Caitlin Porter

Kacey Hale
Natalie Nelson
Haley Pollock
Colleen Sanders
Stephanie Voytek
Group 7
Tentative Lesson Topic: We intend to increase fruit consumption in children aged
kindergarten-2nd grade. We will split the children (n=28) into 3 different stations that will
rotate. 2 group members will run each station. We will give the children a pre-test by
showing them a granny smith apple vs. a granny smith-flavored Blow Pop and ask them
which they would prefer for a snack. We will end the presentation with this same test
and hope to see an increase in the number of children who would pick the actual apple
over the candy. Station 1 will educate the children on the difference between go foods
(help you grow, can eat all the time) and whoa foods (should only eat sometimes,
candy, etc.). There will be a board with pictures and the children will group the go and
whoa foods. Station 2 will be an activity where kids are asked to use sensory words to
describe what fruits and vegetables feel like, taste like, look like, etc. The third station
will have children taste 3 different types of apples. They will then post a sticker on a
board saying that they liked it or will like it next time for each type of apple. This will
expose them to different types of familiar foods that they may think they didnt like but
actually do.
Tentative Lesson Title: Apples to Apples
Tentative Program Objectives: At the end of the 30 minute lesson, 2/3 of children
aged kindergarten-2nd grade will choose an apple over candy for a snack, as shown by
a group assessment by answering questions with raising of hands.
Background Info Paragraph:
Children in our age category, 5-7 years, consume too little fruit. Part of the
Healthy People 2020 Objectives (objective NWS-14) is to increase the daily
consumption of fruit by people aged 2 years and older (DHHS, 2015). Fruit is important
in a childs growth and development. Fruit supports healthy weight management, lowers
disease risk, and supplies important vitamins, minerals, and antioxidants (Kim et. al.,
2014). The CDC reported that children aged 6-11 only consumed 0.61 cups of fruit per
1,000 calories, which is an increase since 2003, but still below the 0.9 cups per 1,000
calories target of Healthy People 2020 (Kim et. al., 2014) (DHHS, 2015) . Although fruit

intake in children 6-11 has increased since 2003, it is still below the recommended
amount and needs to be improved for improved health status and nutritional adequacy.
According to the USDAs Community Nutrition Map, only 20% of CT residents ages 2
years and older meet the fruit recommendations. Additionally, less than of the CT
population ages 2+ get the recommended amount of vitamin C and less than 8% get the
recommended amount of fiber, both of which are abundant nutrients found in fruit
(United States Department of Agriculture, 2009). Our fruit lesson is intended to increase
fruit consumption in children ages 5-7 years in CT, who are lacking this component of a
healthy diet.
Reference List:
Kim, S.A., Moore, L.V., Galuska, D., Wright, A. P., Harris, D., Grummer-Strawn, L. M.,
Rhodes, D. G. (2014). Vital Signs: Fruit and Vegetable Intake Among Children United
States 2003-2010. Washington D. C.: Center for Disease Control and Prevention.
Retrieved from
http://www.cdc.gov/mmwr/preview/mmwrhtml/mm6331a3.htm?
s_cid=mm6331a3_w#T
ab1
United States Department of Agriculture. (2009). Community Nutrition Mapping Project:
Connecticut. Retrieved from http://www.ars.usda.gov/Services/docs.htm?
docid=15675
United States Department of Human Health and Services, Office of Disease Prevention
and
Health Promotion. (2015). 2020 Topics & Objectives: Nutrition and Weight
Status. Retrieved from
http://www.healthypeople.gov/2020/topics-objectives/topic/nutrition-and-weightstatus/
objectives.

Lesson Plan (Part 4)

1.
Group 7

Caitlin Porter
Haley Pollock
Kacey Hale
Colleen Sanders
Stephanie Voytek
Natalie Nelson
Target Audience: Kindergarten - 2nd grade (n=28)
Site Location: Charles H. Barrows STEM Academy
Site Address: 141 Tuckie Rd, North Windham, CT 06256
Directions: Attached to document
2.
Lesson Title: Apples to Apples
3.
Lesson Objectives: At the end of the 30 minute lesson, 2/3 of children aged
kindergarten-2nd grade will choose an apple over candy for a snack; as shown by a
group assessment by answering the question with the raising of hands.
4.
Script: Intro (~5 minutes):
Hand out colored coded stickers before intro starts- have everyone put them on their
shirts so they know what team they are on. (green, yellow, or red)
Hi everyone! We are here today from UConn to have some fun with you guys. Who likes
to eat a snack after school? Show us by raising your hands how many of you would eat
this [candy] for a snack (take a record of the #). Show us by raising your hands how
many of you would eat this [apple] for a snack (take a record of the #). Briefly mention
that if everyone cooperates and participates at each station they will receive a cool
apple sticker, and by the end they will have three. Now we're going to have everyone
split up, red team go to station 1 with Caitlin and Kacey, yellow team go to station 2 with
Stephanie and Colleen, and green team go to station 3 with Haley and Natalie.
Stations: Short intro then activity
Station 1: Caitlin, Kacey (~5 minutes)

We had the children all gather around and stand in front of the visual.
We showed the kids our poster that has 2 groups on it: go and woah. We explained
that Go foods are those that you can eat all the time and will help you grow big and
strong. We also explained that Woah foods are those that you can still enjoy and taste
good, but you should only eat sometimes. We then showed the kids the pictures of
foods to attach the board [fruits, vegetables, milk, candy, potato chips, processed
snacks]. We let the kids raise their hand if they think they know which category one of
the foods belongs in. The kids took turns placing the foods in the categories and group
foods based on woah vs. go.
Station 2: Stephanie, Colleen (~5 minutes)
Station 2 will be an activity where kids are asked to use sensory words to describe what
fruits and vegetables feel like, taste like, look like, etc. One person will be engaging with
the children while the other will be writing out the responses on a large piece of paper
we will have posted for everyone to see. Most of the dialogue will be improvised to
accommodate to the groups interest level and get them more interested.
5 Minutes
-Write down words they give us
-Have big pieces of paper on the wall
-Have pictures of each food on the paper
Fruits: pineapple, cantaloupe, kiwi, apple
Vegetables: broccoli, carrots, lettuce,
1: Hey everyone! Im Stephanie
2: and Im Colleen
1: and at this station were going to talk about fruits and vegetables. Does anyone here
eat fruits and vegetables
(remind kids to raise hands if needed)
1: So what were going to do is name all the words that describe different fruits and
vegetables. So Im going to name a food, and youre going to raise your hand and help
us think of words that describe it. ________ is going to write down all these words.
Can anyone tell me what a pineapple feels like on the outside?
-Inside
-Taste
-Smell
Do for the rest of the f/v
1: Wow, all these fruits and vegetables taste and feel so different from each other!
Station 3: Haley, Natalie (~5 minutes)

We will start off by introducing ourselves to the group. One person will be
cutting/preparing the apples and the other will be describing what we will be doing for
the activity. Also have everyone use hand sanitizer on their hands.
We will start the activity by having everyone get a piece of the same type of apple. We
will tell them what kind of apple it is, and then wait for everyone to taste the apple in
unison. Once they have tasted and chewed the apple piece we will ask them what it
tasted like (sour or sweet) and what texture it had (crunchy, crispy, or mushy). We plan
to have some note cards with these adjectives already written out, to help them
brainstorm with describing. We will also ask the kids to raise their hands and jump up
and down if they like the apple, and ask if they would eat it again to try to get them to be
active. We will do the same thing for the remaining two apples. We will wrap up the
activity by asking the kids to share which apple they liked the most and which one they
would maybe like next time. We will finish our activity by handing out an apple sticker to
each child for completing our station.
Conclusion/Evaluation (~5 minutes):
Gather everyone in the middle of the room
Did everyone have fun today? We have one last question today before we go. How
many of you would choose this [apple] over this [candy] (take record of the #)? Can
someone share what their favorite part of today was?
5 minute pre-test
5 minutes per station, 15 minutes in total
5 minute evaluation
Total time= 25 minutes with some give or take just in case.
5. List of Visuals:
- poster of matching go and whoa foods
- picture of candy
- picture of apples
- board for writing sensory descriptions
- flash cards with adjectives describing apple flavors, textures, etc.
6. Evaluation Plan: Our evaluation involves having the students raise their hands
based on whether they would prefer an apple or candy for a snack at the beginning of
the lesson compared to the amount who would prefer an apple over a candy at the end
of the lesson. Hoping to have 2/3 of the class who prefer an apple over a candy at the
end of the lesson. The outcome of our evaluation was about the same before the
presentation and after the presentation. About of the class before the presentation

would prefer the apple over the apple flavored blow pop and after the presentation it
was about the same.
7. Materials Used:
- apples (red, yellow, green)
- poster of woah and go foods
- poster for station 2 (sensory description)
- markers
- plates and knives for apples
- printed image of green apple flavored candy (Jolly Rancher, Blow Pop)
- red, yellow, and green stickers to designate groups
- tables
- timer
- gloves
- sink to wash apples
- hand sanitizer
- paper towels
- Star stickers and Despicable Me stickers

Group Reflection
Many things went well during our presentation. The kids all seemed to be having a great
time, they all got along, and for the most part cooperated during the activities. Time was
allotted appropriately; our planned five minutes at every station was pretty spot-on and
our entire presentation was very close to being thirty minutes. The kids were more
responsive and excited than we had anticipated, which gave us confidence to present
our lesson. Although many kids were knowledgeable about fruits and vegetables, the
activities we gave them were not overly simplified. It was great to see them really get
into our presentation and various activities.
Although most of the aspects of the lesson worked, the first challenge we encountered
was when we arrived at Charles H. Barrows STEM Academy there was very little
direction from the people at the site. We did get directions to a classroom, but werent
even sure we were in the right room. It seemed a little disorganized at first, but it all
worked out once we started the presentation.
One thing that could have gone better was the transition between each station. Haley
had the five-minute timer going, and was solely responsible for going over to each
station to let everyone know that the time was up. Perhaps in the future, this could be
better organized; each station could have a five-minute timer to allow for smoother
transitions into each station. Additionally, the end of the lesson could have been more
thought-out. The kids were so excited and scattered by the end that it was difficult to

announce that our presentation was over. It was also difficult to conclude because the
kids had so much fun and wanted us to stay!
Another challenge was at the apple-tasting station. Some of the kids in the group were
very rambunctious, and were not listening particularly well to our directions. The first
group was very patient, waiting for everyone to receive an apple slice before tasting it in
unison. However, it appeared that the proceeding groups did not have as much
patience, and were perhaps eager to taste the food and/or were hungry. Some of the
kids grabbed the apples instead of waiting for Haley to hand them pieces, and tasted
the apples before allowing us to count down and taste them together. Haley and
Natalies weakness was having a lack of assertiveness; it became difficult for Haley and
Natalie to get the kids to taste the apples in unison and describe their taste and texture.
In addition, one child left the room for water, and Natalie had to find him in order for the
activity to resume.
The kids were also rowdy at the matching station with the woah and go foods. Like at
the apple-tasting station, the first group seemed to listen to our directions better than the
rest. It quickly became a challenge for Caitlin and Kacey to keep the kids from reaching
over each other and grabbing visuals off of the board. The supervisors from the school
didnt seem to have much control over the children either, so by the last group rotation it
started to get out of hand, as the children were running all over the place.
Colleen and Stephanie also had a similar problem in which a few students were talking
and playing with each other, distracting other students from the lesson. At some points
the supervisor rotating with the group was talking to the students and distracted them
even more.
Reflecting back, we all wished the presentation was a bit longer. After we had
completed it we all felt as if it went by so quickly and it was almost like a big blur! Each
station was stimulating enough to have the kids stay there for ten minutes versus just
five. For the matching and description stations, the five minutes was not really enough
time to complete the whole activity as we had planned.
Towards the end of our presentation when we gathered everybody back together, the
children really started to lose focus and get hyperactive. The room grew a lot louder and
the next group from UConn coming in was sort of a distraction. The evaluation wasnt
entirely accurate because it came off that the children were trying to make a statement
by saying they liked candy better, which was probably not entirely true. If we were to do
this lesson again, we could have used a more interactive method in evaluating our
lessons effectiveness. We asked the kids at the end of the lesson to raise their hands if
they would eat fruit over candy, and planned on using this to evaluate the effectiveness

of the lesson. Even though our goal was for the majority of the group to choose fruit
over candy, we realized that our lesson may have been effective despite the fact that
some of the kids chose candy. Young children are extremely special cases when
evaluating them on one event. When we left the school, we all noted that the children
were very engaged in all the activities even though most still chose to eat candy over an
apple. Therefore, the overall experience with them may have been a better evaluation of
the lesson rather than asking them a simple question. We could have more effectively
evaluated the children by putting them each in an actual scenario in which they were
actually choosing a snack that they had to eat.
At the end of the day, kids will be kids. Overall, we all agree that our lesson went very
well. Despite the challenges we faced, each child engaged in our lesson and showed
great interest in the things we had to say at each station. The children were very smart
and it was great to see them know so much about healthy foods and be able to answer
questions about unhealthy foods versus healthy fruits and vegetables. As a nutrition
class in which many of us are nutrition majors, it was great to hear the children talk
about the healthy foods they love and eat every day as snacks. They understood the
difference between a woah and a go food, and each group was able to correctly
identify each food in the proper category. They were able to describe different fruits and
vegetables, and learn new things about them. Almost every child enjoyed at least one of
the three colors of apples, and some loved all three! We all enjoyed educating the
children at Charles H. Barrows STEM Academy about apples and other healthy foods,
and all agree that we would love to come back in the future!