Lesson Plan Guide

Teacher Candidate:

Nathan Edwards

Grade and Topic:

5th and Food Pyramid

Mentor Teacher:

Date: 12/4/2016
Length of Lesson:
School: Rivercrest Elementary

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA:

The learner will understand which foods are in each level of the Food Pyramid.

LESSON OBJECTIVE:
The students will create their own plate using games online to explain what foods are in each food group.
The goal is for students to be able to explain each food group.
STANDARDS ADDRESSED:

State/District, Common Core Standards

Health Education 5-8 Standard 5: The student will understand the relationship of nutrition to healthy living.

MATERIALS:
Food Pyramid sheet. Provided by the teacher.
Computer or laptops
Link to website- http://www.vtaide.com/png/foodPyramidF.htm
BACKGROUND and RATIONALE:
Students will demonstrate a clear understanding of each food pyramid by providing visual representations and
written reflections on the meaning of each phrase of the food pyramid.
What is the critical academic language (general and technical) that must be addressed in this lesson?
We are continuing the lesson on nutrition. Learning about the different foods in each food group is important
dealing with nutrition.
We will refer to the summary created here as we continue to explore the food pyramid. We will also use our
outlines for a unit on creative writing.
Assessments are used to show understanding and progress of understanding food groups.

PROCEDURES AND TIMELINE:

Introduction: Begin by displaying the food pyramid on a large screen display, overhead, or whiteboard.
We will then open up the laptops.
The students will enter the link I have written on the whiteboard.
The website will allow the learner to drag each individual food into each food group in the pyramid.
When the learner finishes we will have an exit pass to answer before leaving.
The exit pass will ask the learner to draw a food pyramid and label each food group.
Procedures
Prior to the Computer (15 minutes)
Teacher Procedures:

Student Procedures:

1. After the Introduction, TLW look over the

food pyramid and start labeling it.
1. Students complete their
Food Pyramid Planning
Sheet by briefly
describing a picture or
image for each Food
group, using the
dictionary when
needed.

At the Computer (45 minutes)

Teacher Procedures:
1. Have students open the
Internet browser

Student Procedures:

2. Direct students to the Food

Pyramid website.

1. Open an Internet browser

3. Direct students to http://www.vtaide.com/png/food

PyramidF.htm
4. Monitor and assist as needed.

2. Go to Food Pyramid website and copy

the food pyramid.
3. Go to http://www.vtaide.com/png/foodPyramid
F.htm
4. Complete the Food Pyramid
5. Drag the correct foods in each
pyramid.

ASSESSMENT EVIDENCE:
Criteria

Graphic
images
represent each
phrase of the
Food Pyramid.

Very few or
none of the
chosen graphics
represent the
concepts of their
associated food
pyramid
phrases.

Only a few of
the chosen
graphics clearly
or somewhat
clearly represent
the concepts of
their associated
food pyramid
phrases.

Almost all of
the chosen
graphics clearly
represent the
concepts of their
associated food
pyramid
phrases.

All of the
chosen graphics
very clearly
represent the
concepts of their
associated food
pyramid
phrases.

Rationale for
using the
graphics

The rationale
for very few or
none of the
chosen graphics
demonstrates an
appropriate
representation
of the concept.

The rationale
for some of the
chosen graphics
demonstrates a
fairly
appropriate
representation
of the concept.

The rationale
for almost all of
the chosen
graphics clearly
demonstrates
why the image
is an appropriate
representation

The rationale
for all of the
chosen graphics
very clearly
demonstrates
why the images
were an
appropriate
representation
of the concepts.

Reflections

The reflection
does not
demonstrate an
understanding
of the Preamble
and/or what it
means to the
student.

The reflection
demonstrates a
somewhat vague
understanding
of the Preamble
and what it
means to the
student.

The reflection
demonstrates a
somewhat clear
understanding
of the Preamble
and what it
means to the
student.

The reflection
demonstrates a
clear
understanding
of the Preamble
and what it
means to the
student.

Modifications
I will walk the students through the website and will allow the students to use the SMART board to drag the
foods with their hands. It will make it easier for the students instead of using a mouse.