Lexi Neitzey

IMB-Mrs. Craig 4th Grade

3/17/15
edTPA Indirect Instruction Lesson Plan
Maintain a Healthy Body
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Central Focus/Big Idea: Explain how eating a variety of foods from all five food groups will
give them the nutrients they need to grow, stay healthy, and be their best.
Subject of this lesson: Science (Health): Food Groups
Grade Level: 4th Grade
NC Essential Standard(s):
4.L.2 Understand food and the benefits of vitamins, minerals and exercise.
4.L.2.2 Explain the role of vitamins, minerals and exercise in maintaining a healthy body.
Next Generation Science Standard(s):
4-LS1-1. Construct an argument that plants and animals have internal and external structures that
function to support survival, growth, behavior, and reproduction.
21st Century Skills:
Creativity & Innovation- Students must use creativity to take all that they have learned about the
food groups to create their own healthy snack and explain their reasoning.
Critical Thinking & Problem Solving-Students must make a daily meal plan that fits the dietary
needs of a made up child on an activity sheet.
Communication-Students communicate in small groups then present their ideas to the large
group at the end of the lesson.
Collaboration-Students work on worksheets in groups of 3.
Academic Language Demand
Language Function: In the table below highlight the one most important language
function for your lesson. Explain why you chose these.
Analyze
Argue
Categorize
Compare/contrast Describe
Explain
Interpret
Predict
Question
Retell
Summarize
ExplainStudents must explain their reasoning in picking certain foods in their Snack invention
and meal plan activities.

Scientific Vocabulary: Vegetables, Fruit, Grains, Whole Grains, Protein, Dairy

Instructional Objective: After learning about the five main food groups, students will complete
two activity worksheets in groups of 2-3 and explain their ideas to the class at the end of the
lesson. The worksheets will be checked for 100% completeness, and the teacher will collect the
worksheets as a participation grade in Science.
Prior Knowledge (student): Students know healthy and unhealthy food choices. They also know
about allergies, asthma, diabetes, and epilepsy. They have a basic knowledge of the five food
groups.
Content Knowledge (teacher): The 5 main food groups in order of most servings to least are the
following: Grains, Vegetables, Fruits, Protein, Dairy (Sweets are so small at the top). Food
pyramid and My Plate Chart are interchangeable. A person should have a balanced diet of all
food groups and exercise or physical activity to maintain a healthy body. Amounts suggested for
each person depend on gender, age, and level of physical fitness. Some examples of each food
group include:
Grains: bread, rice, cereal, pasta
Vegetables: Carrots, broccoli, lettuce
Fruits: Apples, oranges, berries
Protein: Meats, Poultry, Eggs Beans, Nuts
Dairy: Milk, yogurt, cheese
Accommodations for special needs:
Below grade level readers: Foods and food groups will all be written on the board for students to
copy.
ELL: Worksheets and pre-made posters will include picture for each food group and some
examples of foods in each category.
Materials and Technology requirements:
Choosemyplate.gov activity sheets (one for each student)
Whiteboard and marker
Pre-made posters of food pyramid and My Plate chart
Total Estimated Time: 1.25 hours
Source of lesson:
http://www.choosemyplate.gov/kids/downloads/ServingUpMyPlate-level2-TeachersGuide.pdf
Safety considerations:
Students will not handle either poster or any technology during this lesson. Students working in
groups around room will only work in safe areas in the room to leave no room for problems or
accidents.

Content and Strategies

Engage: Ask students to name the foods they eat during the day. Write them on the board. Keep
going until there is an example of each food group: grain, fruit, vegetable, protein, dairy.
Ask questions including:

What did you have for lunch at school yesterday?

What fruits and vegetables do you like to have during the day?
What do you have for lunch today?

Ask if anybody can name the food groups from the posters they have in the cafeteria? (Write
whatever they remember)Show the poster of the food pyramid and briefly explain the different
groups and reasoning for different sizes. Then explain how the pieces can be drawn in the
MyPlate format, too.

Explain how the specific suggested amounts of each group are going to be different for each
person depending on their age, gender, and level of physical activity.
Eating a variety of foods from the 5 food groups along with exercise and physical activity, we are
building healthy bodies!
With help from the students, brainstorm foods to fit into each of the pieces of the pyramid.
Ask questions including:

What foods do you have to eat the most of?

Should you eat more fruits or vegetables according to My Plate?
What are some examples of foods with protein?
What are some examples of dairy products?

Possible answers include:

Grains: bread, rice, cereal, pasta
Vegetables: Carrots, broccoli, lettuce
Fruits: Apples, oranges, berries
Protein: Meats, Poultry, Eggs Beans, Nuts
Dairy: Milk, yogurt, cheese
**Sweets
Explore:

With help from the students, brainstorm foods to fit into each of the pieces of the pyramid.
Possible answers include:
Grains: bread, rice, cereal, pasta
Vegetables: Carrots, broccoli, lettuce
Fruits: Apples, oranges, berries
Protein: Meats, Poultry, Eggs Beans, Nuts
Dairy: Milk, yogurt, cheese
**Sweets
Explain that in a moment they must imagine they are all professional chefs. Their challenge is to
create a fun and healthy Snack of Champions for members of the U.S. Olympic team! They will
have to create a recipe for a snack that will not only be healthy and nutritious, but will taste good
too.
Hand out the first worksheet (Snack of Champions) and have students read the directions out
loud. Make sure the students all understand the directions. Have students pick a partner or group
of three. Count to 10. Groups will work cooperatively on activity sheets. Observe student work
and ask questions to check for understanding:

How did you all choose your foods?

Why did you choose those foods?
How do you make your snack?
How is your snack a good balance?

Explanation:
Students will return to their desks, and the teacher will call on groups to present their snacks and
answers to the worksheet questions to the rest of the class. I will ask students to elaborate their
ideas by asking further questions including:

What food groups did you include?

What variations can be made to your snack?
How did you come up with this idea?
Why did you choose those foods over others?
Other students may ask questions to the group presenting as well.

Elaborate:
Then, we will continue in their roles as chefs and work in groups to figure out a full day of meals
for Lucia, a moderately active 9-year-old girl. Her menu should consist of the following (write
on the board):
Vegetables: 2 cups
Fruits: 1.5 cups
Grains: 5 ounces (half of these should be whole grains)
Protein: 5 ounces
Dairy: 3 cups
Students may either write the daily menu she will eat on a sheet in their Science notebook, or
they can just circle foods for the activity sheet. Students have knowledge of fractions, so they
will be able to add up the portions to meet Lucias needs.

Evaluate:
Formative: Observe that students are correctly and appropriately answering the activity sheets.
They are able to provide answers to clarifying questions.
Summative: All activity sheets will have 100% completion for mastery of concept. They will be
collected for a participation grade in the subject.
To be complete after the lesson is taught as appropriate
Assessment Results of all objectives/skills:
Reflection on lesson:
CT signature/confirmation: _________________________________ Date: ________________