KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN FORMAT

Teacher Candidate:

Liz Shields

Date: November 16, 2015

Cooperating Teacher:
Group Size:

20

Subject or Topic:

Coop. Initials
Allotted Time 30 minutes
Nutrition

Grade Level 4
Section

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

I. Performance Objectives (Learning Outcomes):

The students will determine the difference between healthy and unhealthy foods
by observing a banana and French fries.
II. Instructional Materials
The Food Parade by Elicia Castaldi
Banana
French Fries
Science Journals
Observation/ Prediction sheet
III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea, outline of
additional content)
A. Prerequisite skills
B. Key Vocabulary
C. Big Idea
D. Additional content
IV. Implementation
A. Introduction
1. Tell students they will begin to learn about Healthy Living today and
for the remainder of the week.
2. Read The Food Parade aloud

3. Wow that was awesome! We read about the five food groups,
portions and exercising.
B. Development
1. Class discussion:
a. Ask students to give examples of healthy food.
b. Examples of unhealthy food
c. Which one is better for your body?
2. Today we are going to focus on bananas and French fries.
3. Hold up the banana
a. Have students turn and talk if they like bananas or what fruit
they prefer.
4. Hold up the French fries
a. Have the students turn and talk if they like French fries and
which fast food places they prefer
5. Have the students write in their journals what they think a healthy
choice would be: to eat a banana or French fries when they are
hungry.
6. Make bar graph on black board for the number of students that chose
banana and French fries.
7. Explain that we will be watching this banana and French fries for the
next six days and drawing our observations of any changes that
occurs.
8. Write your predictions at the bottom of the page.
9. Ask the students who do they think will win?
C. Closure
1. Draw your observation in the first block of what you see.
2. Staple this into your science notebooks and be sure to draw your
observation each day when you come into science class.
3. Play YouTube video: https://www.youtube.com/watch?
v=5iS8h0J_Ows
4. Talks about vitamins and unhealthy foods, which we will be
discussing during the next two days!
D. Accommodations/Differentiation
1. Johnny
E. Assessment/Evaluation Plan
1. Formative- science journals- answered each question for predictions
2. Formative- participation- each student chooses for bar graph
2. Summative- end of the unit exam
V. Reflective Response

A. Report of Student Performance in Terms of Stated Objectives (Reflection on

student performance written after lesson is taught, includes remediation for
students who fail to meet acceptable level of achievement)
What could I do to improve my lesson?

Was my timing accurate to my prediction?

What was the best part about the lesson?

Remediation Plan
B. Personal Reflection (Questions written before lesson is taught. Reflective
answers to question recorded after lesson is taught)
VI. Resources (in APA format)
Castaldi,E.(n.d.).Thefoodparade:Healthyeatingwiththenutritiousfoodgroups.HenryHoltand.

Observations: Draw your observations when you come into the classroom for the next
seven days.
Banana
French Fries

What do you think will happen to the banana?

What do you think will happen to the French fries?
Which one will stay fresh longer?
Why do you think that?

Predictions: