1.

Title and Objectives:

My Plate /My Pennsylvania Plate Lesson 2
a. Students will distinguish between a healthy meal and an unhealthy meal
b. Students will describe differences and importance between healthy and unhealthy meals
c. Students will create meals using a list provided by teacher of PA agriculture and products
d. Students will have greater understanding of nutrition, as well as individual food groups

2. Essential Questions:
What does a healthy meal consist of, and what does an unhealthy meal consist of?
Why is it important to eat healthy foods?
What are the benefits of eating food grown locally?

3. Vocabulary:
Nutrition
Locally Grown
Agriculture

4. Duration:

One 60-90 Minute Class period

5. Materials:
My Pennsylvania Plate template
Pennsylvania Agriculture list
Coloring tools
Computer/projector

6. Instructional Procedure(s):
a. Introductory: Transition from previous My Plate lesson by asking students to explain the different
sections of the My Plate template and why each section is important. The goal for this lesson is to identify
foods that fit into each category that are also Pennsylvania products.

b. PA Product Impact:
i. Teachers should review the list of Pennsylvania agriculture products with students and
discuss the types of foods that kids like to eat and already include in their meals
ii. Teacher may need to provide background on agriculture depending on class. Possibly
discuss the history of agriculture of the country, and the history of Pennsylvania
PA Preferred: My Plate/My Pennsylvania Plate Lesson 2


agriculture. Discuss importance of locally grown food, compared to food grown in other
countries or states that have to be transported to Pennsylvania.


c. Developmental:
Using their notes from the previous class period, students will build one example of a healthy meal,
and one example of an unhealthy/unbalanced meal, using standards from the website,
choosemyplate.gov.

Provide students with a list of locally grown or processed food in Pennsylvania. Students will create
the healthy meal using products specifically found on the Pennsylvania Agriculture List.

Students will be provided with blank My Plate templates, and coloring tools so they may design their
meals. When their meals are completed, students will be asked to write a paragraph describing the
meals, and which one is a better choice meal and why. Students will have 40-50 minutes to complete
the activity.


d. Closure:
Students will be given the opportunity to share their meals. The teacher will ask students questions
about their meals using some of the questions from the previous computer activity.

Class discussion on how many different examples of healthy meals can be made using products
grown or processed locally in Pennsylvania.

Students will be expected to turn in their plates, as well as hand-written paragraphs at the end of the
period.


7. Formative Assessment:
The formative assessment will be the writing assignment students complete in class describing their healthy
and unhealthy meals.



8. Related Materials & Resources:
a. http://www.choosemyplate.gov/
b. Previous class notes
c. My Plate Template


9. Accommodations and Adaptations:
a. Students may be given pictures of food to paste on their plate
b. Students will be given a fill in the blank template to describe their healthy, and unhealthy meal
c. Students will be allowed to complete the activity and turn it in the next day
d. Students will be able to type their paragraph





10. Lesson Evaluation and Reflection:



Alignments


11. Grade Levels:
This lesson could be used for 4-6
th
grades.

12. Related Academic Standards:

PA Standards
a. 11.3.6.A: Demonstrate knowledge of techniques used to evaluate food in various forms.
b. 11.3.6.C: Analyze factors that affect food choices.
c. 11.3.6.D: Describe a well-balanced daily menu using the dietary guidelines and the food guide pyramid

CCSS
a. RF.5.3: Know and apply grade-level phonics and word analysis skills in decoding words. Use combined
knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and
affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
b. RF.5.4: Read with sufficient accuracy and fluency to support comprehension. Read on-level text with
purpose and understanding. Read on-level prose and poetry orally with accuracy, appropriate rate, and
expression on successive readings. Use context to confirm or self-correct word recognition and
understanding, rereading as necessary.

13. Assessment Anchors:
R5.A.2: Understand nonfiction appropriate to grade level.
R5.A.2.1: Identify and interpret the meaning of vocabulary in nonfiction.
R5.A.2.3 Make inferences, draw conclusions, and make generalizations based on text.

14. Eligible Content:
R5.A.2.1.2: Identify and/or interpret meaning of content-specific words used in text.
R5.A.2.1.1: Identify and/or interpret the meaning of multiple-meaning words used in text.
R5.A.2.1.2: Identify and/or interpret meaning of content-specific words used in text.
R5.A.2.3.2: Cite evidence from text to support generalizations.

15. Big Ideas:
Student understanding of the impact of daily food choices that relate to nutrition and overall health
Knowledge of locally grown and made products that are available to consumers

16. Concepts:
Students should know the definition of nutrition, and why this concept is important to their daily lives
Students should know the various food groups and why each group is important

17. Competencies:
Be able to identify and make healthy food choices
Describe to others the importance of nutrition