SETON HILL UNIVERSITY

Lesson Plan Template Abridged

(May be adapted based on instructors needs)

Pre-Planning
TOPIC
Name
Subject
Grade Level
Date/Duration
Standards/
anchors/
competencies
PA/Common
Core/Standards
(Plus any others
as may be
required)
Formative
AND/OR
Summative
Assessment
Evidence

DETAILS
Miss Nicole Burrell
Health/Science
1st Grade
Tuesday, April 28, 2015 This lesson is designed for 7
students. It will take about 15 minutes.
10.1.3.C: Explain the role of the food guide pyramid in
helping people eat a healthy diet.
3.1.1.A9: Ask questions about objects, organisms, and
events. Understand that all scientific investigations
involve asking and answering questions and comparing
that answer with what is already known.
CC.1.5.1.A: Participate in collaborative conversations
with peers and adults in small and larger groups.
Formal Evaluation
No formal evaluation
Informal Evaluation
During the food group class discussion, I will walk
around the room and listen to all students answers. I
will make sure that all students are on task, ask them
questions about the food groups, and answer any
questions they may have.
During the food group matching game on the
whiteboard, I will evaluate the students decisions of
which food group the food should be in. I will ask the
students if they have any questions. I will correct any
misconceptions that the students may have.

Objective
A-B-C-D

Bloom's Taxonomy

Webb's Depth of
Knowledge (DOK)

CK

During a class discussion, all first grade students will be

able to identify the five food groups two out of two
times with 80% accuracy. (Remembering)
During a class discussion, all first grade students will be
able to provide one example of food that is in each food
group one out of one time with 80% accuracy.
(Understanding)
During the food group matching game, all first grade
students will be able to match the food card to the
correct food group one out of one time with 100%
accuracy. (Remembering)

Step-by-Step Procedures
RATIONALE for the
Learning Plan
DETAILS
Introduction
Activating Prior Knowledge
What is food?

CK

Explicit
Instructions
Big Ideas
Essential
Questions

Lesson Procedure
Must include
adaptations &
accommodations
for students with
special needs
Accommodations,
Modifications

What did you eat for breakfast?

Have you ever heard of the food groups?
Hook/Lead-In/Anticipatory Set
1. Ask students to recall what they ate for breakfast.
2. Have students discuss what they ate for breakfast.
3. Tell students what you ate for breakfast.
4. Ask students if they have ever heard of the food groups
before.
5. Tell students that we can sort the food we eat into
different food groups.
6. Tell students that they will be learning about the five
food groups and food that goes into each group today.
Big Idea Statement
We can be healthy if we eat healthy meals that include
food from all five food groups.
Essential Questions
What does it mean to be healthy?
What does it mean to eat healthy?
What are the five food groups that we should eat food
from?
Key Vocabulary
Food
Groups
Fruit
Vegetables
Grains
Protein
Dairy
Junk Food (Sometimes Food)
Modeling of the Concept
1. Pass out the myplate poster for the students to view.
2. Put the myplate poster on the Elmo.
3. Point out the multiple food groups based on colors to the
students.
4. Explain to the students that red represents the fruits
food group, which includes all fruits, such as apples and
strawberries, the orange group represents the grains
group, which is food made from rice, wheat, oats, or
grain, such as bread and bagels, the green category
represents the vegetable group, which includes all
vegetables, such as carrots and corn, the purple
category represents the protein group, which includes
meat, poultry, seafood, beans, peas, eggs and nuts, and
the blue category represents the dairy category, which
has food that is made with milk, or is milk.
5. Tell students that foods are put into groups to help us
understand how to create a balanced meal. This is to
make sure that we dont eat too much of one type of
food.

Transition

Materials
(reading,
technology,
equipment,

6. Tell students that we need to eat food from each group

to have energy and help them stay healthy.
7. Tell students that milk, which I had for breakfast, is part
of the dairy category. The bread that I had for breakfast
is part of the grain category and the strawberries I ate
were part of the fruit category. Tell students that the
carrots I had last night were part of the vegetable
category and that the chicken I had last night was par of
the protein category.
8. Ask students to recall what they had for breakfast.
9. Ask students to state a food or drink they had for
breakfast that would be in the dairy group.
10.
Ask students to think of food that they had from
breakfast, or any snack or meal before, that would fit
into the four other food groups.
11.
Have students state the foods and what food
group they would go into.
12.
Play the Alive With 5 Food Groups song on the iPad
and ask students to listen closely for the five food
groups and food in each group.
13.
Pass out laminated food cards to students while
they listen to the song.
14.
Show students how to complete the activity with
the lamented food cards by taking a food card and
putting it under the correct food group category title on
the whiteboard.
15.
Tell students that they will have to place their food
card under the correct food category on the whiteboard
when I call their name.
16.
Call students up to the whiteboard, one at a time
to put their food card under the correct food group
category title. Each time, ask students to put their
thumbs up if the student put the food in the correct
group.
17.
Tell students that they are many more foods that
go into each food group than what is on the whiteboard.
18.
Show the serving up myplate poster to show some
more foods that are in each food group.
19.
Tell the students that food, such as candy, cookies,
chips, cake, etc., do not go into the food groups on the
whiteboard because they are food that we should only
eat sometimes. Some people know these foods as junk
food because they have a lot of sugar or fat and we
should only eat these foods once in a while. These may
also be known as desserts.
Adaptations/Accommodations for Students with Special Needs

1 My Plate Poster for each student- From

choosemyplate.gov
Laminated Food Cards

supplies, etc.)

Closure

Other(This area
is to be
determined by
instructor OR
student as
needed)
Supervising
teacher
comments and
signature
Teacher
Self-reflection
What
worked?
What would
you
change?

Food Group Titles

Alive with 5 Food Groups Song-From choosemyplate.gov
Ipad
Elmo
Whiteboard
Tape
Serving up MyPlate Poster-From choosemyplate.gov
Summary & Review of the Learning
Ask students to recall what the different food groups are.
Ask students to recall why we should eat food from each
food group.
Ask students to recall one food from each food group.
Homework/Assignments
All 1st grade students will be asked to go home and
decide which food categories each food from their dinner
would fit into. We will talk about the different foods they
had for dinner in class tomorrow.