FCS/FBU Lesson Plan (full) for FCS 470) Modified by J. Duncan 8.19.

15
Student Name Sarah Fennewald
Target Audience Length of session: Elementary Students 30-45 minutes
Title of Lesson: Staying Healthy with Fruits & Vegetables
1. Standards/Quality Indicators/Skills
Reasoning for Action-Standards 3.2, 5.1 (develop critical thinking skills & describe
terminology & concepts related to fruits & vegetables)
Academy of Nutrition and Dietetics Position Paper- Nutrition Guidance for Healthy
Children Ages 2 to 11 (develop skills to enjoy food and to reduce the risk of chronic
disease through appropriate eating habits)
Missouri Department of Elementary and Secondary Education Health Education
Grade Level Expectations- HPE 2 (understand principles of nutrition & develop
critical thinking skills)
Learning Objectives/Goals
(The lessons objectives and learning outcomes appropriate for meeting curricular and student
need)
Include the GOAL of the lesson and learner outcomes in correct four-part format.
2. GOAL:
1.) Goal To educate students on the nutrients found in fruits & vegetables. (Reasoning for
Action-Standards 3.2, 5.1)
2.) Goal To educate students that food choices, including fruits and vegetables have an
effect on health.(Academy of Nutrition and Dietetics Position Paper & Missouri
Standards HPE 2)
3. LEARNER OUTCOME(S):
At the end of the lesson, the students will be able to relate the benefits of 1 fruit
or vegetable to their own strengths. (affective)
At the end of the lesson, at least half of the students will be able to list 2 benefits
of eating fruits or vegetables (cognitive)
At the end of the lesson, the students will be able to create a healthier meal by
adding at least one fruit or vegetable to their lunch (cognitive)
4. Assessment
(Assessment(s) before, during, and after the lesson) Align assessments with outcomes and
procedures. Utilize a variety of assessment tools. Indicate Depth of Knowledge (DOK) for each
assessment.
Pre-Assessment (DOK 1)
What is your favorite food and why do you like it?
Why do you think Gregory felt sick in the book?
Do you think fruits and vegetables can have an impact on your body and health?
In-Class Assessment (DOK 2)
Coloring activity and discussion- Students draw themselves as a fruit or vegetable and
explain how the benefits of that fruit and vegetable are similar to them.
Post-Assessment (DOK 2)

Activity- Change your lunch to make it healthier and explain your choices or if you think
your lunch was healthy to begin with explain why.

5. Lesson Structure and Procedures

(Sequence of events of the lesson elements - The before, during, and after the lesson, e.g.,
Engagement/Opening, Procedures, Guided Practice, Conclusion)
I.

II.

Anticipatory Set/Prior Knowledge:

Introduction- name, credentials
We will continue talking about fruits and vegetables today. We will talk about all the
benefits of eating fruits and vegetables.
What is your favorite food to eat? Why?
Read the story Gregory the Terrible Eater"
Why do you think Gregory felt sick in the story?
Do you think fruits and vegetables can have an impact on your body?
Advanced organizers:
The rest of the lesson we will talk about the different nutrients in fruits and
vegetables and how they can help us to stay strong and healthy.
We will start with a simple activity, then we will put all the benefits of eating fruits
and vegetables up on the board.
After that we will do a coloring activity and an activity based on our lunch today.
Lastly we will discuss how many fruits and vegetables we need to eat every day to
stay strong and healthy.

III.

Sequence of Instructional Strategies:

Story & Discussion- Read Gregory the Terrible Eater to get students to think about
how food choices can affect health (Verbal/Linguistic; Affective)
Lecture- Describe nutrients in fruits and vegetables and health benefits and put notes
up on the board (Verbal & Visual/ Cognitive)
Visuals- Cartoon Characters on the board to help students associate health benefits
with colors (Visual; Affective)
Discussion- Have students share with the class on which fruit or vegetable is most
like themselves (Interpersonal; Affective)
Handout for students to keep (Visual; Cognitive)
Modeling- show students how I can change my lunch to make it healthier and have
them do the same (Verbal; Cognitive)

IV.

Sequence of Learning Activities and procedures for each activity:

1.) Gregory is a Terrible Eater- Read story and ask students why they think Gregory
feels sick
2.) I want everyone to write down what you ate for lunch today. Remember the best you
that you can. After you write down your lunch, put it to the side and we will come
back to it later.
3.) Lecture- Benefits of eating fruits & vegetables ( Put notes on board for students)
Most Americans do not eat the recommended amounts of fruits and
vegetables.
They should be highlighted in our daily meals because they contain many
different nutrients

4.)
5.)

6.)

7.)

V.

Fiber-good for your heart and your intestines (apples, blueberries)

Vitamin A- keeps eyes and skin healthy and fights to keep you from getting
sick (red peppers, cantaloupe)
Vitamin C- helps to heal cuts and wounds and keeps teeth & gums healthy
(strawberries, sweet potatoes)
Fruits & vegetables contain many phytochemicals (fight-o-chemicals) that
can help our bodies and they also provide the color to fruits and vegetables.
Therefore it is important to eat a variety of colors
Introduce Characters to help students remember the important colors to eatRaoul for red, Yaz O Frazz for yellow and orange, Winonna for white, Big
Pauly for blue and purple, and Greta for green.
Red- Keeps your heart healthy, Helps your memory so you can do better in
school (What are some red fruits or vegetables you like to eat?)
Orange/Yellow- Keeps your eyes healthy and keeps you from getting colds
(What are some orange/yellow fruits and vegetables you like?)
Green- Keeps your bones and teeth strong and keeps your eyes healthy
(What are some green fruits and vegetables you like to you eat?)
Blue/Purple- Helps you to stay healthy when you get older and also helps to
keep your memory stronger (What are some blue/purple fruits or vegetables
you like to eat?)
White- Keeps your heart healthy and prevents you from getting cancer (What
white fruits and vegetables do you like to eat?)
Pass handout to students to assist them with the next activities
Coloring worksheet & Discussion
Have the students draw themselves as a fruit or vegetable that has similar
strengths to themselves, such as being strong, having good vision, etc.
After everyone is finished go around the room and have everyone explain
their choice
Review sheet from beginning of lesson with your lunch on it
Have everyone review their lunch from today
Ask them to make changes to make their lunch healthier
Or if they think their lunch is healthy have them write down why they think
it is healthy
Have them write down 2 health benefits to their lunch
Start by sharing what you ate for lunch and how you could add in more fruits
and vegetables and the benefits they provide
Discussion- how many fruits and vegetables do you think you should eat each day?
About half of our plate should be full of fruits and vegetables
Show students my plate on the computerhttp://www.choosemyplate.gov/kids
Do you think you can this much every day?
Next time we will talk about different ways to eat fruits and vegetables and
how we can eat more throughout the day.

Questions to foster learning:

What are some of the benefits of eating fruits and vegetables?
What fruits and vegetables do you like to eat and what benefits do they provide you?
Do you think the taste of a food or the health benefits are more important?


VI.

How do you feel after you fruits and vegetables?

VII.

Review of lesson: What did you do today?!

Today we talked about the importance of food choices
Fruits and vegetables are good food choices because they can help our bodies to be
strong and stay healthy
Eat a variety of colors- red, orange/yellow, white, green, purple/blue
Some of the nutrients found in fruits and vegetables include vitamins, fiber, and
phytochemicals
We need to eat a certain amount of fruits and vegetables every day to get the benefits
from fruits and vegetables
Closure
Next time we will talk about adding more fruits and vegetables to our diet.
Dont forget about Gregory and how he felt when he made good food choices and
when he made bad food choices!

VI.

Differentiation/Accommodations/Modifications/Increase in Rigor
To help meet the needs of all learners, learning differences, cultural and language differences,
etc.
Provide handout with more pictures for younger students who cannot read as well.
Include examples of fruits and vegetables from other cultures for students who are
come from other countries.

VII.

Resources and Materials (List all here; it should match the resources and materials
note in the lesson structure and procedures section above.)
List of materials used during the instruction of the lesson
Gregory the Terrible Eater
Food Champion Characters to put on the board- Retrieved from Produce for Better Health
Foundation
Handout for students to take home- Adapted from Healthy Hawaii Initiatives Eat a
Rainbow Handout
Coloring worksheet- Retrieved from Produce for Better Health Foundation
Crayons
Access to myplate.gov on a computer

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