Developmental Lesson Plan

Teacher Candidate: Madelyn Hissong Date: 4/23/21

Group Size: 18 Allotted Time 60 minutes Grade Level 2nd

Subject or Topic: My 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

Learning Targets/Objectives:

After learning about the 5 food groups, second grade students will be able to explain the
food groups by explaining and discussing the five food groups, the food they contain, and
why the food is healthy.

After learning about the number of servings, second grade students will be able to explain
the number of servings by exploring, writing, and explaining the number of servings of
food they should eat.

After learning about the variety of food, second grade students will be able to explain the
variety of food by writing and discussing the variety of food they know and eat.

After learning about the nutrients in food, second grade students will be able to explain
nutrients by writing and discussing the nutrients in each food group.

Assessment Approaches: Evidence:

1. “Hand” Activity 1. Observe where students discuss and place
2. “My My Plate” sheet the foods in the 5 food groups.
3. “My Plate” Seesaw Activity 2. Students answers on the amount of food
…. they should eat in each food group.
 3. Students written and drawings of healthy
foods in their correct food group, with an
explanation.
…
Assessment Scale:

3. Rubric (attached below)

Students are advanced if they score 12 points. Students are proficient if they score is 9 points
or more. Needs remediation if students have below 6 points. Students will need reteaching
about My Plate.

Subject Matter/Content:
Prerequisites:
The food we eat is planted, and farmed by farmers

Key Vocabulary:

Nutrient: a substance that is needed for healthy growth, development, and functioning

Vitamins: substances that are found in foods we eat

Healthy: good mind and body

Fruits: part of a flowering plant that contains the seeds.

Vegetables: the leaves, stems, roots, or other parts of certain plants that people eat.

Dairy: are foods that are made from animal milk

Grains: types of grass that produce seeds that can be eaten.

Proteins: comes from animals

Content/Facts:

• What is a nutrient?
- A substance that is needed for healthy growth
• What are vitamins?
- A substance that are foods found in foods we eat
• What does healthy mean?
- A good mind and body
• Fruit
- a part of a flowering plant that contains the seeds
- Sources of nutrients
 - Vitamin C: helps heal cuts and wounds and keeps teeth and gums healthy
- ½ of my plate should be fruits and vegetables
• Vegetables
- the leaves, stems, roots, or other parts of certain plants that people eat
- Sources of nutrients
- Vitamin A: keeps eyes and skin healthy and helps to protect against infections
- ½ of my plate should be fruits and vegetables
• Grains
- types of grass that produce seeds that can be eaten
- Sources of nutrients
- Vitamin B: helps the body release energy, and essential for a healthy nervous
system
- ½ of grains eaten should be whole grains
• Dairy
- food that is made from animal milk
- Sources of nutrients
- Calcium: used for building bones and teeth and maintains bone strength
- Dairy should be low or fat free
• Protein
- Comes from animals
- Sources of nutrients
- Vitamin D: helps the body take in calcium, and it important for bone and muscle
help
- Proteins eaten should be varied

Introduction/Activating/Launch Strategies:
• Ask students to call out foods they eat.
• Ask students what the food they name have in common.
• Write the words: fruits, vegetables, grains, dairy, and protein on the easel.
• Ask student to discuss their knowledge of these foods with their partners.
• Have students grab their pencil boxes.
• Pass out a piece of colorful construction paper to each student.
• Ask students to trace their hand with a pencil on the colorful paper.
• Have students use their scissors to cut out their hand.
• Show students on the big easel, and write fruits, vegetables, grains, dairy, and protein
on each finger.
• Ask students to draw a picture of a food they eat that they think fits into one of the five
food groups.
• Ask students to draw a picture of how they stay active on the palm of their hand.
• Ask students to share their “hand” activity with their partners.

Development/Teaching Approaches
• Introduce My Plate to the class on the first page of the presentation.
• Stop after slide 2. Explain to students that there are nutrients in food. Ask students to
turn and talk to their partner about what a nutrient is.
• Explain to students that nutrients are “a substance that is needed for healthy growth,
development, and functioning”. They will write this down on #1 on their “My Plate”
guided note sheet.
• Write down “nutrient, healthy growth, development, functioning” on #1 of the “My
Plate” guided note sheet on the easel to show students.
• Have students write down the definition of nutrient.
• Stop after slide 3. Explain to students that there are vitamins in food. Ask students to
turn and talk to their partner about what a vitamin is.
• Explain to students that a vitamin is “a substance that are found in foods we eat. Your
body needs them to work properly”. They will write this down on #2 on their “My
Plate” guided note sheet.
• Write down “vitamin, foods” on #2 of the “My Plate” guided note sheet on the easel to
show students.
• Have students write down the definition of vitamin.
• Stop after slide 4. Explain to students that it is important to eat healthy foods. Ask
students to turn and talk to their partner about what healthy means.
• Explain to students that healthy means “a good mind and body”. They will write this
down on #3 on their “My Plate” guided note sheet.
• Write down “good mind, body” on #3 of the “My Plate” guided note sheet on the easel
to show students.
• Have students write down the definition of healthy.
• Stop after slide 5. Ask students name different fruits that they know. Then ask students
where fruits come from.
• Explain to students that fruits come from “a part of a flowering plant that contains the
seeds”. They will write this down on #4 on their “My Plate” guided note sheet.
• Write down “contains, seeds” on #4 of the “My Plate” guided note sheet on the easel to
show students.
• Have students write down the where fruits come from.
• Stop after slide 6. Explain to students why it is important to eat fruits. Ask students to
turn and talk to their partner about why it is important to eat fruits.
• Explain to students that fruits are “sources of nutrients. Vitamin C: helps heal cuts and
wounds and keeps teeth and gums healthy”. They will write this down on #5 on their
“My Plate” guided note sheet.
• Write down “nutrients, Vitamin C” on #5 of the “My Plate” guided note sheet on the
easel to show students.
• Have students write down the importance of fruit.
• Stop after slide 7. Ask students name different vegetables that they know. Then ask
students where vegetables come from.
• Explain to students that vegetables come from “the leaves, stems, roots, or other parts
of certain plants that people eat”. They will write this down on #6 on their “My Plate”
guided note sheet.
• Write down “leaves, stems, roots” on #6 of the “My Plate” guided note sheet on the
easel to show students.
• Have students write down the where vegetables come from.
• Stop after slide 8. Explain to students why it is important to eat vegetables. Ask
students to turn and talk to their partner about why it is important to eat vegetables.
• Explain to students that vegetables are “sources of nutrients. Vitamin A: keeps eyes
and skin healthy and helps to protect against infections”. They will write this down on
#7 on their “My Plate” guided note sheet.
• Write down “nutrients, Vitamin A” on #7 of the “My Plate” guided note sheet on the
easel to show students.
• Have students write down the importance of vegetables.
• Stop after slide 9. Ask students name different grains that they know. Then ask
students where grains come from.
• Explain to students that grains come from “types of grass that produce seeds that can
be eaten”. They will write this down on #8 on their “My Plate” guided note sheet.
• Write down “produce seeds” on #8 of the “My Plate” guided note sheet on the easel to
show students.
• Have students write down the where grains come from.
• Stop after slide 10. Explain to students why it is important to eat grains. Ask students
to turn and talk to their partner about why it is important to eat grains.
• Explain to students that grains are “sources of nutrients. Vitamin B: helps the body
release energy, and essential for a healthy nervous system”. They will write this down
on #9 on their “My Plate” guided note sheet.
• Write down “nutrients, Vitamin B” on #9 of the “My Plate” guided note sheet on the
easel to show students.
• Have students write down the importance of grains.
• Stop after slide 11. Ask students name different dairy products that they know. Then
ask students where dairy come from.
• Explain to students that dairy products come from “food that is made from animal
milk”. They will write this down on #10 on their “My Plate” guided note sheet.
• Write down “foods, milk” on #10 of the “My Plate” guided note sheet on the easel to
show students.
• Have students write down the where dairy products come from.
• Stop after slide 12. Explain to students why it is important to eat and drink dairy
products. Ask students to turn and talk to their partner about why it is important to eat
and drink dairy products.
• Explain to students that dairy products are “sources of nutrients. Calcium: used for
building bones and teeth and maintains bone strength”. They will write this down on
#11 on their “My Plate” guided note sheet.
• Write down “nutrients, Calcium” on #11 of the “My Plate” guided note sheet on the
easel to show students.
• Have students write down the importance of dairy products.
• Stop after slide 13. Ask students name different proteins that they know. Then ask
students where protein comes from.
• Explain to students that protein comes from “animals”. They will write this down on
#12 on their “My Plate” guided note sheet.
• Write down “animals” on #12 of the “My Plate” guided note sheet on the easel to show
students.
• Have students write down the where protein comes from.
• Stop after slide 14. Explain to students why it is important to eat protein. Ask students
to turn and talk to their partner about why it is important to eat protein.
• Explain to students that protein is “sources of nutrients. Vitamin D: helps the body take
in calcium, and it important for bone and muscle help”. They will write this down on
#13 on their “My Plate” guided note sheet.
• Write down “nutrients, Vitamin D” on #13 of the “My Plate” guided note sheet on the
easel to show students.
• Have students write down the importance of protein.
• Have students turn and talk to their partner about healthy food they eat.
• Have students then grab their iPad, as they are grabbing their iPad, write “www.my
plate.gov” on the easel.
• Explain to students they will learn about the healthy food they should eat.
• Explain to students that they will click on Google, and type in “www.myplate.gov”.
• Show students on the smartboard an example of the my plate quiz.
• Explain to students that they will complete a quiz to see what they should eat.
• Show students on the smart board step by step what they must click on.
• Click resources at the top of the page.
• Scroll down, click My Plate Plan.
• Click Get The Widget.
• Click Start.
• Enter Age, and Sex, click next.
• Click Neither, next.
• Enter Weight, and Height, click next.
• Click on your physical activity level, click next.
• Click on the top option: to achieve a healthy weight.
• Once students receive their answers on myplate.gov, pass out “My Plate” papers to
each student.
• Have students write down the recommended amount of food for fruits, vegetables,
grains, proteins, and dairy on the “My Plate” paper.
• Have students turn and talk to their partners about the similarities and differences
between their recommended amount of food.

• Their recommendations should be: ½ plate of fruits and vegetables, ½ of grains being
whole grains, low or fat free dairy products, and varied proteins.

• Then have students complete the “My Plate” Seesaw activity.

• Explain that students will draw pictures of the healthy food they learned about in each
of the 5 food groups.

• Have students share their pictures with their partners.

 • Pass out “My Plate” coloring sheets to students. Each student should receive 5
coloring sheets: fruits, vegetables, grains, dairy, and proteins.

• While students are coloring, read the book What’s On My Plate.

• After reading the book, have students log on to their Seesaw accounts on their iPad.

• Have students complete the “My Plate” Seesaw activity by drawing healthy food in
each food group, labeling the food, and recording themselves talk about the healthy
food.

• Have students share their picture of their healthy plate with their partners.

Closure/Summarizing Strategies:
• Ask students to share with their partner a healthy food they learned about.
• Ask students to explain to their partner where the healthy food was grown, and how it
became food.
• Ask students to also discuss the nutrients found in their food.
• Congratulations! You are all experts on My Plate!
• Tomorrow you will take a test on all the information you know from this unit Farm to
Table.
• Tomorrow you will also use all the information you learned from the unit Farm to
Table to create a fun project where you can make your own seed that grows into a
food!

Accommodations/Differentiation:

To accommodate students with autism who have trouble with fine motor skills, have the
students trace their hand and help them cut it out, and allow students to draw pictures of the
Seesaw activity and say why the foods are healthy aloud. For students who have trouble with
fine motor skills, provide a filled out “My Plate” and “My My Plate” guided note sheet.

Materials/Resources:

Materials In Class

• Big Easel

• Markers

• 18 Colorful pieces of construction paper

• 18 Pencil boxes
• “Hand” Activity example
 • “My Plate” PowerPoint
• 18 “My Plate” guided notes
• “My Plate” teacher guided notes
• 18 “My My Plate” sheet
• “My My Plate” teacher sheet
• 18 iPads
• Smartboard
• Seesaw account
• “My Plate” Seesaw activity
• Seesaw rubric
• What’s On My Plate
• “90 My Plate” coloring sheets

Resources Used:

• “Hand” Activity: https://www.agclassroom.org/matrix/lesson/36/

• Boothroyd, J. (2016). What's on my plate?: Choosing from the five food groups.
Minneapolis: Lerner Publications.
•
• MyPlate Information: http://www.myplate.gov
• Children Health Information: https://kids.britannica.com/, https://kidshealth.org/

• SeeSaw Activity: https://app.seesaw.me/#/activities/class/class.d7f3629d-c7a7-481e-

8cdb-691e7eecb76b

• My Plate Coloring pages: http://www.myplate.gov

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions

 Additional reflection/thoughts

Hand Activity
“My Plate” PowerPoint
“My Plate” Guided Notes
“My Plate” Teacher Guided Notes
“My My Plate”
“My My Plate” Teacher
My Plate Seesaw Activity

Seesaw Advanced Proficient Basic Below Basic

Activity 4 points 3 points 2 points 1 point
Rubric

Draw the food The student drew The student The student The student did not
in the 5 food the food in the 5 drew 3-4 food in drew 1-2 food draw the food in
groups. food groups. the 5 food in the 5 food the 5 food groups.
groups. groups.

Labeled the The student labeled The student The student The student did not
healthy food in healthy food in the labeled 3-4 food labeled 1-2 label healthy food
the 5 food 5 food groups. in the 5 food food in the 5 in the 5 food
groups. groups. food groups. groups.

Recorded The student The student did not

response recorded their record their
discussing response discussing response discussing
healthy choices. their healthy healthy choices.
choices.
My Plate Coloring Pages: