KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN FORMAT

Teacher Candidate:

Liz Shields

Cooperating Teacher:
Group Size:

Coop. Initials

20

Subject or Topic:

Date: November 20, 2015

Allotted Time 45 minutes

Grade Level 4

Nutrition

Section

STANDARD:
10.1.3.C:
Explain the role of the food guide pyramid in helping people eat a healthy diet.
food groups
number of servings
variety of food
nutrients
I. Performance Objectives (Learning Outcomes):
1. The students will identify healthy foods and portion sizes
2. The students will use the Food Pyramid/ MyPlate to categorize
different types of food
II. Instructional Materials

Nutrition: Graphic Organizer: 1 per student

Teacher-created poster-sized version of Nutrition: Classify It Activity

Colored pencils

Paper plates: 1 per student

SmartBoard

Food magazines

Index cards

III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea, outline of
additional content)
A. Prerequisite skills
1. Familiar with protein, carbohydrates, fat, and calories

B. Key Vocabulary
1. Moderation- avoidance of excess eating
2. Calories- the amount of energy a food supply has per serving
3. Appetite- being hungry, able to eat
4. Protein- met, seafood, beans, peas, eggs, nuts
5. Grains- wheat, rice, oats, bread, pasta
6. Fruits- fresh, canned, frozen, dried pureed
7. Vegetables- raw or cooked; fresh, frozen, canned, or
dried/dehydrated; and may be whole, cut-up, or mashed.
C. Big Idea
1. What is a balanced meal?
D. New content
1. Identify healthy, balanced food choices
2. Classify foods by using the food pyramid
IV. Implementation
A. Introduction
1. Today we will be discussing MyPlate and balancing our meals to
ensure we are eating healthy.
2. Lets watch this BrainPop video to start us off,
https://www.brainpop.com/health/nutrition/nutrition/
B. Development
1. First, ask the students to write in their science journal what they ate
and drank for dinner last night.
2. Ask the students to put their notebooks to the side and they will be
going back to that soon.
3. Next, go over PowerPoint. (fyi)
4. Now that we have learned about the MyPyramid/ MyPlate, lets all
fill in this Classify It poster together as a class
a This will help every student to see where different foods belong
on the food pyramid and allow them to ask questions about why
particular foods belong in certain areas of the food pyramid.

5. Fill in the poster and allow student discussion/ questions about

classifications
6. Pass out the Graphic Organizer and ask the students to write what
they had for dinner last night in each food category.
7. Tell the students to brainstorm with their tablemates what they could
add to those meals to create a well-balanced meal.
C. Closure
1. Ask the students to put away all of their papers and journal.
2. Hand out the paper plates and colored pencils
3. Tell the students that they are to create their own perfect MyPlate
of a balanced meal by drawing it
a They will have food magazines to look through for ideas.

a Students may draw or cut and paste pictures of food.

4. The students must use index cards to label each food group and
explain their perfect MyPlate choices. (Why they put those foods
in that specific group)
D. Accommodations/Differentiation
1. Johnny will be the class scribes for the poster size classify it.
E. Assessment/Evaluation Plan
1. Formative- Science Journals
2. Formative- collect Graphic Organizer, check for completeness
3. Summative- perfect MyPlate drawing and explanations, graded by
rubric

V. Reflective Response
A. Report of Student Performance in Terms of Stated Objectives (Reflection on
student performance written after lesson is taught, includes remediation for
students who fail to meet acceptable level of achievement)
Remediation Plan
B. Personal Reflection (Questions written before lesson is taught. Reflective
answers to question recorded after lesson is taught)
How could this lesson be improved?

Did I stay true to my predicted time?

What would I change if I did it again?

VI. Resources (in APA format)

BrainPOP | Nutrition | Activity. (n.d.). Retrieved November 9, 2015, from

https://www.brainpop.com/health/nutrition/nutrition/activity/?tab=vocabulary
BrainPOP | Nutrition | FYI. (n.d.). Retrieved November 9, 2015, from
https://www.brainpop.com/health/nutrition/nutrition/fyi/
Choose MyPlate. (2015, February 3). Retrieved November 9, 2015, from
http://www.choosemyplate.gov/MyPlate
Healthy Foods and Portions Lesson Plan | BrainPOP Educators. (n.d.). Retrieved
November 9, 2015, from http://educators.brainpop.com/lesson-plan/plate-topyramid-healthy-foods-and-portions/?bp-topic=nutrition

Food
Groups

Exemplary
(3)
Foods were
drawn (or cut
and pasted)
for all fivefood groups.

Explanation Explanation
of the food
chosen was
clearly and
thoroughly
described.
Style
Index cards
are free of
grammatical
errors.

Satisfactory Unsatisfactory Score/Level

(1)
(0)
Foods were
Foods were Incomplete
drawn 9or cut drawn (or cut
and pasted) and pasted)
for at least
for at least
three food
two food
groups.
groups.
Explanation The food
Incomplete
of the food
chosen was
chosen was minimally
described in described.
detail.
Superior (2)

Index cards Index cards Incomplete

contained few contained
grammatical some
errors.
grammatical
errors.