Nutrition Lesson #5:

Developmental Lesson Plan

Teacher Candidate: Madelyn Koch Date: 11/7/19

Group Size: General Ed. Classroom Allotted Time: 35-40min Grade Level: 4th

Subject or Topic: Portion vs. Serving size

Common Core/PA Standard:

10.1 Concepts of Heath
Explain the role of the food guide pyramid in helping people eat a healthy diet

Learning Targets/Objectives:
 Students will be able to analyze the differences between serving size and portion size.

Assessment Approaches:

Thumbs-up or down if the students are Observational

ready to move on

Completing the breakfast hand out Inquiry Sheet

Completing the goldfish activity Collecting Data

Evidence:
3. Collecting data on how accurate the student's answers were and how well they understood the
main idea.
 This will be performed through a check system of check plus, check, and check minus.
 Each check will align with point(s).
 Provide the students with feedback

Assessment Scale:
 Check Plus: 3 points- Understands how to tell the difference between portion size and
serving size.
 Check: 2 points- May contain an error when explaining the difference between portion
size and serving size.
 Check Minus: 1 point- Contains errors and needs improvement on how to tell the differ-
ence between portion size and serving size
▪ Provide students with feedback

Subject Matter/Content:
Prerequisite Skills:
 Be able to read
 Be able to understand serving size
 Be able to understand portion size
 Be able to write
 Be able to communicate with peers

Vocabulary:
 Serving Size - The portion of food used as a reference on the nutrition label of that food.
 Nutrition- The process of providing or obtaining the food necessary for health and
growth.
 Portion size- The amount of a food you choose to eat.
  Tablespoon- A measurement in cooking, equivalent to 1/2 fluid ounce, three teaspoons,
or 15 ml.
 Equivalent- equal in value, amount, function, meaning, etc
 Teaspoon- a measurement used in cooking, equivalent to 1/6 fluid ounce, 1/3 tablespoon,
or 4.9 ml
 Ounces- a unit of weight of one sixteenth of a pound
 Measuring cup- a cup marked in graded amounts, used for measuring ingredients in cook-
ing.
 Measurement - A unit or system

Facts/Content:
 Reading a food label accurately and being able to understand serving size
 Understand portion/ serving size
 Modeling the difference between portion and serving size
 Being aware of when you eat more than one serving size.
 Vegetables- 1 cup of leafy greens
 Fruits- 1 medium whole fruit
 Grains- 1 slice of bread
 Dairy- 1 cup of milk
 Meat- 2 egg whites

Implementation:
Introduction/Activating/Launch Strategies create clear lesson goals:
 Ask the students what their favorite foods are
 Play the video Food Serving sizes are ridiculous
 https://www.youtube.com/watch?v=7yQmXWuH10g
  After the video is played, say to class “ Today we are going to explore the differences be-
tween serving size and portion size using a popular snack that a lot of us eat more than
the actual serving size.

Development/ Teaching Approaches:

I Do:
 The teacher will explain that they will be handing out bags with goldfish, and that the stu-
dents should not eat them until the activity is over.
 The teacher will have the children wash their hands/ or use hand sanitizer
 The teacher will hand out a bag of goldfish and an empty snack size bag to each student.
 The teacher will open the power point on the smart board
We Do:
 The teacher will ask the class the first question
▪ How many did your portion have?

 The teacher will go around and help the students count their goldfish portion

 The class will talk about how the serving size of Goldfish is 55 pieces

 The teacher will model placing the correct serving size into the smaller bag
▪ The students will put their goldfish into the smaller bag

 The students will count their left-over goldfish and find out how many servings were in
the bag
▪ The teacher will walk around and help the students count

 Review from Monday

▪ Look at food label for amount of calories
▪ Take number of calories and multiply it by amount of servings

You Do:
 Students receive a My Plate paper
 Teacher explains to the students that each part of the plate has s a certain serving size
  Students will brainstorm with their table what a proper meal looks like

 Students will give examples

Closure/Summarizing Strategies approaches:

 Intro into tomorrow's lesson Fast Food
 Exit Slip

Accommodations/Differentiation:
 Print papers out with bigger font
 Provide a list of vocabulary words
 Use headphones to watch the video

Process:
 If students have difficulty seeing and reading the nutritional facts they will be provided
with a printout in larger font, instead of trying to read it off the smartboard screen.
 Some students may also need a list of vocabulary words to be reminded of different terms
they learned.

Product:
 Other assessment types that can be performed on students with various learning abilities
can be through a verbal summary of what they know about food labels.
 This can allow the student to explain their thoughts that they may struggle to put
into words on paper.

Materials/Resources:
1.) Pre-filled baggies of Goldfish crackers with varying amounts. All should be significantly
more than the actual serving size.
2.) YouTube video
  https://www.youtube.com/watch?v=7yQmXWuH10g

3.) Website
https://www.familyconsumersciences.com/2017/04/teaching-portion-size-vs-serving-
size-with-goldfish-pokemon-go/

Reflective Response:
-Report of Student Learning Target/Objectives Proficiency Levels
-Reflect after lesson is taught
-Includes remediation for students who fail to meet acceptable level of achievement
-Remediation Plan (if applicable)

Personal Reflection:
-Questions, written before the lesson is taught, pertaining to YOUR GROWTH as a teacher. -
Consider setting goals/focus to enhance your growth.
-Additional reflection/thoughts can also be included.