“Healthy Eating”

November 20, 2023

By: Jessica Kaiser

CONTEXT FOR LEARNING – ATTENTION TO STUDENTS’ BACKGROUNDS, INTERESTS, AND NEEDS

WHO are the students in this class (or in this group)?
- Grade Level: 4th
- Number of Students: 28
- Type of School: Public Elementary
- Type of Community: Urban
- Student Assets (personal, cultural, and community): This school is located in a fairly affluent neighborhood, although there
are students who are not from affluent families. The school takes in students from a small area of SW Rochester. In Minne-
sota, all students in school receive free breakfast and lunch.
- Any needed supports, accommodations, or modifications: There are 4 students with IEPs. There is 1 student who is an Eng-
lish Language Learner. There are also 3 students who work with a reading specialist. When presenting to students I will have
visuals on the screen for students to reference. I will also check in with these students during the guided and independent
practice to give them assistance if needed. Sensitivities are unknown. When talking with students about the importance of
eating different kinds of foods, I will account for the emotional safety of students who may face food insecurities at home.

WHAT conditions might impact the planning and delivery of the lesson?
- Type of learning environment: In-person
- Classroom technology: Board to put PowerPoint on
- Requested curriculum: None
- Other: None

HEALTH BEHAVIOR OUTCOMES (HECAT)

- HBO 1: Follow a healthy eating pattern that meets individual preferences and needs for growth and development.
- HBO 2: Choose a variety of options within each food group.

FUNCTIONAL HEALTH KNOWLEDGE

Central Focus: Functional Health Knowledge
- Standard #1: Students will comprehend concepts related to health promotion and disease prevention.
- FN1.5.2 Name the food groups and a variety of nutritious food and beverage choices for each food group.
- Learning Objectives (Established Goals): Given the Food Groups Activity the learners will name 4 of the 5 food groups
and at least one example of each in order to demonstrate concepts related to health promotion and disease prevention.

Formative Summative Assessment (Process): Functional Health Knowledge

- Title: Food Groups Activity
- Description of assessment activity: The learners will name 4 of the 5 food groups and identify at least one food from each
group.
- Evaluative criteria: Did the learners name 4 of the 5 food groups and at least one food from each? Possible answers: fruit:
apple, clementines, strawberries, grapes, etc., vegetables: broccoli, cucumbers, carrots, etc., grain: bread, rice, pasta, etc., protein:
chicken, tofu, nuts, eggs, etc., and dairy: milk, cheese, or yogurt.
- Designed to assess: The learners’ comprehension of concepts related to health promotion and disease prevention.
- Feedback to students:
o Verbal or Written Feedback
 Verbal
o If correct…
 Remind students of the importance of eating food from all 5 food groups. Students will be told that they did a
good job with identifying foods and which groups they are in. Encouraging them to eat from different food
groups, so they have a balanced meal.
o Cues for common errors…
 Talk with students about the different types of food that they eat on a regular basis. Asking them what kind of
foods these are. This would help them to generate examples and the food groups. Also having a printed-out ver-
sion of MyPlate for students to look at.

HEALTH RELATED SKILLS

Central Focus: Health – Health Skill
- Standard #5: Students will demonstrate the ability to use decision making skills to enhance health.
- FN5.5.5: Choose a food or beverage that fits with a healthy eating pattern when making a decision about what to eat or drink.
- Learning Objectives (Established Goals): Given Create a Meal Activity, the learners will choose food and beverage op-
tions that fit a heathy eating pattern in order to demonstrate the ability to use decision making skills to enhance health.
 “Healthy Eating”
November 20, 2023
By: Jessica Kaiser
Formative Summative Assessment (Process): Health Skill
- Title: Create a Meal Activity
- Description of assessment activity: Choose food and beverage options that fit a heathy eating pattern. They will create a
meal that includes food from all 5 groups.
- Evaluative criteria: Did students choose food and beverage options that fit a heathy eating pattern? Answers: must include
food options from all food groups. For example, a meal that includes a ham and cheese sandwich with apple sauce, celery sticks, and
water.
- Designed to assess: The learners’ ability to use decision making skills to enhance health.
- Feedback to students:
o Verbal or Written Feedback
 Verbal
o If correct…
 Remind students to try and remember to eat from all the different food groups. Talk with students about what is
important about the different food groups. Dependent on what their meal plan is, they could bring it home and
try to make it.
o Cues for common errors…
 Ask students about the different food groups if they have not included them. Have students think about different
meals they may eat at home to help them generate different meal ideas. Encourage students to think about dif-
ferent foods that they enjoy from the different food groups.

GROUP NORMS
Students will accurately assess the level of risk-taking behavior among their peers.
Students will correct misperceptions of peer and social norms, and
Students will recognize that their peers and influential adults want them to practice healthy behaviors.
Explanation: We will talk about the different food groups and examples of each group. Students will also learn about the importance
of eating a balanced diet. They will also be challenged to go home and share what they have learned with someone at home. This will
help them to see that both peers and adults at home want them to try to eat healthy.

PERSONAL BELIEFS
Students will reflect on and critically examine personal perspectives,
Students will thoughtfully consider arguments that support health-promoting attitudes and values, and
Students will generate positive perceptions about protective behaviors and negative perceptions about risk behaviors.
Explanation: Students will be asked to think about what they eat and how it compares to what they should be eating. They will think
about what they learned in today’s lesson and how they might be able to make changes in order to make healthier choices in relation to
eating.

ACADEMIC LANGUAGE
Key Terms (Including Language of Health Literacy)
Dairy: one of the five food groups – includes milk, yogurt, and cheese – provide nutrients such as calcium… that are vital for the
health and maintenance of your body
Decision Making: process of making the best choice using the information given to you
Energy: capacity or power to do work
Fat: a nutrient needed by your body, however, can be harmful when too much is consumed
Fruit: one of the five food groups – includes fresh, canned, dried, and frozen fruit and fruit juice – provides nutrients such as vitamin C
and potassium that are needed to maintain your health and body
Grain: one of the five food groups – includes bread, tortillas, rice, cereal, oatmeal, etc. – it provides many nutrients to help us feel full
and aid in digestion
Health: state of being free from injury and illness
Nutrients: something in food that helps people live and grow
Protein: one of the five food groups – includes beef, poultry, fish, eggs, nuts, seeds, tofu, etc. - it builds and maintains muscles, skin,
blood, and other tissues in your body
Sugar: is a carbohydrate, some foods like fruit have natural sugars, others have added sugars which are unhealthy
Vegetable: one of the five food groups – includes fresh, frozen, canned, and dried vegetables and vegetable juice – important sources
of nutrients such as vitamin A and folate which are vital for the health and maintenance of your body

INTEGRATION
Art

MATERIALS
Healthy Eating Slides
 “Healthy Eating”
November 20, 2023
By: Jessica Kaiser
Laptop
Food Groups Activity
Paper
Pencils
Colored pencils
Markers

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS (GRADUAL RELEASE OF RESPONSIBILITY)

Classroom Set Up and Material Preparation: Students will remain in their assigned seats and work with their elbow or table
partners during the lesson. For the guided practice they move to a different spot in the classroom, so they can work together suc-
cessfully. The teacher will have materials ready to distribute to the students. They will also have a PowerPoint on the board. If tech-
nology fails, the teacher will have a hard copy of the PowerPoint presentation printed out.

Time & Materials Learning Activities (Procedure) Purpose (Why?)

Initiating Instruction - Orientation/Engagement/Motivation
<1 minute Hook: This grabs students’ attention and helps
No materials needed Who’s hungry? them to start to think about the topic.
<1 minute Relevancy: Raise your hand if you ate lunch today. Raise This helps students to see that this topic
No materials needed your hand if lunch included fruit. Raise your hand if you ate a is something that affects them person-
vegetable for lunch. ally.
>5 minutes Student Based Review Since this is the first lesson, it helps the
Follow up with previous lesson content and take home: There teacher to identify what students may al-
No materials needed was no previous lesson or take-home activity to go over. ready know about healthy eating.

Activate prior knowledge: What does it mean when a meal is

balanced? Have you heard of different food groups?

Assessment: The students will raise their hands in response to

the questions asked. The teacher will mark down students
who are participating on a class roster.
1 minute Preview Agenda This gives students an idea of what the
Central Focus: Given the Food Groups Activity the learners lesson is going to be about. They will
Healthy Eating PPT will name 4 of the 5 food groups and at least one example of hear what the focus of the lesson is and
each in order to demonstrate concepts related to health pro- the steps we will take to get to this point.
motion and disease prevention.
Given Create a Meal Activity, the learners will choose food
and beverage options that fit a heathy eating pattern in order
to demonstrate the ability to use decision making skills to en-
hance health.
Learning Target: I can identify foods in all 5 food groups.
I can create a meal that includes all 5 food groups.
These will be displayed on the board and teacher will read.

Lesson Agenda:
Go over agenda
Talk about food groups and MyPlate
Food Groups Activity
Introduce Go, Slow, and Whoa foods
Create a Meal Activity
Closing
Instruction and Practice
10-15 minutes Teacher Input/Inquiry/Instruction: The students will learn about the 5 food
The teacher will introduce the topic of eating healthy. We groups and different foods in each. They
Healthy Eating PPT need different nutrients that foods give us, so it is important will also learn about why it is important
to eat a variety of foods. Begin with talking about MyPlate. to include the 5 food groups to eat a bal-
Pencils They show students a picture of MyPlate and ask students anced diet. They will also learn about
what they notice about it. We go over the five food groups how some foods need to be eaten in
Food Groups Activity and give examples of each food group. The five food groups moderation.
are fruits, vegetables, grain, protein, and dairy. The teacher
will talk about what each group is and talk about and show
 “Healthy Eating”
November 20, 2023
By: Jessica Kaiser
students pictures of different foods in each group. The teacher
will also talk about why we need to eat a balanced diet. Using
MyPlate as a guideline helps us to remember to eat foods
from all the different food groups. You do not need to eat
food from all 5 food groups at every meal, but you should try
to eat a variety of food groups at each meal. It also reminds us
that we should eat more of some foods than others. The dif-
ferent sections of the plate help you to form balance in eating
from the different food groups. Eating lots of fruit and vegeta-
bles is important because they give you vitamins and miner-
als. As for protein, this portion of the plate is smaller because
you do not need to eat as much of it. We will also talk about
the different nutrients each food group give us and why we
need to eat a balanced diet.

Functional Health Knowledge Assessment:

Students will be given the Food Groups Activity. They will
label 4 of the different food groups and come up with at least
1 example of each. They can either write or draw the exam-
ples they came up with. Students can compare answers with
an elbow partner when they have finished.

Discuss the importance of the skill and its relationship to

other skills:
Decision making is important because it is something we do
in our everyday life. Throughout our life we are given
choices. We must know how to look at our options and make
the best choice. When talking about food, it is important to
think about what we are choosing to put in our body and how
it will affect us. Most foods are not unhealthy, but we need to
be aware of how much of food that we should eat. It is impor-
tant that we are practicing healthy behaviors.

Presenting Steps for developing the skill:

Finally, the teacher will bring up that some choices are
healthier than others. They will talk about go, slow, and whoa
foods. Go foods are the healthiest foods. They are made up of
nutrient filled calories. Slow foods are foods that are okay to
eat sometimes. They have some nutrients but may contain
more sugar or fats. Whoa foods are unhealthy. They are foods
that have a lot of sugar and fat. These foods are often pro-
cessed foods. Whoa foods are once in a while foods; you
should not eat these all the time. As we talk about the differ-
ent types of foods, the teacher will have examples in Power-
Point for students to see. Students must know what makes
some food healthier for them to eat in order to make positive
choices.
10 minutes Guided Practice/Modeling the Skill (using functional Students will be walked through how to
health knowledge): determine which foods belong to differ-
Healthy Eating PPT When you eat, do you think that you include all the different ent food groups. We will do this together
food groups when eating meals. How do you know? The using something that many of the stu-
teacher will talk about what the students’ lunch was at school dents have eaten recently. Modeling this
today. Using today’s lunch, the teacher will talk with students skill will help students have an example
about what foods go into different food groups. to follow. It will also help them to gain a
Fruit: Applesauce better understanding of the importance of
Vegetable: Baby Carrots the skill we are learning about.
Grain: Mashed Potatoes
Protein: Chicken Tenders
Dairy: Milk
 “Healthy Eating”
November 20, 2023
By: Jessica Kaiser
Guided Practice Assessment:
Have students think about what they ate for lunch. Working
with a partner, they will determine what food groups they ate
from. The teacher will walk around as students do this. They
may ask students questions about what food groups they ate
or things they could bring in different food groups that they
did not eat in. Also ask students if they could change some of
the foods that they eat to go or slow foods.
5 minutes Independent Practice: Students will be applying the knowledge
Students will work create a healthy meal plan that includes all they learned in today’s lesson. Doing this
Paper 5 food groups in it. Make sure to include mostly go and slow will help show them that what they are
foods. It is important to include healthy food options in this learning is relevant to their life. They
Pencils meal. Once you have created the plan, you can make a menu will need to think about healthy choices
for the meal or draw a picture of what this meal would look they can make when it comes to eating.
Colored pencils like on a plate.

Markers Skill Development Assessment: Independent Practice As-

sessment: The teacher will be walking around the classroom
and glancing at the meals students have planned. They will
prompt students to include all food groups if they have not al-
ready. They can help students brainstorm different foods they
could include. If a student has listed a whoa or slow food, the
teacher may prompt them to think about a healthier choice.
Extension/Lesson Builder
5-7 minutes Thanksgiving is on Thursday. The teacher will pair students This activity is related to the topic and
up. Together they will brainstorm different foods they eat on would be fun for students to think about
Paper Thanksgiving. The students will then place these foods into if we had extra time. It can also be help-
the different food groups. What types of food are served at ful for students to think ahead about how
Pencils Thanksgiving? Are there a lot of go or slow foods, or are to eat all the different food groups on
there more whoa foods? Thanksgiving.
Closure
1-2 minutes Review This is a good way to see what students
Student Based Review: Let’s review what we learned today. learned during this lesson. It also helps
No materials needed Who wants to share something they learned today? you to gauge how much they learned and
if they will be able to use this knowledge
Restate Central Focus: in the future.
The learning target for this lesson is: I can identify foods in
all 5 food groups. I can create a meal that includes all 5 food
groups. Given the Food Groups Activity the learners will
name 4 of the 5 food groups and at least one example of each
in order to demonstrate concepts related to health promotion
and disease prevention. Given Create a Meal Activity, the
learners will choose food and beverage options that fit a
heathy eating pattern in order to demonstrate the ability to use
decision making skills to enhance health.

Self-assess perceived level of mastery for the target: I want

you to think about how well you know about the different
food groups. I’m going to have you use your thumb-o-meter
to rate yourselves. If you know them and could explain them
to someone else give me a thumbs up. If you think that you
know them well, but you need more help before explaining to
someone else show me a sideways thumb. If you still are un-
sure about the food groups and foods in them, give me a
thumbs down.
<2 minutes Home/Family Involvement This gives students a chance to share
Challenge: Have students share with someone at home what with someone at home what they learned
No materials needed they learned today. How might you incorporate more go in school today. It is important to build
foods into your meal plan while at home? connections from school to home.
 “Healthy Eating”
November 20, 2023
By: Jessica Kaiser
Follow Up: During the next lesson, we will talk about differ-
ent slow and go foods students have been able to incorporate
into meals they have eaten.
<1 minute Preview/Next Steps This will give students an idea about
No materials needed Next class, we will be talking about… what we are learning next.
<1 minute Closing Statement To give students one last reminder about
No materials needed Always remember to make healthy choices when you are eat- making healthy food choices.
ing. See you next time!

NEEDED SUPPORTS, ACCOMMODATIONS, MODIFICATIONS, STRATEGIES TO SUPPORT SENSITIVE ISSUES

Needs Number of Students Supports, Accommodations, Modifications
IEPs/504s 4 While planning, I… will make sure to think about the differ-
ent needs’ students may have in this class. I will be aware of
students’ abilities and make plans to present the learning in
different ways, so it is accessible for all students. I will have
differentiated activities planned, so all students can partici-
pate in the lesson.
During the lesson, I will…be aware of the students I am
teaching. I will observe students and make changes to the
lesson and activities to ensure that all students can interact
and take part in the lesson. I will make modification for stu-
dents who are struggling.
If follow-up is needed, I will…have a conversation with the
student, teacher, and any other professionals working with
this student to see if there are any changes, I could make to
this lesson to ensure to help the student learn best.
Language Needs 1 While planning, I…will be aware of the different language
needs students in this classroom have. I will plan different
ways of delivering information, so I can accommodate stu-
dents' different needs. One student does not speak English as
a first language. I am planning to have visuals in my presen-
tation.
During the lesson, I will…check in the student who has lan-
guage needs. It will be important to ensure that they can un-
derstand some of the basic concepts taught in this lesson. In
addition, I will have visual examples on the screen, so if
they are unable to understand my words, they will still be
able to see my actions. I will be aware of individual student
needs and make modifications if necessary.
If follow-up is needed, I will…talk with students and teach-
ers to see if there is something else, I could do to change this
lesson to help the students learn better.
Physical and Emotional Safety Unknown While planning, I…will be aware that this topic may be dif-
ficult for some students who may face food insecurities at
home. Some families may not have resources to provide nu-
tritious meals at home. Since I do not know of any specific
triggers’ students may have, I need to be aware of different
information in my lesson may be triggering to students.
During the lesson, I will…be watchful of the students in my
class. If students seem to be triggered by something we are
talking about, I will check in with this student individually
while other students are working on something. I will talk
with this student and see if there is something I can do to
help them student.
If follow-up is needed, I will…try to determine what caused
the student to feel triggered. This will help me plan future
lessons so that I can better address topics that are triggering
to students.
 “Healthy Eating”
November 20, 2023
By: Jessica Kaiser
BRAIN BREAK
Have students play Simon Says with different exercise movements.

CLASSROOM MANAGEMENT – ATTENTION GETTER

The teacher says “One, two, three, eyes on me” and students will put down materials, look up at the teacher, and say “One, two, eyes
on you.

CONTENT INFORMATION (RESOURCES – APA FORMAT)

Centers for Disease Control and Prevention. (2012). Health education curriculum analysis tool. Retrieved from
https://www.cdc.gov/healthyyouth/hecat/index.htm
Gavin, M. L. (Ed.). (2022a, March). Go, Slow, and Whoa! A Kid’s Guide to Eating Right. KidsHealth.
https://kidshealth.org/en/kids/go-slow-whoa.html
Gavin, M. L. (Ed.). (2022b, April). MyPlate Food Guide. KidsHealth. https://kidshealth.org/en/kids/pyramid.html
National consensus for School Health Education. (2022). National health education standards. Retrieved from:
https://www.schoolhealtheducation.org/
Joint Committee on National Health Education Standards. (2007). National health education standards. Retrieved from
http://www.cdc.gov/healthyyouth/sher/standards/index.htm
United States Department of Agriculture. (2023). MyPlate. Retrieved from https://www.myplate.gov/
Wordsmyth. (2020). Kids.wordsmyth. Retrieved from: (https://kids.wordsmyth.net/we/