Erika Frank

Health Education Lesson Plan: Nutrition-“My Plate”

Descriptive Information

Skill Emphasis (NHES):Self Management

Grade Level: 11th

Content Area of Health: Nutrition

Content Descriptor & Sub-Descriptor(s): 1.0 Healthy Eating, 1.6cHow to assess personal nutritional needs, preferences and practicesTitle of Lesson: “My Plate”

PA Standard (Health & PE): 10.1.6.C: Analyze nutritional concepts that impact health.

Curricular Connections: Math, Art, Food Science (home economics)

Adolescent Risk Behavior (if applicable): Unhealthy dietary behaviors

Behavioral Objective(s)Cognitive: After the lesson, students will be able to describe “My Plate” and give examples of healthy choices and proper portion sizes.

Affective: Students will demonstrate proper cooperation skills while working in small groups to create their poster by being receptive to peers’ ideas and by using positive language.

Skill-Based: Students will be able to balance the three daily meals of breakfast, lunch, and dinner on the poster they create by meeting and not exceeding the daily recommendations of each food group.

Brief Outline of Today’s Lesson1. Bell Ringer - Know Wonder Learn2. Set Induction3. Content - My Plate video http://www.youtube.com/watch?v=NjwuzOCuM24

a. Open Response Questions – gadgets and gizmos b. PowerPoint to summarize My Plate videoc. In Class Learning Activity – Supermarket Stations

4. In-Class Learning Activity Assessmenta. Description of the Assessment

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b. Content and Skills Criteria/Cuesc. Analytical Rubric

5. In-Class Learning Activity: “Supermarket Stations”6. Final Thoughts/Conclusion to the Lesson7. Classroom Management and Materials

Expanded Outline of Today’s Lesson

1. Bell Ringer (Instant Activity): Students will be asked to complete the Know and Wonder columns on the Know Wonder Learn worksheet. They will fill in 3-5 facts about what they know and are curious about for each food group with respect to serving size, what foods are in the particular food group, what constitutes a healthy diet, etc.

2. Set Induction/Introduction: Empty calories from added sugars and solid fats contribute to 40% of daily calories for children and adolescents aged 2–18 years, affecting the overall quality of their diets. Approximately half of these empty calories come from six sources: soda, fruit drinks, dairy desserts, grain desserts, pizza, and whole milk. Today we will be discussing in further detail “MyPlate” and how to take responsibility for your diet.

Healthy eating tips include: Make at least half your grains whole grains Vary your veggies Focus on fruit Get your calcium-rich foods Go lean with protein

3. Content and Instructional Strategies:

1. Show the class the video of “My Plate” song to Lady Gaga’s song Born This Way (http://www.youtube.com/watch?v=NjwuzOCuM24). The video is about the My Plate program and goes into detail of how to create a healthy plate for various meals. The rate of obesity in this country is becoming an increasingly growing issue part of which could be reduced by cutting empty calories.

a. Teachers will pass out the open response worksheet to all students. As students are viewing the video they will complete three out of the four open response questions. Students will also have one additional minute after the video has in order to complete their answers. Then we will use Gadgets and Gizmos to share students’ answers.

2. My Plate overview – PowerPointa. A guide for proper portion sizes and a visual picture of proper amounts of each

food group on a plate.b. Food Guidelines from “My Plate”

i. Fruits1. Must be either fresh, canned, frozen or dried to count

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2. Can be whole, cut or pureedii. Vegetables

1. Any vegetable and 100 % vegetable juice2. May be raw, cooked, fresh, frozen, canned or dried/dehydrated3. Maybe be whole, cut-up or mashed

iii. Grains1. Any food made from wheat, rice, oats, cornmeal, barley or

another cereal grain2. Divided into two subgroups

a. Whole grainsb. Refined Grains

iv. Protein1. Any food from meat, poultry, seafood, beans and peas, eggs,

processed soy products, nuts and seeds2. Should be lean or low fat

v. Dairy1. All milk and foods made from milk2. Should be fat-free or low-fat

vi. Oils1. Fats that are liquid at room temperature2. Not a food group but an essential nutrient

3. What are proper portion sizes?a. Fruits (1 cup)

i. Banana: 1 large 8 inches longii. Apples: 1 small

iii. Plums: 2 largeb. Vegetables (1 cup)

i. 1 cup raw or cooked vegetables or vegetable juiceii. 2 cups of raw leafy greens

c. Grains ( ounce)i. 1 slice of breadii. 1 cup of ready to eat cereal

iii. ½ cup of cooked pastad. Proteins (1 ounce)

i. 1 ounce of meat, poultry or fishii. ¼ cup cooked beans

iii. 1 eggiv. 1 tablespoon of peanut butterv. ½ ounce of nuts or seeds

e. Dairy (1 cup)i. 1 cup of milkii. 1 cup of yogurt

iii. 1 ½ ounces of natural cheese

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iv. 2 ounces of processed cheesef. Oils (1 teaspoon)

i. 1 teaspoon of canola oil4. Daily Intake for Each Food Group

a. Fruiti. 1 ½ -2 cups (depending on age)

b. Vegetablesi. 2- 3 cups (depending on age)

c. Grainsi. 5-8 grains total (depending on age)ii. 3-4 whole grains as part of above total (depending on age)

d. Proteini. 5-6 ½ ounces (depending on age)

e. Dairyi. 3 cups

f. Oilsi. 5-6 teaspoons (depending on age)

4. In-Class Learning Activity: Supermarket Stations

The room will be set up as two different supermarkets. As each student enters the classroom he or she is handed a Know Wonder Learn worksheet with the supermarket and food group listed on the top. The supermarket determines which side of the room the student will sit on during class and the food group determines which station the student will start at. There will be two to three students in each group. Each station is a different food group, so there is a fruits, vegetables, grains, protein, and dairy station. At each station:

1. Students will find a handout that has information about the specific food group. 2. As students move from station to station, they will be creating three balanced meals

using the poster board with traced plates provided to them. 3. Students will have approximately 7 minutes at each station. Within the 7 minutes

students will complete the Learn column of the Know Wonder Learn worksheet based on the mini poster included in their packet.

4. Then they will look through supermarket ads, magazines, and print outs of various foods in order to collect the correct amount of food to put on their plates. In other words, the time spent at each station will be to complete the Know Wonder Learn chart and to distribute the daily amount of each food group across three different plates on the poster.

By the time students have gone to each station they will have a completed poster of three balanced plates that does not exceed the daily recommendations.

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5. In-Class Learning Activity Assessment-Description and Criteria

In Class Learning Activity Assessment-Description & Criteria

Students will be assessed on a nutrition My Plate poster based off of the analytical rubric provided. The poster will be assessed based on accuracy, comprehensiveness, breadth and depth of information, description of relationships, as well as conclusions that have been made. The poster must also display the use of self management skills by the identification of healthful nutritional choices and all three meals on the poster meet the daily recommendations for each food group based on the My Plate guidelines. In addition, the poster must also include three completed meals that total to meet the My Plate daily recommendations, the “Number of Servings” worksheet is correct and complete, and the poster is neat with all items properly secured.

o Core Concepts: Content for Nutrition shows:

Accuracy Comprehensiveness Breadth and depth of information Relationships are described Conclusions drawn

o Skill: Self Management Identifies healthful behaviors Demonstrates healthful behavior, habits and/or

techniques Identifies protective behaviors

o Strategies to avoid/manage unhealthy/dangerous situations

o Additional Criteria Includes 3 complete plates Includes correct quantities pertaining to portion size and

daily values for each food group Number of servings table worksheet is complete and

meets daily values Neatness (pictures are secured)

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6. Final Thoughts/Conclusion to the Lesson

As you can see from participating in the supermarket stations, creating three balanced meals can be difficult. In order to eat healthier and meet the daily recommendations of food groups keep in mind the following tips:

Make half of your plate fruits and vegetables Make at least half of your grains whole grains Switch to fat-free or low-fat milk Be conscious of the amount of oils you consume

7. Classroom Management & Materials

Classroom Materialso Handouts/Worksheets: Packet including - “Know, Wonder, Learn”

Handout, “Super Market Stations” (Learning Activity Directions), Analytical Rubric, Grading Assessment Form, My Plate mini poster, Open Response Question worksheet, Number of Servings Table

o Other Materials: Power-Point Presentation Slides, YouTube video “Choose My Plate A Lyrical Rendition”, Poster Board, Tape, Glue, Poster Plate Templates, Food Cut Outs, Light Bulb Stress Ball

Classroom Managemento For Content Delivery: Students will sit on side of the classroom for which

supermarket they are assigned.

o For In-Class Learning Activity: Arrange desks in rows where the desks are in two groups facing the center of the classroom. The supermarkets will be located on the perimeter of each side of the groups of desks.

Content ReferencesCCSSO-SCASS Health Education Assessment Project (2006). Assessment Tools for School

Health Education, ToucanEd Inc., Santa Cruz, CA.

Center for Disease Control and Prevention (2012). Nutrition Basics. Retrieved from http://www.cdc.gov/nutrition/everyone/basics/index.html

United States Department of Agriculture. “My Plate”. Retrieved from http://www.choosemyplate.gov/

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Whitney, E. N. & Rolfes, S.R. (2007) Understanding Nutrition, Wadsworth Inc., Beverly, MA.

Activity Reference(s)

DukeSchoolofNursing. (2011, October 28). Choose My Plate: A Lyrical Rendition. Retrieved from http://www.youtube.com/watch?v=NjwuzOCuM24.

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Appendices: Handouts for Students

A. Know Wonder Learn Worksheet

B. In-Class Activity “Supermarket Stations” Directions Handout

C. Analytical Rubric for the in-class activity “Supermarket Stations”

D. Examples of Proficient Work

E. Grading Assessment Form

F. Open Response Questions

G. Number of Servings Worksheet

H. My Plate Mini Poster

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Appendix A

Know Wonder Learn Chart

Know Wonder Learn

Fruits

Vegetables

Grains

Proteins

Dairy

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Appendix B

Handout #1

In-Class Learning Activity: “Super Market Stations”

(Skill to be practiced: Self-Management)

The room will be set up as two different supermarkets. As each of you entered the classroom you were handed a packet with the supermarket and food group listed on the top. The supermarket determined which side of the room the student will sit on during class and the food group determines which station you will start at. There will be two to three students in each group.

Each station is a different food group, so there is a fruits, vegetables, grains, protein, and dairy station.

As you and your group members move from station to station, you will be creating three balanced meals using the poster board with traced plates that will be provided to you momentarily.

You will have approximately seven minutes at each station. Within the seven minutes you will complete the Learn column of the Know Wonder Learn worksheet.

Then you will look through supermarket ads, magazines, and print outs of various foods in order to collect the correct amount of food to put on your plates. In other words, the time spent at each station will be to complete the Know Wonder Learn chart and to distribute the daily amount of each food group across three different plates on the poster.

By the time you have gone to each station you will have a completed poster of three balanced plates that does not exceed the daily recommendations. To help keep track of the amount of servings in each meal to ensure that you do not exceed the daily recommendations, fill out the Number of Servings worksheet in your packet. Also, include 1 completed worksheet along with your poster.

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Appendix C

Analytical Rubric for the In-Class Learning Activity “Super Market Stations”

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Appendix D

Example of Proficient Work

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Breakfast Dinner

Lunch

Fruits: 1 large bananaVegetables: ½ cup fresh salsa

Grains: 2 slices of whole grain breadProteins: 2 eggs

Dairy: 1 cup of low fat milk

Fruits: NoneVegetables: 1 cup string beans

Grains: 1 ½ cups of cooked pastaProteins: 2 ounces of Lemon Chicken

Dairy: 1 cup of low fat milk

Fruits: 1 small appleVegetables: 1 cup of baby spinach (in wrap)

Grains: 1 whole grain wrapProteins: 2 ounces of turkey breast

Dairy: 1 cup of low fat milk

Appendix E

“Supermarket Stations”

Grading Assessment Form

____/4 points Content (Core Concepts)-Accuracy & Comprehensiveness

____/4 points Self-Management (Skill)

____/4 points My Plates (Complete with correct portion sizes)

____/4 points Poster

____/16 points Total Points

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Appendix F

Open Response Questions

1. List at least 3 different types of healthy grains that were mentioned in the video.

2. Describe 2 helpful hints that can lead to eating a healthier diet.

3. List at least 3 different sources of proteins that were mentioned in the video.

4. List 2 important tips for choosing healthful dairy options.

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Appendix G Number of Servings Table

Number of Servings

Vegetables Fruits Grains Dairy Protein

Breakfast

Lunch

Dinner

Total

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Appendix HMy Plate Mini Poster

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