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Developmental Lesson Plan

Teacher Candidate: Tabitha Rea Date: September 23rd, 2019

Group Size: 20 Allotted Time: 30 minutes Grade Level: Kindergarten

Subject or Topic: Healthy Choices – Food Groups

Common Core/PA Standard(s):


 10.1 K.C Identify foods that keep our bodies healthy.

Learning Targets/Objectives:
 The Kindergarten students will demonstrate their knowledge of the six food groups by
sorting foods into food groups and completing the Food Groups Exit Slip with 80%
accuracy.

Assessment Approaches: Evidence:


1. Food Groups Exit Slip. 1. Teacher will collect and evaluate results.

Assessment Scale:
 The kindergarten students that correctly answer 6 out of 6 questions on the Food
Groups Exit Slip are proficient.
 The kindergarten students that correctly answer 5 out of 6 questions on the Food
Groups Exit Slip are average.
 The kindergarten students that correctly answer 2 out of 6 questions on the Food
Groups Exit Slip are below average.

Subject Matter/Content:
 Food Groups
Prerequisites:
 None
Key Vocabulary:
Content/Facts:
 The Food Groups
o Grains
 give us energy that last longer.
 bread, pasta, cereal, rice, oatmeal.
o Protein
 Helps us grow and makes our muscles stronger.
 Meat, fish, chicken, eggs, beans, tofu.
 Fuel for the body.
o Vegetables
 Orange veggies help make our eyes stronger and fight sickness.
 Green veggies help with giving us strong bones and teeth.
 Corn, spinach, carrots, lettuce, peppers.
o Fruit
 Blueberries, strawberries, peaches, apples, bananas.
o Dairy
 Gives us strong bones and teeth.
 This is milk, cheese, yogurt.
o Treats
 Only a small portion of your diet!
 Cupcakes, cookies, & candy.

Introduction/Activating/Launch Strategies:
 Read Showdown at the Food Pyramid during RAP time in the morning.
o Have students think about and discuss food groups during RAP time.
o Remind the students of the book at the beginning of the lesson.
 Play Video: Food Groups on Brainpop Jr
o https://jr.brainpop.com/health/food/foodgroups/
o Ask the students questions pertaining to the video

Development/Teaching Approaches:
 Open up google slide: Lesson One – Food Groups
 Slide two: Fruits
o Ask students if they can name any fruits.
o Pick at least two quiet students to share.
o Click the slide to show blueberries.
o Click the slide to show apples.
o Click the slide to show peaches.
o Mention that bananas and strawberries are also fruit if none of the students
did.
o Tell the students that these are all members of the Fruit food group.
 Slide three: Vegetables
o Orange veggies help make our eyes stronger and fight off sickness.
o Green veggies help with giving us strong bones and teeth.
o Ask students if they can name any vegetables.
o Pick at least two quiet students to share.
o Click the slide to show corn.
o Click the slide to show carrots.
o Click the slide to show spinach.
o Mention lettuce and peppers are also vegetables if none of the students did.
o Tell students that these are all members of the Vegetable food group.
 Slide four: Protein
o This is fuel for the body, it helps us grow us strong.
o Ask the students to name a protein.
o Click to show chicken.
o Click to show beans.
o Click to show nuts.
o Tell the students that meats, beans, and nuts all make up the Protein food
group.
 Slide five: Dairy
o This gives us strong bones and teeth.
o Ask the students if they can name any dairy products.
o Pick a quiet student to share.
o Click to show milk.
o Click to show cheese.
o Click to show yogurt.
o Tell students these are all apart of the Dairy food group.
 Slide six: Grains
o They give us energy that lasts longer.
o Ask students to name any grains.
o Click to show rice.
o Click to show oatmeal.
o Click to show bread.
o Tell students that pasta and cereal are also grains.
 Slide seven: Treats
o These are sweets, sugary goods.
o They are okay to have occasionally.
o Ask the students to name any treats.
o Click to show cupcakes.
o Click to show cookies.
o Click to show candy.
 Open the food group sort on the computer.
 The students will work as a class to sort food into the correct food group.
 Students will gather on front carpet.
 Make sure all of the images are mixed up at the bottom of the SMARTboard and there
isn’t a pattern based on grouping.
 Go through the options and ask the students what food groups each of these belongs to:
o Apples – fruit
o Strawberries – fruit
o Rice – grain
o Yogurt – dairy
o Milk – dairy
o Cheese – dairy
o Pasta – grain
o Bread – grain
o Cupcakes – treat
o Cookies – treat
o Candy – treat
o Chicken – protein
o Beans – protein
o Nuts – protein
o Carrots – vegetable
o Corn – vegetable
o Peaches – fruit
o Lettuce – vegetable
 Call on a student to answer, if they are correct, have them come up to the board to
move the food to the correct food group.
 Repeat until all of the images are moved to their correct food group.
Closure/Summarizing Strategies:
 Dismiss students back to their seats.
 Handout the Food Groups Exit slip
o Students will write their names at the top
o Students S, S, B, & C will have their names written on the top of the paper
already.
 They will trace their names.
o Go over the slip as a class and read it to the students.
o Read question 1 and have the students circle the picture of a protein.
o Read question 2 and have the students circle the picture of a treat.
o Read question 3 and have the students circle the picture of a grain.
o Read question 4 and have the students circle the picture of a vegetable.
o Read question 5 and have the students circle the picture of a fruit.
o Read question 6 and have the students circle the picture of a dairy product.
 Collect when the students are finished.

Accommodations/Differentiation:
 S, C, B, and S will have their names written on the top of the exit slip.
 S, S, and C will trace their names.
 B will have hand over hand writing assistance from a teacher.
 A will have the assistance of their aide according to her IEP.

Materials/Resources:
 https://jr.brainpop.com/health/food/foodgroups/
 Barron, R. (2004). Showdown at the Food Pyramid. New York: G. P. Putnam’s Sons.
 Niehaus, A. (2007). My Food Pyramid. Eat Right. Exercise. Have Fun. London: DK
Publishing.
 Silverstein, A. (2000). Eat Your Vegetables, Drink Your Milk. New York: Groilier
Pub.

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels
 How many students scored at least average on the exit slip?
o Seven of my students scored at least an average score on the exit slip.
o Six of my students scored proficient on the exit slip.
o I had one student that decided to circle all of the answers instead of selecting just
one for each question. I had to mark all of his as wrong.
o I had a few students that circled both answers for one question, so I also had to
mark those as incorrect.
o Two students were absent and I was unable to complete this lesson with them.
o After a quick comparison of the student’s pre-assessment, students that failed to
identify the vegetable food group on the pre-test were now able to do identify a
vegetable on the exit slip.
o The food group my most of my students misidentified was grain.
o I made sure to only offer two options for each answer for the exit slip. I thought
it would help students better narrow down which food belongs to which food
group.
 Were my students engaged?
o I think the students enjoyed being able to talk about food. But a couple of students
did have difficulty focusing on the lesson while sitting on the front carpet. I think
the next time I teach this lesson (or unit), I need to bring food for the students to
taste. That way they can see real life food being divided into food groups.
o Any time the students get to use the smart board, they get excited. So, I know that
can help with being a good attention holder.

Remediation Plan (if applicable)


o I will remediate for my students by going back over the food groups
tomorrow to refresh their memories. I will also go over grains with the
students to help the entire class identify grains.

Personal Reflection Questions


 Did I complete my lesson in 30 minutes?
o I was able to keep my lesson in the planned time frame. I did not go over on time
or under. I was concerned the video would take up too much time, but it worked
out. I think the next time I teach this lesson; I would expand on my time frame.
That way, I could dive deeper into the different food groups for the students. I
only had the time to complete the google slides and the exit slip with the
students.
o I made sure to keep looking at the clock as I taught my lesson. I wanted to make
sure I stayed on track because following my lesson, it was time for recess and I
knew the class would get fidgety if they were late for recess.
 Did I hold the attention of my class?
o While some students were paying attention and actively participating in my
lesson, I had students that weren’t focusing on the activity. There were students
playing on the carpet or trying to get up and wander around the room. This
mostly happened when I had students answering which food belonged in which
group.
o When students were beginning to struggle between the choices, I made sure to
cut back the options. For example, when I asked the students what food group
rice belonged to but they couldn’t figure it out, I asked the students if it belonged
in the grain or fruit group. That helped to prompt the students to pick an answer
between those two options.
o If the students continue to talk and whisper during instructions, I will have to
move students around so they aren’t distracting their classmates.
 What should I have done differently?
o I would need to schedule more time for this lesson.
o Once I have more time scheduled, I could expand this lesson further. The next
time I teach this lesson I think I would have the students return to their seats to
complete a sorting activity on their own or with a partner. I would create a file
folder game for the students to utilize. They would be given pictures of food
with the food name written underneath. Then, the students would match the
pictures of the food with the food group.

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