Marshall University

1
Food Groups
Amy Wakefield
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Analyze Learners

• This unit is designed for 8 to 9 year olds.
• This is a regular classroom, but there are a
  mixture of children with different abilities.
• There is no prior knowledge needed for this unit.

3
State Objectives

• HE.3.1.5 Describe the food guide pyramid and its
  value to personal health, understand that food
  provides energy and nutrients for growth and
  development.
• HE.3.4.1 Explore menus from fast food
  restaurants for nutritional value.
• HE.3.6.2 Assess factors that contribute to
  achieving and maintaining a healthy body.
• HE.3.6.4 Record food choices with an adult,
  compare them to the recommended food chart to
  decide whether choices were good.
• RLA.3.1.6 Use graphic organizers and
  visualization techniques to interpret information

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Select Methods, Media, and Material

• Websites
• http//www.eduref.org
• http//www.uen.org/Lessonplan/preview.cgi?LPid965
  
• http//www.food.gov.uk/healthiereating.eatsmartpla
  ysmart/eatsmartlessonplans/
• http//home.att.net/7Eteaching/health/nutrilog.pd
  f
• http//www.healthychoices.org/treetop/index.html

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Materials

• Each day I will bring in different food depending
  on which food group we are concentrating on for
  the day.
• The students will have blank pyramids as graphic
  organizers so they can follow along.
• There will also be worksheets given throughout
  the unit.

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Utilize Media and Materials

• Day 1
• Begin day by having completing bulletin board
  with students.
• The students will also do the brown bag activity.
• Give blank pyramid from website 1 to class.
• Break the students into groups for project.

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Fats

• Day 2
• The day will begin by showing the students
  different foods that belong in the fat group.
• We will discuss what fats are, placement on
  pyramid, how much fat we should eat a day, and
  health concerns.

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Fruits

• Day 3
• Fruits taste test.
• Then we will begin discussing where on the food
  guide pyramid fruits go, how many servings a day
  we need of fruits, what a serving of fruits is,
  and health concerns.

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Vegetables

• Day 4
• Veggies taste test.
• Then place on the food guide pyramid, how many
  servings a day, what a serving is, and health
  concerns.
• Then we will discuss lifestyle changes with
  adding vegetables to our diet.

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Dairy

• Day 5
• Taste Test of the Dairy Group
• We will also fill in the pyramid and discuss
  benefits of dairy, and how much dairy they each
  need a day.
• Then we will discuss health concerns about dairy.

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Meats and Beans

• Day 6
• We will begin by discussing how some people do
  not eat meat, but that there are other things to
  substitute. We will fill in our food guide
  pyramid and discuss servings and health benefits.
• Taste Test

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Grains

• Day 7
• I will discuss with the students what all belongs
  in the grain group and where it goes on the food
  guide pyramid. The class will also discuss number
  of servings and what is a serving.
• Taste test.

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Conclusion

• Day 8
• Group Presentations
• The students will do another brown bag activity.
• After all the presentations are over, we will
  discuss what we learned and how it has changed
  our eating habits. We will also look at our
  charts we did at home.

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Require Learner Participation

• The unit will have different food discussed, so
  to keep the students interested we will have
  taste tests.
• We will also have food guide pyramids for each
  students so they stay involved.
• There will also be activities for them to do.

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Evaluate and Revise

• At the end of the unit the students will receive
  a grade based on participation in class, filling
  out their food chart at home, completing
  worksheets in class, and by the group
  presentation.
• For the presentation the students will be
  evaluated on information and on creativity.

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