Teacher Candidate: Selena Garrett, Brooke Moyer, and Sarah

Boccella Date:

Group Size: Whole group

Allotted Time: 30 minutes
Grade Level: 3rd

Subject or Topic: Food Plate

Common Core/PA Standard(s):

Standard - 10.1.3.C
Explain the role of the food guide pyramid in helping people eat a healthy diet.
 food groups
 number of servings
 variety of food
 nutrients
Standard - 10.2.3.D
Identify the steps in a decision-making process

Learning Targets/Objectives:
 Student will be able to identify the sections of the food plate by creating their own
science notebook on each section.
 Students will be able to make better food decision by creating a food plate of their
own.

Assessment Approaches: Evidence:

1. Students will write on whiteboards the
name of the food group that
corresponds with the pictures of the
foods.
2. Students will go up to the
SMARTboard and decide which foods
1. If students are able to identify the
food group that corresponds with
the pictures of the foods.
2. If students can choose the best food
choice in the food group, explain
 to put on the plate to make a balanced
meal.
3. Students will create their own
MyPlates by cutting out pictures from
magazines.
4. Students will create a science
notebook on each section of the food
plate.
why, and include a food from every
food group.
3. If students can identify each food
group’s portion size and place
healthy food choices into each
category.
4. If students show that they
understand each section by being
able to create their own idea of a
food for each section.

Assessment Scale:
3. & 4. Student will be graded on skills by a rubric on a scale from 0-4:
 Identifying the food groups:
o 0- could identify one or less of the 5 food groups
o 1- could identify 2 of the 5 food groups
o 2- could Identify 3 of the 5 food groups
o 3-could identify 4 of the 5 food groups
o 4- could identify 5 of the 5 food groups
 Identifying portion size for each food group:
o 0- could identify one or less of the portion sizes accurately.
o 1- could identify 2 of the portion sizes accurately.
o 2- could identify 3 of the 5 portion sizes accurately.
o 3- could identify 4 of the 5 portion sizes accurately.
o 4- could identify 5 of the 5 food groups.
 Identifying healthy choices:
o 0- could identify 1 healthy choice for 1 out of the 5 food groups
o 1- could identify 1 healthy choice for 2 out of the 5 food groups
o 2- could identify 1 healthy choice for 3 out of the 5 food groups
o 3- could identify 1 healthy choice for 4 out of the 5 food groups
o 4- could identify 1 healthy choice for 5 out the 5 food groups

Subject Matter/Content:
Prerequisites:
 Knowing that different food are placed in different groups
 Knowing that different food affect the body
Key Vocabulary:
-Food Pyramid: The old graphic that illustrated six food groups that were the building blocks
to a healthy diet.
-Food Plate: A graphic that illustrates the five food groups that are the building blocks to a
healthy diet.
-Fruits: the food group that makes your body feel full and has vitamins and minerals!
-Grains: the food group that helps with the digestive system and reduces the risks of diseases.
 -Proteins: the food group that is the main building blocks of the body and is usually the main
part of a meal.
-Vegetables: the food group that provides the body with vitamin C and helps prevent
cardiovascular disease and certain cancers.
-Dairy: the food group that provides calcium to the body, strengthens bones, and provides
body with vitamins and minerals.
-Balanced Diet: eating the right amount and the right types of food that come from the Food
Plate.
Content/Facts:
-Portion Sizes of each food group
-Different foods from each food group
-history of Food Pyramid and how we now use the Food Plate

Introduction/Activating/Launch Strategies:
Students will watch a brainpop video on the different food groups. The teacher will ask the
students what they know about food groups either from the video or from their prior
experiences.

Development/Teaching Approaches

Mini-Lesson/Guided Practice:
1. The teacher will discuss each slide of the powerpoint:
a. Slide 2: picture of Food Pyramid and Food Plate
i. “We used to use the Food Pyramid diagram but, now we use the Food
Plate to create balanced meals”
ii. “The Food Plate includes fruits, grains, proteins, vegetables, and dairy
and we will talk more about why the Food Plate is useful and the
different food groups”
b. Slide 3: Purpose of Food Groups
.“The Food Plate is a reminder to make healthy choices in all of the food groups!”
i.“The Food Plate explains the five food groups!”
c. Slide 4: Fruits
.The teacher will discuss the fruits food group and the students will fill out their journal page
that goes along with this slide in their “Nutrition Book”.
d. Slide 5: Vegetables
.The teacher will discuss the vegetable food group and the students will fill out their journal
page that goes along with this slide in their “Nutrition Book”.
e. Slide 6: Grains
.The teacher will discuss the grains food group and the students will fill out their journal page
that goes along with this slide in their “Nutrition Book”
f. Slide 7: Proteins
.The teacher will discuss the proteins food group and the students will fill out their journal
page that goes along with this slide in their “Nutrition Book”.
g. Slide 8: Dairy
.The teacher will discuss the dairy food group and the students will fill out their journal page
that goes along with this slide in their “Nutrition Book”.
Assessment:

1. Slide 9: Make a Balanced Meal

a. The teacher will point to each group of food and the students will write on their
whiteboards what food group they think they belong to and hold them up.
2. Slide 9: Make a Balanced Meal continued
. The students will then think about which food they would like to put on the plate to
make a balanced meal. The teacher will remind the students that there in some of the food
groups there are unhealthy choices.
a. The teacher will call on a student to slide the food over to the plate. The student will
explain why they chose that food to move over and what makes it the best choice.
3. The students will create their own Myplate and use magazines to find pictures to put
into each category. They will use construction paper for each section and then put
corresponding food into each sections.
4. The students will turn in their science notebooks for the teacher to assess. The teacher
will give the science notebooks back so, the students can use this as a reference for
further lessons and as a review for the unit test.

Closure/Summarizing Strategies:

 The students will lay their food plates at their desks and walk around the room and
look at each other’s food plate.
 Students will then come back to their desks and discuss with their groups/people
around them what kind of foods they saw on other food plates, what they liked about
the other food plates, and why what was on the food plates were good food choices or
bad food choices.
 The teacher will tell the students that healthy eating is another factor that affects the
body and that tomorrow they will talk more about nutrition and go into detail about
the different nutrients.
 The teacher will have the students start to think about what they think nutrients are
and how they connect to MyPlate.

Accommodations/Differentiation:
 Bob will be given copies of the slides so, that he is able to complete the nutrition
book.
 Bob will be given extended time to complete his Food Plate.
 Bob will be able to bring a classmate up to the board with him to assist him in
choosing a food to put on the plate on the SMART Board.
 Materials/Resources:
https://www.teacherspayteachers.com/Product/Nutrition-Interactive-Notebook-2927038

(2017, January 5). Australian guide to healthy eating.

https://www.eatforhealth.gov.au/guidelines/australian-guide-healthy-eating

(2018, January 26). My plate. https://www.choosemyplate.gov/MyPlate

My Plate and Nutrition Journal Rubric

0 1 2 3 4
Identifying Could identify Could identify Could identify Could identify Could identify
Food Groups one or less of 2 of the 5 3 of the 5 4 of the 5 5 of the 5
the five food food groups food groups food groups food groups
groups

Identifying Could identify Could identify Could identify Could identify Could identify
Portion Sizes one or less of 2 of the 5 3 of the 5 4 of the 5 5 of the 5
the portion the portion the portion the portion the portion
for each Food
sizes sizes sizes sizes sizes
Groups accurately accurately accurately accurately accurately

Identifying Could identify Could identify Could identify Could identify Could identify
Healthy 1 healthy 1 healthy 1 healthy 1 healthy 1 healthy
choice for 1 choice for 2 choice for 3 choice for 4 choice for 5
Choices
out of the 5 out of the 5 out of the 5 out of the 5 out of the 5
food groups food groups food groups food groups food groups