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The 5 Healthy Food Groups

The 5 Healthy Food Groups. Charlotte Sidway Elementary in the Grand Island Central School District 8:1:2 Self-Contained Classroom Cooperating Teacher: Marisa Valentine. By: Lauren Schroder. Class Background. Kindergarten and first grade self-contained classroom 8:1:2 Classroom

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The 5 Healthy Food Groups

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  1. The5HealthyFoodGroups Charlotte Sidway Elementary in the Grand Island Central School District 8:1:2 Self-Contained Classroom Cooperating Teacher: Marisa Valentine By: Lauren Schroder

  2. Class Background • Kindergarten and first grade self-contained classroom • 8:1:2 Classroom • Severe developmental delays • Autism, Intellectual Disabilities, Multiple Disabilities • Extensive Individualized Instruction

  3. Objectives • Identify a picture of a food that belongs in a given food group. • With support, place illustrations of healthy foods onto the food plate graphic organizer in the appropriate food group. • Identify foods from each healthy food group and place the foods on the correct section of the My Healthy Plate.

  4. Essential Question • Are you what you eat?

  5. Guiding Questions • What is an example of a vegetable? • What does a vegetable give your body? • What is an example of a grain? • What does a grain give your body?

  6. Enduring Understandings • There are five healthy food groups and food from each group is important to consume on a daily basis. • There are essential vitamins and minerals to help our bodies grow strong and stay healthy.

  7. NYS Standards • Level: Elementary • Learning Standard: MST • Standard: Science • Content Standard: Content (4) • Area of Study: Living Environment • Key Idea: (5) Organisms maintain a dynamic equilibrium that sustains life.

  8. Performance Indicator and Major Understanding • Performance Indicator: (5.3) Describe the factors that help promote good health and growth in humans. • Major Understanding: (5.3a) Humans need a variety of healthy foods, exercise, and rest in order to grow and maintain good health.

  9. Pre-Assessment • Circle the food that is a grain. (pasta, bread, cereal) • Circle the food that belongs to the dairy food group. (milk, cheese, yogurt)

  10. Formative Assessment

  11. Summative Assessment • Students created a My Healthy Plate by placing one food from each healthy food group on the appropriate color section of the plate.

  12. Rubric Attributes for My Healthy Plate 1 4 3 2

  13. Rubric Attributes for My Healthy Plate 4 3 2 1 • Neatness and Completeness

  14. Distinguished Student Work

  15. Rubric Score • Level of Assistance: 4 • Accuracy of food: • Fruit 4 • Vegetable 4 • Grain 4 • Dairy 4 • Meat 4 • Neatness and Completeness: 3 • Score: 98.8%

  16. Distinguished Student Work

  17. Rubric Score • Level of Assistance: 3 • Accuracy of food: • Fruit 4 • Vegetable 4 • Grain 4 • Dairy 4 • Meat 4 • Neatness and Completeness: 3 • Score: 87%

  18. Proficient Student Work

  19. Rubric Score • Level of Assistance: 2 • Accuracy of food: • Fruit 4 • Vegetable 4 • Grain 4 • Dairy 4 • Meat 4 • Neatness and Completeness: 3 • Score: 75%

  20. Student Data Pre-Assessment: Food Identification Post Assessment: My Healthy Plate

  21. Student Data

  22. Modification Table

  23. Reflection • Student data supports my claim that students achieved the learning objectives of the lesson. • Important unit for teaching students about eating healthy and tasting new foods. • Things I will change: • Community based instruction • S.M.A.R.T. Board matching activity • Picture Dictionary

  24. Thank you all! • A sincere thank you to all of my peer reviewers Christen Lawicki, Chelsea Ventura, Krista Engels, Michelle Mullar, Christina Giambrone, Allie Gudonis, and Melanie. Thank you for all of your feedback to help my strengthen my Learning Experience!

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