Molly Craig ED243 28 February 2014 ED243 Lesson Plan 1 Lesson Title: Choose My Plate Curriculum Area (s):

Health and Wellness Grade Level: Grade 3 (can be adapted to others) Estimated Time Required: 60-90 minutes Instructional Groupings: Individually (can be partnered if the class works well in partnerships) Standards:
HW.3.1.2 2007 Give examples of physical and emotional health (choose your plate) HW.3.1.3 2007 Identify how a safe and healthy school environment promotes personal health (healthy eating behaviors). SL.3.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others ideas and expressing their own clearly.

Materials: What do you need to remember to get ready and organized? What do your students need?
Paper plates (enough for each child to have one) Magazines to cut pictures of food out Glue and scissors

Overview: What is the purpose of the lesson?

The purpose of this lesson is to learn the new healthy eating plan, Choose My Plate, that now exists instead of the food pyramid.

Steps in the Lesson:

1. Introduction game (emotional hook) a. Have them introduce themselves by using a food that they are similar to or like. i. For example, my name is Molly. I am like corn because I come from a farm town. 2. Choose My Plate a. I will give them each a plate with four sections drawn on it. b. I will discuss the five sections with the class: grains, fruits, vegetables, proteins, dairy. i. What are grains? Examples. ii. What are examples of vegetables? Examples. iii. What are examples of fruits? Examples. iv. What are proteins? Examples. v. What are dairy products? Examples.

c. They will look through the magazines and find food from each category and glue the food onto the correct section of the plate. Students can draw food if they have trouble cutting and gluing. d. They will place the dairy item off to the side of the plate (yogurt, milk). 3. Wrap-up Activity a. Next, we will all share what we created and discuss how our meals are well-balanced.

What will I differentiate? Content, Process and/or Product Who needs this differentiation?
Differentiation is included within the lesson. The discussion in the beginning will suit well for auditory learners. They will be able to discuss what each part of a meal is and examples of them. Next, tactile and visual learners will enjoy the artistic part of creating their own plate with food out of magazines. In terms of adaptions for students with exceptionalities, if the student struggles with fine motor skills, I would have pictures pre-cut for them or have them work in groups of two so the student has help from his/her peers. These students also have the option of drawing food instead of cutting and gluing. The share time at the end allows for students to show off what they made and helps students social development as well.

Why will I differentiate? What are the differentiated needs? What are the cognitive, cultural, linguistic and
gender differences that need to be approached?

I will differentiate my lesson so each student has an equal chance to be successful. I dont want the unimportant steps to get in the way of the learning. The purpose of differentiation is to make the learning the most accessible it can be for all students. Students of all genders, cultures, special needs, and languages can enjoy this activity and lesson because it is hands-on, collaborative, and very picture-friendly instead of wordy.

How will I differentiate? For readiness, interest, learning preference(s), affect/learning environment
combination. How can I use assistive technology to support my students?

Assistance will be provided for students who need it. When making my lesson plans, I like to adapt them to the specific group of students I will be teaching. Because I dont know the context of the students Ill be teaching, its harder for me to come up with an exact plan for differentiation. I included some small ideas, but there are very vast types of learners I could be teaching. Im always ready and willing to meet their needs in terms of readiness, interest, learning preferences, learning environment, and assistive technology.

As a result of this lesson/unit students will What is the goal? Understand (big ideas, principles, generalizations, rules, the point of the discipline or topic within the
discipline)

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The concept of Choose My Plate Terms: proteins, vegetables, fruits, grains, dairy Be able to represent their learning on the plate and discuss their learning in the group share at the end

Know (facts, vocabulary, howtos, information that is memorizable) Do (Skills) (thinking skills, skills of the disciplineskills you will assess)

PreAssessment

The pre-assessment is included in the lesson when introducing Choose My Plate in the questions and discussion about fruits, vegetables, grains, dairy, and protein.

PostAssessment:
I will be able to assess the plates they created as well as their explanations of the plates they made and why they put each item where they did.

Additional Resources: Any websites or materials that you used www.choosemyplate.gov