Farming In the United States Modified Lesson Plan

Name: Amelia Jennings Date: 10/4/2016 Content/Grade: Health/K-Grade 2

Preparation to Teach
State Standard: N/A (included in original LP)
Lesson Objectives: Students will be able to identify the five basic food groups.
Students will be able to identify where our food comes from.
Materials: Computer, projector, ipad/smart device, whiteboard, markers, menus, colored
pencils/markers/pens
Intelligences: Visual, Kinesthetic, Naturalist, Verbal, Interpersonal, Intrapersonal
Technologies: Projection, Popplet, QR codes, YouTube (embeded in Popplet), Fuel Up to Play
online game, graphic editing program

Instructional Sequence (Food Groups)

Anticipatory Set:

Instructional Strategy and/or Student Activity Rationale

Introduce the concept of food groups using the Pyramid
Power video.
Discuss why the healthy foods would win, ask for examples of
healthy foods, write on the board.
(Popplet: http://popplet.com/app/#/3476939)
Video appeals to visual learning and generally
engages students while introducing the theme.
Brainstorming as a class gives students a chance
to build on what they saw, and appeals to verbal
learning.

Formative Monitoring/Assessment Rationale

Take a hand vote on the game winners in the video.
Monitor student interaction for:
Focus -do they know what we are talking about?
Understanding -are they following the difference between
healthful and less healthful foods?
Voting draws on student decision-making, helps
gauge whether they were paying attention to the
video.
Students who do better with verbal interaction may
not have heeded the video but will be able to
engage in conversation about foods.

Instructional Input:

Instructional Strategy and/or Student Activity Rationale

Introduce food grouping scheme using visual.
Label the groups on the visual.
Discuss how the suggested examples might fall into the different
groups, have students identify foods in the groups on the visual.
Naturalist learning will connect with the practice
of sorting out foods according to groups.
Having students stand up and actually draw a
line between the listed items and the spots on
the chart taps into kinesthetic learning.

Formative Monitoring/Assessment Rationale

Monitor student interaction for: Even if students have heard of the group
Focus -do they know what we are talking about? concept before, this is likely the first formal
 Understanding -are they connecting the examples to the
appropriate groups?
Ask students to rehearse the groups as you point to them on the
visual.
introduction of the groups and what makes them
up. Students will be interacting with the
visual/verbal cues of the lesson to get the
concept, so participation is a helpful gauge of
understanding at this point in the lesson.

Guided Practice:

Instructional Strategy and/or Student Activity Rationale

Students will scan QR code to access the Combo
Kitchen learning game. Before/while playing, teacher
will point out that most foods are made up of several
food groups, not just one.
Teacher will run through an example overhead with
student participation, then students will play the game
on their own in groups.
Formative Monitoring/Assessment
Monitor group work for participation and
understanding within the game.
Once again, categorizing parts that make up a
whole in a classification system appeals to the
naturalist learning.
The game presents the concept in visual form with
explanations for verbal learning.
Working in groups gives an interpersonal aspect to
learning.
Rationale
Students are building learning experiences at this point,
so no product can be evaluated, only in what way they
engage with the activity.

Independent Practice:

Instructional Strategy and/or Student Activity Rationale

Students will work in groups to analyze and evaluate a few kids
menus from restaurants. They will select a meal, identify the food
groups represented in it (mark using color system), and determine
whether that is a good meal or not and why.
OPTIONS: Students view PNG/JPEG file image of menu on a
computer or ipad and mark meal choice and groupings, as well as
type up evaluation on a graphic program. To input text, students may
use speech to text if appropriate. OR students work with paper copies
of menus and perform same functions using markers/pencils.
Formative Monitoring/Assessment
Monitor group interactions for understanding in the
conversations about value. What do they say about how good the
foods are? Are they successfully identifying groups?
Looking at menus is not only real life,
but a good visual integration. Students
get to work interpersonal skills in
groups to make decisions about foods.
Verbal skills come into play in writing
up the evaluation reasoning.
Naturalist categorizing will come
through with identifying food groups.
Using color systems to mark that
appeals to visual learning as well.
Rationale
By monitoring group work, the teacher can
assess student understanding and help
guide if needed.

Closure:

Instructional Strategy and/or Student Activity Rationale

Groups will share their meals and food-critic findings. Sharing engages verbal and interpersonal learning.
Discuss the need for balance for health, how students
can do this very thing in their everyday meal choices.
Formative Monitoring/Assessment
Assess student work: did they properly identify
food groups? How did they think of good choices?
Discussing application helps seal the concept and
engages intrapersonal thinking on how to better
self and the world.
Rationale
Completed menus are the revelatory product for student
learning in this activity, and discussion brings out their
thought processes.

Reflection

Success: How did the technologies used accomodate the intelligences you identified?

How did the intelligences identified improve student mastery of the objective(s)?

Did you observe other intelligences come into play during the lesson? What were they
and how did they aid in student learning?
Future Ideas: If the technologies used were not effective, what can you recommend as an
alternative application to use with this lesson next time it is taught?

Which other intelligences could be included in this lesson? How might they be
incorporated?
Example Products: