Developmental Lesson Plan

Teacher Candidate: Steph M, Leah S, Ruth H Date: 2/21-2/22, 2020

Group Size: 20 Allotted Time 2 days for 40 minutes Grade Level 2nd

Subject or Topic: Nutrition

Common Core/PA Standard(s):
10.1.2.C1- Identify foods and the roles they have in keeping our bodies healthy.

Learning Targets/Objectives:
 The second-grade students will identify the 5 major food groups by grouping them
accordingly.

Assessment Approaches: Evidence:

1.Formative- Thumbs up/down 1.Formative- Observational
2.Formative- Think/pair/share activity 2.Formative- Checklist
3. Formative- The students will be given a blank 3. Formative- The students must
paper plate that is sectioned off to fill accurately label the five food groups and
4. Summative- Unit Test their foods, and the teacher will collect it
4. Summative- Collect and analyze
results of the unit test to determine
mastery
Assessment Scale for Summative Assessment:
 Proficient- 4 correctly labeled food groups with at least 2 foods in each.
 Emerging- 2-3 correctly labeled food groups with at least 2 foods in each.
 Goal not met- 0-1 correctly labeled foods groups with at least 2 foods in each.

Subject Matter/Content:
 Science

Prerequisites:
 Students have a basic understanding that there are different types of food.

Key Vocabulary:
 Nutrition: The process of providing or obtaining the food necessary for health and
growth.
 Healthy: In good health.
 Nutrients: A substance that provides nourishment essential for growth and the
maintenance of life.
 Vegetable: A plant or part of a plant used as food, typically as accompaniment to meat
or fish, such as a cabbage, potato, carrot, or bean.
 Grain: Wheat or any other cultivated cereal crop used as food.
  Dairy: Containing or made of milk.
 Fruit: The sweet and fleshy product of a tree or other plant that contains seed and can
be eaten as food.
 Protein: A nutrient found in food that is made up of many amino acids joined together.
 Balanced: A dietary term signifying a diet that provides all nutrients, fiber, and energy
in amounts enough to maintaining good health and body weight.
 Vitamins: Any of a group of organic compounds which are essential for normal
growth and nutrition and are required in small quantities in the diet because they
cannot be synthesized by the body.
 Minerals: Minerals are those elements on the earth and in foods that our bodies need
to develop and function normally.
 Calorie: A calorie is a unit that is used to measure energy in your body.

Content/Facts:
-There are 5 main food groups that you should eat from every day.
- The five main food groups are vegetables, fruits, grains, dairy, and meat.
- Grains are foods like bread, rice and pasta.
- Vegetables are foods like carrots, broccoli and tomatoes.
- Fruits are foods like apples, bananas, and oranges.
- Dairy are foods or drinks like cheese, milk and yogurt.
- Proteins are foods like eggs, turkey and fish.
-You should eat about 5 ounces of grains every day to stay healthy for your age.
-You should eat about 1 ½ cups of vegetables every day to stay healthy for your age.
-You should eat about 1 ½ cups of fruits every day to stay healthy for your age.
-You should eat about 2 ½ cups of dairy every day to stay healthy for your age.
-You should eat about 4 ounces of protein every day to stay healthy for your age.
-Eating the right amount from each food group will help you grow big and strong.
-Eating the right amount from each food group will help you maintain a balanced diet.
- Vegetables should be the largest section on your plate.
- Vegetables are low in calories.
- Fruits and vegetables should fill half of your plate.
- Grains make up one quarter of your plate.
- Proteins help build your body.
- Proteins make up a quarter of your plate.
- Dairy can act as a side or part of your meal.

Introduction/Activating/Launch Strategies:
-Introduce students to the five food groups by watching this video:
https://www.youtube.com/watch?v=L9ymkJK2QCU
- Ask students to think-pair-share about what they know about different foods (can be color or
group).
- Ask the students to think about their favorite food and what food group it might belong to.
- Have students share out a few answers.
Development/Teaching Approaches

Model:
- On the computer, pull up an image of the blank food plate that is sectioned off.
- “Alright boys and girls, today we will be learning about nutrition. You may have heard
this word before about food. Does anyone have an idea about what nutrition might
be?”
- Give students time to answer and share out some answers and praise.
- “Nutrition is how we get the foods that we eat to keep us healthy.”
- “Healthy. Hmm. I’m sure you have heard your parents say that you must eat healthy in
order to grow up big and strong. Do you know what it means to eat healthy?”
- Allow students time to think and share answers and praise.
- “Eating healthy means that you are getting the right amount of foods like fruits and
veggies.”
- “But it is not just about fruits and veggies. As you saw from our video that we
watched, there are five food groups that we should eat from every day.”
- “Our first food group are the vegetables.”
- Write “vegetables” at the top of the biggest section of the blank plate on the board.
- “Vegetables are very good for our body. They should take up the biggest spot on your
plate. Some vegetables are carrots and broccoli. Can you think of other foods that
might fall under the vegetable food group?”
- Give students time to think and share answers and praise when done.
- Write other examples under the word “vegetables.”
- “Our next food group is fruits! Fruits take up a slightly smaller part of your plate, but
when you put them together, they should equal half of your plate.”
- Write “fruits” at the top of the second biggest section of the blank plate.
- “Some fruits are apples and oranges. Can you think of others that might fall under the
fruit group?”
- Give students time to think and share answers and praise when done.
- Write other examples under the word “fruits.”
- “The third section of the five food groups are the grains. Grains are good for you too!
You don’t need as many grains as you do fruits and vegetables. So, the grains will take
up a smaller portion of your plate.”
- Write “grains” at the top of the next section of the blank plate.
- “Some examples of grains are bread and pasta. Can you think of others that might fall
under the grains group?”
- Give students time to think and share and praise when done.
- Write other examples under the word “grains.”
- “The fourth section of our plate should be proteins! Proteins are what make you grow
big and give you strong muscles! Similar to grains, proteins make up a smaller portion
of your plate. Although the sections may be small, they are still very important for our
body!”
- Write “protein” at the top of the next section of the blank plate.
- “Some examples of protein are foods like eggs, turkey and fish. Can you think of other
foods that might fall under the protein food group?”
 - Give students time to think and share and praise when done.
- Write other examples under the word “protein.”
- “Okay friends, the last section of the five food groups is dairy! Dairy is full of things
that keep your muscles strong! Dairy makes up the last part of our plate. Usually dairy
can act sort of like a side to your meal, but it can also be incorporated into your meal.”
- Write “dairy” at the top of the last section of the blank plate.
- “Some examples of dairy are milk and cheese. Can you think of other foods that might
fall under the dairy food group?”
- Give students time to think and share and praise when done.
- Ask “How do we feel about the five food groups? Give me a thumbs up if you think
you got it or a thumbs down if you need more practice”
- Analyze the results of your students.
- “Now that we know what the food groups are and what our plate should look like, let’s
work together to sort these foods!”

Guided Practice

- Begin with pulling up the “My Plate Match Game” on the board for all the students to
see. https://www.healthyeating.org/Healthy-Kids/Kids-Games-Activities/My-Plate-
Match-Game
- “Alright friends! We are going to do an activity on the board. Here we will first match
the food groups to their correct spot on the plate. You will click on one group and
using the pen, drag it to the correct spot.”
- “Raise your hand if you can drag the vegetables to the correct spot on the plate.”
- Select student to come to the board and drag the vegetables to the correct spot.
- If the answer is incorrect, discuss why and prompt student to try again or phone a
friend for help.
- Once the correct answer is given, hover the mouse over the food group and discuss the
little explanation and one food that belongs to that group.
- Do the same thing for fruits, grains, protein and dairy.
- “Great! The next part of the matching game will have us group the foods into their
proper food groups. You will drag the foods on the right-hand side to the food group
they belong to.”
- “Raise your hand if you can move one of the foods to the correct group.”
- Select students to come to the board and move the food to the correct groups until all
foods are done.
- If the answer is incorrect, discuss why and prompt the student to try again or phone a
friend for help.
- Once the correct answer is given discuss why it is correct.
- “How do we feel now about the five food groups and their foods? Give me a thumbs
up if you got it and a thumbs down if you want to review it some more.”
- Analyze the student’s responses.
- **You can either stop the guided practice at this part in the matching game or you can
continue onto the last piece of the game where you select what activities are healthy for
you to do. This is not covered within the lesson but can be used as an “extra” little and
quick activity to do**
 - If you choose to continue the matching game, have the students come up to the board
and drag the correct activity to make the time pass.
- If you choose to stop after the food sort portion, bring the class back together.
- “Alright friends! Great job on the matching game! You guys did great! Now that we
have sorted the groups and foods as a whole group, you are going to go back to your
seats and try it yourself!”

Independent Practice

- Pass out one paper plate to each student.

- Pass out one set of food cards to each student.
- “Get out your scissors, glue sticks and crayons out and place them on your desk, then
look at me when you’re done.”
- Wait for all students to get their scissors, glue sticks, and crayons out and look at you.
- “What you are going to do is create your own healthy plate! You will cut out all of the
cards individually and their names.”
- Show your example to the class.
- “Once you have done that, you will glue the food group name at the top of correct
section. When you are done gluing the names down, you will then glue the foods onto
your plate in the correct food groups that we discussed in class today.”
- “You might not use all of your food cards and that’s okay! Fill up each section on your
plate until your plate is full.”
- “Once you have finished gluing down your foods into the right group, you may go
back and color them in. Don’t forget to write your name on the back of your plate.”
- “Any questions?”
- Wait for students to think and answer. Answer questions if any are asked. If not,
continue.
- “You may begin.”
- Teacher will walk around, assess student work, and collect data.

Closure/Summarizing Strategies:
- Students will complete their five-food group plate.
- Teacher will collect each plate as a formative assessment and analyze student work.

Accommodations/Differentiation:
- MJ has fine motor impairment due to a TBI. During the matching game, MJ will be
able to stand up and point to the correct groups where the food belongs.
- During the “create your own plate” activity, MJ will be provided with pre-cut food
cards and labels to place into bags labeled with the food groups.

Materials/Resources:
1. Introduction video: https://www.youtube.com/watch?v=L9ymkJK2QCU
2. Blank plate image for board projection
3. “My Plate Matching Game”: https://www.healthyeating.org/Healthy-Kids/Kids-
 Games-Activities/My-Plate-Match-Game
4. Blank paper plates that are pre-sectioned
5. Food cards and labels
6. Pre-cut food cards and labels to support MJ
7. Scissors
8. Glue
9. Crayons
10. Pencil
 LABELS

VEGETABLES FRUITS

GRAINS PROTEIN

DAIRY
Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions

Additional reflection/thoughts