FCS 359 MSU COEHS Unit Plan Template FA16

Name: Amy Box Content Area(s): Family & Consumer Sciences:

Nutrition

Demographics

Duration of unit: 4 weeks Number of gifted students: N/A

Ages/grades of students: 3-5 year olds/Preschool Number of students with IEP/505: N/A
Number of students in class: 14 students Number of students who are ELL/LEP: N/A

Context
The preschoolers gender distribution is even. The ability of the preschoolers achievement level is average
with a few slightly below average due to lower socio-economic background (Child Care Assistance Program).
The classroom is a diverse setting with African American, Asian, European, and predominantly Caucasian
students. In Christian County, there are 72% Caucasians, 21.8% African American citizens and 1.9% Asian
citizens according to the 2016 U.S. Census Bureau. The median household income from 2011 to 2015 is
$39,521 and persons in poverty is 20.3%+/-. There are no prior knowledge and experiences of the learner.

Unit Title: Nutrition and Healthy Eating Habits

Unit Overview: Rationale, Transfer Statements

By learning the basics of nutrition, correct portion size, and the difference between healthy foods and non-
healthy foods preschoolers will be able to distinguish their own eating habits and make better, healthy
choices.

Standards/Established Goals
NASAFACS 9.4.1/Distinguish the difference between all of the food groups along with the correct
portion size.
NASAFACS 9.3.6/Make healthy, nutritional food choices over non-healthy food choices.
NASAFACS 9.7/Determine the different parts of the plant (vegetables and fruit) and know the
difference between fruit and vegetables.
NASAFACS 14.2/Name a variety of foods from the different food groups.

Acquisition: Unit Objectives

At the end of the unit, students will know
Each section of MyPlate.
What is healthy foods and what is non-healthy
foods.
The difference between a vegetable and a
fruit.
The names of several food items related to
each food group.
At the end of the unit, students will be able to
Choose foods with the correct portions for
each food group in order to meet their
nutritional needs.
Distinguish between healthy and junk
foods.
Identify what a fruit or vegetable is by its
genetic makeup/physical appearance (leaves,
seeds, stem, root, fruit.)
Name off food items.

Understandings and Essential Questions

Preschoolers will understand that eating healthy foods will give them energy, strength, and will make
them smart. They will then consider when eating their next meal, Is this healthy for my body?
The preschoolers will understand the difference between each food group and further distinguish the
 difference between a fruit and vegetable. They will consider when eating foods, Where does this food
come from?
Preschoolers will understand that knowing the names of many different foods will ensure healthy
eating long term because exploring new foods can be fun and intriguing. They will consider when
eating at a restaurant or grocery shopping with family, What does healthy mean?

Evidence: Include Performance Task and Evaluative Criteria

Pre-Assessment: Summative Assessment:

A discussion will be utilized in order to evaluate what Evidence needed to show the students understanding
the preschoolers know before each lesson begins. The will be their ability to distinguish the different food
qualities that are most important for evaluation are groups by identifying 3/5 examples of foods for each,
good food descriptions, explanation, categorization, describe the 4/5differences between each food items
and identification. especially fruits and vegetables, and to recall up to 5
Guiding questions will be: new food items that have been introduced.
Did you know there are five food groups?
What parts of the plant do fruits and
vegetables come from?
How do you feel when you eat too much
junk foods?

Pre-Assessment Analysis n/a

Table

Pre-Assessment Reflection n/a

1. Describe patterns of learning found.
2. Discuss the implications of pre-assessment results for design of instruction.
3. Describe how your awareness of achievement gaps within the student group will guide instruction.

References/Resources/Technology
MyPlate prop, crayon, color sheet, photos of food, food portion models, The Gulps literature, poster

Learning Plan: Lesson Sequence of Unit

Lesson 1: Nutrition: Portion Size

Cognitive Learning

Overview:
I want preschoolers to know what the five food groups are, what the portion size of each food group is, and
that eating a colorful plate will ensure a healthy body (smart, strong, energy, etc.). Cognitive Domain

Standards Objective(s)/Learning Target(s) Assessments

NASAFACS 9.3.6 After collectively identifying each Given a separate sheet of paper
Critique the selection of foods to food group and its while utilizing the MyPlate
promote a healthy lifestyle. meaning/representation, the
preschoolers will draw 2 healthy
food items that belong in each food
group section.
NASAFACS 9.4.1 Following the discussion of healthy
Analyze nutritional needs of eating that fit the five food groups,
individuals. the preschoolers will pair up with a
partner and they will organize 5
sample food items into the
corresponding MyPlate category.
NASAFACS 14.2.1 After learning about the variety of
Evaluate the effect of nutrition on foods from each food group and its
health, wellness and performance. benefits, the preschoolers will list 3
ways food helps their body (i.e.
think, have energy, grow).
Lesson 2: Healthy vs. Non-healthy Foods
Affective Learning
Overview:
The purpose of this lesson is to excite preschoolers to choose healthy foods over non-healthy foods. I want the
preschoolers to know why healthy foods are beneficial to their overall health and development in order to
adjust their eating habits. Affective Domain.
Standards Objective(s)/Learning Target(s)
NASAFACS 14.2 Examine the Students will know what makes a
nutritional needs of individuals and food healthy vs unhealthy by the
families in relation to health and origin/source of food, if its
wellness across the life span fresh/fast food, how it makes them
feel after consumption.
NASAFACS 14.3.1 Apply current After reading The Gulps, the
dietary guidelines in planning to preschoolers will be able to identify
meet nutrition and wellness needs. the difference between3-5 examples
of healthy foods and non-healthy
foods.
NASAFACS 9.4.1 After identifying food source and
Analyze nutritional needs of overall feeling after consumption, as
individuals. well as, recalling examples given
NASAFACS 9.3.6 from the book, the preschoolers will
Critique the selection of foods to be able to engage in and complete a
promote a healthy lifestyle. sorting activity.
Lesson 3: Parts of a Plant
Psycho-Motor Learning
handout as reference, the
preschoolers will draw 1/2 food
items that will correctly match
the food group sections.
Given the MyPlate handout and
pictures of food examples, the
preschool partners will place 4/5
food examples in each section
correctly.
Given a class discussion, the
preschoolers will list 2/3 benefits
healthy eating provides the
human body.
Assessments
Given the discussion of healthy
vs. unhealthy foods, as an
informal assessment, students
will list 2/3 indicators of each
source of healthy/unhealthy
foods.
Given the story on the pros of
eating healthy and the cons of
eating poorly, the preschoolers
will recall 3-5 examples of
healthy and non-healthy foods
provided by the book.
Categorize and sort 8/10 food
examples correctly into a healthy
basket and non-healthy basket.
Overview:
The goal for this lesson is to explore the different parts to a fruit and vegetable. I want the students to be
skilled at distinguishing the differences between the two as it will be an aid to meeting their daily nutritional
needs. A reinforcement activity will be I can eat a whole plant! worksheet. Psycho-motor domain.

Standards Objective(s)/Learning Target(s) Assessments

NASAFACS 9.7 Demonstrate
principles of food biology and
chemistry.
Students will be able to name the
different parts to a plant and identify
foods that correlate to each plant
part. (Spinach = leaves, Celery =
stem, etc.)
Given the discussion of the parts
of a plant, students will be able
to name 4/5 food:plant correctly.

NASAFACS 14.5 Evaluate the After naming off the parts to the Recall 2/3 key differences
influence of science and technology plant, students will be able to between a fruit and vegetable
on food, nutrition, and wellness. describe the difference between a (seeds, grown from a flower,
fruit and a vegetable. above ground or below, etc.)

NASAFACS 14.2 Examine the After recalling the key differences Create a I can eat a whole
nutritional needs of individuals and between a fruit and vegetable and plant! poster by placing samples
families in relation to health and naming off parts to a plant, students of food to the correct plant term.
wellness across the life span will be able to construct a poster that
display the different foods to each
plant part.

Lesson 4: Food Bingo

Cognitive Learning

Overview:
Recalling the lesson about MyPlate and its food groups, I want the students vocabulary in nutrition to expand
by identifying a variety of foods by playing bingo. The purpose of this is to introduce new food items and to
strike a curiosity in how these foods might taste, feel, or appear in reality. After learning the names of foods, a
touch/smell sensory activity will solidify a better understanding of the new vocabulary.

Standards Objective(s)/Learning Target(s) Assessments

NASAFACS 9.4 Apply basic
concepts of nutrition and nutrition
therapy in a variety of settings,
considering social, geographical,
cultural, and global influences.
After a discussion on MyPlate and its
food groups, students will recall food
examples for each MyPlate section
then transition to the introduction of
new foods.
Given the discussion of new food
items, the preschoolers will
collectively list 1/2 food
examples correctly for each
section.

NASAFACS 9.3.6
Critique the selection of foods to
promote a healthy lifestyle.
After naming new foods for each
section, students will be able to
engage in a Food Bingo activity in
order to reinforce the new
vocabulary. As each food item is
called, a discussion on the
appearance (color, shape, size).
Food Bingo, each student will
identify the correct food choice
that was called out by the
instructor. The instructor will
observe each students choice on
the place card. To check
understanding, a class discussion
will occur during the activity as
each item is called.
NASAFACS 9.4.1 After the Food Bingo activity, Given the sensory discussion,
Analyze nutritional needs of students will utilize their senses to students will list appearance,
individuals. describe 5 food samples. taste, and feel descriptions of 5
food samples provided.