Lesson Plan Guide

Teacher Candidate: Raven Parks

Grade and Topic: Grade 3, Health Wellness
Mentor Teacher: Mrs. Annette Sargent Cornelius:

Date: September 16, 2015

Length of Lesson: 45 minutes
The University of Memphis- IDT 3600

CHAPTER OBJECTIVE /GENERALIZATION BIG IDEA:

Proper nutrition is essential for maintaining a healthy lifestyle. Healthful nutrition helps
to prevent chronic diseases such as diabetes, cancer, and cardiovascular disease. Using
the USDAs My Pyramid can provide guidelines for healthy eating. It is important to
balance food intake and physical activity to promote healthy living.
LESSON OBJECTIVE:
1. Given a list of nutrients, TLW use the My Pyramid as a guide for choosing a variety of foods necessary for good
health with a score of three out of four on the rubric. (Bloom's taxonomy: comprehension)
2. Given the selected images, TLW support he decision for selecting each graphic with a written rationale of

dietary supplements and nutrients including minerals, vitamins and water with a score of three out of four.(Bloom's
taxonomy: knowledge, comprehension, analysis)
3. Given a computer and word processing software, TLW write a three paragraphs on the importance of sanitary and safe
handling of foods, how personal health and body composition is influenced by balancing diet and physical exercise, and a
clear understanding of nutrients and the "My Pyramid" with a score three out of four. (Bloom's taxonomy: synthesis)

Student Participation
The goal of this lesson is for students to demonstrate a clear understanding of the "My Pyramid". Students will provide written
work, presentations, and power points on the "My Pyramid". The students will describe the Food and Exercise pyramids.
The student will name the reasons for including various foods within the My Pyramid. The students will analyze food
labels in order to determine nutritional content.

STANDARDS ADDRESSED:
State/District, Common Core Standards
TN Health Wellness 5: The student will understand the relationship of nutrition to healthy living.
ISTE Standards

3. Research and information fluency: Students apply digital tools to gather, evaluate, and use information.

b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and
media

MATERIALS:
Materials Used
1.
2.
3.
4.
5.

Nutrients sheets ("My Pyramid sheets)

Computer
Pencil
Dictionary
Internet access to
(1) MS Clipart Gallery http://office.microsoft.com/clipart/default.aspx?lc=en-us
(2) Online Nutrient Sheet http://www.iadms.org/?2

Technology Integration
Students will use the nutrients sheet as resources for the Nutrients and access to images. Word processing
software will be used to type, format, and add images to the Picture the Nutrients activity. Students, upon
completing the activity, will save their work to a shared Dropbox folder for their class.

BACKGROUND and RATIONALE:

Students will demonstrate a clear understanding of the "My Pyramid" by providing visual representations
and written reflections on the meaning of healthy nutrients that's being used every single day. The students will
evaluate how food choices are influenced by different type of factors.

Academic Language is not addressed in IDT 3600.

This lesson is continuation of Tennessee Health Education Standards 3-5

We will refer to the summary created here as we continue to explore the property of nutrients. We will also use
our outlines for a unit on creative writing.

I am aware that the lesson will be differentiated for students who did not master the objectives and
for those ready for enrichment. However, modifications are not covered in this course and are not
part of this particular lesson.

PROCEDURES AND TIMELINE:

Introduction: Begin by displaying the Nutrients "My Pyramid sheet on a large screen display, overhead, or
whiteboard.
Provide some brief background information about its purpose, explain the proportions of various

nutrients recommended for a healthy diet (e.g. 55-60% carbohydrates, 15% protein, 30% or less of fats).
Give students a few minutes to look over the "My Pyramid", then have the class orally read the "My Pyramid" together as
a whole.
Follow this with a brief discussion pointing out that the "My Pyramid" talks about nutrients and how people can live a
better healthy lifestyle.
However, for the next day, the students will be using images and pictures to make their own "My Pyramid to understand
the whole concept of nutrient.

Procedures
Prior to the Computer (15 minutes)
Teacher Procedure:
1. After the Introduction, hand out the My Pyramid Sheets and nutrient sheets to students and
ask them to briefly describe a picture or image that would clarify each nutrient word and list
key search words.
2. have students go online to My Pyramid to create their personal nutritional profile and plan

Student Procedure:
1. Students complete their My Pyramid Sheet by briefly describing a picture or image for
each nutrient phrase, using the dictionary when needed.
2. They then list three or four key words they can use to search for the images.

At the Computer (45 minutes)

Teacher Procedures:
1. Have students open up to MS word and an Internet Browser
2. Direct the students to the "My Pyramid" website
3. Direct students to the MS clipart Gallery website
4. Monitor students when they are on the computer

Student Procedures:
1. Open MS Word and an Internet browser
2. Go to My Pyramid website and copy the nutrient table
3. Go to MS Word and Paste the My Pyramid into a new document
4. Add the following title: Picture the My Pyramid chart

5. Below the title, insert a three-column 6-row table

6. Cut and paste each nutrient phrase into the table.
7. Use key words to locate an image for the first nutrient word.
8. Use pull-down menu to copy the image
9. Go to Picture cell in the Word document
10. Paste the Picture
11. Write a brief rationale for why the picture represents the nutrient words
12. Save work
13. When all phrases are finished, correct any spelling errors and then print a copy
After the Computer (30 minutes
Teacher Procedures:
3. Place students in groups of 2 to 3 students
4. Ask students to pass their Picture of the My Pyramid work to the person on the left.
5. Learners are to silently review the work and take notes of the key comparisons and
modifications, then pass the paper to the next person until students have revised all
the papers in the group.
6. Give students 4 to 8 minutes to discuss the differences.
7. Have students individually write a reflection about what the My Pyramid means to
them.
8. Have students list or draw the foods and amounts they consumed on the previous day
(on paper or paper plate). Then have students compare what they ate to the My
Pyramid, noting areas of strengths and weaknesses

Student Procedure:

1. Have the students discuss the My Pyramid and demonstrate the difference between
recommended and typical serving sizes
2. While in a group, students review each others work and note dissimilarities and
comparisons between final documents.
3. Students write one or two paragraphs describing what the My Pyramid and
nutrients means to them.

Closure
Students will present their "My Pyramid" to the class and share their reflections. At the end of the class, the teacher
will give students five different meal menus, and have them list the meals in order of nutritional value from highest to
lowest. After the students have presented their my pyramid and list the meals in order of nutritional value from highest to
the lowest onto a piece of paper, the teacher will collect the papers, check for assignment submission, and ask the class for
questions.

Assessment Evidence

Criteria

Graphic images
represent each
phrase of the
MyPyramid
chart.

Very few or none of

the chosen graphics
symbolize the
conceptions of their
subordinate nutrient
phrases and images

Only a limited of
the selected
graphics clearly or
fairly clearly
represent the
concepts of their
My Pyramid
chart

Nearly all of the

selected graphics
clearly represent
the concept of their
associated My
Pyramid

All of the chosen

graphics very
noticeably embody the
concepts of their
connected My
Pyramid chart

Rationale for
using the
graphics

The rationale for

very few or none of
the chosen
illustrations
demonstrates an
suitable
representation of
the concept

The rationale for

some of the chosen
graphics establishes
a properly
appropriate
representation of
the conception.

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
determines why the
pictures were an
appropriate
demonstration of the
concepts.

Reflections

The reflection does

not validate an
understanding of
the My Pyramid
or what it means to
the student.

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

The reflection
demonstrates a
somewhat clear
understanding of
the My Pyramid

The reflection
demonstrates a clear
understanding of the
My Pyramid and
how nutrients are
being used and what it
stands for.

Modifications
I am aware that modifications will be made for students who did not master the objectives and for those ready
for enrichment. However, modifications are not covered in this course and are not part of this particular lesson.
Student Sample

Preamble
We the people
of the United
States should
have a food
guide to use

In order to eat
healthy , we
as people
should
exercise more
in the United
States

Establish
Fairness

Why picture was

chosen
It represents
that the people
of the United
States should
eat healthier by
using the
MyPyramid.

This exercise
chart represents
how many hours
throughout the
day we should
exercise
(Dedicated
Exerciser and
Occasional
Exerciser)
This represent
equality in the
United States. In
order to accept
everyone, we
shouldnt judge
each other by
their size.

Insure work
out plans and
becoming
successful
when working
out

This represent
people who is
trying to lose
weight and
whos dedicated
to working out
and eating
healthy. (weight
loss challenges)