Topic: Choose My Plate Class: South Fremont High Date: 02/28/18

/ Super Tracker School, P. 5th (12:35-1:30) and

6th (1:35-2:30)
Standards:
(Idaho) FCO201 Nutrition & Foods 2.0 Analyze nutrition, health, and wellness practices
- 2.01 Evaluate personal diet and physical activities using choose my plate
Content Objectives: Language Objectives:
1. Students will explore the website 1. R1 (G11-12) Students will determine two
choosemyplate.gov or more central ideas of a text and analyze
2. Students will record breakfast and their development over the course of the text.
lunch intake on SuperTracker
3. Students will demonstrate ways to
incorporate food guides into daily
food planning
Key Vocabulary: Materials (supplementary and adapted):
Chronic disease: not cured by medication, - one more color for group work (5 of the
have for a long time color)
- cellphone bucket
- print copy of quote (7 copies)
- print objectives
- PowerPoint
- MyPlate, MyWins: What’s Your Healthy
Eating Style? YouTube Video
- Blank My Plate handout
Higher-Order Questions
1. Identify the main point of the quote.
2. Is chronic disease preventable? If so, how?
3. How does this knowledge change your daily choices? Explain.
Time: Activities
As students walk into class the teacher will hand each student a slip of paper at
random.

12:35 Introduction: Teacher will begin by introducing herself to the class, “My name is
- Miss Hartley, I attend BYU-Idaho. I am from Alberta, Canada”
12:42
/ 1:35 Teacher will explain the objective, or goal, of the class. “Today we are going to
– 1:42 discuss how are daily food choices relate to risk of developing chronic disease” we
will also learn about the website choosemyplate.gov and create an online account
and begin tracking what we eat.”

Class expectations: Teacher will briefly explain classroom expectations. (no cell
phones, cellphone bucket, group work expectations).

Group Division: Teacher will split class into groups by handing out color cards.
There will be 6 groups of 4, 1 group of 5. The colors of the groups are: tan, peach,
 red, purple, green, pink, and other color.

“As you came into class today you each received a slip of paper. Hold that piece of
paper in your hand. Now I want all those with a tan paper to raise it in the air. Now
make contact with each other, you guys will be a group. Now I want all those with
peach papers to raise your hand in the air. Make eye contact with each other, you
will be a group. Now the red group will you raise your hand, make eye contact you
will be a group. (repeat with the green, pink and other color group). Now when I
say go I want you to stand up and find your group members. When you are
together sit at one of the tables together. I am going to give you 1 minute to do this
so please work quickly. Any questions? Ready? Go!”

Once students are in groups they will engage in the focus/attentive listening
strategy Count to Ten. At their tables students will practice counting to ten in order
without interrupting another person. If someone interrupts then start over at one.
Make sure everyone gets a turn and avoid going in a pattern.

12:42 Building Background:

- Teacher will show quote on PowerPoint and handout quote to each table. One
12:52 student will read the quote to the class. Teacher will explain what chronic disease
/ 1:42 is.
– 1:52
Key Vocabulary: chronic disease is a disease not cured by medication and thus
occurs for a long time, usually until a person dies. Examples of chronic disease
include: heart disease, cancer, diabetes, and obesity.

Teacher will then ask each group to identify the tallest member, that individual
will receive a copy of the quote from the teacher to discuss in their group.

Research on chronic disease shows that daily choices influence an individual’s ability
to develop disease. Daily choices include food preferences, exercise, sleep, emotions,
and relationships. These choices affect how the body functions. When daily, correct
choices are made an individual has the ability to reduce risk of developing a chronic
illness. (L.Kathleen Mahan
& Janice L. Raymond)

Teacher will have each group reread the quote as a group and answer the
following questions.
4. Identify the main point of the quote.
5. Is chronic disease preventable? If so, how?
6. How does this knowledge change your daily choices? Explain.

Class discussion: Teacher will ask class to share their responses to the questions.
She will then explain that though some chronic diseases are hereditary, they can
be prevented through proper care of are bodies. Today we are to specifically
 examine how are daily food choices affect are bodies.

12:52 Teacher will show graphic of Choose My Plate produced by the USDA. Teacher will
- explain that the graphic illustrates the type and amount of food we should be
1:00/ consuming at each meal. These foods contain nutrients that are bodies need to
1:52 – function. The body needs 6 essential nutrients to function (protein, fat,
2:00 carbohydrates, vitamins, minerals, water). When are bodies function appropriately
we are less likely to develop disease. Teacher will show YouTube video: MyPlate,
MyWins: What’s Your Healthy Eating Style?

1:00 – Links to Experience

1:20/ Students will leave their groups to get their chrome books in the following order.
2:00 – 1. Student with birthday closest to today’s date.
2:20 2. Student with birthday closest to the first person (and so forth until each
group member has a chrome book).
Students will log on to the chrome books and wait for them to load while the
teacher shows students how to create a profile on supertracker and how to record
their food. Teacher will then explain that students are expected to record their
food intake for the next three days.

When students have created a profile and recorded their breakfast/lunch they may
use the remaining time exploring the website.

Differentiation: Students will work independently, but may ask group members for
help and clarification.

1:20 – Assessment: Teacher will ask students to put their chrome books away and grab
1:30/ the blank My Plate Handout. Teacher will show picture of My Plate on the
2:20- PowerPoint. Teacher will ask students to record either their breakfast or lunch in
2:30 the corresponding areas on My Plate. Students will then write on the outside of the
plate what they could add/take away from their breakfast/lunch to make it
balanced.

Differentiation: Students may draw pictures of what they ate.

Review and Assessment (Check all that apply):

Individual_X_ Group__ Written_X_ Oral__

Student Activities (Check all that apply for activities throughout lesson):
Scaffolding: _X_Modeling _X_Guided _X_Independent
Grouping: _X_Whole Class _X_Small Group __Partners _X_Independent
Processes: _X_Reading __Writing _X_Listening _X_Independent
Strategies: _X_Hands-on _X_Meaningful _X_Links to Objectives

YouTube video:
https://www.youtube.com/watch?v=j7CcaUZrUoE&list=PL8wgGeKVh_7d4x7icBC
Nj99MsachAAChi&index=3