FCS/FBU Lesson Plan (full) for FCS 470) Modified by J. Duncan 8.19.

15
Student Name Chelsea Koenigsfeld
Target Audience 6th-8th grade students of St. Clair Middle School Length of session: 30-45 minutes
Title of Lesson: MyPlate
1. Standards/Quality Indicators/Skills
Apply various dietary guidelines in planning to meet nutrition and wellness needs (NASAFACS).
Apply nutrition knowledge to compare the nutrient contribution of a food to its energy contribution
(NASAFACS)
Critique the selection of foods to promote a healthy lifestyle (NASAFACS).
Formulate scenarios that will illustrate potential problems or difficult situations (MLS)
Analyze and critique food labeling information to determine calories, nutrients, serving size, types
of ingredients and nutritional value in a product (MLS)
Learning Objectives/Goals
2. GOAL:
To inform and reinforce guidance for food selection and plate organization to reach
nutrient requirements for age and gender of audience members
3. LEARNER OUTCOME(S):
After teaching the MyPlate structure, students will be able to recreate the structure
on their own including all five categories (cognitive)
After reviewing the structure, students will be able to reiterate one fact about each
category (cognitive)
By the end of this lesson, students will be able to organize each stated food into a
category of the MyPlate structure (affective)
After learning about fats and sodium, students will be able to identify one benefit
that nutritional fats provide for our bodies (cognitive)
After reviewing information presented in lesson, students will be able to incorporate
knowledge attained in the activities planned to participate and demonstrate the
correct actions asked of them (psychomotor, affective)
By the end of this lesson, students will follow guidelines of MyPlate by organizing
their plate with 3/5 categories within the week of the lesson performed (affective,
cognitive)
4. Assessment
Assess students knowledge by asking them to recreate the MyPlate structure (DOK
1)
Assess students knowledge by asking them to recite one fact about each category of
the MyPlate structure (DOK 1)
Assess students knowledge by requiring them to identify one correct fact of a health
benefit of nutritional fats (DOK 1)
Assess students knowledge by asking them to categorize the stated food into the
MyPlate structure (DOK 1)

Assess students knowledge attained from information presented by demonstrating

movements for activity without failure (DOK 2)
Assess students knowledge by regrouping the next week and identifying how many
students recreated their plate at least once to match the MyPlate structure (DOK 2)

5. Lesson Structure and Procedures

I.

Begin lesson with attaining knowledge and attention of students by asking what MyPlate
means to them, if theyve heard of it before, and if so, can you name any of the categories?
(Existential, Affective)
Inform students on what is planned for today (Verbal/Linguistic, Cognitive)
Begin with giving students two handouts showing the MyPlate structure and examples of
foods they might commonly eat and which category it is included in (Visual/Spatial,
Cognitive)
Have discussion on MyPlate components, examples of foods, and benefits of consumption
(Cooperative Learning/Verbal/Linguistic, Cognitive, Affective)

II.
III.

IV.

V.
VI.

Explain activity: Stop n Go. Similar to Red Light Green Light, using Go foods and
Slow foods. Explain second activity: Foods on Five. Count to determined number
while tossing ball, but at multiples of five, replace number with healthy food in determined
category of MyPlate (Body/Kinesthetic, Psychomotor)
Closure of lesson with asking students to find a partner and tell them one thing that was
learned today (Interpersonal, Existential, Affective)
How will you incorporate the knowledge attained from this lesson to create a balanced and
nutritious plate for each meal?

VII.

Lecture over MyPlate concepts, detailed benefits and examples for each category, exemplify
knowledge to choose the food item that creates a more balanced plate, discussion on how to
incorporate knowledge into decision making, and incorporated physical activity with
nutrition by reinforcing concepts learned about MyPlate.

VIII.

After learning about MyPlate, students will be able to create a balanced and nutritious meal
to achieve all nutrient requirements for age and gender. Students will be recognizing foods
that fall into the MyPlate structure easily, therefore, will choose more healthful foods.

VI.

Differentiation/Accommodations/Modifications/Increase in Rigor
To meet the needs of all students, I have used several different approaches to learning. I have
focused on using existential, verbal, visual, cooperative learning, kinesthetic, and interpersonal

VII.

Resources and Materials (List all here; it should match the resources and materials
note in the lesson structure and procedures section above.)

Handouts of MyPlate structure and example foods, measuring cups for preferred serving size, and
tennis ball

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