KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN FORMAT












STANDARD:
10.1.3.C: Explain the role of the food guide pyramid in helping people eat a healthy diet.

I. Performance Objectives (Learning Outcomes):
A. The students will identify a variety of healthy foods, from the food pyramid, by
completing a food menu.

II. Instructional Materials
A. Assortment of food products (healthy and unhealthy)
B. Whats in Foods? Activity Sheet (see attachment)- 1 per student
C. Scissors
D. Glue Sticks
E. Magazines
F. Construction Paper (half sheets)- 5 half sheets per student
G. Stapler
H. Markers
I. Pencils
J. BrainPOP video: http://www.brainpop.com/health/nutrition/nutrition/

III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea, outline of
additional content)
A. Prerequisite skills
1. Information from a previous lesson

B. Key Vocabulary
1. Nutrient: a substance in food that nourishes our bodies
2. Protein: molecules made from tiny building blocks called amino
acids, and are a vital part of all living things- main function is to heal
wounds, fight infection and build muscle- essential part of your diet, as
they provide some of the energy you get from your food

Teacher Candidate: Emily Ash and Kari Kurtz Date: November 13, 2014___

Cooperating Teacher: Dr. Varano Coop. Initials _KV_

Group Size: 20 students Allotted Time 60 minutes Grade Level _3rd___

Subject or Topic: The Circulatory System- Eating Healthy Section
3. Vitamins: a natural substance that is usually found in foods and that
helps your body to be healthy- organic substances (made by plants or
animals)
4. Minerals: substance that is usually found in foods and that helps your
body to be healthy- inorganic elements that come from the soil and
water and are absorbed by plants or eaten by animals
5. Carbohydrates: the main type of nutrient that your body uses as a
fuel- It's important to control the amount of carbohydrates you eat to
avoid becoming overweight or developing type 2 diabetes.
6. Fats: a fuel source for the body- the major storage form of energy in
the body

C. Big Idea
1. Keeping the heart healthy through a healthy diet.

D. Additional content
1. N/A

IV. Implementation
A. Introduction
1. On a table in the classroom, display an assortment of food for the
students to observe.
2. Ask the students to turn to the others sitting next to them, and discuss why
the food is on the table, and how it connects to the unit.
3. As a class, talk about the food display.
a. Encourage the students to share their thoughts about the connection of
food and the heart.
b. Focus on healthy and unhealthy.
4. As a large group, classify the food into two groups (healthy and unhealthy).

B. Development
1. Give students the Whats in Foods? Activity Sheet (see attachment).
a. Allow time to study the information on the sheet.
i. Nutrient: a substance in food that nourishes our bodies
ii. Proteins, vitamins, minerals, carbohydrates, fats and water are all
necessary to make our bodies grow and stay healthy.
2. Encourage students to use the Activity Sheet to help them answer these
questions:
a. What important nutrients do we get from lean meat, poultry and fish?
(Proteins, B vitamins, iron, other minerals)
b. What important nutrients are found in vegetables and fruits?
(Carbohydrates, vitamins, minerals and fiber)
c. What important nutrients are found in milk products?
(Proteins, calcium, vitamins and minerals)
d. What nutrients are found in breads, cereals, pasta and starchy
vegetables? (Carbohydrates, vitamins, iron and fiber)
3. Ask for student volunteers to write their answers (for each question) on the
Smart Board.
4. Post the following questions on the Smart Board:
a. Why are all of these nutrients important to our bodies?
(They help our bodies grow and stay healthy, and they give us energy.)
b. Why is it important to eat foods from all of these different groups?
(To make sure that we get the best combination of nutrients)
5. Think-Pair-Share: Have the students think about the questions. Next, turn
to a partner and discuss their thoughts and ideas.
6. As a large group, discuss the questions from step #4.
7. The students will create a visual menu:
a. Using the markers, create a title page: My Healthy Menu by (insert
name)
b. Using the black marker, label the top of each piece of construction
paper with a title: Breakfast, Lunch, Dinner, and Snack.
c. Using the scissors and magazines, cut out at least three pictures of
healthy foods that would be served at each meal.
d. Glue the pictures on the corresponding piece of construction paper.
e. In addition, the students may also list other foods or label the pictures.
f. Staple the construction pages together to create a book/menus
8. The teacher will collect the menus for assessment.

C. Closure
1. Play BrainPOP video: http://www.brainpop.com/health/nutrition/nutrition/
2. Today, we learned how to keep our heart healthy through proper nutrition.
Tomorrow we will learn how to keep our heart healthy through physical
activity.


D. Accommodations/Differentiation
LA will use a pencil grip, in addition to chunky crayons, in order to complete
the writing portion of the activity.

E. Assessment/Evaluation Plan
1. Formative- The students will be assessed on the final product of their My
Healthy Menu. A rubric will be used to determine the level of mastery.
2. Summative- No summative for this lesson




V. Reflective Response
A. Report of Student Performance in Terms of Stated Objectives (Reflection on
student performance written after lesson is taught, includes remediation for
students who fail to meet acceptable level of achievement)

Remediation Plan






B. Personal Reflection (Questions written before lesson is taught. Reflective
answers to question recorded after lesson is taught)

1. Was the assessment method adequate enough to gauge if the instructional
delivery was effective?

2. After completion of this lesson, can the students effectively identify a
variety of healthy food based off of the food pyramid?

3. Do the activities directly connect to the content being taught?

VI. Resources (in APA format)

(n.d.). Elementary lesson plans. Retrieved from American Heart Association website:
http://www.heart.org/HEARTORG/Educator/FortheClassroom/ElementaryLesson
Plans/Elementary-Lesson-Plans_UCM_001258_Article.jsp

(1995). Fats. Retrieved from Kids Health website:
http://kidshealth.org/parent/diabetes_center/words_know/fats.html

(2014). Medipedia. Retrieved from Medikidz: Medical Information for Kids website:
http://www.medikidz.com/medipedia/protein#expand

(1995). Vitamins and minerals. Retrieved from Kids Health website:
http://kidshealth.org/teen/food_fitness/nutrition/vitamins_minerals.html