MANHATTANVILLE COLLEGE • SCHOOL OF EDUCATION

LESSON PLANNING TEMPLATE

Candidate’s Name: Sara Lily Kalikow

Lesson Title: Health and Nutrition

Date: July 27h, 2015

Part A: Context of Instruction:

A 1. Content area to be taught: Nutrition

A 2. Grade level(s) of students: Kindergarten

A 3. Number of students: 21

A 4. Describe you students’ prior instruction and background knowledge and how those factors
will influence your planning and/or instruction for the less you will submit. What do students need
to know before they engage in this lesson?
Prior to lesson students need to count by ones with numbers 1-10. They should begin to
work with sequencing numbers 1-10. Students should be introduced to geometric shapes, as
well although they should recognize basic 2-D shapes; circle, triangle, square, rectangle.
Towards the beginning of the year students will begin to read numbers 1-10 but will be working
on counting numbers 1-20. They should be able to identify qualities of more or less in terms of
numbers or objects. For example, “Juan has five apples, Mary has four, who has more apples?”
Students should be introduced to materials such as Unifix cubes, scales, and a 10-frame; five on
top, five on bottom. Students will be introduced to the concept of a number bond and therefore
number parts and whole numbers.
Students are taught beginning concepts of science through lessons on measurement, physical
science, and environmental science. Under the impression of how the world rotates around the
sun and that items can be ‘longer’ or ‘shorter’ in comparisons, students will be able to use
manipulatives and items that can help them measure. They will be able to identify and express
basic facts about the earth. It is also understood that animals, humans, and other living things
grow and develop differently.

Students have begun working with scientific inquiry prior to unit. They have begun
investigating the world around them by asking questions and finding explanations. (I.e, why is
it warm in the Summer and Cold in the Winter, and why do we need the sun? Why do the
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leaves change colors? What is the life cycle of a plant? Do all living things have a life cycle?)
They have also begun work with forces; push and pull. The students are less familiar with
conducting experiments, however are more comfortable with observing and recording findings.

A 5. Describe and explain characteristics of your students that will affect your lesson planning and
how those characteristics (e.g., number of IEP’s, ELL’s, diverse learning needs; economics, social,
cultural, linguistic, family, and community factors; student developmental levels and interests)will
influence your planning and/or instruction for the lesson to be submitted.
In the class there are twelve ELs and nine students with English as their first language.
All ELLs in this class have Spanish as their first language, however, a few students are the first
generation of students in the United States. The NAEYC states, “using multiple teaching
strategies is important in meeting children’s different learning needs,” (NAEYC) Teacher
strategies include; extra support and guidance, modeling, repetition of directions (is needed),
hands-on activities, and multiple read-aloud.
The Characteristics of the other students are diverse but developmentally appropriate for
the age in which the children are. Three students in the class exhibit higher learning through
calling out, raising hands before think-time is up, and completing their work prior to work timer
ringing. These students are encouraged to allow other students appropriate think-time and allow
these students to answer questions. Approximately three students do not show great levels of
comprehension that will be worked with, with differentiating learning strategies throughout the
year. They do not raise their hands after think-time allotted, and when called on, do not provide
an answer relating to topic.
Some students are distracting to others in the class, however, with appropriate measures the
class can refocus. Each student’s individual characteristics do not deter the lesson from being
successful although occasional re-focus is necessary. We have no students with an IEP or IFSP.
A 6. Describe and explain other relevant factors that will affect your lesson planning(e.g., student
groupings, district mandates, required instructional materials or methods) and how those
factors will influence your planning and/or instruction for the lesson to the submitted. In
regards to the classroom structure there are few formal groupings. The students work
independently, with partners or with the class as a whole. Students often meet as a group on the
large carpet located in front of the Smartboard. If working in a small group or partnership the
students will move to their tables (no assigned seating). When TA or I work with individual
students or small groups for further instruction there is a small table set aside for use. The TA
and I walk around during the lesson providing extra assistance as well as getting a chance to
observe students development and learning strategies. In regards to the amount of students per
teacher, there is a positive ratio. The class follows the schools regulations under the Common
Core standards; EngageNY for mathematics.
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Part B: Lesson Plan:

B 1. Goals: Identify student learning outcomes as a result of the lesson including goals and
objectives.
Students will be able to identify and discuss food groups and food group characteristics as well
as apply knowledge of nutrition to individual work samples.
Objectives:
1) Students will listen to a read aloud and explore books during center time.
2) Students will interact with Smartboard presentation.
3) Students will create their own food group booklet.

http://express.smarttech.com/?url=http://exchangedownloads.smarttech.com/public/content/ee/eea93bd6
-cfc8-4060-a772-
bcb01151abd7/HEALTHY%20LIVING%20FOR%20KINDERARTENfinal.notebook#
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B 2. Identify the New York State Learning Standard(s) and/or Common Core Standards
addressed in this lesson plan. Use one or more of the standards from the ELA Common Core and
one or more of the content standards from the Common Core or NYS curricula, including specific
performance indicators.
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B 3. Describe the major steps and procedures (e.g., teacher actions, student actions, grouping
procedures, monitoring procedures) you will follow during the entire lesson. Include
introduction/motivation, active engagement, and closure; provide a time frame for each section.
(Introduction) 15 minutes- 1. “Good morning my kindergarten friends. Who ate breakfast today?
Only a few of you I see ate breakfast, and what did you eat? You didn’t have any fruit or
protein or grains or vegetables? What’s all that you ask? Those are some of the family members
of the food group. The food group is all the food we ever eat and they are split into groups to
create one large group. If I say I like eating peaches and bananas and kiwis what do you think
those foods might be called. Those are called fruits, can you say fruits? Fruits are really
important to keep your mind and your body strong just like the other food groups. Why do we
need to keep our body strong? That’s right so we can grow. What do we think; will our bodies
grow if we eat candy all the time? Or will our bodies grow if we eat healthy fruits and
vegetables? Our body needs lots of healthy good food to help our bodies and this is called
nutrition. Can you say nutrition? Good, nutrition is what we put into our bodies, what we eat,
our diets, our food intake. If you start the morning with eating candy and coffee is that good
nutrition? Will those two things help our brains expand and our bodies grow strong that day?
That’s right it won’t. What kind of nutrients do we need instead? What should our nutrition
look like instead?” The teacher goes on to discuss the different parts of the food groups such as
dairy, protein, grains, vegetables, and fruits. As a class, the lesson objectives are read by the
class. The teacher will also provide different scenarios as to what good and bad nutrition look
like. Next the teacher brings the students attention over to the reading center to demonstrate
how to look through new books. This center is where a new set of fiction and non-fiction books
are about different food situations. After the teacher explains the common theme in all the
books, it will be instructed that later in the day the students will have center time to look
through and read the books. The teacher will then bring attention back to the rug for a read
aloud, “I will Never Not Ever Eat a Tomato” by Lauren Child. If the teacher wishes to include
technology into the lesson he/she can find the Charlie and Lola episode of this book on
YouTube.

(Active Engagement) 50 minutes- 2.

After the read aloud the students turn their attention to the Smartboard to participate in an
interactive activity on the food groups. This activity is called “Healthy Living for
Kindergarteners” by Amy Forrester. This activity is engaging and depending on wiliness and
participation should take at least 30 minutes. Students will then have a chance to take a literacy
break and look through the fiction and non-fiction books at the literacy center. Some books
would include:
D.W. the Picky Eater
Eating the Alphabet
The Princess and the Peas
The Berenstain Bears And Too Much Junk Food
I do not Eat The Color Green
and Rah, Rah, Radishes!: A Vegetable Chant
The students then will return to their seats and begin work on their individual ‘my food groups book’.
These books will be worked on individually and shared with a partner at the end of the activity.
 MANHATTANVILLE COLLEGE • SCHOOL OF EDUCATION
(Conclusion) 5 minutes- 3. As a wrap up of the lesson the students will return to the carpet with
their books and discuss their favorite page and why. (Because the book is quite long it is
suggested to break the lesson up into two or three days and to work on the book over a long
period of time.)

B 4. Identify the instructional resources, materials, and/or technologies that will be used during
the lesson, and explain how they are culturally, age and linguistically appropriate.
- Smartboard and Smart Exchange activity
- Fiction and non-fiction books
- Pre-printed ‘my food groups book’
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B 5. Describe how the lesson used a range of instructional strategies to promote higher-order
thinking, student collaboration, and/or interdisciplinary connections. Students begin lesson as a
group on the carpet listening to a read aloud of I will Never Not Ever Eat a Tomato by Lauren
Child. The class then gets to interact with a Smartboard activity on the food groups. In order to
promote higher-order thinking, the teacher will ask questions based on information from the
read aloud and from the Smartboard presentation. The teacher will also encourage and look for
students’ application of the concepts and content through assessment and observation during
individual work time. Students will have visuals through the use of technology and be provided
with an appropriate amount of think-time.
B 6. Describe how the lesson incorporates literacy instruction (reading, writing, listening, and/or
speaking.) Explain how provision is made for effective accommodation of the needs of students
with learning differences.
Literacy is present throughout the lesson. Lesson objectives are read by the students and the
teacher while the read aloud can be read by the teacher or presented online. The Smartboard
activity also has visual cues and key words and concepts are clear throughout the activity to
make understanding more fun! The ELLs, as well as the whole class, will have modeling and
repeated directions. If extra assistance in comprehension is needed than the teacher will
provided it.
B 7. Describe how you will differentiate instruction, based upon information in A5, to address the
strength(s) and/or need(s) of one or more individuals or groups of students in your class.
Due to the few ELLs in the class it is suggested that activities are modeled and content is introduced
with visuals to enhance ability to learn new concepts. It is also suggested that the teacher reinforces
application of knowledge. Because the lesson uses many visuals and repetition of words and concepts,
the students who need reinforcement will be able to use these learning strategies.
B 8. Identify evidence you will use to assess student attainment of the intended student learning
outcomes. At the end of the lesson the teacher will evaluate understanding through observing students
willingness to participate and through analyzing individual work on their food group books. Students
who show signs of recalling and remembering information demonstrate comprehension on a successful
level. Students who are not able to apply knowledge as well will be able to receive the extra assistance
as needed.

Part C: Analysis and Reflection:

 MANHATTANVILLE COLLEGE • SCHOOL OF EDUCATION
C 1. How effective was the lesson plan in promoting student learning and creating a positive and
productive learning environment? Did the lesson plan effectively include all students, i.e. the
whole class as well as students with similar or specific learning needs? Were instructional and
behavioral management strategies used effectively?

C 2. Was the plan appropriate for the size of the group? Were concepts clearly presented? Was
the presentation well organized? Was spoken and written communication free of mechanical and
grammatical errors and at a level appropriate to the student audience.
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C 3. Explain whether the intended student learning outcomes (objectives), identified in Part B1,
were achieved as a result of the lesson. Cite specific evidence. What were the strengths and
weaknesses of the students? Did you give the students feedback? Were the students able to use the
feedback you gave them?

C 4. Describe how you used or could have used technology in lesson planning or implementation
to enhance student learning.

C 5. Describe one change to the lesson plan or to your implementation of the lesson that would
improve the lesson’s effectiveness, and explain how the change would improve the lesson’s
outcomes. How will the analysis of your lesson influence your instruction going forward?
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Work Cited

National Association for the Education of Young Children (NAEYC) (2009).

Developmentally appropriate practice in early childhood programs serving
children from birth through age 8. Retrived from http://www.naeyc.org/file/
positions/PSDAP.pdf.