PRESENTATION

CONTENT TO BE TAUGHT: The food pyramid GRADE LEVEL: 1

WASHINGTON STATE LEARNING STANDARDS:  Component 1.5: Understands relationship of nutrition and food nutrients to body composition and physical performance.GLE1.5.1 Understands how the body’s function is affected by food consumption.

Describes groups of the Food Guide Pyramid Understands that food provides energy for the body.

 OBJECTIVE(S): Given an enthusiastic presentation, the student will be able to describe the food groups in the food pyramid with a basic proficiency.

KID FRIENDLY OBJECTIVE: I can name the five food groups.

MATERIALS NEEDED:  felt board with food pyramid materials, food pyramid worksheet, The Edible Pyramid book

ACADEMIC ENGLISH:

ACCOMMODATIONS:

PROCEDURES:

Phase 1: Explain Goals and Establish SetOur bodies need food to survive. Food has the fuel our bodies need for energy. Energy is what we use to learn, play, work, and grow. Today we will learn about the five different groups of food. In a minute I will read a story about a restaurant that serves food that is grouped into sections. The customers will learn how much of each group of food they need to eat to be healthy. I want you to listen for the different food groups and how much, or how many servings, the characters eat.

Phase 2: Present Advanced OrganizerAfter reading the story and learning a little bit about healthy eating, let’s try to put the different foods into their groups on our felt board pyramid. I will raise a food and ask students in which section the food should go. I will then ask for the recommended number of daily servings for each group. I will call on students to place foods on the pyramid for the class. We will discuss placement and the recommended daily servings.

Phase 3: Present Learning Materials * ClarityToday we learned how the food we eat can make us healthy and make energy for our bodies. A meal that has all the food groups is a good goal to have for a balanced diet. A balanced diet makes us healthy and strong.

* Explaining links and examplesIn order for our bodies to make energy, we need to make sure we eat from the different food groups. I will give examples of foods from each food group, grains, fruits, vegetables, dairy, protein, and sweets and ask students to contribute to the list.

* EnthusiasmEmploying moderate enthusiasm so as to keep my students interested but not so much as to distract

them from the lesson. What did we have for lunch today? What food groups were in your lunch? What food groups were missing? What was the healthiest thing you ate and what food group does it belong to? Give an example from my lunch.

Phase 4: Extending and Strengthening Thinking

* QuestioningWhat can we do to keep our bodies healthy? Possible answers may include, brushing our teeth, exercising, having a bed time, not eating too much candy, and washing our hands. What is a healthy snack that we can eat to give our bodies healthy energy? What types of foods help us stay healthy? Ask students to list or draw foods that would be part of a healthy meal on their worksheet.

* Constructing DiscussionsNow that we know about the food pyramid, what food groups are important to our health and which ones should we eat less of? Think of a snack you can have that is either a fruit or a vegetable that you like. Share with your neighbor your favorite food from each food group.

POST INSTRUCTIONAL TASKS POST-ASSESSMENT

Checking worksheet for accuracy. Ask questions about what was learned during the presentation. Questions that I asked them to be aware of before the presentation. Have a list of foods to read the class that makes them have to think about what group(s) they should be in.

STUDENT SELF ASSESSMENT (STUDENT VOICE)What do you think you need to eat more/less of to keep your body full of energy to learn, grow, play? Was I able to list all the food groups said in the story? Was I able to tell how many servings of each food group the characters needed to eat?

ANALYSIS OF YOUR TEACHING DECISIONS How does this lesson provide opportunities to learn (attend to: addressing opportunity gaps for

accessibility to a range of all students, brain structure and functioning, context of schooling)

This lesson provides an auditory component, a visual, and a cut and paste exercise to review what the student has learned. Students are able to actively engage in discussion and share with a partner. The presentation had them listening for queues and allowed for participation from all students.