Alaina Engdahl 11/21/2019

EDUC 2331

Topic: Healthy meal planning

Grade Level: Kindergarten

Subject: Health

Objectives: Students will be able to recognize what food group different foods belong in.
Students will be able to use the food groups to create a balanced meal that features the different
groups, as well as a treat.

TEKS §115.2

(b) (1) (B) identify types of foods that help the body grow such as healthy breakfast foods and
snacks; and

(b) (3) (B) plan a healthy meal and/or snack.

Purpose

The main purpose of this lesson plan will be to teach the different food groups, why we need all
of them, and how to use them to create a balanced meal.

Materials

For the Students For the Teacher

Paper plates (Alaina provides)
Glue (St. Ignatius provides)
Scissors (St. Ignatius provides)
Newspapers and magazines (Alaina provides)
Crayons (St. Ignatius provides)
Video- 5 Fabulous Food Groups (Alaina
Provides)
Projector and computer to play video (St.
Ignatius provides)
Poster paper (Alaina provides)
Marker (Alaina provides)

Procedures/Activities

• Introduction (How to grab attention)

o 1. Video- 5 Fabulous food groups and mini quiz
• Modeling (How content is best addressed or modeled) by the teacher
o 1. Discussing with the students that in order to eat a balanced meal, we have to
know the food groups. Teacher models the food plate model on the poster.
 • Guided Exploration (How can teacher and students explore together)
o 1. Students help the teacher come up with examples of each food group to write
on the poster.
• Check for Understanding (How can you check to see if they are getting what you
want them to get so far)
o 1. The teacher can come up with some harder ones or some that belong to two
groups and ask the students where they go.
• Independent Practice/Evaluation (How can students practice something by
themselves without help from teacher or others)
o 1. Art activity- Students will cut out an example of each food group to glue onto a
paper plate, putting together a balanced plate. Students can also add a cutout of a
sweet treat for dessert on the back of the plate following the discussion of
balance.
• Re-Teaching (what will you do if they miss something you want them to know/do?)
o 1. If students are still confused, I will reteach by having them discuss what they
eat on a daily basis, at school lunch, etc., and use their own experiences to reteach
the concept.

Planned Modifications and Differentiation: (With the various types of special needs of
students, what might you anticipate their needs to be for this type of lesson)

1. If students have fine motor delays or feel overwhelmed being presented entire magazines,
I will offer some single sheets as well as pieces cut smaller, so they are able to cut them.
2. If students do not want to cut and glue, they can also have the option to draw their foods
onto the plate.

Assessment of Student Learning: (Given what we’ve discussed regarding types of

assessment, what will you suggest here).

1. Students finished paper plates will be an assessment of their knowledge. The teacher can
look at their work and make sure everyone is getting the concept and able to provide
examples, if not, reteach.

Resources:

1. Video- 5 Fabulous Food Groups https://www.youtube.com/watch?v=L9ymkJK2QCU

Post-Lesson Reflection:

1. I thought this lesson went great! The students were interested while watching the video,
they were engaging in the discussion and excited to provide examples. Almost all the
students completed the activity and answered a question/gave an example. They seemed
to grasp the concept and when a student got something wrong I encouraged them to ask a
friend for some advice on which group the food went in.
2. Something I would change is providing more magazines, because students had a hard
time sharing under the time crunch.