ODU-DCOEPS Core Instructional Lesson/Unit Plan

By Old Dominion University College of Education and Professional Studies

Teacher Candidate: Emmaline Welte Date Taught: 11/28

Cooperating School / District: Grafton Middle

Teacher: School/York
County Public
Schools

Grade: 8th Field Supervisor: Stacey Mata

Unit / Subject: Nutrition

Lesson Title / 500 Calorie MyPlate

Focus:

PLANNING AND PREPARATION

Content Knowledge
This activity was developed from anecdotal experiences and through prior research with
nutrition and MyPlate. The activity and learning targets/goals/subject matter was chosen based
on what was determined to be developmentally appropriate and achievable within the lesson’s
time frame.

Learner Differences
This activity reinforces previously learned content from nutrition units and through MyPlate. If a
student was not present during any prior lessons, the review will suffice to give them a general
understanding of the content and related activity. The content of this activity does not exclude
any cultures, however any accommodations will be taken into account. This activity will also
include visual demonstrations and verbal guides to reinforce expectations and rules.

Outcomes/Goals
SWBAT complete a plate that meets the 500 calorie requirement following the formula given
80% of the time.
SWBAT put the foods in the correct sections as it relates to the MyPlate 90% of the time.
SWBAT communicate with their teammates or partners about what food groups they are
missing and what calories are needed 90% of the time.
SWBAT understand the importance of having a balanced diet when asked.

Standards
SHAPE STANDARDS
S4.M7.6) Uses physical activity and fitness equipment appropriately and safely, with the
teacher’s guidance.

Resources and Materials

Printouts of photos of healthy and appropriate foods from the food groups, with the calorie
amount on the back, and tape to hang it
A whiteboard with an image drawn of the MyPlate to be able to label (markers needed)
~15-18 hula hoops

Technology
Technology is not necessary for this activity, and as math is involved, music is not
recommended as it may be distracting.

INSTRUCTIONAL DELIVERY

Learning Environment
Students are encouraged to politely help others when they see them in need of assistance, or
when doing something incorrectly. However, if I catch something I can either address it to the
class as a whole or discreetly go to the student, depending on the situation. The environment is
student focused, with an emphasis on learning through play while reinforcing content through
discussions. No bullying or harassing is tolerated and will be dealt with accordingly. My goal is
for students to have fun while learning and have positive memorable experiences that help them
retain the content. My role as teacher is to facilitate learning by providing instructions in clear,
student friendly language while still elevating their vocabulary by using content vernacular when
appropriate, utilizing demonstrations, check for understanding throughout, and stay mobile to be
able to answer questions students may have and correct actions as needed.

Introduction/Activating Strategies
The activity will begin with recalling what the MyPlate is, and, using a blank MyPlate on the
whiteboard, students will answer which food group goes into which section of the MyPlate. We
will review how many calories should be consumed in a day (2,000) and then students will be
asked how many calories should be eaten in one meal if a person ate four meals a day (for the
sake of simple math). There is a formula for this to be followed to reach 500 calories in a way
that isn’t just labeling each piece as 100 calories, as that would be too easy. The formula I
created is 2x 150 calorie items, 2x 50 calorie items, and 1x 100 calorie item. I paid attention to
ensuring there were a variety of foods in each group, enough for each student, and that the
numbers align in a way that every group will be able to follow this formula and meet their
MyPlate requirements. This will be listed on the same whiteboard as the MyPlate so students
can refer back to the formula.
Students will start at their hula hoops, run down to the other side of the gym, do 5
jumping jacks, select whatever food they may need, and then run back so their partner can go
when they return. Students are able to look at the back of the items to ensure they select
something with the proper amount of calories, as well as being able to swap a food out for
something of a different caloric value. They may only have one item that belongs in each food
group, so they cannot have double protein or double vegetables. When students believe they
are done, the teacher can come over to verify.

Instructional Strategies
Throughout the activity, my responsibility will be to monitor the plates students are creating. I will
be visiting each team, keeping my back to the bleachers and moving behind the teams, and
ensuring that they seem to be on the right track and answering any questions if necessary. I will
point out what seems to be wrong with their plate and ask guiding questions to help the students
realize what’s wrong and needs to be corrected. For example, I will not state “you have two
proteins,” I will state “there’s an error in your plate, take a moment to look over it and see what
can be fixed.”

Closure
Students will return all of the pictures to the wall and then return to their squadlines. When
called upon, students will be able to state what foods may have been new to them or what foods
they didn’t know were part of a certain group. We will discuss how it can occasionally be difficult
to portion control, how food quantities differ in reference to calorie amounts, and how those
differences can change the way our meals look.

Differentiation
The activity is inclusive for those with disabilities, as they can use any locomotor skill they are
capable of using, as that is not the target of the activity. They may use aids and other students
to help with communication and comprehension if needed. An IEP will also be consulted if
necessary.
This could be made into a more complex activity with more time allotted by not giving the
students the formula and letting them figure out how to change the foods and numbers around
to reach their calorie goal and still keep a balanced meal.

Assessment:
This activity can be assessed by seeing how the students assemble their plate. If there are
frequent errors, that group may need a bit more feedback and guidance during the activity. If a
group completes it quickly and with minimal to no error, that group has a good understanding
and may be utilized to assist other groups.
PROFESSIONAL LEARNING

Reflection
● Did the students provide meaningful responses to questions and prompts that showed
they understood the material?
● Were students standing around confused, bored, or off task at any time?
● How were the students’ engagement levels?
● Did the students maintain correct form all throughout the activity?
● What parts of the lesson did not go as planned, or not explained clearly enough?
● What parts went better than planned?
● Was time management effective?
● Did students understand the importance of the rules and procedures and how that can lead
to a successful and enjoyable lesson and class period?
● Were the students able to meet the goals/outcomes outlined for this lesson?
● What did I learn from my students and this lesson that will aid in making this a more
effective lesson in the future?