Lesson Plan: Healthy Foods, Healthy Minds

Name: Taylor Rae Sugimoto

Grade: 4th grade

Date: January 30, 2015

Content Area: Health

Duration: 60 minutes
Materials needed:
-

All About MyPlate handout

What Do You Eat? Homework handout
How Can You Change Your Diet? Handout
MyPlate handout
Five Chromebooks
MyPlate powerpoint
Laptop
Projector
Elmo projector
Pencil
Math manipulative cubes

Guiding Questions:
-

What are the five main food groups?

How does each food group help your body remain healthy?
Do you think you have a healthy diet?
How can you change your eating habits?
What can you do to become healthier and happier?

Enduring understanding:
The enduring understanding of this health lesson is to show students that a
healthy diet can help them grow strong and healthy throughout their lives.
What component/s will be the
lesson focus?
-

Researching information about the

benefits of having a healthy diet
Using technology to research the
health benefits of a specific food
group

Strategy or skill emphasis

-

Main ideas and details

Becoming ethical users of
technology by using
vocabulary terms to navigate a
Chromebook

Purpose of lesson
The purpose of this lesson is to inform students about healthy foods, and the
benefits of eating food that helps their bodies grow and remain healthy.
Language modalities to be used in this lesson:
Reading: Students will work in groups to read a website to find information
about one of the five food groups.
Writing: Students will write an assessment about their eating habits and
ways to improve their diets.
Listening: Students will learn by listening to each group talk about their
researched food group.

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Speaking: Students will speak to the whole class about the information that
they learned after reading and completing the group handout.
Language function, forms, demands and academic vocabulary used
in this lesson:
Language Function: classify, evaluation, justification
Language Form: classification of food items into specific food groups,
evaluate ones diet, express opinion of their diets and ways to improve
Language Demands: Classifying food into different food groups, evaluate and
justify ones diet by writing an opinion of ways to improve his/her diet.
Academic Vocabulary students will learn in this lesson: nutrients, food
groups, diet
Critical Thinking Skills
Student Engagement Techniques
ACEI 3.3-Critical thinking, problem solving and
and Grouping
performance skills.

Analyzing: Students will analyze their diet by

categorizing the food that they ate into
different food groups
Evaluating: Students will evaluate their
current diets and think of ways to improve
their diets.

ACEI 3.4-Active Engagement in Learning

Think-pair-share
Small group activity
Table discussions

DIFFERENTIATION PLAN
ACEI 3.2 Adaptation to diverse students.

Identify type of
learner

List type of
differentiation

Instructional
approach

(ELL, SPED, Accelerated

Learners, Striving learners, 504
students, reading)

(learning environment, content,

process, product, performance
task)

(Write the instructional

approach/accommodations that
will be used for these learners)

ELL

Process/Learning
Environment

- During the group

activity, the teacher will
walk around the
classroom and provide
guidance in
comprehension.
- During the written
assessment, ELL
students will be
individually helped by
the teacher and asked
guided/scaffolded
questions.

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SPED

Process/Learning
Environment

Accelerated Learners

Learning Environment/
performance task

Striving Learners

Learning environment

- During the group

activity, the teacher will
walk around the
classroom and provide
guidance in
comprehension.
- During the written
assessment, SPED
students will receive
individualized attention
by the teacher to help
clarify any questions.
- During the group
activity, accelerated
learners will be asked to
take on the leadership
role by helping any
student who has a
difficult time with
reading comprehension
(striving learners).
- During the written
assessment,
accelerated learners will
have the opportunity to
list multiple ways to
improve their diets.
They will also be asked
to use detailed
examples and personal
connections to answer
questions.
- During the group
activity, striving
learners will receive the
help from accelerated
learners to understand
and answer the
questions pertaining to
their food group.
- During the written
assessment, striving
learners will have the
opportunity to receive
individualized attention
from the teacher to

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clarify any questions

that they have.

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1. Standards/Benchmarks/GLOs
ACEI 2.1-2.4 Content Area Knowledge. List CCSS, HCPS III, GLOs

HCPS III: HE 3-5.1.3 Healthy Eating and Physical Activity: Explain the
importance of a healthy diet as part of a healthy lifestyle.
I can explain how a healthy diet can help me sustain a healthy lifestyle.
GLO 2: Community Contributor the understanding that it is essential for
human beings to work together
I can be a community contributor by cooperating and helping others during
group work.
2. Assessment Task
(ACEI 4-Informal and formal assessment. Candidate plans appropriate formative and summative
assessments to guide and assess student learning, including criteria)

Students will complete a written assessment to assess both content

knowledge and the ability to apply content knowledge to their personal lives.
This assessment consists of the labeling of each food group and two written
responses of their opinion of their diet and how they can improve to create a
healthier lifestyle. Students performance task will be assessed using an
analytic rubric.
3. Activities/Instructional Strategies
(ACEI 3.1: Knowledge of students and community; integration of knowledge for instruction; ACEI 3.3:
Critical thinking, problem solving and performance skills; ACEI 3.4: Active engagement in learning;
ACEI 3.5: Communication to foster learning)

Preparation/H
omework
before lesson
(three days
before lesson)
5 minutes

1. Explain the overview of the health lesson

a. Learning about how to live healthy on Friday after
lunch
b. How to have a healthy diet and learning about the
different food groups that they should be eating
2. Describe homework to students
a. For the next two days, write down every single food
item that they ate and drank
i. Includes breakfast, lunch, dinner, snacks
3. Pass out and explain homework handout
a. For each meal, write down what they ate
b. For example: Tonight for dinner, Im going to eat
fried chicken, carrots, peaches, and soda
c. Under 1/28 and dinner, Im going to write
everything that I ate

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Attention
getter/s to be
used in this
lesson.

1. Introductio
n
2 minutes

2. Building
backgroun
d
5 minutes

3. Focus/Mini
lesson
5 minutes

4. Say Waterfall! out loud to the whole class and wait to

gain students attention
5. Ask students:
a. Did your health homework help you become more
aware of everything that you eat?
b. Its always good to become aware of both the
good and bad things that you put into your body.
6. Allow students to share some of the items that they ate
with a partner
7. Ask students to share with the class their thoughts about
their own diet or partners diet
8. Introduce narrative overview for today
a. Today, were going to learn about how to have a
healthy diet. The first thing were going to do is
learn about My Plate and the five healthy food
groups. Then, were going to be split into five
groups, and each group will research a specific food
group. Once every group has finished researching,
they will be in charge of teaching the rest of the
class about what they have learned. Lastly, were
going to use what weve learned and our
homework that we did to see how healthy our diets
are, and how we can improve our own diets.
9. Read I can statements and GLOs out loud with the class
a. I can explain how a healthy diet can help me
sustain a healthy lifestyle.
b. I can be a community contributor by cooperating
and helping others during group work.
10.Ask students to talk to their table groups and discuss why
is it important to eat healthy
11.Share ideas with the whole class
12.Ask students if they are familiar with the food
pyramid/food groups
a. Ask students what they remember about the food
pyramid
b. Share answers with the rest of the class
13.Share pictures of the food pyramid and food groups
14.Explain that the food pyramid was used in the past, but
now theres a new way to explain a healthy diet using
food groups
15.Introduce MyPlate to students
a. Vegetables and grains are the largest food groups
b. Fruits and protein are the second largest
c. Dairy
16.Explain history of MyPlate
a. Michelle Obama helped to create and release
MyPlate in 2011 to help children know how to eat
healthier
b. Used a plate to remind children and adults to make
healthier food choices

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4. Guided
practice
(We do)
20 minutes

5. Work Time
Independe
nt work
Independe
nt work
(You do it
alone)
30 minutes

c. Instead of showing the unhealthy food group in the

diagram, MyPlate only focuses on the healthy food
groups
d. At home, you can go to the website
www.choosemyplate.gov to learn more about being
healthy
i. Nutrition facts
ii. How to exercise
iii. Other ways to stay healthy
17.Explain jigsaw research instructions to the class
a. Split into the groups that are displayed on the
powerpoint
b. Explain GLO 6 being effective users of technology
i. Each group is assigned to a chromebook
ii. Enter the login of the name who is bolded
iii. Click on the google chrome browser
iv. Type wwww.choosemyplate.gov into the
address bar
v. Click the link that says MyPlate (on the top
left corner) and click on your assigned food
group
c. Answer questions with the group and write it on the
All About MyPlate handout
d. Be prepared to share answers with the rest of the
class
i. Need to become experts in order to teach
the rest of the class how to be healthy
18.Monitor students in each group
a. Walk around the classroom
b. Ask guided questions
c. Help students understand the different nutrients
and large words
19.Call students attention to the front of the classroom once
each group has completed the handout
20.Call each group to the front and project handout using the
elmo projector
21.Ask students to read aloud and explain each answer that
is on their handout
22.Explain how to apply their new knowledge of food groups
onto independent activity
a. Label each category
b. Each math cube will represent an item that you ate
within the past two days
c. For each item that they ate, they will categorize it
into its corresponding food group
i. For example: If they had spaghetti and
broccoli for dinner, they will place one cube
in the protein section and one in the
vegetable section
d. If a food does not fit in any category, they will place

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6. Monitoring
Plan

a cube to the right of the plate, which will represent

the junk food pile
e. Once they have placed all of their cubes, they will
count up and add all of the foods they ate in each
food group and write it on their MyPlate handout
23.Pass out math cubes and MyPlate handout to each
student
24.Show an example using the think aloud strategy on the
Promethean board
a. Lets say that I ate chicken, broccoli, potato chips,
and ice cream for dinner and dessert last night.
b. Since chicken is protein, I would put one cube in
the protein section of my plate. Since broccoli is a
vegetable, I would put a cube in the vegetable
section of my plate. Even if potato chips are made
out of potatoes, I would still put it in the junk food
section because of the way its made. Ill put two
cubes in the junk food section because of the ice
cream and potato chips.
25.Answer any questions students my have about sorting
items into the correct category
26.Explain the assessment handout to students
a. After looking at how much of each food group that
you ate within the past two days, do you think
youve been eating a healthy diet?
b. Remember that you should eat the most
vegetables and grains, then fruits and protein, and
also include dairy
c. For part one, label each food group in the right part
of the plate. Raise your hand and have a teacher
correct your labels. Then you can look at your plate
and write the number of items you ate in each
section.
d. For part two, youre going to analyze the plate that
you just created, and evaluate how healthy or
unhealthy your diet is and explain why. You will
then write at least three ways to improve your diet.
27.Ask students if they have any questions
28.Pass out How You Can Change Your Diet? handout
29.Correct students labels for part one of the handout
before having students look at their plate for the number
of items in each section.
30.Walk around the classroom and answer any questions
31.Aid ELL and SPED students in creating/labeling their
plates and analyzing their results
a. Ask guiding questions
i. Did you eat more foods in the food groups,
or junk food thats outside of your plate?
ii. What does that mean? Are you eating
healthy or not?

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7. Closure
5 minutes

iii. What are some things you can do to eat

healthier?
32.Collect paper when students complete the handout
33.Allow students time to share out loud something they
noticed about their plate
a. Did you realize that you ate healthy or unhealthy?
Why
b. Why do you think its important to become more
aware of what you eat?
c. What are some things that you want to do to start
eating and living healthier lives?
d. What is one food group that you need to eat more
of, and one food group that you need to eat less of?

Teacher Assessment Tool

Analytic Rubric:

Part 1:
Labeling and
writing food
groups (4
points total)
HCPS III: HE
3-5.1.3

Part 2:
Writing an
opinion with
supporting
reasons (3
points total)
HCPS III: HE
3-5.1.3
Part 3:
Writing ways
to improve
your diet (3
points total)
HCPS III: HE
3-5.1.3
GLO 2:

ME
Student could
label all food
groups in the
correct
position and
list the
number of
items eaten
from each
food group.
Student could
clearly state
an opinion
with two or
more
supporting
reasons.

MP
Student could
label 4 food
groups in the
correct
position and
list the
number of
items from
each food
group.
Student could
state an
opinion with
two
supporting
reasons.

DP
Student could
label 3 food
groups in the
correct
position and
list the
number of
items from
each food
group.
Student could
state an
opinion with
one
supporting
reason.

WB
Student could
label 0-2 food
groups in the
correct
position and
list the
number of
items from
each food
group.
Student could
state an
opinion
without
supporting
reasons.

Student used
examples and
details to list
three or more
ways to
improve
his/her diet.

Student listed
three
examples of
how to
improve
his/her diet.

Student listed
two example
of how to
improve
his/her diet.

Student listed
one example
of how to
improve
his/her diet.

-Student

Student

- Student

-Student did

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Community
Contributor

showed
cooperation
by
respectfully
contributing
ideas to
group
members.
- student
helped group
members by
remaining
focused
throughout
group activity

showed
cooperation
by
contributing
ideas to
group
members.
- student
helped group
members by
mostly
remaining
focused
throughout
the group
activity

showed
cooperation
by
attempting to
contribute
ideas to
group
members.
- student
sometimes
remained
focused
throughout
the group
activity

Name: _______________________________
_____________

not
contribute
ideas or help
group
members.
- student did
not remain
focused
throughout
the group
activity

Date:

What Do You Consume?

Instructions: For the next two days, record everything that you eat
throughout the day. Write the items that you ate in the appropriate boxes.
Wednesday, January 28

Breakfast

Thursday, January 29

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Lunch

Dinner

Snack/Other

Name: _________________________

All About MyPlate

Food group: ______________________________
1. List foods included in your food group.

Date: _________________

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2. What kinds of nutrients are found in your food group and how does it help
you stay healthy? Give at least 3 nutrients and 3 ways that it helps the body.

3. List three health benefits that occur from eating items in your food group.

Name: ______________________________
__________________

Date:

How Can You Change Your Diet?

Part 1: Label each food group according to the MyPlate diagram. In each
section, write the number of items in each food group that you ate within the
past two days. (1 point for labeling each food group, 1/2 point for writing the
number of items in each food group)

Other foods (junk foods):

________
(1/2 point)

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Part 2:
Analyze the amount of food items that you ate within the past two days. Do
you believe you displayed a healthy diet? Why or why not? List at least two
reasons. (3 points total)

Part 3:
List at least three things that you can do to create a healthier diet (3 points
total).

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