Developmental Lesson Plan

Teacher Candidate: Tabitha Rea Date: September 26th, 2019

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

Subject or Topic: Healthy Food & Math

Common Core/PA Standard(s):

 10.1 K.C Identify foods that keep our bodies healthy.
 2.1 K.A.2 Apply one-to-one correspondence to count the number of objects.

Learning Targets/Objectives:
 The kindergarten students will identify unhealthy and healthy foods by participating in
the I SPY activity, and completing the Unhealthy & Healthy sort with 80% accuracy.
 The kindergarten students will apply one-to-one correspondence skills by counting the
circled foods in the I SPY activity out loud.

Assessment Approaches: Evidence:

1. The kindergarten students will work as a 1. teacher observes.
class to identify and select foods for a specific 2. teacher will collect and evaluate.
food group during the I spy activity. …
2. The students will place the healthy food in
one box and unhealthy food in another box.
….
Assessment Scale:
 Students that correctly sort 5 out of 5 healthy and unhealthy foods are proficient.
 Students that correctly sort 4 out of 5 healthy and unhealthy foods are average.
 Students that correctly sort 2 out of 5 healthy and unhealthy foods are below average.

Subject Matter/Content:
Prerequisites:
 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.
Key Vocabulary:
 None
Content/Facts:
Fruits:
 Serve a rainbow of choices.
 Choose from fresh, frozen, canned, and dried fruits.
Vegetables:
 Serve a variety of colorful choices.
 Choose from fresh, frozen, or canned vegetables.
Grains:
 Make at least half their grains whole grains.
Protein:
 Choose a variety of protein foods.
Dairy:
 Move to low-fat or fat-free milk or yogurt.
Treats:
 Sugary and salty foods are bad for our bodies.

Introduction/Activating/Launch Strategies:
 Read a selection of poems from the book “Our Food: A Healthy Serving of Science
and Poems”
 Tell the students we are going to review food groups and learn about healthy choices
for food.

Development/Teaching Approaches:
 Start by explaining healthy and unhealthy eating choices for the students.
o When it’s time to select fruits, always eat a variety of colors. Make a rainbow
on your plate!
o Choose from fresh, frozen, canned, and even dry fruits.
o When it’s time to select vegetables, choose colorful choices like green and
orange, because green and orange veggies help fight off sickness and make us
stronger.
o Choose from fresh, frozen, canned veggies.
o Make at least half your gain a whole grain.
o Choose a variety of protein foods.
 o Ask students to show off their muscles because proteins help us build
muscles.
o Eat nuts, beans, meats!
o When eating dairy, stick to fat-free or low-fat products.
o Ask students to show off their teeth because dairy helps build strong and
healthy teeth.
o Sugary and salty foods are bad for our bodies.
 Review food groups and go over healthy and unhealthy foods with the students in I
Spy Game.
 Open up the I Spy Game on the smartboard.
 Each student gets an I Spy Packet for them to follow along with and fill out.
 Students will circle the foods first on their own.
 Then we will check our answers as a whole class.
o The first one will be Vegetables I Spy.
 Explain to the kindergartners that they will look for a vegetable on
the board. The teacher will call on one quiet student to come up to
the board and circle a vegetable.
 Demonstrate by looking at the board and thinking out loud.
 Say, “I’m looking for a vegetable. Is blueberry a vegetable? No, so I
am not going to circle that one. Spinach is a vegetable, I’ll circle
that.”
 Call on a student and tell them to name a vegetable they see.
 The student can come up and circle the vegetable.
 Repeat until all seven vegetables are found.
 Pumpkin, spinach, corn, broccoli, carrots, lettuce, and tomatoes.
 Ask students if these are healthy foods.
 Expected answer: yes.
 Remember to tell the students we can eat veggies fresh, frozen, or
canned.
 Read the sentence, “there are ____ vegetables.”
 Tell the students we need to count how many vegetables are circled.
 Count out loud as a class. Write the number 7 in the blank.
 Point to the number and have the students echo 7.
 Students will write the number in the blank.
o The second one will be Fruit I Spy.
 Explain to the students that we will be doing this the exact same
way.
 Have students come up and circle fruits until all six are found.
 Blueberry, strawberry, banana, apple, orange, and grapes.
 Ask students if these are healthy foods.
 Expected answer: yes.
 Remind students that we can eat fruits fresh, frozen, canned, or dried.
 Read the sentence, “there are ____ fruits.”
 Count the circled fruits out loud. Write 6 on the blank spaces.
 Students echo 6.
o The third will be Dairy I Spy.
  Repeat steps to have students come up until all four are found.
 Cheese, cheese, milk, yogurt.
 Ask students if these are healthy foods.
 Expected answer: yes.
 Stick to low-fat or fat-free products!
 Read the sentence, “There are _____ dairy products.”
 Count the circled dairy products out loud. Write 4 on the blank
space.
 Students echo 4.
o The fourth will be Treat I Spy.
 Repeat steps to have students come up until all four are found.
 Cupcake, cookie, cake, chocolate.
 Ask students if these are healthy foods.
 Expected answer: no.
 These foods are too sugary to be healthy.
 Read the sentence, “There are _____ treats.”
 Count the circled treats out loud. Write 4 on the blank space.
 Students echo 4.
o The fifth will be Protein I Spy.
 Repeat steps to have students come up until all four are found.
 Chicken wing, eggs, nuts, beans.
 Ask students if these are healthy foods.
 Expected answer: yes.
 Eat different types of proteins!
 Read the sentence, “There are _____ proteins.”
 Count the circled proteins out loud. Write 4 on the blank space.
 Students echo 4.
o The sixth will be Grain I Spy.
 Repeat steps to have students come up until all three are found.
 Rice, bread, cereal.
 Try to eat a lot of whole grain foods.
 Ask students if these are healthy foods.
 Expected answer: yes.
 Read the sentence, “There are _____ grains.”
 Count the circled grains out loud. Write 3 on the blank space.
 Students echo 4.
Closure/Summarizing Strategies:
 Students will be given a healthy and unhealthy food sort.
 Tell the students to write their names at the top.
 They will each be given a pair of scissors and glue.
 The students will cut out the pictures of food on the bottom of the page and glue it the
unhealthy or healthy coelom.
 Teacher will collect to evaluate.

Accommodations/Differentiation:
 I will accommodate according to the students IEP’s.
Materials/Resources:
 20 healthy and unhealthy sorts
 20 I spy packets
 Computer
 20 scissors
 20 pencils
 20 glue sticks
 Lin, G., McKneally, R. (2016). Our Food: A healthy serving of Science and Poems.
MA: Charlesbridge
 MyPlate Tips for Preschoolers. (2019). Retrieved from
https://www.choosemyplate.gov/browse-by-audience/view-all-
audiences/children/health-and-nutrition-information/preschoolers-food-groups.

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels
 Were the students able to complete the I Spy packet?
o The students were not able to complete the I Spy packet, but that was mostly
due to time. The students were able to check their answers on the board and
correct their answers.
o Students that came up to the board to circle the food group were getting the
correct answers. But there were a few students that had the wrong foods circled
at their seats. As I went around the room, I was able to prompt the students to
the right answer by asking questions like, “Are cookies good for our bones and
teeth?” to get the students to think about what food group it belongs to.

 How many students were proficient in the healthy and unhealthy food sort?
o Seventeen students were proficient in the healthy and unhealthy food sort.
o Since we were running out of time, I had the students only put one food in
the unhealthy side and one food in the healthy side.
o My higher leveled kids finished the entire sorting activity!

Remediation Plan (if applicable)

 For my students that did not score at the proficient level, I would pull them into
small groups. We would talk about the qualities of healthy and unhealthy food—
how healthy food helps our muscles, bones, skin, etc. and unhealthy food has
sugar in it. Then we would work together to sort the food into the categories.
Personal Reflection Questions
 Did I keep the lesson within the half hour time frame?
o I was starting to run out of time with the lesson. I was not able to complete all of
the ISPY activities. The class did not get to finish the last two ISPY papers.
o When it came to the healthy choices sort, I had to condense what I originally
wanted them to do. Instead of trying to sort all of the foods. I told the students to
cut out and glue one healthy food and one unhealthy food.

 What should I have done differently?

o The next time I complete this lesson, I would have the students do two or three
as a whole class. They would circle the foods on their own and then check their
answers when a student comes up to the board and circles a food belonging to
that food group. Then, I would break the students off into small groups to work
on this assignment independently. They would work together to identify the
foods for each food group. Then, they would hand the packets in for the teacher
to evaluate.
o The next time I teach this lesson, I would break up the I spy and healthy sort
into two separate lessons. One day I would have the students work on the ISPY
packet. The next day, I would have the students work on the healthy choices
sort to give the students more time to complete both of them.