Developmental Lesson Plan

Teacher Candidate: Alyssa Lubben, Ashley Zeller Date: 9/29/17

Group Size: 17 Allotted Time: 10-11:00 AM Grade Level: 1

Subject or Topic: Health

Common Core/PA Standard(s):

Standard 2.10.1.1.C1
Identify foods that keep our bodies healthy

Learning Targets/Objectives:

The first grade students will identify the foods that keep our bodies healthy by categorizing
different food items into their appropriate section on the poster

Assessment Approaches: Evidence:

1. Thumbs up/down 1. Have majority of the foods in the correct
2. Teacher checks in with each group category
2. Students will hand in their completed
poster as an exit slip

Assessment Scale:
Basic- 2 or less foods correctly categorized
Proficient- 3-4 foods correctly categorized
Advanced- 4 or more foods correctly categorized

Subject Matter/Content: Health Unit- MyPlate

Prerequisites:
Students should be familiar with foods and the different kinds. During morning circle, leading
up to this lesson, we will talk about our favorite foods and what we usually eat. Teacher will
then show flashcards on food items for students to say the name of them.

Key Vocabulary/Content/Facts:
MyPlate has 5 nutritional groups: fruits, vegetables, grains, dairy, and protein
Fruits- Any fruit or 100% fruit juice counts as part of the Fruit Group. Fruits may be fresh,
canned, frozen, or dried: and may be whole, cut-up, or pureed.
Vegetables- Any vegetables or 100% vegetable juice counts as a member of the Vegetable
Group. Vegetables may be raw or cooked; fresh, frozen, canned, etc. May be whole, cut-up, or
mashed. Beans and peas are included in this group
Grains- Any food made from wheat, rice, oats, cornmeal, barley, or another cereal grain is a
grain product. One example from this food group is bread.
Dairy- All liquid milk products and many foods made from milk are considered part of this
food group
Protein- All foods made from meat, poultry, seafood, beans and peas, eggs, nuts, seeds, etc.
BEANS AND PEAS ARE APART OF 2 GROUPS: Vegetables and Protein

Introduction/Activating/Launch Strategies:
Hook: Show students Brain pop video on Nutrition: MyPlate to open lesson
Tell students by the end of the lesson, they will be able to categorize different foods into their
corresponding food group on the poster
Development/Teaching Approaches
1. Teacher will start MyPlate PowerPoint and play Brain Pop video to open lesson
2. Teacher will go through PowerPoint asking students to hold up a peace sign with their
fingers if they can name a food in each group
3. Students will have a quick discussion at their tables about what their favorite food is
4. If students have time, their challenge is to also tell their table mates what food group(s)
their favorite one belongs to
5. Teacher will explain that they will create a poster to tie together their content from this
lesson
6. Students will work in groups at their tables
7. Each table will be given a poster with the 5 food group categories already on them
8. Students will be asked to draw 5 food items for each category
9. The poster and coloring utensils will already be at each table
10. In the middle of the activity, teacher will ask students for thumbs up/down to assess how
theyre doing so far
11. Teacher has a MyPlate themed maze activity worksheet that students can do if other tables
are still finishing their posters and theres extra time
12. Once every table has completed their poster, each group will present theirs to the class and
explain what they drew for each category
13. Students will hand their posters to teacher after they present to the rest of the class
14. The completed poster with 5 food items in each group is the students exit slip from the
activity
15. To end the lesson on MyPlate, students will be given trays of a fresh and canned food item
from one group on MyPlate
16. Students will each have an inquiry sheet and work together with their tables
17. Students will use their five senses to notice the differences between the two food items
18. Teacher will ask for thumbs up/down to see how students are doing with this inquiry
19. Students will then hand in their completed inquiry sheet

Closure/Summarizing Strategies:
After students complete their posters, each table will share theirs with the class and talk about
the different food items they put in each group. After students are done sharing, their poster
will be turned in to teacher as an exit slip from the activity. Their exit slip from the inquiry at
the end is their sense inquiry sheet. The assessment is the completed content poster not the
senses inquiry sheet.
Accommodations/Differentiation:
If a student is unable to draw the foods in the corresponding food groups for the activity, I will
ask them to verbally tell me what foods they think belong in each group. Teacher can
write/draw their answers. For the inquiry, if a student has a certain food allergy, the teacher
will choose an alternative food. Additionally, if a student has a disability that prevents them
from using one or more of their senses, I can assist them in filling out the inquiry sheet. If a
student has trouble expressing their answers through words, they can try drawing on their
inquiry sheets instead as well.

Materials/Resources:
Poster
Crayons
Brain Pop Video https://www.brainpop.com/health/nutrition/nutrition/
Maze Activity Worksheet https://choosemyplate-
prod.azureedge.net/sites/default/files/audiences/Maze.pdf
PowerPoint
Canned food/ fresh food
Trays/Paper plates
Inquiry sheet

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions

Additional reflection/thoughts