wrong and have the student repeat the correct answer. Activity #3 The teacher will start the SmartBoard and bring up the Food Group Dice Game and tell students, “Next we are going to play a fun game to see if we can quickly name foods from the 5 food groups.” The teacher will then say, “On the SmartBoard, you can see a die. Each side of this die has a number on it that corresponds with one of the five food groups. If you roll a 1, it is the grain group. If you roll a 2, it is the fruit group. If you roll a 3, it is the vegetable group. If you roll a 4, it is the meat and protein group. If you roll a 5, it is the dairy group. Finally, if you roll a 6 that is the “Pass to a Friend” option, and you may choose a classmate to take your turn. You will all get a turn to come up to the SmartBoard and roll the die. For whatever food group the die lands on, you must tell the class a food belonging in that group.” To check for understanding, the teacher will ask the entire class to say, “YUM” if they agree with their classmate or “YUCK” if they disagree. When a correct answer is given and they majority of the class agrees, the teacher will say, “Yes, (insert child’s answer) is part of the (insert food group) food group, great job.” If the answer is incorrect, the teacher will ask the other students if they can raise their hand and help their classmate by giving a better answer.” Once the students have reached mastery in each of these activities, the teacher will say, “Now that you have all learned what the five food groups are and what foods belong in each group, you will work on some activities alone.” Closure: The students will respond in chorally to the following questions: 1. How many food groups are there?

2. What are the five food groups? 3. Should we eat from each of the five food groups? Independent Practice: If time allows, the teacher will ask the students to take out a piece of paper and write the names of the five food groups and then one food from each group next to the group name. For a home assignment, the teacher will hand out the “Café Mix Up” worksheet and instruct the children to complete it at home. Accommodations: For students with learning disabilities and visual impairment, the teacher will give a print out of the PowerPoint to follow as the teacher presents.

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For students with behavior problems the teacher will use a) structured classroom routines, b) proximity, and c) specific praise, reminders and reprimands. For students with high ability, the teacher will allow the students to work on the classroom computer to play the MyPyramid Blast Off Game. Evaluation: Diagnostic: Questioning in the AS. Formative: CFU during the PPT and Guided Practice. Summative: “Pyramid Café Mix Up” worksheet for Independent Practice. Reflection: 1. Is this lesson appropriate for the Behavioral Model and the strategy of Direct

Instruction? 2. Do I engage my students’ interest and draw on their prior knowledge in my

Anticipatory Set doing s crossword puzzle with them and asking them to tell me similarities between the foods in the puzzle?

3. Is my PowerPoint presentation an adequate way to help my students master the lesson topic?

4. Does does use of the SmartBoard Dice Game and the pictures of various foods in my guided practice allow me to recognize when my students have reached mastery?

5. Are the Smiley and Frowning cards and the “Yuck” and “Yum” choral answers a good enough way to check for understanding?

6. Is asking my students to name a food from each group after I have presented the slide an efficient formative assessment?

7. Is the “Pyramid Café Mix Up” worksheet an appropriate independent practice activity? Is it an appropriate Summative Assessment?

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“Yes” and “No” cards for Guided Practice

YES

NO

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PowerPoint Presentation

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Food Photos

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Name: __________________ Café Mix Up Directions: The café has had a mix up! Draw a line from each piece of food to its food

group.

Grains Fruits

Vegetable Dairy Meat/Protein

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