Developmental Lesson Plan

Teacher Candidate: Allison Scullin, Maggie Schmoyer, and Kim Shay (all) Date: October 17

Group Size: 20 Allotted Time 45 minutes Grade Level 3rd Grade

Subject or Topic: Meals

Learning Targets/Objectives:
The third Grade Students will be able to create 3 meals that would be considered as a healthy
diet according to the MyPlate food model.
Assessment Approaches: Evidence:
1. DineDecisions 1. Must go up to level 3.
2. Inquiry Sheet 2. Correct Explanations of healthy vs.
3. Measuring unhealthy foods and able to create 3 healthy
4. Class Discussion to close meals.
…. 3. Measuring out the healthy recipe.
4. What made this recipe healthy?
…
Assessment Scale:
Part 1: 1 point for each correct explanation of an healthy/unhealthy food: 3 points in all.
Part 2: 1 point for each correct Go, Slow, and Whoa Food: 9 points in all.
Part 3: 2 points for each healthy food in a meal: 6 points for each meal.

20-30 points: Proficient

Subject Matter/Content:
Prerequisites:
● Students should have prior knowledge of how much of each food group is
recommended for a 3rd grader.
● Students should know their daily calorie intake for a third grader.
● What foods are considered healthy and unhealthy.
● Basic measuring units (cups, tablespoons, and teaspoons.)
● Be able to use the MyPlate food model and daily intake sheet to create 3 healthy meals.
Key Vocabulary
● MyPlate: A pictorial guide developed to advocate healthy eating habits. It shows which
types of foods should be eaten in lesser or greater amounts for good health.
● Breakfast: The first meal of the day, typically eaten in the morning.
● Lunch: Any light meal, esp. the regular midday meal between breakfast and dinner.
● Dinner: The main meal of the day, usually eaten in the evening.
 ● Healthy: Good for you
● Unhealthy: Bad for you
● Sometimes foods: Can be enjoyed some times.
● Everyday foods: Can be enjoyed most of the time.
Content/Facts:
● Know the Recommended daily intake for a 3 grader (servings based off the MyPlate
food model and calorie intake.)
● Be able to identify healthy and unhealthy foods and why they belong to that category.
● Be able to create and then explain why 3 meals could be considered a healthy diet by
using the MyPlate food model.
Introduction/Activating/Launch Strategies:
● The teacher will activate the students prior knowledge of the MyPlate food model and
unhealthy and healthy foods by showing them two foods. By using what we learned in
our prior lessons, can we decide which of these foods would be considered healthy and
which would be considered unhealthy?
● The teacher will first pass out the inquiry sheet.
● Then she will pull out a bag of potato chips, a banana, and peanut butter. The students
will use the sheet to categorize the foods. Healthy or unhealthy. After they do that, they
will give a brief explanation of why they put that food in the unhealthy or healthy
category.
● 3-5 students will then be chosen to share their answers.
● After the students share their answers, the teacher will then introduce them to the app:
DineDecisions. This app is through MyPlate.com.
Development/Teaching Approaches
● The teacher will open MyPlate.com to show the students how to get to the app through
a resource that we’ve used throughout our entire unit. The teacher will model how to
get to the website and download the app.
● After the teacher shows how to download the app, she will go through the tutorial with
the students.
● The objective of the game is to choose if the food is “Go” which would be the foods
we eat that we consider healthy. These foods are high in nutrients and low in calories.
Foods that are “Slow” are the foods that we consider our sometimes foods. It’s okay to
eat these a couple times a week, but not healthy to eat them every day. “Whoa” foods
would be things that contain high amounts of sugars and fats, which ultimately hold no
nutritional value. The students move the foods with their finger to the right conveyor
and get points added or deducted for choosing the right category.
● The students will be expected to play up until level 2. On their inquiry sheets they will
record their high score for each level and 3 foods from each category (Go, Slow,
Whoa.)
● After each student finishes playing the game and recording on their inquiry sheets they
will move onto the next component of the Inquiry sheet: Creating a days meal.
● A small discussion will be held to talk about what each student usually eats for these
meals on a daily basis. Students will be encouraged to share what they eat for breakfast
(in the morning), eat during lunch at school (midday), and what they eat for dinner
after school (evening.) This allows for students to brainstorm ideas before going on
their own.
 ● The teacher will then hand out the Daily Meal Planner for a 1,600 calorie diet
(recommended daily calorie intake for a 3rd grader.) along with the MyPlate food
model. She will also show them the pictures that will be available in the front of the
class for them to reference. The bags of paper food are separated by categories: Drinks,
Fruit, Grains, Vegetables, Meats, Milk, Snacks and a Combination foods. Each picture
of the food has the measurement and the nutrition label for that measurement. Students
are encouraged to go up to the table and look at these foods while making their meals.
● The students will use these resources to create 3 meals on their own: breakfast, lunch
and dinner. Along with the handouts the students will fill the amount of each food
using the measuring system they learned while investigating nutrition labels (cups,
tablespoons and teaspoons.) and the food item.
● The teacher will then present her anchor chart of the meals she created prior to class.
● The teacher will explain again that when creating the meals, we need to keep in mind
of everything we have learned thus far. During this time the vocab learned throughout
the unit will be reintroduced: healthy, unhealthy, sometimes foods and healthy foods.
● The students are encouraged to use this as a reference, but will not be able to use every
food seen on the chart. They may take 2 things from it, but if they copy the teachers
they will have to re-do it without the resources provided for them.
● Each meal has 3 spots for different foods.
● After the explanations and discussions, the students are free to start creating their
meals.
● As the students start finishing with their meals, they will be able to come up to the
front to actually measure out and eventually eat a healthy recipe found from the
Sample Menus found on MyPlate.com.

Closure/Summarizing Strategies:
● To close the lesson the students will come up to the front to create a Taco Salad from
the Sample Menu off of MyPlate. The students will measure each ingredient out into
their bowl based off the serving size labels printed next to each food. Once each
student has handed in their inquiry sheet and measured out their food. The class will
close with a discussion of why what we are eating is healthy.
Accommodations/Differentiation:
Jane Doe: Cerebral Palsy (House trouble using her hands..)
● The teacher will sit with J.D and play the app with her. J.D will tell the teacher which
category the food belongs in and the the teacher will move them for her. With the
inquiry sheet, the student will be able to orally tell the teacher which foods she would
use to create 3 meals. Finally when they students are getting the food, J.D would go up
and tell the teacher how much of each food would go in her bowl while the teacher
pours it in for her.

Materials/Resources:
Teacher:
● 1 bag of potato chips.
● 1 jar of peanut butter.
 ● 1 banana.
● 1 bag of candy.
● Ingredients for Taco Salad (Premade.)
● Daily Meal Anchor Chart (Premade.)
● Measuring Cups.
Students:
● Inquiry Sheets (20.)
● Pencils (20.)
● IPads (20.)
● Daily Meal Planner Sheet (20.)
● MyPlate Food Model (20.)
● Bags of Paper Food (8 bags.)
Websites:
● http://www.yourdictionary.com/dinner?direct_search_result=yes
● https://www.choosemyplate.gov
● http://www.nourishinteractive.com/nutrition-education-printables/248-children-daily-
balanced-meal-plan-1600-calories
● https://choosemyplate-prod.azureedge.net/sites/default/files/misc/tools/Sample_Menus-
2000Cals-DG2010.pdf

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

15/20 Proficient
3/20: Basic
2/20: Below Basic

Remediation Plan (if applicable)

If a student was to accurately describe why the foods from the App were healthy or unhealthy,
they may not have correctly created 3 healthy meals as well. The teacher would need to go
over with the student the vocabulary again and make sure they understood for the unit test what
a healthy and unhealthy meal may consist of.

Personal Reflection Questions