Jennifer+Birch's+Lesson+Plan

Title: Food Guide Pyramid

Subject: Health

Grade Level: First Grade

Objective: Students will categorize different foods on the food guide pyramid

Materials: picture of pyramid, video, teacher made food cards, crayons, blank cards, blank poster

Procedures: Anticipatory Set: Show students the following cartoons on the overhead and discuss the meanings of each. Analyze the cartoons using the SEA method (scan, examine, analyze).

Prior Knowledge: Students and teacher will complete a KWL chart about healthy eating. (K and W portion at this point)

Review: • Students and teacher will review the categories of the food guide pyramid using the structure Round Robin.

Round Robin: Teacher assigns a topic for students to discuss: What foods can be found in this category? Teacher will then name a category on the pyramid and ask students to round robin foods that can be found in that category. Students then take turns answering the given question, one at a time, in their neighborhoods which consist of 4 students. Teacher calls on random students to respond to the entire class.

Procedures: • Students watch a video on brainpopjr.com about the food guide pyramid. • Students respond to the video using the structure Mix-Pair-Share.

Mix-Pair-Share: Students silently mix around the room. When teacher calls “pair,” students will pair up with the person closest to them and will do a high five. Teacher assigns a topic for students to discuss: What foods did you learn about the food guide pyramid from watching the video? Teacher tells students that partner A is whoever ate breakfast. Partner A shares first. Students share with their partners. Each partner has one minute to share. Partner B shares second.

• Teacher will show students data regarding fruit and vegetable consumption from http://www.fruitsandveggiesmatter.gov/health_professionals/maps_adults.html. Teacher and students will analyze the data using the SEA method (scan, examine, analyze). • Students return to seats. Teacher passes each neighborhood a set of pre-made cards with a picture of a different food on each card. • Students sort the foods into categories using the structure Fan-N-Pick.

Fan-N-Pick: Teacher will distribute pre-made flashcards to each neighborhood of 4 students. Student #1 will hold the question cards in a fan and ask student #2 to pick a card. Student #2 will pick a card, and will ask student #3 to decide where the food fits in the category after giving 5 seconds of think time. Student #4 will respond to the answer by giving praise for a correct answer or coaching for an incorrect answer. Students rotate roles clockwise for the next round.

• Students create 4 new food cards (1 per student) with their crayons and blank cards. Students will engage in the structure One Stray.

One Stray: Student #1 stands up. Other members of the neighborhood stay seated. Teacher calls, “stray.” Student #1 strays to a team which has their hands up. Student #1 shares the self-made food cards with the new neighborhood, and asks them to sort them into the correct section of the food guide pyramid. Student #1 then returns to his/her original group.

Wrap-up Activity: Students and teacher complete the L portion of the KWL chart.

Final Product: Students create a poster with the food guide pyramid and illustrate 2 foods in each.

Reflection: What method will students use to analyze the document(s), data and political cartoon(s)? (SEA or NARA worksheet) Students will use the SEA method with my direction and modeling to analyze the two cartoons as well as the data about fruit and vegetable consumption across the United States.

Will your students use a graphic organizer like a KWL chart or Venn diagram? Yes, students will complete a KWL chart so I can assess prior knowledge and guide my lesson in a direction that meets their needs. At the conclusion of the lesson we will complete the L portion of the chart to see what they learned.

What final product will your students create, if any? Students will create a poster illustrating the food guide pyramid and will add 2 foods from each category to it by drawing or pasting a picture.

How will your activity promote critical thinking skills? Students will think critically about what the cartoons mean as well as why some states consume less fruits and vegetables than others.

How will this lesson integrate with the rest of your curriculum? I am required to teach about the food guide pyramid and healthy eating. I am also required to teach and model critical thinking skills. Students will also be using speaking skills which is written into the curriculum.