Nutritious Eating

Common Core/PA Standard(s):

Standard - 10.1.3.C
Explain the role of the food guide pyramid in helping people eat a healthy diet.
food groups
number of servings
variety of food
nutrients

Learning Targets/Objectives:
1) the students will differentiate between an everyday food and a sometimes
food by completing the foods sorting activity
2) the students will understand how to measure out correct portion sizes by
completing the inquiry
3) the students will be able to demonstrate their ability to identify the portion size
on a food label by completing an exit slip.

Assessment Approaches: Evidence:

1. students will complete an exit slip
indicating their understanding of how to read a
food label and their ability to identify the
portion size.
2. teacher will collect students inquiry sheet,
this will show that they students understand
what correct portion size is.
3. Summative Assessment- unit assessment
Assessment Scale:
Summative-
1. the teacher will take notes
during the time the students are
working on the food card sort to
determine how much the students
already know about nutritious foods
2. the teacher will take notes
during the time the students are
working on the word sort to determine
how much the students already know
about serving

-Student is able to match 90-100% of the vocab word with the correct description. Student is
able to answer the writing prompt completely
-Student is able to match 80-90% of the of the vocab word with the correct description. Student
is able to answer the writing prompt completely
-Student is able to match 70-80% of the of the vocab word with the correct description. Student
is able to answer the writing prompt completely.
-Student is able to match 60-70% of the of the vocab word with the correct description. Student
is able to answer the writing prompt minimally.
-Student is able to match 50% or less of the of the vocab word with the correct description.
Student is unable to answer the writing prompt or their response is off topic
Subject Matter/Content:
Keeping the Heart Healthy
A. Nutrition
to keep the heart working properly its important to eat a
balanced diet
food is fuel for our bodies
a balanced diet includes everyday foods like vegetables, lean
meats, and low-fat dairy and the occasional sometimes food like pizza and ice
cream
foods that are high in fat and calories can lead to cholesterol
increase, diabetes, and high blood pressure
cholesterol builds up inside the blood vessels
making it harder for the heart to pump blood throughout the body
diabetes occurs when your body has a high blood
sugar level, its the most common disease found in overweight people
extra weight makes the heart work
harder because the extra weight strains the hearts ability to pump
the blood to all the blood vessels throughout the body
high blood pressure happens because of a poor
diet and not enough activity which puts great strain on the heart
Myplate
healthy eating guide
30% Grains
40% Vegetables
10% Fruits
20% Proteins
little dairy
suggest ways to improve your plate
switch to 1% or skim milk
make half of your grains whole
portion control

Prerequisites:
1) the heart is a muscle the size of your fist in your chest
2) the hearts job is to pump blood and in and out of its chambers to distribute throughout the
body
3) blood is the carrier of antibodies that help to prevent disease in the body
Key Vocabulary:
-diet: the usual food and drink consumed by a person
-calorie: energy that fuels our body
-exercise: to increase the your heart rate and make the heart work hard to pump blood
-cholesterol: a substance that is found in the bodies of people and animals
-serving size: the amount of food or drink that is typically served
Introduction/Activating/Launch Strategies: To start the lesson for the day the teacher will ask
the students what foods they like to eat. After hearing some students responses, the teacher
will then ask if the students favorite foods are everyday foods or sometimes foods. Each
student will receive a food card.The teacher will have a food chart on the board and the
students will take turns placing their card under either everyday food or sometimes food.
Teacher will ask students why they placed their card where they placed it. This will help the
teacher gage what the students already know about nutrition. The teacher will tell the students
that today they are talking about nutrition and they will return to the chart later to see if they
were right.
Development/Teaching Approaches:
Each group will be provided with a tray that has different measuring devices,
bowls and cups. They will choose 3 food items from the table to add to their tray
The groups will hypothesize what a serving size looks like by using the different
measuring devices to try and estimate what they believe a single serving size of each
food they chose looks like without measuring.
Once they have portioned out their foods, Students will measure and record
their hypotheses on their inquiry sheets.
Groups will receive a new bowl/cup/container
The groups will then be given the label for each food item, they will find the
serving size and adjust their amounts based on this new piece of information
Students will record the actual serving size amount
Students will reflect on the difference between the original amount and the
correct serving size. Was it more ? Was it less? How did they know what the correct
serving size was?
Closure/Summarizing Strategies:
Students will turn in their inquiry sheet
As a whole group we will turn back to the chart and the teacher will ask if the
students want to change any of their answers on the sometimes versus everyday
food chart
Together we will review why the foods listed are sometimes foods and everyday
foods
Students will complete and hand in exit slip answering the question why is it
important to eat the correct serving size?
The teacher will say that tomorrow we will be talking about how unhealthy
choices discussed today can hurt your heart
as they leave they will hand in exit slips and inquiry sheet.

Accommodations/Differentiation: For a student with a hearing impairment, the teacher will

provide captions on the video; as well as, utilizing the AV system so that the child, teacher, and
peers can communicate in group discussions.

Materials/Resources:
-food cards (including foods from all areas)
-t-chart separating everyday food and sometimes food
-cups
-bowls
-cereal
-chips
- juice
- soda
- Carrots
-apple sauce
-cookies
-fruit
-measuring cups
-scale

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels
 Remediation Plan (if applicable)

Personal Reflection Questions

Additional reflection/thoughts