Lesson Logistics:

On average, a 10- to 11-year-old boy needs between 1,600 and 2,200 calories each day. Girls
usually need between 1,400 and 2,000 calories. The more active your child, the higher their
needs fall in this calorie range. Just as important as not eating too much is to avoid eating
too little, which can leave 10- and 11-year-olds nutritionally deficient, which may hamper
growth of the body and brain.

http://healthyeating.sfgate.com/healthy-eating-1011-year-olds-7462.html

Standards​:

1.1.N Describe the food groups, including recommended portions to eat from each food
group.

1.4.N Explain why some food groups have a greater number of recommended portions than
other food groups.

1.7.N Explain the concept of eating in moderation.

Goal: The students will understand the concept of various food groups and proper portion
control.

Objective: The students will collect different foods for various food groups and proper
portion control by buying different foods and creating a meal that has the correct amount of
macronutrients on the plate within 2 oz.

Into:
● Describe to a partner what is in your favorite healthy meal.
● Who is in charge of making breakfast/lunch/dinner in your house?
● What are the different food groups?
● Why is it important to distinguish between the food groups?
● Why should we be aware of what we are eating and how much of it we are eating?
● Where do you buy your food? Where can you get fresh food in SLO?
● Serving size chart; ask volunteers to help divide a plate into proper portions for each
given food groups.
○ How much of each food group should you eat in one meal?
○ Where would the food fit on the plate?
○ Why is it important to plan out the proportions of our meal prior to eating?
○ Who serves your food? Do you put your own food on your plate? Who should be
responsible for how much food you are eating?
Through:
● Split into cooking groups.
○ Who will be responsible for each job within cooking groups?
● Present available ingredients and give groups time to make a grocery list.
○ What ingredients will you use?
○ Why will did you choose those ingredients?
○ Where could you find this ingredients?
● Give students time to draft a written recipe and design a plate of food.
○ Throughout this time, KINE students will rotate through classroom asking guiding
questions.

Beyond:
● How can you use this knowledge in your own house?
● Who will you tell what you have learned about to help them eat healthier?
● How will this change your own diet?
● What food could use as a healthy substitution for sugary snacks?
● When is it important to eat healthy?
● Why is it important to be sure you are feeding your body healthy food in the proper
proportions.
 KINE 443 LESSON PLAN FORMAT

INSTRUCTIONAL UNIT:
​TEACHERS: COURSE: GRADE LEVEL: LESSON TITLE:
Victoria Lis 5th MyRecipe
Kendal Miller DAY:
Clayton Bueno November 17, 2017
Mara Eckert SUBJECT: LENGTH OF LESSON:
Hannah DiVerde CAMPUS: Los Ranchos Portion Control and 50 minutes (1:05-1:55pm)
Fractions

CONTENT STANDARDS AND CONTENT OBJECTIVES

HEALTH STANDARD(S): GOAL OF THE LESSON: (A-B Format)
(bold the main standard content you Health:​The students will understand the concept
wish to drive) of various food groups and proper portion control.

1.1.N Describe the food groups,
including recommended portions
to eat from each food group.
1.4.N Explain why some food
groups have a greater number of
recommended portions than other
food
groups.
1.7.N Explain the concept of eating
in moderation.
SUBJECT AREA STANDARD:
Use equivalent fractions as a strategy
to add and subtract fractions.
Subject Area: ​The students will demonstrate their
understanding of fractions and how to add, subtract and
divide like fractions.
OBJECTIVES OF THE LESSON:(A-B-C-D Format)
Health: ​Students will understand the connection between
eating well/proper portion control and living a healthy
lifestyle with 100% accuracy.
Psychomotor: ​Students will demonstrate, with 100%
accuracy, the components of a healthy diet by experimenting
with different ingredient that can be incorporated in making a
meal.

Cognitive:​ Students will learn the makeup of a healthy

meal/diet by correctly creating their own recipes that satisfy
the MyPlate regulation.
 Affective: ​Through collaboration in small groups, students
will work together to gain an understanding of the necessary
components of a diet as well as discover the answers to the
questions posed to them with 100% accuracy.

Subject Area:​ With 100% accuracy, students will

demonstrate their knowledge in adding, subtracting, and
dividing with fractions by calculating proper portions.

Cognitive: ​Students will understand how to shop for healthy

ingredients as well as form decisions as to the proper portion
of specific ingredients with 100% accuracy.

ASSESSMENT

ASSESSMENT STRATEGIES:

Formative:
● Students have to turn and discuss with a partner their thoughts when questions are asked
● In order to confirm that understanding has been achieved, students will show with their fingers
(1-5) how well the information has been processed.

Summative:
● Students will show the teachers with their thumbs, whether or not they understand the content that
is being taught to them.
● As a class, we will discuss what we have learned and encourage students to recall information
from the lesson in order to answer summarizing questions
 LEARNING ENVIRONMENT

TEACHING STRATEGIES USED:

● Teaching that taps into the Heart, Mind, Body, and Soul: The teachers will pose questions to the
students that appeal to each different type of learner
● Guided Discovery: Through questions that teachers ask related to content standards and
instruction of the activity, students are led to conclusions related to the objectives of the lesson
● Command: The students are expected to be attentive and respond to questions and requests put
forth by the teachers
● Practice: Students are working collaboratively and hands on in making healthy recipes in order to
understand the makeup of healthy meals.
● Check for Understanding: Teachers constantly ask questions to confirm the students are
understanding. Students are also expected to interject if there is any confusion.
● Partner/Group Work: Students are put into groups of four in order to communicate the purpose of
the lesson. They are expected to be respectful to their partners.

MATERIALS, EQUIPMENT, and TECHNOLOGY NEEDED:

● Powerpoint
● Food cutouts
● Plates
● Worksheet with MyPlate on it
● Markers, Crayons, Pencils, etc.
● Paper
 STEPS THROUGH THE LESSON
DISPOSITIONAL SETTING:
We will monitor the responses elicited by the
class in a way that involves making inferences
and adjustments in regards to their personality
types
INTO​:
INTRODUCTION, EXPECTATIONS,
AND PROTOCOLS:
Hello Class, we are so excited to be here and
to explore with you what it means to be a
healthy eater. Before we get started we have a
few expectations for you all:
- We expect that you participate fully in
our lesson and that you have fun!
Introduce protocol:
“Bananas unite!”
“Peel banana. Peel, peel banana.”
ANTICIPATORY SET: (Mara, Hannah)
Actively Engages the Mind​:
- We are going to begin this lesson with
some introductory questions about
your ideas on what healthy eating is
● Please, describe to a partner what is in
your favorite healthy meal.
● Who is in charge of making
breakfast/lunch/dinner in your house?
● Where can you get fresh food in SLO?
● Farmers Market, grocery store, making
a healthy choice while eating out…
Taps Into Prior Knowledge:
● What are the different food groups?
● Give students time to discuss,
● “Bananas unite!”
RATIONALE:
- To insure that we reach all students
through the teaching of this lesson
RATIONALE:
- Who we are, why we are here
- Set up our expectations and protocol
before the start of our lesson so that the
focus will be on the students learning
and applying new information in a
productive and successful environment
- A unified way for us to get the students
attention quickly, involving a healthy
and tasty fruit to stick with the theme of
healthy eating!
- Get the students thinking about what
foods they have that are a healthy
choice in their life and show that
healthy foods can be tasty too! Gives
the students the opportunity to reflect
on their own diets
- Where those foods may be available to
them and how they have the
opportunity to eat healthy
 - “Peel banana. Peel, peel banana.” - See how many food groups the students
can name to gage what will be review
● “Please show on your fingers how and what will be knew information. It is
many food groups there are. Great job crucial for our lesson that the students
everybody! If you held up five fingers are clear on the five food groups so we
please give yourself a pat on the back, will emphasize the five food groups
what a smart class! Who thinks they throughout the lesson
might be able to name all five of the
main food groups?” (Protein,
Vegetables, Fruits, Grains, dairy)- note
diary is not a main one
○ Show MyPlate print out to
demonstrate this visually
● Why is it important to distinguish
between the food groups?
● To have a balanced diet we need to - Targets auditory and visual learners
feed our body well rounded and
diverse meals so we must have foods - The importance of eating a well
from all of the food groups to keep our
rounded meal so children have the tools
body healthy and happy!
to grow up to be healthy and strong!
● Why should we be aware of what we
are eating and how much of it we are
eating?
● “Please share with your partner one
reason why you think that it is - The importance of portion control (idea
important to know what we are eating that foods are good in moderation),
and how much of it we are eating.” Balance in one’s diet is key to leading a
(Portion control, to stay a healthy healthy life
weight... ) Great job everybody, some
ideas that we came up with were to
make sure that we are eating foods
from all of the four main food groups
and to keep our body healthy and
happy so that we can grow big and
strong.
Stimulates Curiosity:
● Serving size chart; ask volunteers to
help divide a plate into proper portions
for each given food groups.
○ How much of each food group
should you eat in one meal? - Allows for student participation in
setting up the activity
 ○ We will go over this more in
depth later, but keep portion - This discussion is important so that the
size in the back of your head. activity is set up in a meaningful way
Think about what your plate where the students understand the idea
looks like, do you have a grain, behind/goal of the activity
vegetables... ? - Idea of overeating and highlighting
○ Where would the food fit on the
again that foods can be bad for you
plate?
○ Why is it important to plan out
the proportions of our meal
prior to eating?
○ Who serves your food? Do you
put your own food on your
plate? Who should be
responsible for how much food
you are eating?
Invites the Challenge:
Now we invite you all to participate in an
activity that will allow you all to demonstrate - Being healthy can be fun, this marks the
how you might set up your own plate. transition of the lesson into our activity.
The activity will use the information
given in the anticipatory set to allow for
application and learning while working
with a group.
THROUGH​: (Clayton, Victoria)
Provides New Content​:
Hello boys and girls we will now split up into
cooking groups.
Count out 1-12 (there are 41 people in the
class so there will be 9 groups of 4 and 1
group of 5)
Split into cooking groups​:
For this activity each person in the group will
be responsible for one food group.
“Thumbs up or thumbs down, do you know
what are the 5 main food groups?”
“Would anyone like to share their
thoughts?”
“Yes very good! The main food groups are
protein, whole grains, vegetables, fruits and
dairy.”
For this activity we are only going to be
focusing on protein, whole grains, vegetables
and fruit.
Why do you think that we would not focus on Some people don’t like dairy products or are
dairy too? Thumbs up when you have an idea. lactose intolerant (inability to digest the sugar,
Talk with a partner about your thinking. lactose that is in dairy products) or milk allergy
Bananas Unite!
Peel banana, peel peel bananas!
Within your groups assign each person one
food group that they will be responsible for.
Who is responsible for each portion of your
meal? Talk with your group mates and assign
jobs​ to create the perfect plate of food.
RATIONALE:
By engaging in an array of activities that
touch on the spectrum of learner types, we
will maximize the effectiveness of the content
we are delivering to students.
Provides New Content:
We want the children split up into groups of 4
so that each child can be responsible for one
of the portions associated with the MyPlate
macronutrient groups.
Split into cooking groups:
We want to children to practice social skills
and debate and choose within their groups
who is the best suited for each macronutrient.
Protein, Whole Grains, Vegetables, Fruit
and Dairy.
(This hopefully will lead to discussions about
what each child tends to consume, and self
discovery on what may be lacking in one’s
diet.
Since the children are in 5th grade we want to
give them some individual responsibility in
picking what part they want to do, as well as
them debating over who will get to do which
portion if two or more of them want the same
macronutrient.
Give the children 3 minutes max to figure
out what portion they are responsible for.
Hold up a 1 if you are responsible for the
protein portion, 2 if you are responsible for
whole grains, 3 for veggies and 4 if you are
responsible for responsible for fruits.
**For the group of five be sure two students
are sharing a task
Before we start cooking I would like to invite
you all to participate in a math challenge.
Based off the picture we have on the board
what fraction of the plate is made up of
protein, whole grains, veggies and fruit? What
percentage of the plate does each food group
take up? (Hint Vegetables take up ⅓ of the
plate)
Bananas Unite
I would like to invite someone to come tell the that should be on the plate they are still the
class their group’s findings.
. We want to get the students thinking about why
Why do you think that veggies takes up ⅓ of veggies should make up the majority of the
the plate and why is fruit only takes up ⅙?
Thumbs up or thumbs down do you knows
what ​nutrient density​ means?
We want the children to have finalized what
food group they are going to do along with
showing me what they are responsible for.
Incorporating 5th grade math concepts (using
like fractions) this will also help yellow
learners to visualize the proper amount
compared to the other macronutrients when
they put together their perspective portion of
the plate.
-Whole grains and healthy protein makeup
¼ of the plate and are 25% of the plate.
-Veggies makeup ⅓ of the plate which is
33%
- Fruit makes up ⅙ of the plate which is 16%
Even though fruit is tasty and a healthy
alternative to candy we want the students to
understand that out of all the macronutrients
highest in sugar.
plate ​(nature's candy)​. ← repeated language
we want students to leave using
Nutrient Density:​ Nutrient density means that
a foods will be giving you a lot of nutrients
while having few calories. (giving the students
new vocabulary associated with healthy diets)
Do I have any volunteers that would like to
share their thoughts.

With a partner can you think of 4 examples of

nutrient dense foods?
Giving examples to solidify the concept
Some ​nutrient dense​ foods that I know of are i.e the ones mentioned to the left
Kale, Salmon, Blueberries, Almonds, Black
beans and broccoli.​ There are many other
nutrient dense foods and if you and your
partner brainstormed 4 or more nutrient dense
foods give yourself a pat on the back for being
genius 5th graders.

Thank you so much everyone I can not wait to

see what you all cook up!

LESSON MODELING AND

DEMONSTRATION:
Models and Demonstrates​:
In this activity your cooking groups you will
work together to create a healthy recipe.
Give Math Problem
Within your group discuss these questions...
What ingredients will you use?
Why did you choose those ingredients?
Where could you find this ingredients if you were Get the students thinking about what they will
shopping with family or friends?
(​Write on Board​ - “Things to Consider While the other students ingredients. Collaboration
Cooking”
PRACTICE:
Applies New Content in a Variety of Ways
Now I will give you all 5 minutes to create a
recipe.
_______________________________
Now I will give all the groups 5 minutes to
create your plate of food!
Ingredients Available to the Students
Protein:​ Salmon, Chicken, Turkey, Tofu,
Veggie Burgers and Beans.
Veggies:​ Broccoli, Kale, Spinach, Carrots,
Sweet Potatoes, Bell Peppers, Tomatoes,
Asparagus, Onion etc.
Fruits:​ Strawberries, Raspberries, Blueberries,
Banana, Grapes, Apples, Mango, Oranges
Whole Grains: ​Brown Rice, Quinoa, Whole
Grain Bread and Whole Grain Pasta.
use and how their recipe will work along with
Since the students will have gotten time to
brainstorm their recipe we want the actual
shopping to be more a hustle.
ACTIVITY:
Uses Content in a Meaningful Way:
Times up! Now that you all have your healthy
plate of food ready it is time for each group to
present their plate to the class! Each group
will get 4 minutes (max) to present their plate
to the class.

Each person must tell the class why they chose

the ingredients they did and based on the oz.
that are on the food you bought what fraction
of the plate does your food group take up?
Is is close to the fraction we got earlier?
Victoria, Kendall, Hannah and Mara will be
Victoria and I will demonstrate. walking around the classroom to make sure the
“I chose Apples and Bananas to go in the children are understanding the lesson.
fruit section of my plate because they are
my favorite fruits and my section takes up
1/6 of the plate!”

Since we have an entire hour with one class we

can have them share with the class their
findings

Apply the fraction concepts to portions and

portion control
BEYOND​: (Kendall)
​ LOSURE:
C
Reviews Content and Experience:
Relate Qs to objectives: standard language is
in closure questions (breaking down closure
Qs)
● What are some things that surprised
you/you didn’t know before this
lesson?
● How will you used what you’ve
learned to change your own diet?
Asks Questions Relevant to the Objectives:
● Do you feel confident in your ability to
shop for healthy ingredients and
incorporate proper portions in a meal?
Thumbs up if yes, thumbs down if no.
● What is the purpose of using proper
portion control in your diets? Discuss
this with a partner.
Uses the Content of the Standard:
● Turn to a partner and explain, based on
what you’ve learned today, why it is
important to be sure you are feeding
your body healthy food in the proper
proportions.
● Show with your fingers, how many
food groups there are. Turn to a partner
and name them.
​APPLICATION:
Applies the Learning Beyond the Classroom:
● How can you use this knowledge in
your own house?
RATIONALE:
This is the portion of the lesson where we
summarize the content that is being taught and
confirm that students are walking away with
new, beneficial information. This section
allows us to confirm that we have achieved the
objectives we set out for the students and
ourselves as teachers.
This is the portion of the lesson where we pose
questions to the students to confirm that there
is a clear understanding of the goal we set out
for the lesson.
This is the portion of the lesson where we
connect the activities that have been conducted
to the standards required of the age group we
are teaching. This section also allows us to
check for understanding of the standard.
This is the portion of the lesson where we
connect the teaching to the lives of the students
outside of school. The purpose of connecting
this learning is to allow students to understand
the importance and means of living a healthy
● Who will you tell what you have lifestyle. Based on what the students have been
learned about to help them eat taught, they will be able to apply it to their
healthier? lives.
● How will this change your own diet?