3/7/2017
Early Childhood Education
Name: Charlotte Froehlich
Date: April 10, 2017
Two Standards/Guidelines:
Physical Well-Being and Motor Development- A11: Nutrition- Demonstrates basic understanding that eating a variety of foods helps the body grow and be healthy
Approaches toward Learning- Initiative: A6 Ask questions to seek explanations about phenomena of interests
Pre-assessment of current knowledge: knowledge of basic healthy foods and basic junk foods
Instructional Objectives (1-2)
Two Assessed Instructional
Objective(s): The student will be
able to...
Identify the food item given to them
Correctly determine where the food
item will be placed on a chart
One Assessed Developmental
Skill: (Social, Emotional, Physical,
Language, or Cognitive)
Physical
Safety Considerations:
None.
Learning Experience Plan
Lesson Title: Healthy Food vs. Junk Food
Grade Level: Pre- K
Assessment of Student Learning
Identify Evidence: (What will you collect or record as data
to demonstrate students have met your objective(s) and
skill?)
I will have a check list of the students names with the
developments listed alongside of them. I will then check off
if the student was able to accurately move to the directions
of each stage of metamorphosis.
Program Monitoring: (How will you aggregate or compile
your evidence into a class or group view? This is not how to
display childrens work)
I will compile a chart that compares and identifies how much
of my group is on track. Those who are on track will receive
a check, those who are progressing, and those who have
not yet mastered it. This will be represented in a pie graph.
Analysis: (What have you learned about your students?
How will this inform future instruction?)
I will have learned if my students are knowledgeable about
their various food items. This will inform my future instruction
because I will be able to determine how much time I will
have to spend on not only reviewing the names of fruits and
vegetables, but also determining if the food they eat is good
or bad for them.
Differentiation:
I will assign the younger, less-advanced students some of
the easier pictures to determines (banana, apple) and some
of the older, more-advanced students pictures of a kiwi or
green beans.
Learning Experience
Academic Language:
Fruit, vegetables, healthy, unhealthy, sugar, processed, grow
Procedural steps:
-The teacher gathers the students to the carpet for large
group time
-The teacher brings out the poster board with a section that
states Healthy Food and a section that states Junk Food
- The teacher then strategically passes out cards with various
food items on it. Be aware to give each student the
appropriate card by being aware of their exposure to the
foods they see at school and at home
-The teacher reviews the past activities done by scaffolding
them into questions such as
Who remembers why it is important to brush their
teeth?
Why is it important to go to the dentist
Is sugar good for your teeth?
Does anyone know what food is good for you?
-After the introductory responses, the teacher will ask the
students to look at their card they received. One by one, the
students will tell the group what food item they have in their
hand, and will then walk up to the front of the room and place
the image in the appropriate column.
-After all the students have placed their card on the poster,
the class will review the names of the food.
Authentic Materials: (Describe authentic real life, hands-on
materials.)
Poster board, tape, imagery of food on cards
 3/7/2017
Early Childhood Education
Learning Experience Plan

Student Grouping: Adult Roles:

The students are working as a whole class during this Adults will facilitate the activity by providing guidance by
activity as they sit on the carpet while the teacher is in front asking questions, assisting students in taping the cards on
of the room guiding the instruction. the poster, and scaffolding the students to the correct answer
if need be.

Resources & Reference:

Food Cards Packet from F&S School Supply

Reflection:
I felt as though overall my lesson went fairly well. I chose images that I thought the students would be exposed to at home; such as a donut, cupcake, and various
fruits and vegetables. There is a wide gap in ages in this pre-K classroom (3-5) which can make instruction a bit difficult because some of the students are far more
advanced than others. That being said, the younger students quickly pick up on the actions of the older students. I was surprised that some of the students did not
know some common food items that they should know. In addition, they tended to place a junk food item in the healthy food because they thought it tasted good
so they mentioned that they did not want it to be junk food. If were to do this activity again, I would have several lessons that dive into why some of the food we eat
is either good or bad for us. I touched on this when I did a lesson with sugar cubes in food, however, I feel that this one lesson was not enough for them to fully
grasp the concept. I continuously repeated that if the food grows naturally in the ground, then it is healthy- however, they were not knowledgeable about what type
of food grows in the ground. This activity was helpful exposure to them, but they need much more repetition in order to fully grasp this concept.