Teacher:   _Julie Heffernan__ Subject/Lesson Title: __Food Pyramid___   Grade:   __1/2__

 Curriculum Context/Rationale: The students have not yet had exposure to any nutrition related lessons so far this year. This will be the first of several lessons taught on nutritional needs. This is a Standards-driven, teacher-created lesson. Students might have had exposure in the past through adult influences outside of school or physical education classes. This lesson is important as it is a foundation for future lessons on the topic and will help students learn about healthy eating habits.

 EALRs/GLEs/PEs/Common Core Standards:

Match foods to food groups. H1.N1.1a

 Short Term Learning Targets/Objective(s) for This Lesson: Given a labeled food pyramid, students will draw or write the name of at least one item per food group with 80% accuracy.

 Assessment Plan & Rationale for Assessments (Why these types?):

Pre-Assessment: When discussed, students knew that they should be eating healthy foods but did not know how much of each food or what types of foods they need to be eating.

Formative Assessment: Teacher will observe where students place food pictures on food pyramid. Teacher will listen to examples given during Food Bingo. Teacher will note thumb checks for student agreement or disagreement.

Summative Assessment: Students will show successful mastery of their learning target by completing the food pyramid with 80% accuracy. If students are able to demonstrate an understanding at 80% accuracy, the teacher will move on to the next lesson. If most students are not successfully completing their pyramids, the teacher will spend time re-teaching and building understanding before moving on to further topics in nutrition.

Student Voice:

1. Tell me the Learning Target in your own words.
2. What were we doing today?
3. What felt easy?
4. What felt hard?
5. What was helpful for your learning?
6. What can I do to help you?
7. How do you know if you had a healthy day of food?

Classroom Management: I will use two different scouts (designated within the instructional sequence) to help monitor my expectations: eyes on me, voices off, hands to yourselves. I will praise correct answers and participation as it comes up during the lesson. If there is misbehavior, I will first move closer to the student(s) in question to see if proximity will stop the behavior. If ineffective, I will then ask the student directly to stop doing what they are doing. If that is still ineffective, I will pull the student to the side to ask more in-depth about what is going on and why they are choosing the behavior. Students will be kept engaged through hands on activities throughout the lesson. There will be constant reminders of expectations at each transition point. I will get attention with the “Give me 5!” and then counting down to zero.

 Instructional & Assessment Accommodations/Modifications for Diverse Learners:

• Student A has difficulty with interpersonal relationships and attention. He will be assigned a seat that will allow him to keep his space bubble and minimize distractions. I will redirect as needed with verbal and non-verbal cues.
• ELL: I will be sure to define words carefully and simplify my lesson as needed for understanding. I will repeat directions in different ways as needed. I will be conscious of my word choice and questioning tactics. I will use gestures and point to pictures as I am speaking.
• Focus Students: Students B, C, & D – I will use a post-lesson conference to find the understanding level of three different-leveled students. This will help their understanding level and further engage them in the topic.

Differentiation:

There are multiple pathways to learning this lesson because the students choose how they are going to demonstrate their knowledge while experiencing different classroom environments in learning the material.

• For process, students worked as a whole class and individually. Students also worked on the carpet and at their desks.
• For product, students either chose to draw or write their answers on the blank food pyramid.

Instructional Materials, Community Resources, and Technology:

• Food Pyramid
• Food Pyramid cards
• Food Pyramid bingo
• Play food with grocery bag
• Bag of candy for bingo rewards
• Scout rewards bag with prizes
• Blank food pyramid worksheet

 School/Home Interactions (if applicable):

The teacher will send home a worksheet students can talk about with their parents where they create a balanced grocery list using the food pyramid.