KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN FORMAT

Teacher Candidate: Kaitlyn Piekarski Date: January 25, 2017

Cooperating Teacher: Dave Shiffer Coop. Initials

Group Size: 19 Allotted Time 60 minutes Grade Level Second

Subject or Topic: Science: Growing and Changing Section

Science Unit: Chapter 3 Healthy vs. Unhealthy Foods

Lesson 4

STANDARD:

Standard - 10.1.2.C1
Identify foods and the roles they have in keeping our bodies healthy.

Standard - CC.1.5.2.A
Participate in collaborative conversations with peers and adults in small and larger
groups.

I. Performance Objectives:
The students will be able to
Identity healthy foods versus unhealthy foods.
Explain why we should eat diets full of healthful foods.
Participate in a collaborative conversation about the Food Guide Pyramid and
healthful foods.

II. Instructional Materials:

Sugar jars
Masking tape
Food cut outs
Food Pyramid labels

III. Subject Matter/Content

A. Prerequisite skills
Students have experience reading charts.
Students are capable of taking part in full class activities.
B. Key Vocabulary
 Food Guide Pyramid: helps you choose healthful foods
Healthful foods: foods that aid in having a balanced diet
C. Big Idea
It is important to nourish our bodies and heart so that it can properly function.
D. Content
Discuss healthy vs. unhealthy foods.
Unhealthy foods can cause a variety of health issues, such as diabetes
and heart disease.
The food guide pyramid helps us to make healthful food choices to
maintain a balanced diet.
IV. Implementation
A. Introduction
Have the students make a list of what they ate today.
Next to each item have the students write whether or not they think
their food choice was healthy.
Discuss with the students what they wrote down about their food
choices. Allow a few students to share their ideas.

B. Development
Inform the students that they will be discussing the food pyramid and healthful
foods.
Ask the students why they think it is important to eat good foods.
Some reasons are as follows:
o Eating a diet rich in vegetables and fruits as part of an overall healthy diet
may reduce risk for heart disease, including heart attack and stroke.
o Eating a diet rich in some vegetables and fruits as part of an overall
healthy diet may protect against certain types of cancers.
o Diets rich in foods containing fiber, such as some vegetables and fruits,
may reduce the risk of heart disease, obesity, and type 2 diabetes.
o Eating vegetables and fruits rich in potassium as part of an overall healthy
diet may lower blood pressure, and may also reduce the risk of developing
kidney stones and help to decrease bone loss.
o Eating foods such as vegetables that are lower in calories per cup instead
of some other higher-calorie food may be useful in helping to lower
calorie intake, which may decrease obesity.
Using tape, create a giant food pyramid on the floor.
Put the labels for each food group down on the pyramid.
Give each student a food to place down on the pyramid.
Work together as a class to complete the pyramid. Ask the students how they
know that each food placed on the pyramid belongs in that particular group.

C. Closure
After the food pyramid is completed, show the students the different jars of sugar.
Have the students take a guess at what food item the jar of sugar is representing.
 After the students take their guess, inform them what each jar of sugar
represented.
Ask the students: what are some other ways to take care of your body to make
sure it is healthy and strong.
Complete an exit slip to the question: Why should I eat a diet full of healthy
foods?

D. Accommodations/Differentiation
This lesson caters to a variety of different learners for parts are through
kinesthetic experiences, visual learner, and auditory information.
Additionally, it gives the students the chance to work with their
classmates and focus independently on the given information.
The students will reflect on information familiar to them throughout
this lesson, allowing them to make connections and to make sense of
the newly learned information.

E. Assessment/Evaluation Plan
1. Formative
The students will work together as a class to complete a
Food Guide Pyramid. In order to complete this class
project, they will have to participate in collaborative
discussion and work together. The students will have to
think about the food groups carefully as they complete
this activity. The teacher will record that each student
participates in the activity.
The students will complete an exit slip to the question:
Why should I eat a diet full of healthy foods? This
exit slip will be used to gauge students understanding
of the importance of eating healthy foods and how an
unhealthy diet can affect a persons growth and health.
2. Summative
There will be a cumulative exam given at the end of this Chapter. The
cumulative exam will be graded based on accuracy. Content will be
reviewed the day prior to the exam.

V. Reflective Response
A. Report of Student Performance in Terms of Stated

This lesson was modified slightly for this class at the time that it was done.
This lesson was meant to be activity based, but due to the behavior of the class
in the recent weeks, the food pyramid was discussed and taught rather than
explored. The first thing that the students did was record all the foods that we
ate on a half sheet piece of paper. We then combined our lists as a class and
worked together to categorize them as healthy or healthy. Each student shared
one of their food items on their list with the class. We discussed why each
 food would be healthy or unhealthy. We then discussed what life would be like
if we only ate the unhealthy foods. The sugar portion of this lesson seemed to
prove affective. The students were surprised by the amount of sugar in various
food objects.

Each student was able to respond to the exit slip. Every student addressed that
they may not be healthy or they may get sick if they never eat healthy foods.

This lesson seemed to be a review for many of the students in the class.

Remediation Plan

The content in this lesson will be reviewed before the final summative
assessment.

B. Personal Reflection
What will you do differently in the future?

I wish that the lesson would have gone how it was written and prepared for
the students, but throughout the duration of my student teaching experience, I
have found that sometimes students cannot handle the manipulatives and
activities that you present to them. Another class may be able to do this lesson
as written, in the future.

VI. Resources

Frank, M. S. (2005). Harcourt science. Orlando: Harcourt School .