The 5 Healthy Food Groups Charlotte Sidway Elementary in the Grand Island Central School District 8:1:2 Self-Contained Classroom Cooperating Teacher: Marisa.

The 5 Healthy Food Groups

Charlotte Sidway Elementary in the Grand Island Central School District

8:1:2 Self-Contained ClassroomCooperating Teacher: Marisa Valentine

By: Lauren Schroder

Class BackgroundKindergarten and first grade self-

contained classroom8:1:2 ClassroomSevere developmental delaysAutism, Intellectual Disabilities,

Multiple DisabilitiesExtensive Individualized

Instruction

ObjectivesIdentify 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.

Essential QuestionAre you what you eat?

Guiding QuestionsWhat 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?

Enduring UnderstandingsThere 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.

NYS StandardsLevel: ElementaryLearning Standard: MSTStandard: ScienceContent Standard: Content (4)Area of Study: Living

EnvironmentKey Idea: (5) Organisms

maintain a dynamic equilibrium that sustains life.

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.

Pre-AssessmentCircle the food that is a grain. (pasta, bread, cereal)  

Circle the food that belongs to the dairy food group. (milk, cheese, yogurt)

Formative Assessment

Summative AssessmentStudents created a My Healthy

Plate by placing one food from each healthy food group on the appropriate color section of the plate.

Rubric Attributes for My Healthy Plate

Level of Assistanc

e(Weight:

5)

Learner received no more than two verbal prompts to complete the food plate.

Learner received more than two verbal prompts to complete the food plate.

Learner received more than two verbal prompts and some touch prompting to complete the food plate.

Learner received hand over hand assistance to complete the food plate.

4 3 2 1

Rubric Attributes for My Healthy Plate

Accuracy of food

chosen for the fruit

section of the plate.(Weight:

1)

A fruit is glued on the red section of the plate, conveying the learner’s understanding of the fruit food group.

A fruit is glued on the red section of the plate; however, learner needed assistance identifying the food as a fruit.

A food in the fruit group is glued on the incorrect section of the plate.

There is no fruit glued on the plate.

4 3 2 1

• Neatness and Completeness

Distinguished Student Work

Rubric ScoreLevel of Assistance: 4Accuracy of food:

◦Fruit 4◦Vegetable 4◦Grain 4◦Dairy 4◦Meat 4

Neatness and Completeness:3

Score: 98.8%

Distinguished Student Work

Rubric ScoreLevel of Assistance: 3Accuracy of food:

◦Fruit 4◦Vegetable 4◦Grain 4◦Dairy 4◦Meat 4

Neatness and Completeness:3

Score: 87%

Proficient Student Work

Rubric ScoreLevel of Assistance: 2Accuracy of food:

◦Fruit 4◦Vegetable 4◦Grain 4◦Dairy 4◦Meat 4

Neatness and Completeness:3

Score: 75%

Student Data

Level Number of Students

% of Students

Distinguished 1 20%

Proficient 2 40%

Developing 2 40%

Pre-Assessment: Food Identification

Post Assessment: My Healthy Plate

Level Number of Students

% of Students

Distinguished 4 80%Proficient 1 20%Developing 0 0%

Student Data

Modification TableModification Type

Modification Rationale

Instructional Dinosaur puppet used during anticipatory set and guided practice

The dinosaur attracted the student’s interest early on in the lesson and kept them engaged.

Programmed food illustrations into communication device and different methods of questioning

In order for students to be engaged as much as possible each student participates differently based on their speech/language skills.

Material Life-size pretend food in bird seed

The life size food provides students with concrete examples of food from each food group. The students enjoy sensory activities.

Task Large illustrations of each food group inside the individual baggies

 Verbalizing complex vocabulary is very difficult for all of the students.

ReflectionStudent 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

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!