Lesson Overview: How do you anticipate the children will explore with the

materials? What do you think they will do? What COULD happen?

- We anticipate that the children will explore the materials by sorting the food from the
home center into food group categories (fruits, grains,protein, vegetables and dairy),
drawing their favorite meal/ a favorite meal made at home and sorting their homemade
plate into food group categories. We think that the children will use certain colors to
represent foods and potentially shapes. We anticipate that students will use prior
knowledge of food groups to guide their actions within sorting and their individual pallet
aversions will guide their drawings. The children could not draw food or not be interested
in the topic.

Lesson Plan Objectives: what do I INTEND for the children to explore?

- Food groups
- Healthy vs. Unhealthy food
- How foods add or take away energy to bodies
- Foods grown and are natural versus processed food
- Individual likes/ dislikes

THE HOOK:
Roles/Responsibilities
● What are the CHILDREN doing? What is your explorable question?
Ideally, children should be able to loop back to this question in their exploration
○ The children should be able to answer the question of what
groups different foods fall into, how they affect your body and what food
they have on their plate at home.

● What is the TEACHER doing? How are you asking children to engage
with the explorable question? Write 3 ways to ask: how; what; where)
○ HOW: Do the foods that you see in these categories affect the
energy levels in your body?
○ WHAT: Are the foods that you see on your plates at home?
○ WHERE: Do the foods in the different categories come from?
 ● How are you DOCUMENTING? What tools are you using for documenting
the experience?
○ Pictures
● Observation
● Conversations - written down
○ Anecdotal notes

THE BAIT:
The NEW
● What is NEW about the experience? Is it the materials, the physical space,
or set-up of familiar materials?
- The way that these materials are going to be set up is new,
because the students will be sorting the foods.
- Drawing personal plates based on their favorite foods
- Having students lead this investigation is new for these children.

● Sketch it out–below sketch out what the experience will look like, highlighting
the new and the questions for each of the three experiences

EXPLORABLE QUESTION:
How can we make healthy food choices to fuel our bodies with energy? How do your
food choices fuel or don't fuel your body?

Schemas anticipated:
Transporting (food into food groups/ from plate to groups),
Transforming (cause and effect of food), positioning (placing
objects in a row)
Below: At least 3 ways to stage the environment to discover more. Include materials, location, and
questions for each.
1. Materials: Various 2. Materials: Drawing paper, 3. Large posters or
food items (both crayons or markers, visuals of different
healthy and pictures of MyPlate food groups,
unhealthy), sorting diagrams or food groups. pictures or props
trays or bins ● Questions: representing healthy
labeled with food ● Can you draw and unhealthy
groups (e.g., fruits, a picture of a foods.
vegetables, grains, meal you ● Sort your
protein), pictures of enjoy using plate made
energetic and foods from yesterday
tired-looking each food into the food
individuals. group? groups
2. Questions:
a. How can we ● What are
sort these some foods
foods into you enjoy
groups eating that
based on give you
their energy?
nutritional
value? ● Is there a
b. Which foods meal from
do you think home that you
provide enjoy, what
energy to our groups are
bodies? the foods
Why? from
c. Can you find
examples of
foods that
may not give
us as much
energy?
Reflection: Jackie

1. What part of this lesson experience went well?

The students were very eager to interact and grab the toy foods. They were able to sort

the foods into groups. The students would each want to have a food group that they

could hold onto and they would talk about all the food groups.

2. What part of this lesson experience surprised you?

I was surprised by the level of knowledge that the students had on this topic. They were

able to tell me a list of food groups including proteins, grains, dairy, fruits and

vegetables. They could tell me where these things were grown or what they were made

out of. They said apples grow on trees, and carrots grow in the ground. One student

was able to tell me the way that cows produce their milk.

3. If you could change anything, what would it be and why?

I would include more examples of foods that were protein or grains because we didn't

have as many tangible examples of those during the activity. This way they can see

more real life examples of these food groups.

4. Do you feel the children engaged with the experience as you expected?

Yes, the children could tell me all about the different types of foods and where they

come from. They were able to tell me which foods are good and bad for us and they told

me what their favorite foods to eat were.

5. Provide photos or documentation from your lesson implementation.

The students told me fruits and vegetables are good for us and grow from the ground.

They said that sweets are bad for us and they do not grow from the earth. One student
mentioned that pizza isn't junk food and I went on to explain how it could be. I explained

to them that fruits and vegetables give us vitamins and energy because they weren't all

sure about that.

Reflection: Alysse

6. What part of this lesson experience went well?

The overall engagement of the children and the cooperation of them. They also drew

the foods with accurate colors.

7. What part of this lesson experience surprised you?

The foods that the children drew surprised me. They mostly drew fruits and vegetables.

8. If you could change anything, what would it be and why?

I would change how I described the activity. I would have modeled it better because

some of the children drew foods that they ate from different meals instead of just one

meal.

9. Do you feel the children engaged with the experience as you expected?

Yes, I feel that the children were well engaged. However, I feel that the children were

not as excited to do this as I expected, but they still completed the task.

10. Provide photos or documentation from your lesson implementation.

Reflection: Alissa

11. What part of this lesson experience went well? This lesson went exceptionally

well as I got many students to engage. Having the lessons done by Jackie and

Alysse helped my process because students had prior knowledge and were able

to connect activities done before mine to the one they were doing presently. I did

change my lesson a bit to fit the fact that some of the students who completed

their plates were absent, luckily most students were willing. I started by pulling

students one at a time over to a large chart I made. Split into three sections I

asked students to review their plate and then put the foods they had on their

plate into the food categories, after that I asked students based on the categories

they did not have, what are some foods they could add to their plate to make it a

more well rounded meal, finally I asked students to put a line through the section

of food they added. The lesson flowed very well and I could tell students were

understanding the process, thinking deeply about what they could add and what

they already had.

12. What part of this lesson experience surprised you? I was surprised at how active

the students were and eager to participate. Many students who did not complete

the play the day before wanted to during my lesson and I appreciated the willing

time they gave me. I tend to see many of these students constantly jumping from

one play area to another so I was surprised the students were able to stay

focused and active for the duration of my lesson!

13. If you could change anything, what would it be and why? Honestly I feel very

confident about this lesson, not only did we work on food groups we added

writing and counting into it as well, instead of having students just mark a line

through categories they had/ did not have, I asked them to write their name and

count the number of fruits, vegetables, grains, protein, or dairy and write the

number in a form they felt most comfortable with. For some I even did hand over

hand guiding them through writing their names or numbers of foods. If I could

add anything I would maybe have a class discussion talking about all the foods

that could fit in these categories so that they were refreshed with content, but I

enjoyed the aspect of this lesson where they had to think for themselves just

based on their individual preferences/ knowledge.

14. Do you feel the children engaged with the experience as you expected?

Absolutely! I will say I did make changes through the lesson to tailor it more to

each student’s individual needs based off of those who were more fluent and

excelled in comprehension, writing, and counting but this lesson went better than

I could've expected!

15. Provide photos or documentation from your lesson implementation.

16.