1.

Title and Objectives:

My Plate Introduction
a. Introduce students to the recommended nutrition levels provided by the
government My Plate program.
b. Students will able to use http://www.choosemyplate.gov/ to explore nutrition
with help from teacher.
c. Students will have greater understanding of nutrition, as well as individual food groups.

2. Essential Questions:

Why is nutrition important?
Why are there different food groups and why are they important?
Why do people need more servings of one food over another?

3. Vocabulary:

Definitions for terms are available through the choose My Plate website

Nutrition
Food Groups
Whole Grains
Refined Grains
Protein

4. Duration:

One 60-90 minute class period

5. Materials:

http://www.brainpop.com/health/nutrition/nutrition/ - optional
http://www.choosemyplate.gov/
Projector
Teachers computer
Laptops/computers with internet access
Blank My Pennsylvania Plate for students to draw on
Choose My Plate Activity Worksheet
PA Preferred: My Plate/My Pennsylvania Plate Lesson 1



6. Instructional Procedure(s):

a. Introductory:

Give students a picture of a blank plate and ask them to draw or label a typical meal they eat. It
could be what they had for dinner/breakfast or have students get their lunch boxes and draw the
meal they brought for lunch.
Engage students in a short class discussion about the foods they have on their plate and the
foods they like to eat.
Direct students to talk about the different nutritional value of different foods.


Optional Video Introduction: Brain Pop -Importance of Nutrition and Healthy Choices
a. http://www.brainpop.com/health/nutrition/nutrition/
b. Have students discuss something they learned, found interesting, and still have
questions about.

b. Developmental: Introduce students to choosemyplate.gov. That will provide interactive
exposure to the national food guidelines. The teacher may choose to project an image of
MyPlate and discuss the categories with students as an alternative to having students navigate
through the website.
i. Students will be instructed to visit the website and explore. After about 5 minutes of
free time on the website, students will be given a worksheet to answer using the
information from the site to guide them in understanding key nutritional ideas. Students
will be expected to gather information from a nonfiction text source.
ii. The teacher will be available to walk around and interact with each student while
navigating the My Plate forum.

c. Analysis: Have students analyze the plate they created at the beginning of the lesson using the
new information gathered by the MyPlate website. Students will determine how well their plate
matches the suggested nutritional levels for each category. Students will also give suggestions
as to why they make certain food choices.

d. Closure: Discuss the questions with the class for about ten minutes. Have students talk about
how well their meal met their nutritional needs. To end the period, discuss why nutrition is
important.


7. Formative Assessment:

Informal class discussion will allow the teacher to monitor student prior knowledge of
nutritional information. The teacher can use the Brain Pop quiz activity as one means of assessment.
Another will be to collect the completed worksheet using the choosemyplate.gov website. The ability
of students to analyze their own plate and identify the nutritional benefits and deficiencies will
demonstrate student understanding of healthy and well balanced meals.





8. Related Materials & Resources:

a. http://www.brainpop.com/health/nutrition/nutrition/
b. http://www.choosemyplate.gov/

9. Accommodations and Adaptations:

a. Students will be given extra time to complete the activity
b. Students will work with a partner to complete the activity
c. Students will be given a fill-in-the-blank template to complete the activity


Alignments

10. Grade Levels:

This lesson could be used for 4-6
th
grades.

11. Related Academic Standards

PA Standards
a. 11.3.6.A: Demonstrate knowledge of techniques used to evaluate food in various forms
b. 11.3.6.C: Analyze factors that affect food choices
c. 11.3.6.D: Describe a well-balanced daily menu using the dietary guidelines and the food guide
pyramid

CCSS
a. RF.5.3: Know and apply grade-level phonics and word analysis skills in decoding words. Use
combined knowledge of all letter-sound correspondences, syllabication patterns, and
morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in
context and out of context.
b. RF.5.4: Read with sufficient accuracy and fluency to support comprehension. Read on-level
text with purpose and understanding. Read on-level prose and poetry orally with accuracy,
appropriate rate, and expression on successive readings. Use context to confirm or self-correct
word recognition and understanding, rereading as necessary.

12. Assessment Anchors:

R5.A.2: Understand nonfiction appropriate to grade level
R5.A.2.1: Identify and interpret the meaning of vocabulary in nonfiction
R5.A.2.3: Make inferences, draw conclusions, and make generalizations based on text.

13. Eligible Content:
R5.A.2.1.2: Identify and/or interpret meaning of content-specific words used in text
R5.A.2.1.1: Identify and/or interpret the meaning of multiple-meaning words used in text
R5.A.2.1.2: Identify and/or interpret meaning of content-specific words used in text
R5.A.2.3.2: Cite evidence from text to support generalizations




14. Big Ideas:

Students will have knowledge about food groups and nutrition
Students will understand importance of knowing about the basic food groups
Students will know how many servings of each basic food group they will need in a given day,
and why
Students will have knowledge of living a healthier lifestyle and the affects it will have on their
bodies

15. Concepts:
Students should know the definition of nutrition, and why this concept is important to their
daily lives
Students should know the various food groups and why each group is important

16. Competencies:
Be able to identify and make healthy food choices
Describe to others the importance of nutrition























Name: _____________________________ Date: __________________
My Plate
Directions:
1. Go to website and choosemyplate.gov and click on the My Plate Tab
2. Explore different food groups and answer the following questions

Questions:
1. Whole Grains:
a. Name two types of Whole Grains


b. Name two types of Refined Grains


c. What is the main difference between the two types of grains?


d. Name three benefits of eating grains


2. Proteins:
a. Name the seven types of proteins




b. Name one tip about eating or cooking with protein


c. What is one mistake many Americans make regarding protein choices?




PA Preferred: My Plate Worksheet



3. Fruits:
a. What counts as a fruit according to My Plate?


b. Name three health benefits from eating fruits


c. Name three different ways to eat fruits


4. Dairy:
a. Name three types of foods included in the dairy food group



b. Name three health benefits from eating dairy



c. Name three tips for making wise dairy choices



5. Vegetables:
a. Name the four groups of vegetables


b. What counts as a vegetable according to My Plate?


c. Name three health benefits from eating vegetables


6. Oils:
a. What are oils according to My Plate?


b. Name one reason why it is important to consume oils


c. Explain the difference between oils and solid fats










Analyzing My Plate:
1. Look at the plate you created at the beginning of the lesson that represents one of your meals.
a. Which food group do you have the most of? What do these foods provide for you?





b. Which food group do you have the least of or is missing? Why may this be a problem?





c. Why does your plate not have all of the groups in the correct amount?






Why may it be difficult to get enough of every group at every meal?