HLTH 321 Micro-Teaching Lesson

Title of Lesson: Nutrition

Teacher(s): Miss Weber and Miss Sheridan
Rationale:
Nutrition education can be guided through Piagets theory. It helps design effective nutrition
education appropriate for different developmental stages of childhood. Students need to know the
importance of healthy foods and the how important it is to eat right. Students will identify the
different types of foods to determine which of the five food groups they belong in. The students
will also work to understand the characteristics of each food group. The goal of this lesson will
be to identify the five food groups and be able to draw or label the food pyramid while placing
the appropriate food in the correct sections on the food pyramid.
Bibliography:

SciELO- Scientific Electronic Library Online. (2009, July 7). Retrieved January 27, 2016, from
http://www.scielo.br/scielo.php?pid=s1415-52732009000600012&script=sci_arttext.

Age/Grade Level: 4th grade

South Dakota State Standards/NASPE:
Standard 1: Students will comprehend concepts related to health promotion and disease
prevention to enhance health. (This will apply to the cognitive objective)
o Indicator 1.5.1: Describe the relationship between healthy behaviors and personal health.
Standard 5: Students will demonstrate the ability to use decision-making skills to enhance
health.
o Indicator 5.5.5: Choose a healthy option when making a decision.
Standard 6: Students will demonstrate the ability to use goal- setting skills to enhance health.
o Indicator 6.2.2: Identify resources and assist in achieving a personal health goal.

Technology Standards
ISTE Standard 5.ET.RL.1: Students use technology to locate, organize, evaluate, and analyze
information
Indicator: 5.ET.RL.1.1: produce relevant information using advanced search functions.

Equipment: (NOTE: What will you need to complete the activity/lesson)

computer
projector
paper
paper plates
glue

4.

Objectives:
At the end of the lesson, the student(s) will be able to:
Psychomotor: Demonstrate the ability to use decision-making skills to choose healthier meals
80% of the time.
Cognitive: (Standard 1) Comprehend concepts related to health promotion and healthy lifestyles
relating to the food pyramid 3 out of 4 times.
Affective: Demonstrate the ability to use goal-setting skills to reach a healthy meal plan weekly
to reduce on fatty foods.
Technology: Use technology to to analyze information on healthy and unhealthy foods daily.

Pre Assessment: (NOTE: How are you going to pre-assess the students knowledge of
subject for lesson focus?)
What does being healthy mean to you?
How many of you know what nutrition is?
How many of you know the five major food groups?
What do you think of when you hear the word, Nutrition?
Possible answers:
fruit
vegetables
milk
water

1.
2.
3.

Introduction Activity: (NOTE: Important for introducing a new unit, similar to Anticipatory
Set)
We will show a video about the five major food groups to grab the students attention.
https://www.youtube.com/watch?v=sEhhPlR4lQI

Check for Understanding: (NOTE: How will you check to make sure the student
understands instructions or the activity?)
Throughout the activity be observing and asking questions.

Content Development Activity: (NOTE: Familiarize children with different physical fitness
activities and shape positive attitudes toward physical activity. Discussion of such should
happen here as well.)
Slide 3: The Food Pyramid
The pyramid has six vertical stripes to represent the five food groups plus oils.
They pyramid is an outline of what to eat each day.
Slide 4: The Food Guide Pyramid Activity
Slide 5: MyPate
Food Guide Pyramid becomes a Plate
MyPlate is a divided plate, no one food group overpowers the others.
http://www.choosemyplate.gov/
Slide 6: Fruits and Vegetables
Half of your plate should be fruits and vegetables.
Choose fresh, frozen, canned, or dried fruits and vegetables.
Eat red, orange, and dark green vegetables, such as tomatoes, sweet potatoes, and broccoli.
Use fruit as snacks, salads, or desserts.
Keep raw, cut-up vegetables handy for quick snacks.
Check juice labels to ensure that they are 100% juice.
The recommended daily amount of fruit you need is 1.5 cups.
The recommended daily amount vegetables you need is:
Girls: 2 cups
Boys: 2.5 cups
Slide 7: Grains
Every grain that grows is a whole grain in its original form.
A whole grain is made up of three parts.
Bran is the outer shell of the grain which protects the seed. It has fiber and vitamin B.
Endosperm is in the middle of the grain and provides carbohydrates and protein which gives us
energy.
Germ is the inner part of the grain that sprouts when the grain is planted. It has antioxidants,
vitamin E and B and healthy fats.
The difference between whole grains and refined grains is that whole grains include all three
parts of the grain and refined grains have been stripped, leaving only the endosperm portion of
the grain.
The recommended daily amount of grains you need is 3 ounces or three slices of bread.
Slide 8: Protein
Protein is necessary for building strong muscles and body tissue and that it helps sustain energy
so that we do not tire so quickly.
There are many sources of protein:
meat
non-meat
It is important to eat a variety of protein sources.
Protein portions should be small and lean (not fatty)
The recommended daily amount of protein you need is 5 ounces or 5 eggs.
Slide 9: Dairy

 Dairy products contain calcium.

Calcium is a nutrient that helps build strong bones.
Using fat-free or 1% milk still gives a person the same amount of calcium as 2% or whole milk
but with less fat and fewer calories.
The recommended daily amount of dairy you need is 3 cups.
Slide 10: Be Active
Several activities like walking, swimming, gardening, jumping, and skipping are all examples of
physical activity.
Physical activity is a very important part of staying healthy.
The energy we get from food is used when we are active.
Most children need 60 minutes of physical activity each day.
What are you favorite ways to be active.
Slide 11: Build a Healthy Plate by Choosing
Nutrient dense foods instead of fatty foods.
A variety of fruits and vegetables in a rainbow of colors.
Low-fat or fat free milk and dairy products.
Fiber-rich whole grains
Protein foods that are low in fat.
Slide Activity

Check for Understanding: (HINT: How will you check to make sure the student understands
instructions or the activity?)
Throughout the lesson we will observe the students and ask and answer question frequently.

Lesson Focus Activity: (HINT: Teach toward standards and specific lesson
objectives in a developmentally sequential way.)
We will give each student a paper plate and let them decorate it with swirls,
lines. and patterns.
Next step is to give out the food we cut out of the magazines and allow the
students to arrange them onto their plates in the correct food groups.
Let the students glue them onto the plate.
Check for Understanding:
We will ask frequent questions to check for the students understanding.

Closing Activity: (NOTE: This includes a low organization game, lead-up activity or
cooperation activity. Should help children feel positive about activity and draw them back to the
next class. If appropriate should be low energy to allow students to return to calming behavior.)
Assessment: (NOTE: How are you assessing the student Formatively and Summatively
to show that learning took place?)

We will assess the students on their myplate. If they have the following food groups:
fruits
vegetables
grains
dairy
protein

Modifications: (NOTE: what will the student need additional in order to participate in the
lesson)
The teacher(s) will provide

o
o
o
o
o

ESL students:
interpreter
make instructions simplier
demonstrate the instruction
visuals with description for better understanding
partner students up to interact

o
o
o

Hearing Disability:
microphone and speaker
bring students to the front so they can hear better
sign language interpreter

o
o
o

Visual Impairment:
bigger font
bring students to the front so they can hear better
put words with pictures for students who are color blind

Physical Impairment:
o easy way for students to access the table besides using a chair
o have students who are sensitive to touch wear gloves
o

Analysis of Objectives: (NOTE: Each objective is measurable, so how do you know that it was
met, qualitatively or quantitatively and that student learning existed.Explain results, method
used, individual or group performance etc.)
Psychomotor:
Cognitive:

Affective:
Technology:
Reflection of Teacher Performance: (NOTE: What went well in the lesson, what didnt go
well, did modifications work well for students that needed, and then any improvements that
could be made for better quality of a lesson for future)