Whats on my Plate?

Date: June 11, 2015

Teacher: Amber Taylor

School: Spartan Elementary

Class: KIN 355

Equipment Used:
Grade Level:K-2
cones, My Plate diagram, food group signs
Time:
Targeted NASPE Standard(s): 1, 4, 5
Specific Objective: Students will be able to identify what foods belong in each of
the 5 food groups at least 80% of the time. Students will also be able to explain
what 2 things their bodies need to be in a healthy body balance. This will be
assessed through observation and assessment questions.
Concomitant Objective: Students will demonstrate 4 locomotor skills such as
skipping, galloping, jogging, and hopping as they move around the gym.
Time
Procedures Followed
Materials
Warm Up: None needed. Students will be doing simple
__0___
activities that dont require a warm up.
Minutes

__15___
Seconds

__1___
Minutes

_30___
Seconds

__2___
Minutes

Transition: Will everyone please come to center court

and form a circle.
Set Induction:
Has anyone heard of the My Plate food guide
before? If you have, give a thumbs up.
It looks like this (hold up diagram)
Who can tell me what the 5 food groups are?
Who know what else our bodies need in order to
be healthy, besides food?
Learnable Piece:
Today were going to learn which foods belong in
which food groups and that we need both healthy
food AND exercise to keep our bodies healthy.
Presentation of New Material/Directions:
You will all start out here on the center circle.
Please look around at the 5 cones I have placed
at the outside of the court, each one is labeled
either grains, fruits, vegetables, protein, or dairy.
I will read off a description of a food from one of
the food groups, then I want you to either gallop,
hop, skip, jog to the correct food group that the
item belongs in.
I will indicate during the description which
movement you should make, so make sure that
youre paying attention to both the food and the

My Plate
Diagram

type of movement.
Heres an example: If I was a ripe banana what
food group would I be in? Please Gallop to where
you think the answer is.
After I read the description and where to go, Ill
say GO! Then you may move to the correct
location. This will allow you to hear the whole
description before moving.
Does everyone think they understand the rules of
the game? Thumbs up or down.
Safety tips: Make sure shoes are tied and that
you are watching out for others as you gallop,
skip, hop, or jog to the different locations.
Check for Understanding: What two things do
you need to listen for when I read off the
description as to what group to go to? (food and
movement)
Transition:
__0___
Everyone will start in the center circle, so no
Seconds
transition is needed.
__3___
Minutes

Activity:
Place 5 cones around the gym. Each labeled with
a different food group.
Have students come to center of gym to start.
Give the following descriptions:
- If I was a hamburger, what food group would I
be in? Please jog to where you think the
answer is.
- If I was some fresh, green broccoli, what food
group would I be in? Please hop to where you
think the answer is.
- If I was a bowl of pasta, what food group
would I be in? Please skip to where you think
the answer is.
- If I was a juicy red strawberry, what food group
would I be in? Please gallop to where you
think the answer is.
- If I was a creamy cup of yogurt, what food
group would I be in? Please jog to where you
think the answer is.
Diagram:

-5 cones
-5 food group
signs

__0___
Minutes
__1___
Minutes

Notes:

Possible Modifications:
Have students take turns coming to the center
circle and asking their own descriptive question
about what group a food belongs in.
Lesson Review:
- Besides eating healthy, what else do we need
for our body to be in a healthy balance?
Answer: Exercise
- When I said strawberry, who can tell me
which food group they went to? Why?
- Who can give one way they acted safely
during the lesson?