Ete 343 Integrativeunit

Table of Contents
Introduction ..1
Goals and Vision .2
Topic/Concept Web .4-5
Daily Schedule...6-7
Overall 2 Week Schedule.8-9
Learning Environment Design .10-11
Lesson Plans
Language Arts .12-27
Math.48-60
Snack..28-31
Music..32-40
Art 41-47
Movement.. 61-71
Science 72-88
Social Studies 89-114
Parent Involvement Extensions 115-118
Participatory/Interactive Bulletin Board Design.. 119-120
Professional Resources.121
Student Resources..122
Sources..123
Reflections 124-125
Dalluge & Less 1
Introduction
This project is important because students come into contact with food
in their daily lives. With the increase in childhood obesity, its important for students
to understand what they are putting in their bodies, and how to make healthy
choices in their daily lives. Having an understanding for a healthier lifestyle will help
students overall in their lives. Students will learn how to make healthy food choices,
where food comes from, and will also get to create healthy snacks of their own. By
the end of the unit, students will be able to identify foods in each food group. They
will also learn what people eat around the world. Students will also learn the roles of
a farmer. Students will get to taste test different foods, and hopefully discover a
love for healthy options. Along with learning healthy food options, students will also
be participating in creative movement activities that will encourage healthy living
habits.
Dalluge & Less 2
Goals and Visions

The general purpose of this nutrition unit is to make children aware of the different
food groups that they come into contact with daily. Students will learn about what
foods are good for their bodies, and what foods they should limit themselves to.
Students will be able to explain the food groups and what theyre composed of.
They will also be able to explain the roles of farmers. They will be able to retell
stories that they hear in class and act them out through finger puppets or materials
in the dramatic play center. Students will be able to apply the knowledge they learn
from the unit in their everyday lives. They will understand how many servings of
each food group they should have in a day, and make healthy choices during meal
time. Students will also have an understanding of what people in other countries
eat, and what utensils they use on a daily basis. Students will be able to share with
the class what they like to eat and why.
Dalluge & Less 3
Dalluge & Less 4
Final Bubble Map vs. Original

For our final bubble map, we typed out some of our lessons. These lessons
answer the questions we had for our original bubble map. For example, on the first
day in social studies, we describe what the food pyramid is, and why its important.
This lesson is called Introduction to Choose My Plate. Throughout the unit, we
discuss different types of foods that can be found within the different food groups.
We also talk about serving sizes in math. Our final bubble map is much more
detailed than our first, as weve answered all the questions in great detail.
Dalluge & Less 5
Daily Schedule
7:50-8:10
8:10-8:25
8:25-8:50
8:50-9:15
9:15-9:55
9:55-10:35
10:35-11:05
11:05-11:35
11:35-12:20
12:20-12:45
12:45-1:25
1:25-2:05
2:05-2:45
2:45-3:00
Morning Routine
*Hang up coats and backpacks
*After students have hung up their
things, they will go to their desks and
draw a picture or write in their journal
Circle Time
*Students will gather on the
circle carpet and sing two fun songs,
go over the calendar, figure out what
the weather is like that day, review
concepts, and talk about what
activities will be done during the day.
Language Arts
Literacy Centers
Snack and Recess
*Students will have snack in the
classroom, and play at centers.
*Teacher may pull students to
work in small groups or for individual
work.
Art or Music
*Monday, Wednesday, and
Friday students will go to Music.
*Tuesday and Thursday,
students will go to art.
Math
P.E.
Lunch and Recess
Naptime
Science
Social Studies
Centers/Individual Work
*Students will go to centers or
work on individual work during this
time.
Dismissal
*Students will gather their
belongings, line up, and prepare to
walk to the busses or pick-up area.
Dalluge & Less 6
Dalluge & Less 7
Dalluge & Less 8
Dalluge & Less 9
Dalluge & Less 10
Learning Environment Description

In our classroom, it would be linoleum flooring and the bathroom would be tiled flooring. Our
classroom would have windows on each wall and plants so it would be more welcoming to
the students. We have a door leading to the outside, as well as the hallway. Our coat
lockers are right outside our classroom, in order to leave more room. We have storage
closets in the room to store our materials throughout the weeks for this unit.
Library
In this center, we will have books from our lessons that we are using and put them in the
bookshelf. After we read our books to our students, we will put them back on the
bookshelf. The students can read freely. The books are about different types of food and
nutrition.
Art
For art, there will be materials such as paint, scissors, glue, carrot cut outs, paper (computer
and construction), crayons, markers, and tissue paper that goes with our art lessons.
There is a storage closet with the materials in them. There is a table and art easels to
make it easier for kids to draw.
Table Toys
There will be a table in this center with a couple chairs. There will be plastic foods and cards
that the students can play with.
Kitchen Area
In this area, there will also be plastic foods. There will also be plates, cups, and silverware so
the students can practice their manners while eating.
Dalluge & Less 11
Title: Food Group Go Fish

Subject: Language Arts Lesson for Kindergarten
Duration: 40 minutes
Objective: Students will recognize what types of food they have in their hand.
Students will ask questions to other students, hoping that they have the card that
they want. Students will be expected to memorize what cards the students are
holding.
Early Learning Standard:
4.B.Ka: Use language to communicate needs and wants.

Material:
5 decks of food cards

Procedure:
1.
Review food groups to the class
2.
Ask children if they ever played Go Fish
3.
Explain the rules to them
4.
Divide children in 5 groups
5.
Hand out deck to each group
6.
Hand out 5 cards to each player
7.
Walk around the room while students are playing this game
8.
1 student asks a question to another student
a.
Do you have a fruit?
i.
If that student says yes, they have to say a fruit that they have
in their hand
ii.
If that student says no, they have to draw from the Go Fish pile
in the middle
9.
They put that pair down
10. The game continues until all the card pairs are matched
Assessment:
I will see if my students can pair up cards and identify what cards they have. I will also
see if my students know what the food groups are.
Students with modifications:
For students with ADHD, I will have them pass out the deck of cards to each group. For
students who are gifted, I will have them pass out 5 cards to each student. For
students who are visually impaired, I will group up a gifted and visually impaired
student together, and they can be one team, or partners.
Dalluge & Less 12
Title: Fruits and Veggies Puppet Play

Subject: Language Arts
Illinois Early Learning Standards:
CCSS.ELA-Literacy.SL.K.1.a Follow agreed-upon rules for discussions (e.g.,

listening to others and taking turns speaking about the topics and texts under
discussion).
CCSS.ELA-Literacy.RL.K.1 With prompting and support, ask and answer

questions about key details in a text.
CCSS.ELA-Literacy.RL.K.2 With prompting and support, retell familiar stories,

including key details.
CCSS.ELA-Literacy.RL.K.10 Actively engage in group reading activities with

purpose and understanding.
Objectives:
Students will learn facts about fruits and vegetables. (CCSS.ELALiteracy.SL.K.1.a) (CCSS.ELA-Literacy.RL.K.1)
Students will be able to use fruit and vegetable finger puppets to retell facts
they learned about in the story, as well as retell the story in their own words.
(CCSS.ELA-Literacy.RL.K.2) (CCSS.ELA-Literacy.RL.K.10)
Materials:
The ABCs of Fruits and Vegetables and Beyond by Steve Charney and David Goldbeck
Fruit and vegetable finger puppets
Prep Work:
Teacher will get the book The ABCs of Fruits and Vegetables and Beyond by
Steve Charney and David Goldbeck.
Procedures:
1.
Teacher will read The ABCs of Fruits and Vegetables and Beyond by Steve
Charney and David Goldbeck.
2.
Students will go to the front of the class in groups to retell parts of the story, as
well as create their own.
3.
Teacher will make sure students stay on topic with their stories.
4.
This process will continue until each student has a turn to use the finger
puppets.
Dalluge & Less 13
Assessment:
Students will listen to the story as the teacher reads. (CCSS.ELALiteracy.SL.K.1.a)
Students will discuss as a class what they learned during the reading.
(CCSS.ELA-Literacy.RL.K.1)
Students will retell the story using finger puppets, as well as create their own
story. (CCSS.ELA-Literacy.RL.K.2) (CCSS.ELA-Literacy.RL.K.10)
Accommodations:
Students with visual or hearing impairments will be placed at the front of the
carpet.
Teacher will allow students to look through the book before presenting their
story/retelling.
Teacher will assist students as needed.

Source:
Charney, S., & Goldbeck, D. (2007). The ABCs of fruits and vegetables and beyond. CA:
Ceres.
Dalluge & Less 14
Title: Grains On My Plate

Illinois Common Core Standards:
discussion).
CCSS.ELA-Literacy.RL.K.1 With prompting and support, ask and answer questions

about key details in a text.


Objectives:
Students will learn all about grains.

Students will be able to identify different types of foods in the grain food group.
Materials:
Grains On My Plate by Mari Schuh
A sign that says grains
A sign that says not grains
Pictures of foods in the grain food group
Prep Work:
Teacher will write the signs that say grains or not grains.
Teacher will print off pictures of foods that are in the grain food group.
Procedures:
1.
2.
3.
4.
Teacher will read Grains On My Plate by Mari Schuh

Students will talk about what they learned in the book.
Students will participate in a grain sorting activity.
Students will come up one by one and tape pictures of foods under the grains or
not grains sign.
5.
After each picture is placed correctly under the signs, teacher will go over each
of the foods in the grain group.
6.
Students will verbally tell teacher what food group the foods under not grains
belong to.
Dalluge & Less 15
Assessment:
Students will listen to the story. (CCSS.ELA-Literacy.SL.K.1.)
Students will participate when teacher asks them questions about the story.
(CCSS.ELA-Literacy.RL.K.1) (CCSS.ELA-Literacy.RL.K.2)
Students will participate in sorting activity. (CCSS.ELA-Literacy.RL.K.10)
Accommodations:
Teacher will place students with visual or hearing impairments in the front of the
circle.
Students will be spread apart evenly so each student has a clear path to the
board.
Teacher will facilitate a short discussion to have students recall what grains are.
Source:
Pictures retrieved from clip art.
Schuh, M. (2012). Grains on my plate. Mankato, MN: Capstone Press.
Pictures for Sorting Activity
Dalluge & Less 16
Dalluge & Less 17
Dalluge & Less 18
Dalluge & Less 19
Title: A Seed Is A Promise


discussion).



Objectives:
Students will learn about foods that contain seeds. (CCSS.ELA-Literacy.SL.K.1.a)

Students will be able to engage in a discussion about the book. (CCSS.ELALiteracy.RL.K.1) (CCSS.ELA-Literacy.RL.K.2 )
Students will be able to recognize foods that have seeds, and draw foods that
have seeds. (CCSS.ELA-Literacy.RL.K.10)
Materials:
A Seed Is A Promise by Claire Merrill
Prep Work:
Teacher will get the book A Seed Is A Promise by Claire Merrill.
Procedures:
1.
2.
3.
Teacher will read A Seed Is A Promise by Claire Merrill.

Students will participate in a discussion about the book.
After the discussion, students will go back to their desks and draw a picture of a
food that has seeds.
Discussion Questions:
What are some examples of foods that have seeds?

What food group do these foods belong to?
Have you ever eaten a seed?
What kind of animals were in the book?
What kind of seeds did they eat?
What is the seeds promise?
Dalluge & Less 20
Assessment:
Students will draw a picture of a food that has seeds. (CCSS.ELALiteracy.RL.K.10)

Accommodations:
Teacher will help facilitate discussion.

Teacher will show pictures of the book so students can recall information.
Teacher will be sure students with visual or hearing impairments are placed at
the front of the circle during the reading.
Teacher will write what food each student drew.

Source:
Merrill, C. (1990). A seed is a promise. New York, NY: Scholastic Trade.
Dalluge & Less 21
Title: Do You Recognize this Breakfast Food?

Objectives: Students will identify different types of food on a plate, and figure out
what is healthy to eat in the morning vs. what is not healthy to eat in the mornings.
Early Learning Standards:
5.B.K: Relate prior knowledge to new information.
Materials:
Maxs Breakfast book
Milk
Eggs
Popcorn
Chocolate
Pancakes
Cereal
Orange
Candy
Ice cream
Paper plates
Procedure:
1.
Have children raise their hands if they like breakfast
a.
Ask them what they usually eat for breakfast
2.
Read Maxs Breakfast to the children
3.
After reading, ask children what they remembered from what Max ate for
breakfast
4.
Put out a paper plate and place on: pancakes, milk, and popcorn
5.
Ask the children what each food is
6.
Ask children what food does not belong with breakfast foods
Dalluge & Less 22
a.
The answer is popcorn
7.
Do this with other combinations
8.
Tell children that breakfast is the most important meal of the day and that we
should eat breakfast each day
Assessment:
I will assess my students if they can identify food, especially breakfast food.
Students with Modifications:
For students who are visually impaired, I will have them sit in the front of the
classroom. For students with ADHD, I will have them put each ingredient that I say
out loud on the plate. They will be up during the activity after I read the story. For
students who are gifted, I will ask them what kinds of cereal there are out there,
since cereal is a healthy breakfast food.
Reference:
Wells, R. (2004). Max's Breakfast.
Title: Gregory the Terrible Eater

Duration: 25 minutes for 3 days
Objective: Students will locate the components for a healthy breakfast, lunch, and
dinner.
Dalluge & Less 23
5.B.K: Relate prior knowledge to new information.
Materials:
Gregory the Terrible Eater by Mitchell Sharmat (1989)
Magazines
Newspapers
ProcedureDay 1 (Breakfast):
Before Lesson:
1.
Create a Gregory goat- using an image of a goats head, enlarge it if needed so it

is approx. the size of one sheet of paper, color and black with cardboard or card
stock. Cut a hole in the mouth of the goat. Place a 2 gallon baggie on the back of
the goats head so it opens to the mouth. This baggie will hold the food pictures
found by the children.
During Lesson:
1.
Using the food pyramid, review with children the number of servings that are
allowed from each group for one day.
2.
The children will be divided into five groups, each group will be assigned a
different food group from the pyramid.
3.
Each group will locate foods from breakfast from a magazine or newspaper
4.
Items located will be placed together on a paper plate with the heading
breakfast.
5.
Children will discuss items found. Answering questions such as: Is that a good
choice for breakfast? Is it an OK choice for everyday? Make certain that children
have allowed for drinks with their meal
6.
Children will mark off servings used from their food group as they use them. The
children will locate foods for lunch on the second day and dinner on the third. The
foods will be placed on plates like breakfast meal.
7.
Children will take turns feeding Gregory. Children will say the food and where it
belongs on the food pyramid as they feed the goat.
8.
Children take foods out of baggie and create new meals for Gregory.
Day 2Lunch:
1.
2.
Have children be in the same groups they were last time, with the same food
group they had
Each group will locate foods from lunch from a magazine or newspaper
Dalluge & Less 24
3.
Items located will be placed together on a paper plate with the heading lunch.
4.
Children will discuss items found. Answering questions such as : Is that a good
5.
foods will be placed on plates like lunch meal.
6.
7.
Day 3Dinner:
1.
Have children be in the same groups they were last time, with the same food
group they had
2.
Each group will locate foods from lunch from a magazine or newspaper
3.
Items located will be placed together on a paper plate with the heading dinner.
4.
Children will discuss items found. Answering questions such as: Is that a good
5.
foods will be placed on plates like dinner meal.
6.
7.
Assessment:
Have students work in groups and create new meals using all of the food groups.

For students with visually impaired, I will have them go to the front of the room. For
students who are deaf or partially deaf, I will also have them move to the front of
the room.
References:
Continuing Education and Local Support for Schools (CELSS) Resource Manual.
(n.d.). . Retrieved April 21, 2014, from
http://www.clocc.net/partners/group/school/FoodNutritionActivities.pdf
Dalluge & Less 25
Title: Different Types of Dairy

Objective: Students will know the different types of milk and cheeses.
1.C.Ka: Retell information from a story

Materials:
A carton of 2% milk
Dalluge & Less 26
A carton of skim milk

A carton of chocolate milk
A block of cheddar cheese
A block of Swiss cheese
A block of Colby Jack cheese
Paper plates
Procedure:
1.
Ask students what are some dairy foods that we eat
2.
Tell students that there are different types of cheese and milk
3.
Hand out plates to each child
4.
Hold up 2%, chocolate, and skim milk. Say that there are different kinds of milk,
and not just one type
5.
Ask children what milk they want
6.
Hold up cheddar, Swiss, and Colby jack cheese. Say that there are different kinds
of cheeses, and not just one type.
7.
Ask the children what type of cheese they want.
Assessment:
I will see if my students can identify the types of cheese and milk we have.
For students who are lactose intolerant, I will give them separate foods for them to
eat.
Title: Ants on a Log Snack

Materials:
1 spoon (per student)
1 plate (per student)
1 napkin (per student)
Peanut butter
Celery sticks
Raisins
Directions:
1.
Give each student a plate
Dalluge & Less 27
2.
3.
4.
5.
a.
6.
a.
7.
8.
a.
9.
Give each student a spoon

Give each student a napkin
Hand to each student 3 celery sticks
Give out 3 scoops of peanut butter and put it on their plates
Tell children to spread it on celery with their spoons
Hand out 15 raisins to each student
Have student count out the raisins you put on their plate
Have children put raisins on their peanut butter
Ask children where celery, peanut butter, and raisins fall on the Choose My Plate
Celery: vegetable
Peanut butter: meat and beans Raisins: fruit
They can eat!
Dalluge & Less 28
Title: Yogurt Parfait

Prep Time: 20 minutes
Ingredients:
20 plastic cups
20 packs of plain yogurt
Various types of cut up fruits (strawberries, pineapples, blueberries, raspberries, etc.)
Granola
Plastic spoons
Prep Work:
Teacher should cut up fruits into small pieces

Teacher will put a cup of yogurt into plastic cups
Instructions:
1.
2.
3.
4.
Pass out cups with yogurt.

Let students pick 2 types of fruits to put in their pudding.
Students can top off their yogurt with granola if they want.
Once everyone has made their parfait, students can eat.
Title: Strawberry Boat Snack

Dalluge & Less 29
Materials:
1 paper plate (per student)
1 napkin (per student)
Apple slicer
Apples
Mini pretzel sticks
Strawberries
Knife
Directions:
1.
Cut out apples using the apple slicer
2.
Cut out strawberries using a knife
3.
Hand out 1 plate to each student
4.
Hand out 1 napkin to each student
5.
Hand out 2 apple slices to each student
6.
Hand out 2 pretzel sticks to each student
7.
Hand out 2 strawberry slices to each student
8.
Have children stick 1 pretzel stick on top of each apple slice
9.
Have children stick each strawberry slice on top of their pretzel stick
10. Ask children what food group apples and strawberries fall under on the Choose My
Plate
a.
Strawberries: fruit
Apples: fruit
11. They can eat!
Dalluge & Less 30
Title: Dirt Pudding

Prep Time: 20 minutes
Ingredients:
20 plastic cups
20 chocolate/vanilla snack pack puddings
A bag of crushed up Oreos
A bag of gummy worms
Tablespoon measurer
Plastic spoons
Prep Work:
Teacher should smash up a bag of Oreos for the dirt.
Instructions:
1.
2.
3.
4.
5.
Pass out plastic cups, snack pack puddings, and plastic spoons to students.
Have students scoop pudding from snack pack to the plastic cup.
Teacher will let students scoop 2 tablespoons of dirt to put on their pudding.
Teacher will let students pick 2 gummy worms to put in their dirt pudding.
Once everyone has their dirt and worms, students will be allowed to eat their
dirt pudding.
Dalluge & Less 31
Title: Do You Eat Your Vegetables Song (Tune: Muffin Man)_

Subject: Music Lesson for Kindergarten
Duration: 15-20 minutes
Introduction: The class will sing a song about vegetables. Vegetables are part of the
ChooseMyPlate.
Objectives: Students will sing a song about vegetables. Students will know what
kinds of vegetables there are, and if they eat those vegetables while singing the
song.
26.A.Kc: Music: Participate in music activities by identifying a variety of sounds

and sound sources (e.g. voices)
Materials:
Do You Eat Your Vegetables? song sheet for classroom
Choose My Plate chart for classroom

Procedure:
1.
Hang up song sheet in front of the class
2.
Before singing the song, ask students to raise their hands if they like vegetables
3.
Ask the students who are raising their hands what kinds of vegetables they eat
4.
Point to where the vegetables section is on Choose My Plate
5.
Sing the Do You Eat Your Vegetables song:
Do you eat your vegetables, vegetables, vegetables?
Oh do you eat your vegetables?
Each and every day?
Oh, yes we eat our vegetables, vegetables, vegetables,
Oh, yes we eat our vegetables
Each and every day!
6.
7.
Ask students to repeat the song

After you do this with the children a few times, ask a student to name a
vegetable they chose
a.
E.g.:
Does Sydney eat her vegetables, vegetables, vegetables?
Oh does Sydney eat her vegetables?
Dalluge & Less 32
Each and every day?

Oh, yes Sydney eats her broccoli, broccoli, broccoli,
Oh, yes Sydney eats her broccoli
Each and every day!
8.
Tell students how important it is to eat vegetables every day
Assessment:
I will see if my students are listening and singing along to the song. I will also see if my
students know what kinds of vegetables there are. If they do not know what
vegetables are, I will work with them one-on-one with them during centers for 10
minutes.
If my student is deaf or partially deaf, I will have them sit in the front of the room. I will
try and learn sign language for the song and bring in an interpreter. If someone is
gifted, I will ask him or her if they can figure out another word that has a long vowel
sound. If a student is visually impaired, I will have them sit in the front of the class.
This will help them see the lyrics and Choose My Plate better.
Reference:
Using Songs to Each Nutrition: A List of Songs for Use in the Preschool Classroom.
(2010, December 8). Healthy Preschoolers. Retrieved April 15, 2014, from
http://www.healthypreschoolers.com/Websites/healthypreschoolers/images/Song_Lis
t_Final.pdf
Dalluge & Less 33
Title: Tissue Paper Carrots

Subject: Art Lesson for Kindergarten
Objectives: Students will be expected to know what color carrots are by what colored
tissue paper is given out. Students will glue tissue paper and construction paper on
the carrot cut out.
25.B.Ka: Describe or respond to their own creative work or the creative work of
others.
Materials:
Cut out of carrot
Orange tissue paper
Green construction paper
Scissors
Glue bottle
Procedure:
1.
Ask students to raise their hands if they like carrots
2.
Ask them if they like carrots
3.
Ask students what color carrots are
4.
Ask students what food group carrots belong in
5.
Give each student one carrot cut out
6.
Give students scissors
7.
Have students cut out the carrot
8.
Give each student 1 sheet of orange tissue paper
9.
Give each student 1 sheet of green construction paper
10. Have students cut out tissue paper in little square pieces
11. Glue tissue paper on carrot
12. Have children cut green construction paper in lines
13. Glue the green lines (leaves) on top of the carrot
14. When children are done, have them walk around the room and look at other
childrens artwork
15. When seated, tell children how delicious carrots are and that they make us grow!
Dalluge & Less 34
Assessment:
I will see if my students know what food group carrots go into. I will also see if they
can hold scissors correctly. I will also assess the students to see if they know what
color carrots are.

For students who have ADHD, I will have them pass out the materials to each student.
For students who have cerebral palsy in their arm, I can help them cut and glue the
tissue paper and construction paper on the carrot. I will do this by putting my hand
on top of theirs and guiding them.
Reference:
Stewart, D. (2010, November 10). Exploring Carrots for Healthy Food Week in
Preschool!. Teach Preschool. Retrieved April 19, 2014, from
http://www.teachpreschool.org/2010/11/exploring-carrots-for-healthy-foods-inpreschool/
Dalluge & Less 35
Title: Do You Like Your Yogurt Song (Tune: Do Your Ears Hang Low?)
Introduction: The class will sing a song about yogurt.
Objectives: Students will sing a song about yogurt. Students will know where yogurt
falls on the Choose My Plate.

Materials:
Do You Like Your Yogurt song sheet for classroom

Procedure:
1.
Hang up Do You Like Your Yogurt song sheet in front of the room
2.
Hang up Choose My Plate chart
3.
Before singing, ask students to raise their hands if they like yogurt
4.
Tell them where yogurt falls on the Choose My Plate, and why
a.
Milk is in yogurt, so it falls in the dairy section
5.
Point to the dairy section
6.
Sing the Do You Like Your Yogurt song while the students are listening:
Do you like your yogurt?
Do you like it in a bowl?
Do you like to eat it fast?
Do you like to eat it slow?
Do you like it topped with fruits?
Do you like topped with nuts?
Do you like your yogurt?
Dalluge & Less 36
Yes I like my yogurt

And I like it in a bowl.
And I like to eat it fast
And I like to eat it slow.
And I like it topped with fruits
And I like it topped with nuts.
Yes I like my yogurt!
Please pass me the yogurt, the yogurt, the yogurt.
Please pass me the yogurt so I can get healthy.
It has calcium and protein and vitamins for my body.
Please pass me the yogurt so I can get healthy.
7.
Have children repeat the song a few times
8.
After singing, tell the children how important it is to eat yogurt, and that there are
lots of flavors of yogurt to try!
Assessment:
I will see if my students can sit quietly and listen to the teacher while he or she is
singing the song. I will see if the students are singing along. I will also see if the
students know where yogurt falls under the Choose My Plate. If they are having
trouble with the food groups, I will work with them one-on-one during centers for 10
minutes.
Reference:
t_Final.pdf
Dalluge & Less 37
Title: Seed Art

Subject: Art
Illinois State Standards:
Fine Arts
26.B.1d Visual Arts: Demonstrate knowledge and skills to create visual works of
art using manipulation, eyehand coordination, building and imagination.
Common Core Standards: Language Arts
CCSS.ELA-Literacy.SL.K.6 Speak audibly and express thoughts, feelings, and

ideas clearly.
Objectives:
Students will be able to use their imagination to create a picture out of seeds.
(26.B.1d)
Students will be able to explain their creation to the class. (CCSS.ELALiteracy.SL.K.6)

Materials:
Various types of seeds (bird seed, pumpkin seeds, fruit seeds, planting seeds, etc.)
Glue
Paper
Procedures:
1.
2.
3.
Teacher will provide various seeds for the students.

Students will glue seeds to paper at their table to create a picture.
Once students have completed their artwork, they will show the class what they
created.
4.
They will also tell the class what kind of seeds they used.
Assessment:
Students will create a picture using seeds. (26.B.1d)

Students will present their creation to the class. (CCSS.ELA-Literacy.SL.K.6)
Accommodations:

Teacher will write down a description for students.
Students who have trouble with their fine motor skills will be given larger seeds.
Dalluge & Less 38
Dalluge & Less 39
Title: Seeds Song (Tune: Twinkle, Twinkle Little Star)

Introduction: The class will sing a song about seeds.
Objectives: Students will sing a song about seeds. Students will figure out how to
grow seeds from the song.

Materials:
Seeds song music sheet for class

Procedure:
1.
Hang up Seeds song in front of classroom
2.
Hang up Choose My Plate chart in front of classroom
3.
Before singing, ask students if they ever saw something growing in the ground
4.
Tell them that a lot of food that grows in the grounds starts off as seeds
5.
Sing the Seeds song to the students while they are listening:
Dig a hole deep in the ground.
Spread some tiny seeds around.
Pat them down, so they will keep.
They are lying fast asleep.
Rain will help the seeds to grow.
Sunshine keeps them warm I know.
6.
7.
a.
Have students repeat the song with you a few times

After singing, tell students what kinds of food grow in the ground
Carrots, potatoes, peanuts
Assessment:
I will see if my students are sitting quietly and listening to the teacher while he/she is
singing. I will also see if the students are singing along with the class.
Dalluge & Less 40

Reference:
t_Final.pdf
Dalluge & Less 41
Title: Spilt Milk Lesson

Subject: Art with Literacy Lesson for Kindergarten
Objectives: Students will know how to make spilt milk using cotton balls. Students
will tell a story using what they made from the cotton balls.
3.B.K: Represent stories through pictures, dictation, written words, and play.
Materials:
Cotton balls
Colored construction paper
Glue bottle
Pen
Procedure:
1.
Before starting the art project, ask students where milk comes from and what
food group milk goes into
2.
Ask students what color milk usually is
3.
Tell them that cotton balls are white and we are going to make spilled milk out
of cotton balls
4.
Hand each student 1 piece of colored construction paper
a.
They can choose what color they want
5.
Write their name on bottom corner of paper
6.
Hand each student a glue bottle
7.
Hand each student a handful of cotton balls
8.
Students tear the cotton balls apart
9.
Glue the cotton ball pieces onto construction paper, into any design they want
10. During center time, call up each student and have them tell a story from their art
project
a.
You can ask them you spilled milk! What shape did it make?
11. Write down their response on the front of their art project
Assessment:
I will see if my students know what food group milk goes into. I will see if my students
can tell a story from their spilled milk. I will see if they can glue cotton balls on
paper.
Dalluge & Less 42
For students with ADHD, I will have them pass out the materials to each student. For
students who are gifted, I will have them tell a more complex story about their
spilled milk. For students who have cerebral palsy in the arms, I will help them glue
the cotton balls onto the paper. I will do this by putting my hand on top of theirs and
guiding them.
Reference:
Mann, C. (2014, September 14). "It Looked Like Spilt Milk" Art Project. Pinterest.
Retrieved April 19, 2014, from http://www.pinterest.com/pin/192951165258451485/
Dalluge & Less 43
Title: Ear of Corn Song (Tune: Baby Bunblebee)

Introduction: The class will sing a song about corn.
Objectives: Students will sing a song about corn. Students will be expected to know
where corn goes on the Choose My Plate.

Materials:
Ear Of Corn song sheet for class
Choose My Plate chart for class

Procedure:
1.
Hang up Ear of Corn sheet in front of the classroom
2.
Hang up Choose My Plate chart in front of the classroom
3.
Before singing, ask students to raise their hands if they like corn
4.
Ask students what color corn is
5.
Ask students where corn goes on the Choose My Plate
6.
Point to where the vegetables are.
7.
Start singing the Ear of Corn song while the students are listening:
Im cooking up a baby ear of corn
Wont my mommy be so proud of me
Im cooking up a baby ear of corn
Ouch! It burned me.
Im cooling off a baby ear of corn
Im cooling off a baby ear of corn
Oohh! Its yummy
Im eating up a baby ear of corn
Im eating up a baby ear of corn
Now my mommy is so proud of me
Dalluge & Less 44
8.
9.
Have children sing along with you a few times

Tell children how important it is to eat corn, and that corn is delicious!
Assessment:
I will see if my students can sit quietly and listen to the teacher while the teacher is
singing. I will see if the students are singing along with the class. I will also see if the
students know where corn goes on the Choose My Plate. If some do not know what
food group it belongs to, I will work with them one-on-one during centers for 10
minutes.
Reference:
t_Final.pdf
Dalluge & Less 45
Title: Food People

Subject: Art
Fine Arts
art using manipulation, eyehand coordination, building and imagination.
Common Core Standards: Language Arts
CCSS.ELA-Literacy.SL.K.6 Speak audibly and express thoughts, feelings, and

ideas clearly.
Objectives:
Students will be able to cut food pieces out of construction paper, and use their
imagination to create a food person. (26.B.1d)
Students will be able to explain their creation to the class. (CCSS.ELALiteracy.SL.K.6)

Materials:
Colored construction paper
Glue
Paper
Procedures:
1.
2.
3.
Teacher will provide students with colored construction paper.

Students will cut pieces of construction paper to make different types of foods.
Once students have completed their artwork, students will present their artwork
to the class.
4.
Students will be able to tell what food makes up their food person.
Assessment:
Students will create a food person out of construction paper. (26.B.1d)

Students will present their creation to the class. (CCSS.ELA-Literacy.SL.K.6)
Accommodations:

Teacher will write down a description for students.
Dalluge & Less 46
Title: Im a Little Pumpkin Song (Tune: Im a Little Teapot)

Introduction: The class will sing a song about a pumpkin and the parts of a pumpkin.
Objective: Students will sing a song about a pumpkin. Students will be expected to
know the parts of a pumpkin through a song.

Materials:
Im a Little Pumpkin song sheet for class
Choose My Plate chart for class

Procedure:
1.
Hang up Im a Little Pumpkin song sheet in front of the room
2.
Hang up Choose My Plate chart in front of the room
3.
Ask children to raise their hands if they have ever seen a pumpkin
4.
Ask children what color pumpkins are
5.
Ask children if they have ever seen the inside of a pumpkin before
a.
If they have, ask what they saw (seeds)
6.
Ask students where pumpkin falls on the Choose My Plate, and have them come
up and point to it
a.
It is in the fruit group
7.
Sing Im a Little Pumpkin song to the students while they are listening:
Im a little pumpkin,
Orange and round (hold arms out in a circle)
Here is my stem (place fist on head)
There is the ground (point down)
When I get all carved up (cut palm with hand)
Dont you shout! (shake head and wave finger)
Just open me up (Open top of head with hand)
And scoop me out! (scoop out stomach)
8.
9.
Have children sing along with you a few times

Tell children that they can buy pumpkins at a pumpkin orchard, and that
pumpkins are healthy because they are fruit!
Dalluge & Less 47
Assessment:
I will see if my students are sitting quietly and listening while the teacher is singing
the pumpkin song. I will see if my students are singing along with the class. I will
also see if my students know what food group pumpkins are in. If they are having
trouble understanding the different food groups, I will work with them one-on-one
during centers for 10 minutes.
Reference:
t_Final.pdf
Dalluge & Less 48
Title: Comparing Serving Sizes

Subject: Math Lesson for Kindergarten
Objectives: Students will compare and measure different serving sizes from each
food group.
6.D.K: Make comparisons of quantities
7.A.Ka: Demonstrate a beginning understanding of measurement

Materials:
Choose My Plate poster
Different sizes of measuring cups

o cup
o cup
o 1/3 cup
o 1 cup
o 2/3 cup
Broccoli
Orange
Spaghetti noodles
Milk
Peanuts
Procedure:
1.
Hang up Choose My Plate poster in front of the class
2.
Hold up each ingredient and ask students what each food it is
3.
Hold up broccoli
a.
Ask them what food group it belongs to
4.
Read under vegetables section how many servings for vegetables
a.
1 cup
5.
Have a child come up and pour in 1 cup of broccoli
6.
Do this with each of the ingredients, calling out a different person each time
7.
Tell students that this is the amount of food we need each day in each food
group!
Assessment:
I will assess and see if my students can identify the measuring cups. I will also see if
my students can identify the ingredients I hold up.
Dalluge & Less 49

For students who are visually impaired, I will have them sit in the front of the class.
This will help them see better and clearer. For students with ADHD, I will have them
hold up each of the ingredients I call out to the class. That student will stand up the
whole time. For students who are gifted, I will ask them what other foods belong in
that food group (e.g. if I hold up broccoli, I will ask what other foods belong in the
vegetable group).
Reference:
How to Count Vegetable Servings. (n.d.). Choose My Plate. Retrieved April 21, 2014,
from http://www.choosemyplate.gov/food-groups/vegetables-counts.html
Dalluge & Less 50
Title: Counting with Food

Description of Integration: This is a math lesson integrated with nutrition/food
recognition for Kindergarten.
Subject: Math
CCSS.Math.Content.K.CC.A.3 Write numbers from 0 to 20. Represent a number

of objects with a written numeral 0-20 (with 0 representing a count of no objects).
CCSS.Math.Content.K.CC.B.4.b Understand that the last number name said tells

the number of objects counted. The number of objects is the same regardless of
their arrangement or the order in which they were counted.
CCSS.Math.Content.K.CC.B.5 Count to answer "how many?" questions about as

many as 20 things arranged in a line, a rectangular array, or a circle, or as many as
10 things in a scattered configuration; given a number from 1-20, count out that
many objects.
Objectives:
Students will be able to count the number of fruits or vegetables.

(CCSS.Math.Content.K.CC.B.5) (CCSS.Math.Content.K.CC.B.4.b)
Students will be able to write the number next to how many they count.
(CCSS.Math.Content.K.CC.A.3)
Students will be able to recognize the fruit or vegetables they circle.

Materials:
SMART board
Prep Work:
Teacher will create a document with segments of varying fruits and vegetables.
Procedures:
1.
2.
Students will be called one by one to the SMART board.

Students will circle how many fruit or vegetable objects they see in the picture.
(Ex: How many green vegetables do you see? How many red fruits do you see? Etc.)
3.
Students will be able to verbally recognize the fruit or vegetable they are
looking at.
4.
Students will then write the number of objects they circled.
5.
Assessment:
Dalluge & Less 51
Students will successfully be able to circle the correct amount of fruits or

vegetables, write the correct number, and will be able to recognize the fruit or
vegetable they circled. (CCSS.Math.Content.K.CC.A.3)
(CCSS.Math.Content.K.CC.B.5) (CCSS.Math.Content.K.CC.B.4.b)
Accommodations:
The room will have enough space between desks for students to maneuver to
the board. This will help students confined to wheelchairs, or students with other
mobile disabilities.
Students will receive aid from the teacher if needed to help write the number of
objects they circle.
Dalluge & Less 52
Title: Fishing For Numbers

Subject: Math
CCSS.Math.Content.K.CC.B.4.a When counting objects, say the number names

in the standard order, pairing each object with one and only one number name and
each number name with one and only one object.
CCSS.Math.Content.K.OA.A.1 Represent addition and subtraction with objects,

fingers, mental images, drawings1, sounds (e.g., claps), acting out situations, verbal
explanations, expressions, or equations.
CCSS.Math.Content.K.OA.A.5 Fluently add and subtract within 5.

Objectives:
Students will be able to make one-to-one matches.

(CCSS.Math.Content.K.CC.B.4.a) (CCSS.Math.Content.K.OA.A.1)
Students will be able to solve simple addition and subtraction. (

CCSS.Math.Content.K.OA.A.5)
Materials:
Blue butcher paper
Laminated paper fish with numbers, objects, and simple addition and subtraction
equations
Tape
Prep Work:
Teacher will put together fish with numbers, objects, and simple addition and
subtraction equations on it.
Procedures:
1.
2.
Teacher will introduce Fishing for Numbers lesson.

Teacher will explain that each student will get three fish cards. The cards could
have a number, objects, or an addition or subtraction problem on it.
3.
Students will have to find the corresponding fish in their groups sea.
4.
Teacher will model how to do the activity. Teacher will match a pair out of her
own sea, and put her match up on the board.
5.
Students will then work on their own fishing experience with their groups.
6.
Each group will get a sea of fish to place in the middle of their table.
7.
Each student in the group will get three fish cards.
Dalluge & Less 53
8.
Students have to match their number/object/equation one by one to the

corresponding object/number/equation.
9.
Once students find their match, they will keep their pairs together.
10. Once everyone has completed their matches, students will come up by group and
tape their matches on the classroom sea board made out of blue butcher paper.
Assessment:
Students will match each of their three fish to the fish in their sea.
(CCSS.Math.Content.K.CC.B.4.a) (CCSS.Math.Content.K.OA.A.1) (
CCSS.Math.Content.K.OA.A.5)
Accommodations:
Teacher will walk around and help students as needed.

Teacher will model instruction for students who need a deeper understanding.
Teacher will have students fish one at a time to avoid confusion or chaos.
Teacher will provide number lines for each group for students who need to see
what each number looks like.
Source:
(For fish picture) http://playfulljoy.blogspot.com/2013/07/aboriginal-chalk-art.html
Numbers and symbols were created using the drawing tool in the shapes tab.
Examples of Fish
Dalluge & Less 54
Dalluge & Less 55
Title: Fraction Food

Objective: Students will know what is considered half and what is whole for a food
7.B.Ka
: Use estimation skills in solving everyday measurement
problems.
Materials:
A donut
An ear of corn
An Orange
A potato
A slice of bread
Procedure:
1.
Hold out a donut
2.
Tell the children that this is a whole donut
3.
Cut the donut in half
4.
Hold up one of the halves of donuts tell the students that this is half of a donut.
5.
Do this with each of the foods
Assessment:
I will see if my students are listening and participating in the lesson.
For visually impaired and deaf, I will have them sit in front of the room.
Dalluge & Less 56
Title: Charting Our Favorite Foods

Subject: Math
CCSS.Math.Content.K.MD.A.1 Describe measurable attributes of objects, such as

length or weight. Describe several measurable attributes of a single object.
CCSS.Math.Content.K.MD.A.2 Directly compare two objects with a measurable

attribute in common, to see which object has "more of"/"less of" the attribute, and
describe the difference. For example, directly compare the heights of two children
and describe one child as taller/shorter.
CCSS.Math.Content.K.MD.B.3 Classify objects into given categories; count the

numbers of objects in each category and sort the categories by count.
Objectives:
Students will be able to chart which foods they like the best.
(CCSS.Math.Content.K.MD.B.3)
They will be able to make graphs and compare different graphs.

(CCSS.Math.Content.K.MD.A.2) (CCSS.Math.Content.K.MD.B.3)
Materials:
White board
Markers
Procedures:
1.
2.
Teacher will write each of the food groups on the white board.
Students will come up one by one and write their name under their favorite food
group.
3.
Teacher will then make a chart so students can see what the favorite food
groups are in the class.
4.
Students will then brainstorm four foods from each food group.
5.
Teacher will write these foods on the board.
6.
Students will come up one by one and write their names under their favorite
foods from each food group.
7.
Once everyone has had a turn, students will volunteer to help draw a graph.
8.
To conclude, there will be a discussion about the graphs and who likes what the
best.
Assessment:
Students will write their names under each food group.

Dalluge & Less 57
Students will be able to help make graphs. (CCSS.Math.Content.K.MD.A.2)

Accommodations:

Students who need help writing their names will be allowed to just initial their name.
Title: How Many Foods in a Food Group

Objective: Students will learn about how many foods in each food group category.
6.A.Ka: Use concepts that include number recognition, counting, sequence of

numbers, one-to-one correspondence, and ordinals.
6.A.Kb: Count with understanding and recognize how many in sets of objects.
Materials:
Plastic foods
Paper plates
Procedure:
1.
Take out all plastic food
2.
Put out any number of foods
a.
3.
a.
4.
It does not have to be the same foods

The class has to count them
You can also do this individually
Do this activity until the 20 minutes is up
Assessment:
I will assess my students and see if they can count the number of foods I put out in
front of them.
For visually impaired and deaf, I will put them in the front of the classroom.
Dalluge & Less 58
Title: Comparing Food Groups

Objective: Students will compare what sets of foods are bigger.
6.A.Kb
objects.
: Count with understanding and recognize how many in sets of
Materials:
Different plastic foods

o 5 grapes
o 5 oranges
o 5 spaghetti
o 5 tomatoes
o 5 apples
Procedure:
1.
Have students sit in a circle
2.
Put out 2 groups
a.
E.g. 5 grapes and 3 spaghetti
3.
Ask students what group is bigger: the grapes or the spaghetti
4.
Count and find out
5.
Do this with other combinations
Assessment:
I will see if the students can compare the number of foods in each group I put out, and
if they are participating in the activity.
For visually impaired and deaf, I will have them sit in the front of the class. For
students who are gifted, I will ask them how many more foods are in the bigger
group.
Dalluge & Less 59
Title: How Many Cups of Milk

Objective: Students will compare how many cups of milk there are when I put it out in
front of them.
6.A.Ka: Use concepts that include number recognition, counting, sequence of

numbers, one-to-one correspondence, and ordinals.
6.A.Kb
: Count with understanding and recognize how many in sets of
objects.
Materials:
15 cups
Milk poured into each cup

Procedure:
1.
Have students sit at their assigned tables
2.
Put out 4 cups of milk. Ask students how many cups of milk there are.
3.
Count one-to-one to see if they are right.
4.
Do this with any other numbers up to 15. You may want to start them off as easy
and make it harder each round
Assessment:
I will see if my students can count the number of cups of milk in a set.
For visually impaired and deaf, I will have them be in the front of the room so they can
see well. For students who are gifted, I will ask them how many cups of milk we had
before.
Dalluge & Less 60
Title: How Many Seeds Are in The Jar?

Objective: Students will be able to make estimates on how many seeds they think are
in the jar. Students will count the number of seeds that are in the jar.
6.A.Ka
: Use concepts that include number recognition, counting,
sequence of numbers, one-to-one correspondence, and ordinals.
6.C.Ka: Estimate number of objects in a set.

Materials:
Pumpkin seeds
1 glass jar
Procedure:
1.
Have children raise their hands and ask if they have ever eaten pumpkin seeds
2.
Hold up the jar containing a full amount of pumpkin seeds
3.
Ask children one by one how many seeds they think are in the jar
4.
Count the seeds, as a class
Assessment:
I will see if my students can count.
For visually impaired and deaf, I will have them sit in the front of the classroom so
they can see and hear better.
Dalluge & Less 61
Title: Food Group Relay Race

Subject: Movement Lesson for Kindergarten
Objectives: Students will identify pictures of food and put them in the correct paper
bag around the room.
19.A.Ka: Engage in active play using gross motor skills.
21.A.Kc: Work independently on a task for short periods of time

Materials:
5 paper bags with fruit, vegetables, grains, protein, and dairy on each one
MFL food cards

Procedure:
1.
Put cards on carpet
2.
Review the 5 food groups
3.
On go, have each student go to front of the room and put the card in the
appropriate bag
4.
When all the cards are gone on the carpet, have the children sit at their desks
5.
Go through each card from each bag and out loud, say what food it is and what
food group it belongs to
a.
If there is a mix up, ask the students where the food belongs
b.
Put it in the correct bag
Assessment:
I will assess my students on whether they can identify what food they are holding, as
well as what food group it belongs to.
For students with ADHD, I will have them put the incorrect cards into the appropriate
bags. For students who are in a wheelchair, I will the class a set of cards and have
them organized by food group at their table. For students who are gifted, I will ask
them what other foods belong in that food group.
Reference:
MFL Flashcards - Food. (n.d.). Brilliant Publications. Retrieved April 21, 2014, from
https://www.brilliantpublications.co.uk/book/mfl-flashcards-food-246
Dalluge & Less 62
Title: If You Like This Food Game

Subject: Movement Activity for Kindergarten
Objective: Students will be doing exercises whether or not they like a certain food.
19.A.Kb: Move with balance and control

Materials:
N/A
Procedure:
Have students stand up on the carpet
Teacher will say a command

o E.g. Jump up and down if you like grapes
Teacher will keep saying commands for 20 minutes
Tell students that it is important to exercise! This will keep you active and healthy
at the same time
Assessment:
I will see if the students are participating in the activity.
For students who are deaf or partially deaf, I will have them stay in the front of the
classroom. For students who are in a wheelchair, I will only say commands that do
not involve the legs (such as jump up and down).
Dalluge & Less 63
Title: Egg Hunt

Objective: Students will hunt for eggs, and see if they know what food group eggs
belong to.
19.A.Ka: Engage in active play using fine and gross motor skills.
Materials:
Olivia and the Easter Egg Hunt book
26 plastic eggs
Procedure:
1.
Before lesson, hide all eggs around the room
2.
Ask students what food group eggs belong in
3.
Read Olivia and the Easter Egg Hunt book to the students
4.
Tell students that there are Easter eggs around the room and they have to go find
them
5.
After there are no more eggs, come back together and count the number of eggs
each child has
Assessment:
Seeing if the students are listening to the story and participating in the activity, as well
as knowing what food group eggs are from
For students who are visually impaired, I will have them sit in the front of the
classroom and help them find Easter eggs. For students who are deaf or partially
deaf, I will have them sit in the front of the classroom.
Reference:
Evans, C. (2013). Olivia and the Easter Egg Hunt. : Simon Spotlight.
Dalluge & Less 64
Title: Food Group Running Game

Objective: Students will be expected to know what foods go in each food group by
audio.
19.A.Ka: Engage in active play using gross motor skills.

Materials:
N/A
Procedure:
1.
Have students go to one side of the room
2. 2. Tell students that you will call out vegetables
3. 3. Call out broccoli
a.
The children have to run across the room
4. 4. If you call bread, the children cannot run because it is not a vegetable
5. 5. Do this for other food groups for 5 rounds each
Assessment:
I will assess my students and see if they know what foods fall under a specific food
group.
For students in a wheelchair, instead of running, we will raise our hands. For students
who are deaf, they can be the caller.
Dalluge & Less 65
Title: Food Group Four Corners

Subject: Movement
19.B.1 Understand spatial awareness and relationships to objects and people.
19.C.1 Demonstrate safe movement in physical activities.

Objectives:
Students will be able to identify the different food groups.

Students will be able to maneuver to different corners of the classroom safely.
(19.B.1)( 19.C.1)
Materials:
Signs with the food group names on them
Procedures:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Teacher will label the corners of the room with the names of the food groups.
One student will volunteer to go to the center of the room blind folded.
Students will start out in different corners of the room.
The student in the middle of the room will call out a food group.
Students who are standing in that food group will have to sit down.
Other students will get to move around to different corners of the room.
The student in the middle will call out another food group.
This process will continue until theres only one student left standing.
The whole game will continue with a new student in the middle.
Assessment:
Students will sit down when their food group is called out.
Students will move around the room safely. (19.B.1)( 19.C.1)

Accommodations:
Teacher will make sure there is enough room to maneuver within the room.
Teacher will provide pictures on the food group signs for students who cant read
the label.
Dalluge & Less 66
Dalluge & Less 67
Title: Food Group Stations

Subject: Movement
19.A.1 Demonstrate control when perform-ing fundamental locomotor,
non-locomotor and manipulative skills.
19.B.1 Understand spatial awareness and relationships to
objects and people.
19.C.1 Demonstrate safe movement in
physical activities.
20.A.1b Engage in sustained physical activity that causes increased
heart rate, muscle strength and range of movement.
Materials:
Signs with each food group posted around the room
Exercise equipment as needed (jump rope)
Procedures:
1. Teacher will have up the food group signs around the room.
2. Students will do different activities at each station (ex: jump rope, wall sits,
stretching, jogging in place, jumping jacks, toe touches, crunches, lunges, etc.)
3. Students will go through a full rotation twice.
Assessment:
Students will complete the task at each station. (20.A.1b) (19.C.1 ) (19.B.1)
(19.A.1 )
Accomodations:
Teacher will modify activities for students who need it.
Teacher will make sure everyone is staying safe and is on task.
Dalluge & Less 68
Title: Food Group Musical Chairs

Subject: Movement
objects and people.
19.C.1 Demonstrate safe movement in
Objectives:
Students will be able to identify food groups.
Students will be able to find a chair to sit in. (19.A.1) (19.C.1 ) (19.B.1)
Materials:
Chairs
Pictures of food to place on chairs
Procedures:
1. Teacher will put chairs in a circle and place food pictures on the chairs.
2. Teacher will play music as students walk around the chairs.
3. When the music stops, students will sit in a chair.
4. The student who doesnt get a chair will sit by the teacher.
5. Each student will go around and say what food they have and what food
group it belongs to.
6. This process will continue until there is only one student remaining.
Assessment:
Students will be able to find a chair at least one time. (19.A.1) (19.C.1 )
(19.B.1)
Students will be able to identify what food group their food item belongs to.
Accommodations:
Teacher will modify activities for students who need it.
Teacher will make sure everyone is staying safe and is on task.
Dalluge & Less 69
Title: Food Group Scavenger Hunt

objects and people.
21.A.1a Follow directions and class procedures while participating in

Objectives:
Students will move safely to find two food items around the room. (19.A.1)
(19.B.1)
Students will place their food in the correct food basket. (21.A.1a)
Materials:
Plastic food items
Baskets with the food group labels on them
Prep Work:
Teacher will place plastic food items around the classroom.
Procedures:
1. Teacher will hide plastic food items around the room.
2. Students will search for food items.
3. Once a student has found a food item, they will go up to the front and place it
in the corresponding food group basket.
4. Students will find two food items a piece.
5. Once they found their food items and sorted them into the correct basket,
they will sit at the front of the room.
6. After everyone has found their two food items, the teacher will pull out items
from each basket and the class will discuss if its in the right basket.
Assessment:
Dalluge & Less 70
Students will be able to find two food items and place them in their
corresponding basket.(19.A.1) (19.B.1)
Students will be able to identify what food group their food item belongs to.
(21.A.1a)
Accommodations:
Teacher will make sure students are staying on task.
Teacher will make different colored labels for food groups for students who
cant read the labels.
Dalluge & Less 71
Title: Food Group Hide and Seek

Subject: Movement
Illinois State Standards
19.B.1 Understand spatial awareness and relationships to objects and people.
19.C.1 Demonstrate safe movement in physical activities.

Objectives:
Students will be able to find food groups around the room. (19.B.1)( 19.C.1)
Materials:
Plastic food items
Procedures:
1.
2.
3.
Teacher will hide items from a particular food group around the room.
A group of students will be in charge of finding the foods.
Once students find the items, they will tell what item they have, and what food
group it belongs to.
Assessment:
Students will move around the room safely, and will find the food items placed
around the room. (19.B.1)( 19.C.1)
Accommodations:
Teacher will make sure there is enough room to maneuver within the room.
Teacher will make sure students are staying on task.

Dalluge & Less 72
Title: Planting and Measuring Carrots

Subject: Science and Math Lesson for Kindergarteners
Duration: 14 days, 20 minutes each day
Objectives: Students will plant a carrot and know how to measure it.
7.A.Ka: Demonstrate a beginning understanding of measurement using nonstandard units.
7.A.Kc: Describe objects by size and length
11.A.Kc: Seek information through observation, exploration, and investigations.

Materials:
1 rim pot
Garden soil
Carrot seeds
Carrots Grow Underground book
Watering can
Elmo
Pencil
Procedures:
1.
Ask the children what kinds of vegetables they like
2.
Ask how many of you like carrots?
3.
After children raise their hand, the teacher reads Carrots Grow Underground
4.
Ask children what they learned about the book
5.
Using the Elmo, place the rim pot on there so the children can see
6.
Have one child put the soil in the pot
7.
Dig a hole about 1 inch down
8.
Have a child put a carrot seed in the hole and cover the hole up
9.
Have 1 child water the pot
10. When that is done, ask the children what do you think is going to happen? Will
the plant grow?
11. Each day at the same time, water the pot, measure the plant with a pencil on how
tall it is, and make observations about what they see and what might happen next
for the next 13 days
12. By the 14th day, ask the children what they saw from the first time the class
watered the plant to now
13. Ask children what plants need in order for it to grow
14. Each day after the lesson, water the plant at the beginning of the day
Assessment:
Dalluge & Less 73
The teacher will assess the students by making good observations each day and if
they can see the difference. Good observations are made from what the students
see and thinking what the plant might happen next. The teacher will also see if the
students know how to count from measuring the plant.
Modifications for learners with special needs:
For the students who are visually impaired, I will make sure they are at the front of the
class. This can help the student see better. For the students who have ADHD, I can
have them write on the board on what the students have been saying from them
observing the plant.
Reference:
Schuh, M. (2011). Carrots grow underground. Capestone Press.
Retrieved from http://www.goodreads.com/book/show/10470125-carrots-growunderground
Dalluge & Less 74
Title: Food Texture

Subject: Science & Art
Description of Integration: This is a science/art integrated lesson for Kindergarten.
This lesson will teach students about textures of objects as well as how to compare
different textured objects. Students will reinforce their abilities to recognize textures
by using a piece of paper to lie on top of the food item, and then using crayons to
color over the food item.
Illinois Learning Standards:
Science Standards
12.C.1b Compare large-scale physical properties of matter (e.g., size, shape,

color, texture, odor).
Fine Arts Standards
art using manipulation, eye-hand coordination, building and imagination.
Objectives:
Students will be able to distinguish and recognize different items by texture.

(12.C.1b)
Students will be able to create a colored texture picture of a food item. (26.B.1d)
Materials:
Plastic food items
Paper
Crayons
Procedures:
1.
2.
Teacher will talk to students about texture.

Teacher will hold up a plastic food item, and students will brainstorm different
adjectives that can be used to describe the food item.
3.
Teacher will write all adjectives on the board.
4.
Students will come up with adjectives for other food items, and teacher will
write each of them on the board.
5.
Teacher will demonstrate how to create texture using paper, crayons, and
plastic food item.
6.
Students will go back to their desks and select a plastic food item.
7.
Students will place paper over the plastic food item, select the crayons they
want to use, and color over the food item to show the texture of food items.
Dalluge & Less 75
8.
Students will write three adjectives to write on their paper that describe their
food item.
9.
Once this is completed, students will come together on the circle carpet to
discuss what they drew.
10. Students will be able to compare and contrast their coloring to others in their
class.
11. Once students have compared and contrasted their colorings, they will put their
materials away, and put their colorings in their folders.
Assessment:
Students will stay on task during instruction.

Students will participate in texture activity. (26.B.1d)
Students will write three adjectives on their paper that describes their food
item. (26.B.1d)
Students will participate in discussion. (12.C.1b)

Accommodations:
Teacher will explain instructions thoroughly and model activity for students.
Teacher will help students as needed.
Dalluge & Less 76
Title: Tie Dye Milk

Subject: Science
11.A.1a Describe an observed event.

11.A.1f Compare observations of individual and group results.
Objectives:
Students will be able to complete an experiment with their group. (11.A.1f)
Students will be able to describe what happened in their experiment. (11.A.1a)

Materials:
Milk
Food coloring
6 Large dishes
Q-tips
Procedures:
1.
Teacher will introduce tie dye milk activity.
2.
Teacher will have students gather around a table in the front of the
classroom.
3.
Teacher will pour milk into a large dish.
4.
Teacher will then place four drops of food coloring into the milk.
5.
Teacher will then ask students to think about what will happen when
she touches a q-tip to the center of the milk/food coloring mixture.
6.
After teacher has placed the q-tip in the center, she will then ask
students what they think will happen when the dishsoap is added to the
other end of the q-tip.
7.
Teacher will then place the q-tip dipped in dish soap into the
milk/food coloring mixture.
8.
After the food coloring has stopped moving in the water, students
will go back to their desks and repeat the experiment.
9.
After students have completed their experiments, they will write
down their observations in their observation journal.
Assessment:
Students will participate in discussion about the differences between the

experiments. (11.A.1f)
Students will write down their observations in their journals. (11.A.1a)

Dalluge & Less 77
Accommodations:
Students who cant print their letters will be allowed to draw a picture.
Teacher will walk around and make sure students are on task.
Teacher will write order of directions on the board so students can see what they are
supposed to be doing.
Dalluge & Less 78
Title: Muffin Tin Taste Test

Subject: Science with Language Arts Lesson for Kindergarten
Objectives: Students will identify what type of food they are seeing, touching,
smelling, (and in some cases) tasting. Students will know the 5 senses. Students will
identify the types of letters on the flag and be expected to know what food group
the food they tried belongs to.
4.A.Kb: Follow 2-3 step directions accurately.
5.A.K: Seek answers to questions through active exploration.
11.A.Ka: Use senses to explore and observe materials.

Materials:
2 muffin tins
24 flags
o
5 protein (P)
o
5 fruit (F)
o
5 Vegetables (V)
o
5 Dairy (D)
o
4 Grains (G)
My Five Senses book
1 piece of grapefruit
1 piece of orange
1 piece of banana
1 grape
1 apple slice
1 egg (take out the shell)
1 piece of ham
Peanuts
1 piece of chicken
Peanut butter
Milk
A slice of cheese
1 little scoop of ice cream
Pudding
Yogurt
A scoop of cooked oatmeal
White rice
Brown rice
Spaghetti noodles
Dalluge & Less 79
1 piece of broccoli
1 carrot
1 piece of lettuce
Cooked peas
Cooked corn
Procedure:
Night Before
Make sure you have all the ingredients. Put them in a bag and bring them to
school the next day.
2.
Put ingredients in fridge
1.
Day of Lesson, Before School

1.
Put each ingredient in each hole in muffin tin
a.
Make sure the foods are all separate from the others in the same food group it
belongs to!
b.
Lay out the flags, in groups
i.
Pile for the proteins, fruits, vegetables, grains, and
dairy
2.
For the ice cream, leave it in the freezer until lesson starts
During Lesson
1.
Point to your eyes, and ask them what eyes do
a.
They help you see
2.
Point to your ears, and ask them what ears do
a.
They help you hear
3.
Repeat this with your mouth, fingers, and nose
4.
Tell students that those are your 5 senses
5.
Read the My Five Senses book
6.
Have children sit at their tables and bring out both muffin tins
7.
Call out one student and ask them to pick what food they want to
identify/taste/touch from the muffin tins
8.
Once they have observed the food, ask them:
a.
What is it?
b.
What does it look like?
c.
What does it taste like (if they tasted it)?
d.
What food group does it belong to?
i.
If they dont know the food group, help them out
9.
Have them put the flag that correlates to the food group it belongs to in the hole
of the muffin tin
10. Call out another student, and do the same thing
11. Repeat steps 8 & 9 until all children have went
12. Tell students that we use our 5 senses everyday and that they are important to us!
Dalluge & Less 80
Assessment:
I will assess to see if the students know what their eyes, ears, mouth, nose, and
fingers do. I will also assess to see what type of food they are observing and what
food group it belongs to on the Choose My Plate.
For students who have ADHD, I will have my students stand up and point to their eyes,
ears, mouth, nose, and fingers. For students who are gifted, I will ask at the
beginning of the lesson what are the 5 senses?. For students who are allergic to
certain foods, I will pick out the food for them to try out (e.g. if a student is lactose
intolerant, I will stay away from the dairy products). I will have students with
allergies go first.
References:
Aliki. (1989). My Five Senses.
Food Groups for Kids. (2012, June 8). Science Sparks. Retrieved April 19, 2014, from
http://www.science-sparks.com/2012/06/08/food-groups/
Dalluge & Less 81
Title: Parts Of An Apple

Subject: Science
Illinois State Standards
12.A.1a Identify and describe the component parts of living things (e.g., birds
have feathers; people have bones, blood, hair, skin) and their major functions.
12.A.1b Categorize living organisms using a variety of observable features (e.g.,

size, color, shape, backbone).
12.B.1b Describe how living things depend on one another for survival.
Objectives:
Students will be able to label the parts of an apple. (12.A.1a)
Students will be able to compare and contrast different apples. (12.A.1b)
Students will learn about the function of apples in society. (12.B.1b)

Materials:
Apples
Label the apple poster
Procedures:
1.
Teacher will describe the different parts of an apple (stem, skin,
seed, core, flesh)
2.
After teacher describes the different parts of an apple, volunteers
will be called on to label the parts of an apple.
3.
Teacher will then pull out three apples from a bag that vary in size,
shape, and color.
4.
The apples will be numbered 1, 2, and 3.
5.
Teacher will write the numbers on the board, and students will
brainstorm adjectives that describe each of the apples.
6.
Teacher will write down adjectives under the columns.
7.
Once the lesson has ceased, students will be allowed to eat an apple
they picked from Tanners.
Assessment:
Students will participate in discussion. (12.B.1b)
Students will be able to label the parts of an apple. (12.A.1a) (12.A.1b)

Accommodations:
Teacher will make sure students are on task.

Dalluge & Less 82
Teacher will repeat labels so each student has a solid understanding of what the
parts of an apple are.
Source:
Picture for parts of an apple: http://www.docstoc.com/docs/9605400/parts-of-an-apple
Picture for Parts of an Apple
Dalluge & Less 83
Title: Taste Testing

Subject: Science Lesson for Kindergarten
Objective: Students will try different kinds of food, and see if they liked it or did not
like it and why.
11.A.Ka: Use senses to explore and observe materials.
Materials:
Oatmeal
Cheerios
Peanuts
Pretzels
Orange
Grapes
Crackers
Bowls and plates
Sporks
Procedure:
1.
Have students sit at their assigned tables
2.
Give each student a plate, bowl, and spork
3.
Hand out cooked oatmeal
4.
Ask students if they liked it or didnt like it, and why
5.
Do this for each of the ingredients
Assessment:
I will see if the students can say why they liked or did not like the food. I will also see if
they will or will not eat the food I put out in front of them.
Dalluge & Less 84
For students who are allergic, I will give them a different food and ask them if they
liked the food, or did not like the food.
Title: Ice Cream In A Bag

Subject: Science
Dalluge & Less 85
11.A.1a Describe an observed event.

11.A.1b Develop questions on scientific topics.
11.A.1c Collect data for investigations using measuring instruments and
technologies.
Objectives:
Students will be able to make observations about ice cream in a bag.
Students will ask scientific questions to investigate.

Materials:
Measuring utensils
1 tablespoon sugar
cup milk, cream, or half and half
teaspoon vanilla extract (or other flavoring)
6 tablespoons salt
Enough ice to fill the gallon-sized bag halfway
1 gallon-sized Ziploc bag
1 pint-sized Ziploc bag
Cups/Bowls
Spoons
Napkins
Prep Work:
Make sure all materials above are bought and ready to use.
Bring appropriate measuring utensils.

Procedures:
1.
2.
3.
4.
5.
Teacher will introduce to the class that they will be making ice cream.
Teacher will prepare materials on the table.
Students will help teacher put materials together to make ice cream.
Each student will get a chance to shake the ice cream bag.
As students are sitting at their desks, they will take notes in their observation
journals about what they are seeing.
6.
When the ice cream is done, students will gather as a group and talk about their
observations.
7.
Teacher will write them on the board.
8.
Once the discussion has ceased, students will be called up by table to get a
scoop of ice cream.
Dalluge & Less 86
Assessment:
Students will have notes written in their observation journals.
Students will also participate in discussion.

Sources:
Grabianowski, E (2005, August 19). How ice cream works. Retrieved from
http://science.howstuffworks.com/innovation/edible-innovations/ice-cream3.htm
Title:Matching Smells Game

Objective: The students will know how to identify and match scents with their nose.

Materials:
Dalluge & Less 87
8-10 small airtight containers

Cotton balls
4-5 scents of fragrances
Vanilla extract, lemon juice, orange peels, etc.
Pencil and paper
Procedure:
1.
Number the containers from 1-8 or 1-10
2.
Soak 2 cotton balls in each scent, and place each in its own container. Be sure to
mix them up!
3.
Ask the student to sniff the contents of the first container
4.
Explain to the student that each container has a matching scent twin and their
job is to use their sense of smell to match the scents
5.
Label the blank paper with the heading Matching Pairs
6.
Have the students start sniffing and pairing up the matching scents
7.
Help the students record their findings. Can the student also name the scents?
8.
When finished ask the student how they could tell which scent matched another.
Which were most similar, and which were the most different?
Assessment:
Assess students if they can identify smells.
For students who are deaf or partially deaf, they will sit in the front of the classroom.
For students with allergies, I will have them record their peers findings, instead of
the sniffers doing it.
Title: Sense Guessing Game

Objective: Students will know how to identify foods through scent and taste.
Dalluge & Less 88

Materials:
8 plastic containers with lids
Blindfold
4 food items with distinctive smells

o
Onions, coffee, vanilla, etc.
4 food items with distinctive tastes

o
Sugar, milk, lemon, grapes
Procedure:
1.
Put each item in a different container. Dont let the students see what is in each
container.
2.
Talk about good smells and yucky smells
3.
Sit the student at the table and blindfold them. Remember no peeking
4.
Put a container in front of the students and have them smell it. After the student
guesses, take off the blindfold so the student can see if they are right
5.
Continue until all smell containers are done
6.
Tell the student you are now going to play the sense of taste game. Have the
student describe things they like and dont like the taste of.
7.
Now try tasting the taste containers and having the student guess what they are
tasting. Take off the blindfold to show the student if they were right.
8.
Repeat step 2 until all taste containers have been tested
Assessment:
I will see if the students know what they are tasting.
If students have allergies, I can have them be my assistant.
References:
Knighten, L. (2012, October 11). Your Nose Knows! Have Fun with Smell Science.
Education. Retrieved April 21, 2014, from
http://www.education.com/activity/article/your_nose_knows_kindergarten/
Title: Introduction to Choose My Plate

Subject: Social Studies
Dalluge & Less 89

discussion).



Objectives:
Students will learn about foods that contain seeds. (CCSS.ELA-Literacy.SL.K.1.a)

Students will be able to engage in a discussion about the book. (CCSS.ELALiteracy.RL.K.1) (CCSS.ELA-Literacy.RL.K.2 )
Students will be able to recognize foods that have seeds, and draw foods that
have seeds. (CCSS.ELA-Literacy.RL.K.10)
Materials:
Choosemyplate.gov
Prep Work:
Teacher will talk about Choose My Plate
Procedures:
1.
2.
Teacher will go over each of the food groups.

Teacher will show students pictures of Choose My Plate on choosemyplate.gov
Assessment:
Students will draw a picture of a food that has seeds. (CCSS.ELALiteracy.RL.K.10)

Accommodations:
Teacher will help facilitate discussion.
Dalluge & Less 90
Teacher will show pictures of the book so students can recall information.
Teacher will be sure students with visual or hearing impairments are placed at
the front of the circle during the reading.
Teacher will write what food each student drew.
Title: Letter To Michelle Obama

Subject: Social Studies/Language Arts
Social Studies
18.B.1a Compare the roles of individuals in group situations (e.g., student,

committee member, employee/employer).
Dalluge & Less 91
16.B.1 (W) Explain the contributions of individuals and groups who are featured
in biographies, legends, folklore and traditions.
Language Arts
CCSS.ELA-Literacy.L.K.1.a Print many upper- and lowercase letters.

CCSS.ELA-Literacy.L.K.1.f Produce and expand complete sentences in shared
language activities.
CCSS.ELA-Literacy.L.K.2.d Spell simple words phonetically, drawing on

knowledge of sound-letter relationships.
Objectives:
Students will learn about Michelle Obama, and how she keeps the lunches at
school healthy for them. (18.B.1a) (16.B.1)
Students will be able to write a letter thanking her for all her work to keep them
healthy. (CCSS.ELA-Literacy.L.K.1.a) (CCSS.ELA-Literacy.L.K.1.f) (CCSS.ELALiteracy.L.K.2.d)
Materials:
Document with healthy and unhealthy food options
Prep Work:
Teacher will prepare a document with healthy and unhealthy food options.
Procedures:
1. Teacher will give a brief biography on Michelle Obama.
2. Teacher will talk about Lets Move initiative created by Michelle Obama,
specifically talking about how to be healthy at school.
3. Teacher will explain how Michelle Obama is helping to create a
healthier, more balanced diet at school.
4. Teacher will show examples of balanced and unbalanced meals.
5. Students will help decide which are balanced and which are
unbalanced.
6. Teacher will pull up a SMART board document with blank plates and
food options.
7. Students will drag healthy foods to one plate, and unhealthy foods to
the other plate.
8. Students will prepare to write a thank you letter to Michelle Obama for
keeping the foods in schools healthy.
9. Students will brainstorm of what they want to say, and teacher will
write the finished product on the white board.
10.Students will then go back to their desks and write the letter on a
sheet of paper to send to Michelle Obama.
Dalluge & Less 92
Assessment:
Students will participate in healthy and unhealthy food activity. (18.B.1a)

(16.B.1)
Students will successfully copy the letter to write to Michelle Obama. (CCSS.ELALiteracy.L.K.1.a) (CCSS.ELA-Literacy.L.K.1.f) (CCSS.ELA-Literacy.L.K.2.d)
Accommodations:
Teacher will place students with visual or hearing impairments close to the front
of the carpet.
Students will be places evenly on the carpet to allow students enough room to
maneuver.
Teacher will model how to write a thank you letter.
Students who cant copy letters yet will be allowed to draw a picture.
Source:
Pictures retrieved from Clip Art
Dalluge & Less 93
Dalluge & Less 94
Dalluge & Less 95
Dalluge & Less 96
Dalluge & Less 97
Dalluge & Less 98
Dalluge & Less 99
Dalluge & Less 100
Title: History of Food Pyramid

Subject: Social Studies Lesson for Kindergarten
Objective: Students will make comparisons to different types of food pyramids we
had in the past. Students will know the history of the food pyramid.
16.A.Ka: Recall information about the immediate past.
17.A.Kb: Express beginning geographic thinking (e.g., maps or models).

Materials:
Choose My Plate diagram for class
Old Food Pyramid diagram for class
MyPyramid diagram for class
Map of the world

Procedure:
1.
Hang up the old Food Pyramid chart
2.
Hang up the MyPyramid chart to right of the old food pyramid
3.
Hang up the Choose My Plate chart to the right of the new food pyramid
4.
Hang up the map of the world in front of the classroom
5.
Point to the old food pyramid diagram
6.
Say that this was introduced to the United States in 1992
a.
Point where the United States is on the map
7.
Point to the MyPyramid diagram
8.
Say that this was introduced in 2005
9.
Point to the ChooseMyPlate diagram
10. Say that it was introduced in 2011
11. Ask students what they see that is different, same, etc. as time went on
12. Tell students that even back then, the United States wanted us to be healthy! Also
tell them that we should follow the ChooseMyPlate, because it is the most recent
label to being healthy!
Assessment:
I will assess my students to see if they are listening to what I have to say when each
food pyramid was introduced to the United States. I will also assess them to see if
they can make generalizations on each of the food pyramid, MyPyramd, and
ChooseMyPlate. I will expect them to know what same and different is.
Dalluge & Less 101

For students who are visually impaired, I will have them sit in the front of the room.
This will help them see the diagrams better and it will be more clear for them. For
students who are gifted, after I ask when each diagram was introduced, I will ask
the student how many years ago was that?. I will also ask them where the United
States is located, instead of me pointing it out. I will have them come up and point
to where the United States is. For students who have ADHD, I will have them stand
up and point to each diagram, instead of me pointing them out. Once I introduce the
diagram, I will ask them can you point to that chart?
References:
Food Guide Pyramid. (2014, April 13). Wikipedia. Retrieved April 21, 2014, from
http://en.wikipedia.org/wiki/Food_guide_pyramid
Dalluge & Less 102
Title: Comparing Foods from Other Countries

Objective: Students will make comparisons to the different food pyramids from China,
Italy, and Africa. Students will see where these 3 countries are on the map.
16.A.Ka: Recall information about the immediate past.
16.A.Kc: Become aware of how people in different places have different

experiences.
17.A.Kb: Express beginning geographic thinking (e.g., maps or models).

Materials:
Diagram of food pyramid from China
Diagram of food pyramid from Italy
Diagram of food pyramid from Africa
Diagram of ChooseMyPlate
Map of the world

Procedure:
1.
Hang up each of the food pyramids and map of the world in front of the class
2.
Ask students if they have ever been to Italy, China, or Africa
a.
Point out each country on map as you mention them
3.
Point to each food pyramid and mention the country it belongs to
4.
Point out ChooseMyPlate
5.
Ask students where the United States is on the map
a.
Have 1 child come up and point to it
6.
Ask the students if they can compare and contrast all the food pyramids
a.
What do you see? What do these pyramids have in common? How are these food
pyramids different from one another?
7.
After lesson, tell students that other countries are trying to be healthy too, not
just us in the United States!
Assessment:
I will assess my students on them making generalizations from the different food
pyramids I put in the front of the classroom. I expect them to know what same and
different mean.
Dalluge & Less 103
For students who are visually impaired, I will have them sit in front of the classroom.
This will help them see the diagrams and map better. For students who have ADHD,
I will have them stand in front of the class and point out the countries on the map,
as well as the food pyramids from the other countries. For students who are deaf or
partially deaf, I will have them sit in front of the class. This can help them hear
better.
References:
African Heritage Diet Pyramid. (n.d.). Oldways Health Through Heritage. Retrieved
April 21, 2014, from http://oldwayspt.org/resources/heritage-pyramids/african-dietpyramid/overview
I Heart the Italian food pyramid. (n.d.). Portable Professionals. Retrieved April 21,
2014, from http://portableprofessionals.com/italy/i-heart-the-italian-food-pyramid/
West, E. (2011, June 7). Food Pyramids of the World. Food Republic. Retrieved April
21, 2014, from http://www.foodrepublic.com/2011/06/07/food-pyramids-world#!
slide=1
Dalluge & Less 104
Title: Who Is Johnny Appleseed?

16.B.1 (W) Explain the contributions of individuals and groups who are featured
in biographies, legends, folklore and traditions.
16.C.1a (W) Identify how people and groups in the past made economic choices
(e.g., crops to plant, products to make, products to trade) to survive and improve
their lives.
17.A.1a Identify physical characteristics of places, both local and global (e.g.,
locations, roads, regions, bodies of water).
Objectives:
Students will learn about the life of Johnny Appletree. (16.B.1) (16.C.1a)
Students will be able to identify Ohio, Pennsylvania, Kentucky, Indiana, and
Illinois on a U.S. map. (17.A.1a)
Materials:
Apple tree cut outs
U.S. map
Johnny Appleseed coloring pages
Procedures:
1.
Teacher will tell students a short biography about Johnny Appleseed.
2.
Teacher will explain to students that he introduced apple trees to Ohio,
Pennsylvania, Kentucky, Indiana, and Illinois.
3.
Teacher will have volunteers place apple tree cutouts on the states where he
introduced apple trees.
4.
Teacher will explain how he sold his apples for trade and had his own orchard,
just like Tanners.
5.
Students will go back to their desks and color a picture of Johnny Appleseed.
Assessment:
Students will learn about Johnny Appleseed. (16.B.1) (16.C.1a)

Students will be able to identify Ohio, Pennsylvania, Kentucky, Indiana, and
Illinois on a U.S. map. (17.A.1a)
Accommodations:
Dalluge & Less 105

Teacher will help students tape apple trees to the map.

Source:
Apple tree picture retrieved from Clip Art
Johnny Appleseed picture retrieved from http://h5cp.blogspot.com/2012/07/coloringpages-apples.html
Apple Tree Cut Out
Dalluge & Less 106
Dalluge & Less 107
Title: Where Does Our Food Grow?

17.A.1a Identify physical characteristics of places, both local and global (e.g.,
locations, roads, regions, bodies of water).
17.A.1b Identify the characteristics and purposes of geographic representations

including maps, globes, graphs, photographs, software, digital images and be able
to locate specific places using each.
17.C.1a Identify ways people depend on and interact with the physical
environment (e.g., farming, fishing, hydroelectric power).
Objectives:
Students will learn where different foods are grown in the U.S. (17.C.1a)
Students will learn why these foods grow in the places that they do. (17.A.1b)
Students will be able to identify selected states on the U.S. map. (17.A.1a)
Materials:
U.S. map
Prep Work:
Teacher will look up where oranges, potatoes, grapes, broccoli, and apples are
grown.
Procedures:
1.
Teacher will explain to students that we get our food from different places
around the world/United States.
2.
Teacher will inform students about the states they will be talking about (Florida,
Idaho, California, Wisconsin, and Illinois).
3.
Teacher will ask students if they know where these states are on the U.S. map.
4.
Students will be allowed to come up and point to the state on the map.
5.
Teacher will then go over where these foods are grown, and where the states
are on the map.
6.
Teacher will let students come up and tape a picture of the food on the correct
state.
7.
Students will tell the teacher which food group the foods belong
8.
Teacher will go over why these foods grow in the places they do.
9.
Students will write down, or draw a picture of what they learned in their
journals.
Dalluge & Less 108
Assessment:
Students will correctly place the apple trees on the map. (17.A.1a)
Students will be able to identify different foods. (17.C.1a)
Students will write in their journals about what they learned. (17.A.1b)
Accommodations:

Students who cant print will be allowed to draw a picture about what they
learned.
Dalluge & Less 109
Title: Where Does Food Come From Lesson

This is a social studies and language arts lesson for kindergarteners. I will read them a
book about different types of food and where it comes from. After that, they will
sort out the different foods in the pocket chart to see where it belongs.
Objectives: Students will read about where food comes from. This will help my class
become more diverse. Students will listen to the teacher while he/she is telling the
story. Students will identify and sort the different types of food in a pocket chart
about where they come from, so they can see it visually and look back on it.
4.A.Ka Listen attentively to stories read aloud.
17.C.K
Begin to develop an awareness of ways people depend on and
interact with the environment (e.g., fishing, farming, and industry).
Materials:
Pocket chart
1 sign that says Food
1 sign that says Where It Comes From
1 picture of a cow
1 picture of milk
1 picture of an egg
1 picture of a chicken
1 picture of a piece of bread
1 picture of grain
1 picture of an apple
1 picture of a tree
1 picture of a carrot
1 picture of a seed in dirt
Where does our food come from? book by Bobbie Kalman

Procedure:
1.
Read the book Where does our food come from?
2.
Put the sign Food in the left side of the pocket chart
3.
Put the sign Where It Comes From on the right side of the pocket chart
4.
Put the cow, chicken, grain, tree, and seed in dirt pictures under the sign that
says Where It Comes From
5.
Touch on the cow and ask students what animal it is
6.
Ask 1 student what food belongs to the cow
7.
Have the student come up and put the milk picture next to the cow, underneath
the sign that says Food
Dalluge & Less 110
8.
9.
Keep doing this activity until all the pictures are up in the pocket chart
Go over each country on the pocket chart and see what types of food each
country eats
Assessment:
I will assess my students by seeing if they are listening to the story. During the
activity, I will see if they can identify the pictures and be able to put the picture next
to the correct thing it belongs to. If they are unable to do that, I will pull that
student aside and work one-on-one with them. I will do this during center time for
about 10 minutes.
If a student has ADHD, I will have that student come to the front of the room and put
two foods down on the pocket chart, instead of just one. For students who are
gifted, I will ask them to point on the map where that food comes from. For students
who are visually impaired, I will have them sit in the front of the room.
Reference:
Kalman, B. (2011). Where does our food come from?. Crabtree Publishing Company.
Retrieved from http://www.rakuten.com/prod/where-does-our-food-comefrom/218662578.html?listingId=333228761&scid=pla_google_SynergyDataI
nc&adid=17260&gclid=COnys6vhv70CFexcMgod3GAAJw
Dalluge & Less 111
Title: Bring A Farmer To Class

Subject: Social Science
15.C.1a Describe how human, natural and capital resources are used to produce
goods and services.
15.A.1a Identify advantages and disadvantages of different ways to distribute

goods and services.
18.C.1 Describe how individuals interacted within groups to make choices

regarding food, clothing and shelter.
17.C.1a Identify ways people depend on and interact with the physical
environment (e.g., farming, fishing, hydroelectric power).
Objectives:
Students will learn all about what a farmer does. (17.C.1a) (18.C.1) (15.C.1a)
Students will learn about crops that local farmers grow. (15.A.1a)
Materials:
Local farmer
Prep Work:
Get in contact with a local farmer.

Procedures:
1.
2.
3.
4.
Teacher will introduce the farmer to the class.

Students will listen to the farmer give a presentation.
Students will thank the farmer for coming.
When farmer leaves, teacher will lead discussion about what the students
learned from the farmer.
Assessment:
Students will stay on task during the farmers presentation.

Students will participate in discussion about what they learned from the presentation.
(15.A.1a) (17.C.1a) (18.C.1) (15.C.1a)
Dalluge & Less 112
Title: What The World Eats

Subject: Language Arts/Social Studies
Language Arts:

CCSS.ELA-Literacy.RL.K.9 With prompting and support, compare and contrast

the adventures and experiences of characters in familiar stories.

Social Studies
18.A.1 Identify folklore from different cultures which became part of the heritage
of the United States.
18.C.1 Describe how individuals interacted within groups to make choices

regarding food, clothing and shelter.
Objectives:
Students will learn about what people in different countries eat. (18.A.1)
(18.C.1)
Students will write about their favorite part of the book and draw a picture to go
along with it. (CCSS.ELA-Literacy.RL.K.10) (CCSS.ELA-Literacy.RL.K.9) (CCSS.ELALiteracy.RL.K.1)
Materials:
What The World Eats by Faith D'Aluisio.
World map
Prep Work:
Teacher will get the book What The World Eats by Faith D'Aluisio.
Teacher will create a sheet of paper with an empty plate.

Procedures:
1.
2.
Teacher will read What The World Eats by Faith D'Aluisio.

As teacher reads the book, she will point to the countries shes talking about on
the world map.
3.
After the reading, the teacher will facilitate a discussion.
4.
Students will go back to their desks and write a journal entry and draw a picture
of their favorite thing they learned from the book.
Dalluge & Less 113
Discussion Questions:
What foods were talked about in the book?
Did any of these foods look like ones we eat?
Where can we find these foods?
What foods would you want to try?
What kind of food groups were in the book?
What country used the most fruits/veggies/protein/dairy?

Assessment:
Students will participate in discussion about the book. (18.A.1) (18.C.1)

Students will write about their favorite part of the book, and draw a picture to
go along with it. (CCSS.ELA-Literacy.RL.K.10) (CCSS.ELA-Literacy.RL.K.9) (CCSS.ELALiteracy.RL.K.1)
Accommodations:
Students with visual or hearing impairments will be placed up towards the front
of the carpet.
Students who cant write will be allowed to just draw a picture.

Source:
DAluisio, F. (2008). What the world eats. New York, NY: Random House Distribution.
Dalluge & Less 114
Dalluge & Less 115
Permission Slip for Field Trip

Dear Parent/Guardian,
On Friday, October 3 2014, we will be going to Tanners Apple Orchard. We will be
leaving the school at 8:30 a.m. and will be arriving at 9:00 a.m. For an hour, the
class will be learning about how apples grow, as well as when they turn ripe and
when it is okay to eat them. The students are more than welcome to pick out apples
to eat! After that, they can explore the rest of Tanners Apple Orchard with a teacher
or chaperone until it is time to leave. We will be on the bus at 11:00 a.m. and will be
returning to the school at 11:30 a.m. When we get back we will continue with our
daily schedule.
If you would like to be a chaperone for the field trip, please arrive in room 5 at 7:55
a.m. on Friday.
Permission Slip for Field Trip

*Please
return this permission slip by Wednesday, October 1,
2014.
I give my child, ______________________________________, to go to
Tanners Apple Orchard with Ms. Stephanie and Ms. Ashley on
Friday, October 3, 2014. During the field trip, the best way to
reach me is (___________)____________-__________________.
____________________________________
______________
Signature of Parent/Guardian
Date
_______ Put a checkmark if you are interested in chaperoning for
the field trip.
Dalluge & Less 116
Dalluge & Less 117
Food Fiesta Sign-Up

__ I would like to volunteer at the fiesta
__ I would like to bring in a dish for the fiesta
Times available to volunteer _______________

Dish I am making with my child
_______________________
Name: __________________________
Dalluge & Less 118
Participatory/Interactive Bulletin Board Design

This unit could be greatly enriched by the use of bulletin boards. Bulletin
boards can be used in the classroom as well as outside of the classroom. The
bulletin boards in the classroom should be geared towards the students. It would be
a good idea to have interactive bulletin boards as well so students can use these to
build on their lessons. The bulletin boards outside of the classroom can be beneficial
for parents, staff members, and others that are interested in seeing whats going on
in the classroom.
Below is an example of a bulletin board that would be useful for an out of the
classroom bulletin board.
Source: http://www.he.k-state.edu/fnp/educators/graphics-lab-materials/
This bulletin board would be good for adults to see what their children are
learning about in the classroom. This bulletin board is more wordy and technical
than a bulletin board that would be in the classroom. This would be a good overview
of the unit as a whole.
Below is an example of a bulletin board that would be useful for an interactive bulletin
board in the classroom:
Dalluge & Less 119
Source: http://firstlineschools.blogspot.com/2011/09/say-goodbye-to-food-pyramidsay-hello.html
This interactive bulletin board would fit in perfectly with our Choose My Plate
unit. This would also align perfectly with the Charting Our Favorite Foods math
lesson. This would be a great visual for students to see who likes what types of
foods in the classroom. This visual also reminds students what Choose My Plate
looks like, and how to remain healthy through a balanced diet.
Dalluge & Less 120
Professional Resources
http://www.choosemyplate.gov/
http://www.realsimple.com/health/nutrition-diet/nutritious-snacks00000000018150/index.html
http://lessons.atozteacherstuff.com/94/nutrition-unit/
http://www.thematicunits.theteacherscorner.net/health.php
Dalluge & Less 121
Student Resources
Ceres.
http://science.howstuffworks.com/innovation/edible-innovations/ice-cream3.htm
Resources
Dalluge & Less 122
Ceres.
http://www.choosemyplate.gov/
http://science.howstuffworks.com/innovation/edible-innovations/icecream3.htm
Stephs Reflection
I have learned a lot from doing the integrated unit. This will get me an idea of what to
expect when I actually go into teaching when I am planning thematic units for a
Dalluge & Less 123
couple weeks. It was a lot of work. I liked that Ashley and I chose Nutrition/Choose
My Plate. We came up with many fun activities right away. We decided to do this
theme because a lot of children in the United States are not active and do not know
how to eat healthy.
The hardest part about doing this project was the lesson plans. Our lesson carried on
for 14 days because of our class measuring and planting carrots, and making
observations each day. When I wrote my lesson plans, it took about 30 minutes to
do each one. This made me realize that teachers do not have a lot of time to plan
activities.
I will definitely use this project to help me plan a nutrition unit with my students. I kind
of did a thematic unit my sophomore year in my Teaching Strategies class, but it
was not as big as this one. Since this is a more advanced class, we had to include a
lot more stuff. It was fun doing this, but so much work, and not a lot of time to do it.
Dalluge & Less 124
Ashleys Reflection
This project has been the most detailed project Ive done so far at Bradley. I
have learned a lot by doing this project. I learned just how challenging it is to create
lessons to match up with a unit. Sometimes I really struggled with thinking of ideas,
but I checked the standards for the lessons, and eventually figured them all out. I
created lessons that would be meaningful for students to complete. Which lines up
with Standard 1 in the Illinois Professional Teaching Standards. I was sure to include
methods of inquiry and meaningful experiences in my lessons. I also used a variety
of methods for teaching my lessons, which lines up with Standard 6, Instructional
Delivery, in the Illinois Professional Teaching Standards. I was sure to include
movement activities as well as extension activities for books to allow students to
get up and move around during the lesson.
If I had to do this project again, I would start the planning process earlier. This
project had a lot of little details along with the copious amounts of lesson plans
involved with the project. I found myself scurrying at the last minute to try to put
finishing touches on my lessons especially. I also learned an off-topic lesson during
this project. My computer started failing, and I hadnt backed up any of my files for
the project! I was so nervous that all my work had gone to waste. However, I was
able to save them on a jump drive in the nick of time. This learning process and
reflection has lined up with Illinois Professional Teaching Standard 10, Reflection and
Professional Growth.
Dalluge & Less 125

Ete 343 Integrativeunit

Загружено:

Сведения о документе

Исходное описание:

Оригинальное название

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

Ete 343 Integrativeunit

Загружено:

Авторское право:

Доступные форматы

Table of Contents

Dalluge & Less 1

Dalluge & Less 2

Goals and Visions

Dalluge & Less 3

Dalluge & Less 4

Final Bubble Map vs. Original

Dalluge & Less 5

Dalluge & Less 6

Dalluge & Less 7

Dalluge & Less 8

Dalluge & Less 9

Dalluge & Less 10

Learning Environment Description

Dalluge & Less 11

Title: Food Group Go Fish

4.B.Ka: Use language to communicate needs and wants.

5 decks of food cards

Dalluge & Less 12

Title: Fruits and Veggies Puppet Play

CCSS.ELA-Literacy.SL.K.1.a Follow agreed-upon rules for discussions (e.g.,

CCSS.ELA-Literacy.RL.K.1 With prompting and support, ask and answer

CCSS.ELA-Literacy.RL.K.2 With prompting and support, retell familiar stories,

CCSS.ELA-Literacy.RL.K.10 Actively engage in group reading activities with

Dalluge & Less 13

Students will listen to the story as the teacher reads. (CCSS.ELALiteracy.SL.K.1.a)

Teacher will assist students as needed.

Dalluge & Less 14

Title: Grains On My Plate

CCSS.ELA-Literacy.RL.K.1 With prompting and support, ask and answer questions

CCSS.ELA-Literacy.RL.K.2 With prompting and support, retell familiar stories,

CCSS.ELA-Literacy.RL.K.10 Actively engage in group reading activities with

Students will learn all about grains.

Teacher will read Grains On My Plate by Mari Schuh

Dalluge & Less 15

Students will participate in sorting activity. (CCSS.ELA-Literacy.RL.K.10)

Pictures for Sorting Activity

Dalluge & Less 16

Dalluge & Less 17

Dalluge & Less 18

Dalluge & Less 19

Title: A Seed Is A Promise

CCSS.ELA-Literacy.SL.K.1.a Follow agreed-upon rules for discussions (e.g.,

CCSS.ELA-Literacy.RL.K.1 With prompting and support, ask and answer

CCSS.ELA-Literacy.RL.K.2 With prompting and support, retell familiar stories,

CCSS.ELA-Literacy.RL.K.10 Actively engage in group reading activities with

Students will learn about foods that contain seeds. (CCSS.ELA-Literacy.SL.K.1.a)

Teacher will read A Seed Is A Promise by Claire Merrill.

What are some examples of foods that have seeds?

Students will listen to the story as the teacher reads. (CCSS.ELALiteracy.SL.K.1.a)

Students will draw a picture of a food that has seeds. (CCSS.ELALiteracy.RL.K.10)

Teacher will help facilitate discussion.

Teacher will write what food each student drew.

Dalluge & Less 21

Title: Do You Recognize this Breakfast Food?

5.B.K: Relate prior knowledge to new information.

Maxs Breakfast book

Have children raise their hands if they like breakfast

Ask them what they usually eat for breakfast

Read Maxs Breakfast to the children

Ask the children what each food is

Dalluge & Less 22