Unit Plan Template

Unit Author
First and Last Name Kebrielle Arnaud, Mikeisha Mitchell, and Autumn Smith
Authors E-mail Address
Course Name(s) ELRC
Course Number(s) 2507
Course Section(s) 003
Instructor(s) Name(s) Debbie Heroman

Unit Overview
Unit Plan Title Healthy Eating
Curriculum-Framing Questions
Language Arts: Students will get a brief overview to know
why its important for them to understand what a fruit and
vegetable is and the difference between them.

Science: Students understand the five food groups that

Goals make up the food pyramid.

Social Studies: Scholars will be able to identify the five main

food groups that make up the food pyramid and indicate
which foods grows best in which environment and why.
What does the human body need to grow and be healthy?
Content Questions What food groups make up the food pyramid?
What are examples of foods that belong to each food group?
Unit Summary
Students will learn about healthy eating through a variety of Web 2.0 activities covering the
subjects of language arts, science, and social studies. The students will be able to explain the
relationship between eating habits and maintaining a healthy body, and the five food groups
that make up the food pyramid.
Subject Area(s)
Language Arts, Science, and Social Studies
Grade Level [Click box(es) of all grade level(s) that your Unit targets]
K-2 3-5
6-8 9-12
ESL Resource
Gifted and Talented Other:

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 Targeted State Frameworks/Content Standards/Benchmarks
Language Arts:
Ask and answer questions such as who, what, where, and why (Standard 1: Key Ideas and
Details).
Describe how the food pyramid is healthy for everyone (Standard 2: Key Ideas and Details).
Use information gained from the food pyramid to demonstrate understandings of fruits and
vegetables (Standard 7: Integration of Knowledge and Ideas).
Compare and contrast two or more vegetables and fruits in the food pyramid (Standard 9:
Integration of Knowledge and Ideas).
Explain how specific images contribute to clarify text (Standard 7: Integration of Knowledge
and Ideas).

Science:
Describe what the human body needs to grow and be healthy (LS-E-A1).

Describe the relationship between eating habits and maintaining a healthy body (LS-E-A6).

Identify a meal that includes representatives from each group of the food pyramid (LS-E-A6).

Social Studies:

Describe how people can be both producers and consumers of local goods and services in
the food industry (Standard 6: Producers and Consumers)

Describe skills and education needed for specific jobs for those producing health food items
(Standard 7: Careers).
Identify natural disasters, predict where they may occur, and explain their effects on growing
healthy food items (Standard 2: Maps, Globes, and Environment)

Student Objectives/Learning Outcomes

- Todays lesson plan presents students with the opportunity to learn the difference between
fruit and vegetables on the food pyramid through language arts. Students will use their
comprehension and language arts skills to recognize these foods.
- Students will be able to identify the five main food groups that make up the food pyramid and
indicate which foods belong to each group.
-Scholars will be able to identify the five main food groups that make up the food pyramid and
indicate which foods grows best in which environment and why.
Procedures
Lesson 1 The Food Pyramid Kebrielle Arnaud
Lesson 2 The Five Food Groups Autumn Smith
Lesson 3 The Food Pyramid Mikeisha Mitchell
Approximate Time Needed
45-minute lesson per subject area
Prerequisite Skills
Prior to starting the unit plan, students should be familiar with:
-Microsoft Word

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 -Internet
-Reading and writing skills

Materials and Resources

Technology Hardware (Click boxes of all equipment needed)
Camera Laser Disk VCR
Computer(s) Printer Video Camera
Digital Camera Projection System Video Conferencing Equip.
DVD Player Scanner Other:
Internet Connection Television

Technology Software (Click boxes of all software needed.)

Database/Spreadsheet
Desktop Publishing
E-mail Software
Encyclopedia on CD-ROM
Printed Materials
Image Processing Web Page Development
Internet Web Browser Word Processing
Multimedia Other:
Paper, pencils, crayons, markers, language arts textbook

Supplies Computers with Internet access, presentation board

https://prezi.com/mfhn4ncq54vl/the-food-pyramid/#

https://www.fns.usda.gov/sites/default/files/tn/dmp_
tgfive.pdf

https://www.choosemyplate.gov/preschoolers-
other-dietary-components

Internet Resources https://healthy-kids.com.au/guide-establishing-

healthy-food-habits-home/

https://healthy-kids.com.au/kids/primary-
school/the-five-food-groups-1/

https://www.youtube.com/watch?v=GnfTHsdTodA

https://www.youtube.com/watch?v=O0T3EP4NEpI
Others
Accommodations for Differentiated Instruction
Students will receive extended work time and individual
Resource Student
assistance with activities.

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 Non-Native English Students will receive Internet and other resources in their
Speaker native language and bilingual assistance.

Students will receive additional, in-depth tasks in order to

Gifted Student
challenge their critical thinking skills.
Student Assessment
See included rubric for unit plan.

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