Sarah Swift

Lesson Plan: 2: Proper Eating Guidelines

Date: 9/20/17

Subject: Health

Grade: 9

Virginia S.O.L.s:
9.1 The student will apply health knowledge and skills to achieve and maintain long-term
health and wellness.
b) Identify guidelines for sleep, rest, nutrition, and physical activity.

Instructional Goals:

The student will be able to list the MyPlate food groups.

The student will be able to identify three foods found in each food group.
The student will be able to explain the importance of following the MyPlate guidelines.
The student will be able to compare their daily eating choices to the MyPlate
recommendations.

Essential Question: What are the nutritional guidelines for eating a well balanced meal? Why is
it important to eat a well balanced meal?

Key Concepts:

Understanding the food groups included in the MyPlate guidelines.

Being able to list at least three foods included in each food group.
Understanding the importance of following the MyPlate guidelines.
Understanding how to compare daily food consumption to the MyPlate guidelines.

Vocabulary:
General: N/A
Special: N/A

Technical:
Fiber: the indigestible part of plant foods that travels through our digestive system, absorbing
water along the way and easing bowel movements.

Dietary fiber: nutrients in the diet that are not digested

Whole grains: contain all the essential parts and naturally-occurring nutrients of the entire grain
seed in their original proportions.

Refined grains: grain products consisting of grains or grain flours that have been significantly
modified from their natural composition.

Folate: a water-soluble B vitamin that is naturally present in some foods, added to others, and
available as a dietary supplement.

Potassium: a mineral that, among other things, helps muscles contract, helps regulate fluids and
mineral balance in and out of body cells, and helps maintain normal blood pressure by blunting
the effect of sodium.

Calcium: the most important mineral for the human body. It helps form and maintain healthy
teeth and bones.

Monounsaturated fats: a type of fat found in a variety of foods and oils. Eating foods rich in
monounsaturated fatty acids improves blood cholesterol levels.

Polyunsaturated fats: a type of fat found mostly in plant-based foods and oils. Eating foods rich
in polyunsaturated fatty acids improves blood cholesterol levels.

Chronic disease: one lasting 3 months or more that cannot be prevented by vaccines or cured
by medication, nor do they just disappear.

Instructional Materials/Resources:
Printed Materials: N/A
Supplies: N/A
Internet Resources:
https://www.ahealthiermichigan.org/2015/04/28/why-all-5-food-groups-are-essential-to-
maximizing-your-health/
https://www.choosemyplate.gov
https://www.choosemyplate.gov/MyPlate-Daily-Checklist

Electronic Resources:
chrome book or laptop
Instructional Strategies and Activities
Beginning of Class: (5 minutes)

Introduce Topic for the day

Distribute and go over daily vocabulary sheet

Pre-Reading Strategy: KWL (5 minutes):

The teacher will start the lesson by giving each student a KWL organizer. The teacher will then
ask the students what they already know about the MyPlate nutritional guidelines. The teacher
will write student responses in the K column of the organizer on the board or projector so the
whole class can see the responses. After the students have stated what they already know about
the MyPlate guidelines, the teacher will ask them what they want to find out about them. The
teacher will then write those responses in the W column.

During Reading Strategy: Group Retellings: (20-25 minutes)

Once the students have completed the K & W sections of their chart, the teacher will split up the
students into groups of 6 to find out more about each of the MyPlate food groups. For this
activity the students will be provided a website to go to where they will look up information on
each of the MyPlate food groups. This website will have clickable links for additional
information on each food group that the students will need to access to complete the activity. The
teacher will introduce the initial website and demonstrate how to navigate between the two
websites before beginning the activity. After being assigned to a group, each student will choose
1 food group that they will be responsible for learning about. Each student will be given a
handout where they will record the information for their food group. Each student will be
responsible for filling out the following categories of information for their food group:

foods included in this group

daily recommendation for males (14-18)
daily recommendation for females (14-18)
serving equivalents
benefits of eating foods in this group

Once each student has filled in each of the categories for their food group, they will then present
the information they gathered to the rest of their group members. Each students should verbally
communicate this information. Simple copying down information from everyone's chart will not
be allowed. Once each group has filled in the information for each of the remaining food groups,
the teacher will conduct a class discussion to ensure that each group was able to gain the
necessary information about each food group. To do so, the teacher will go through each of the
categories for each food group, having students offer some of the information they recorded in
their chart. For example, for the fruits food group, the teacher may ask the student who was
responsible for fruits in group 1 to state some of the foods included in this group, then ask the
student who was responsible for fruits in group 2 to state what they found about daily
recommendations. Throughout this discussion, the students will have the opportunity to add
information to their charts about each food group.

Some additional questions that the teacher would ask in the discussion that were not included on
the food group chart would be:

Does it matter what types of grains we consume as long as we are meeting the
recommended amount? How much of the grains we consume should be whole grains?
Does all fruit juice count as a serving of fruit? What percentage does the fruit juice need
to be? Do these same rules apply to the vegetable group?
What should most of the dairy products we consume be?
Even though oils are not food groups why is it important for us to consume a certain
amount?
Are the recommended daily amounts for each food group the same for each person? What
do they depend on?

*Groups that do not have 6 members can work together on the remaining food groups to fill in
the categories of information for those food groups.

After Reading Strategies:

KWL: (10 minutes)
The teacher will first refer back to the KWL chart where she will ask the students what they have
learned after reading about the food groups. Once the students have filled in this column of their
chart, they will now list the information that they plan to use in the lower section of the chart.

Concept Circles: (10 Minutes):

Once the students have completed the four sections of their KWL the teacher will give each
student a series of concept circles to determine what they have gained from reading and talking
about the MyPlate food groups. Once each student completes their concept circle, the teacher
will go through each circle and ask the students what they put for each one. The teacher will
allow the students to add to or make changes to their circles so they can study them, along with
their food group chart for tomorrow's quiz.

Differentiated Instruction:
Struggling Readers:
During Reading:
For the group retelling activity, these students will be in a group that will be lead by the teacher.
The teacher will work closely with students in helping them locate the correct information to fill
out their section of the chart. The teacher will not find the answers for the students, but will be
there to provide support to them if they begin to have trouble understanding the content of the
reading. Having the teacher there to support the group will help these students to have success in
their particular roles in the group.

After Reading:
These students will be allowed to work in partners to complete the concept circles handout.
Having these students work in pairs will allow them to talk between one another about what they
remember from the reading activity. These students will most likely remember different aspects
of the reading, so they will be able to offer each other some support in remembering specific
facts about the food groups. Being able to talk back and forth about the reading content will help
them to develop a deeper understanding of what they read which will help them in completing
the concept circles.

Gifted:
During Reading:
In addition to completing their own section of the activity, these students will be the team leaders
of each group. They will be responsible for keeping each member on task, making sure their
group is completing their sections in a timely manner, and providing help to any of the group
members that encounter a problem while working on their section of the assignment.

After Reading:
These students will be given a special version of the concept circle handout and will be asked to
work on it on their own. The version that these students will complete requires them to think a
little harder about the answers to each concept circle because additional information is missing
for some of the circles.

After Reading Assignment/Homework: My Plate Comparison Activity: (10 minutes):

Now that the students have learned a little bit more about each food group and the recommended
amounts of each food group that they should be consuming each day they will see how their
average food choices match up to those recommendations. Each student will choose 3 complete
meals that they commonly consume, 1 for breakfast, 1 for lunch and 1 for dinner. They will
make educated guesses on how many cups, ounces, etc. they consume for each listed item and
write all this information down on a piece of paper or in a word document. Once the students
have chosen their meals they will use the MyPlate checklist calculator on the MyPlate website to
make their own food plan based on their age, gender, weight, height and level of physical
activity. The students will use the MyPlate food plan to see how their common meal choices
compare to their recommended totals for each food group. The students may need to refer back
to their food group charts or the equivalent pages on the MyPlate website to help them determine
equivalent amounts. Since this is most likely a new activity for all of the students in the
classroom, the teacher will tell the students what her 3 typical meals were and walk them through
how she calculated each food group and compared it to her daily totals. As the students are
working on their plans, the teacher will walk around the room to provide support and answers
questions.
*Since the students will not have time to complete this activity in class, the teacher will explain
the assignment and will have the students to complete it for homework. If some students do not
have internet access at home, the teacher can print out the required pages that they will need to
complete the activity.

Summary:
Today we learned that there are 5 food groups included in the MyPlate guidelines. These food
groups include: proteins, vegetables, fruits, grains and dairy. We also learned that oils are also a
not a food group but provide essential nutrients to our bodies, but consumption should be limited
to a very small amount. We learned that some of the foods in the protein group include meat,
poultry, seafood , beans and nuts, some of the foods in the grains group include any food made
from wheat, rice, oats, cornmeal, barley or any other cereal grain, some of the foods in the dairy
group include all fluid milk products and many foods made from milk, and we learned that foods
in the fruit and vegetable groups include all fruits and vegetables or 100% fruit and vegetable
juices.
Name: Class Period: Date:

KWLL Chart
Topic: My Plate Food Groups

K- What I Know W-What I Want L- What I L-What I Still

to Know Learned Need to Learn

Categories of Information I Expect to Use

Name: Class Period: Date:

Directions: Each group member will pick 1 food group to complete the chart information for.
Information should be collected using only the websites provided in class. Once each member has filled
in their section of the chart, group members will take turns informing the rest of their group members
about their food group.

Fruits Vegetables Grains Proteins Dairy Oils

Foods Included

Daily
Recommendation
Males (14-18)

Daily
Recommendation
Females (14-18)

Serving
Equivalents

Benefits of Eating
Foods in this
group
Name: Class Period: Date:

Concept Circles
Directions: Shade in the section that does not relate to the words in the other sections,
then name the concept.

1.

Fruits Oils

Grains Proteins

2.

Wheat Pasta

Seeds Rice
 3.

Any Fresh
Juice Berries

Banana
Grapes Puree

Directions: Add an additional example to the circle.

4. Oils

Vegetable

Olive Canola
 5. Dairy

Soymilk Cheese

Milk

6. Protein

Eggs Seafood

Poultry
Directions: Add an additional example to the circle and name the concept.

7.

Sweet
Potato

Broccoli Spinach
Name: Class Period: Date:

Concept Circles
Directions: Shade in the section that does not relate to the words in the other sections,
add a word that does relate, then name the concept.

1.

Fruits Oils

Grains

2.

Pasta

Seeds Rice
 3.

Any Fresh
Juice Berries

Grapes

Directions: Add an additional example to the circle, then name the concept.

4.

Vegetable

Olive Canola
 5.

Soymilk Cheese

Milk

6.

Eggs Seafood

Poultry
 7.

Sweet
Potato

Broccoli Spinach
Name:

Meal 1:

Meal 2:

Meal 3:

Snacks:

Recommended Totals
Fruits:
Vegetables:
Grains:
Dairy:
Protein:

Recommended Allowance for Oils:

How did your 3 meals match up with your recommended totals for each
food group? Did you meet all your recommendations? If not, which food
groups do you need to incorporate into your everyday diet?