Liberal Studies Teacher Preparation

Nutrition Lesson Plan

Grade: First

I. Academic Content Standards

Standard 1: Essential Concepts
1.2N Identify a variety of healthy snacks

Standard 7: Practice Health-Enhancing behaviors

7.1N Select nutritious snacks

II. Goal
Introduce students to the MyPlate diagram, and develop an understanding of healthy food
choices.

III. Student Learning Outcomes

SLO: Identify the 5 food groups (the teacher discusses with the whole class where items go on
(My Plate - names / colors)
SLO: Students will turn and talk with one another and say where they think a certain food
belongs on the MyPlate food groups and justify their choice to the class. * Emphasize that these
foods are healthy food choices
SLO: Students will choose healthy food choices from a variety of both healthy and unhealthy
paper food cut outs choices, and will fill up their own MyPlate.

V. Materials & Resources

1. Glue Sticks
2. One MyPlate diagram (colored copy) per student
3. Educational Video (healthyeating.org) https://www.healthyeating.org/Healthy-Kids/
Kids-Games-Activities/My-Plate-Match-Game
4. Food cut out pictures
5. Paper plate (construction paper)
6. Sample plate created by teachers
7. SmartBoard

VI. Implementation
1. Introduction to Lesson (Hook
 (Prior to starting the lesson, TTW already have the interactive video set up and ready
to go on the SmartBoard, but will not turn the screen on until that part of the lesson)
How will students interest be captured? State exactly what you will say to introduce the
lesson.
Students and teachers will gather together on the carpet.
Ms. Dana - Good morning class, who feels energized for the day? Students respond Ms.
Dana turns to class and says Ms. Desirae and I are going to act out a pretend skit about
what we had for breakfast Ms. Desirae what did you have for breakfast today?
Ms. Desirae - A donut and some strawberries and milk
Ms. Dana - Class, go ahead and turn and talk with a partner about what healthy choices
and what unhealthy choices do we think Ms. Desirae made for breakfast? teachers gives
students 1 min to discuss with partners. To regain class attention both teachers say 1 2 3
eyes on me and students reply 1 2 eyes on you!
Students share what they think the healthy and unhealthy choices were of Ms. Desiraes
pretend breakfast .
TSW then go to their desks in order to start the next part of the lesson.

2. Sequence of Activities
1. TTW will distribute a colored copy worksheet of the MyPlate diagram to each student at
their desk.
2. TTW give the students 2-3 minutes to look at the worksheet and discuss with other
students at their table what they think the worksheet is showing.
3. TTW ask the students to share out what they think the worksheet is showing.
4. TTW then ask students what do eat our breakfast on?, on a plate, right? Students agree.
Then teacher holds up same MyPlate worksheet the students are looking at and points and
reads the categories (Fruits, grains, dairy, vegetables, and protein.)
5. The teacher asks the students Who can share some examples of fruit? The teacher will
then write on the whiteboard in red marker the examples of fruit provided by students.
(The red marker represents the color of the fruit category on the MyPlate food diagram)
6. The teacher repeats the same process for all of the food group categories on the MyPlate
but changes the white board marker color to coincide with the MyPlate diagrams colors
for the category) (red = fruit, orange = grains, green = vegetables, blue = milk and milk
products, purple = meat and beans).
7. TTW tells students to stand up, push chair in and get out all of their wiggles. TTW tell
students they can stretch, do jumping jacks, and dance around, while keeping their hands
and bodies to themselves and stay in the same place.
8. TTW ask students to come join at the carpet to play in a fun game but will have students
bring their color coded MyPlate worksheet with them to the carpet.
9. TTW then turn on the projector and ask students Who thinks that they can help put the
puzzle pieces together to create the same plate we see on our worksheet.
10. Students will eagerly raise hands to help solve the puzzle.
11. TTW say Oh no! How will we know what goes where? We will have to be descriptive
by saying what direction (left/right) we want the puzzle piece to go.
12. TTW say, Lets raise our left hand! Now lets raise our right hand! Do we all feel
comfortable with right and left? Students will respond in agreement. It is okay if
students dont quite understand because the teacher will also demonstrate with them.
13. TTW click start game and read the blurb about learning to eat healthy / the directions
14. TTW say, Lets do the first one all together. Where do we think the grain puzzle piece
goes? We know that the grains puzzle piece is orange. Students will then raise their
hand. TTW call on a student who has been doing a great job listening throughout the
lesson, and ask them to come up and point on the screen (age appropriate height) where
they think the orange piece belongs.
15. TTW say Class, what do we think? Thumbs up if we agree, and thumbs down if we
think it may go somewhere else. The class responds.
16. We will repeat the same process until the entire plate and puzzle are complete.
17. TTW say Great job, class! We did an amazing job solving this puzzle! Do we think we
can do one more fun game? Students giggle and agree.
18. TTW say For the next activity, we will have to decide what foods go into what part of
the plate.
19. The teacher will click continue and read the following blurb on the MyPlate website
20. TTW give students 1-2 minutes to look at the SmartBoard and try and look at the pictures
of the food.
21. TTW assign each student a partner (picking names out of a jar) and have each group
assigned 2 types of food. TTW whisper to the group what 2 foods they have, and will
have them discuss as a team what category of the plate the two foods go with. For
example, if a group gets assigned yogurt and milk, they will decide that it goes with the
dairy category.
22. When all the partners have decided where they think the food goes on the plate, they will
come up and share with the class. They will be able to use their fingers to drag the picture
of the food to the correct category.
23. TTW close out the website and introduce the new activity of creating their own food plate
at their table groups.
 24. One of TTW go around each of the tables (4 students per table) and distribute paper cut
outs of both healthy and unhealthy foods.
25. Students will then work with their table groups to determine what foods would be good
choices to include on their breakfast plate. Each student will be able to glue down items
onto their own plate (construction paper cut out into a circle to look like a plate.)
26. When students are done, they will present their plates as a group in front of the class.

VII. Assessment
TTW know if students understood the lesson by looking at what choices students decided to put
on their breakfast plate.