Understanding Cooking and Nutrition (U-CAN) 1
Lesson #3 – Investigating Food Groups
Objective: Use the ChooseMyPlate icon as a guide for healthy food choices.
Key Message: Eat a variety of nutrient-rich foods every day.
Set up/visual (5-10 minutes): ChooseMyPlate poster. Tablet on the easel, if classroom board is
not used.
Introduction (5 – 10 minutes):
1. First, introduce yourself and the program. Ask the class, “Why do you think it is important to
learn about nutrition?” Then, ask the class “What do you know about MyPlate?” Ask them to
name the five food groups. Ask the students, “Why is it important to eat a variety of foods
from each food group every day?” Then ask, “Can you name any of the six classes of
nutrients?” (carbohydrates, proteins, lipids (fats), vitamins, minerals, water). Reinforce the
idea that the only way to get all of the daily nutrients our bodies need is to eat a variety of
foods from each food group each day. Direct the students’ attention to the MyPlate poster.
Tell the students “MyPlate is a new symbol that represents the same healthy eating patterns
that we have been teaching with MyPyramid.” Briefly share that the new name for the Meat
and Bean Group is The Protein Group and the new name for The Milk Group is The Dairy
Group. Point out the relative proportions of MyPlate food groups (for example: half of your
plate should be vegetables and fruits). Explain that this is not necessarily how every meal
should look, but simply a guide to help people visualize a healthy eating pattern, and build a
healthy plate at mealtimes. Tell the students if they want to know more about MyPlate and
healthy eating based on the 2010 Dietary guidelines, they can visit www.choosemyplate.gov.
Content/Activity (35-40 minutes):
Activity #1: Create and present Food Group “posters.”
1) Arrange participants into five groups (have teacher assist you)
2) Provide Resource Packet for group activity
a) Assign each group a food group and provide each group with a large poster-size sheet of
paper and a felt pen that matches the food group color. Provide each group with a Portion
Size Kit. If you have only one kit – show the contents and make it available for the group
activity and presentations.
3) Provide Guidance Questions for Group Activity
a) Write discussion questions on board or tablet on the easel. Sample questions may include:
i) What is your food group and what foods belong in that group?
ii) What is the key message for your food group?
iii) What are the key nutrients provided by your food group and why are they important?
iv) How much (in ounces or cups) does the average person (based on a 2000 calorie
pattern – reference step 4 in 10 Steps to a Healthier Me! brochure need to eat each day
from this food group?
v) Is your food group measured in cups or ounces and can you give an example of what
a 1 ounce or 1 cup equivalent looks like (reference step 8 in 10 Steps to a Healthier
Me! brochure.
vi) How is your food group represented on the MyPlate icon (proportion).
vii) How can you use your Food Group’s key message to build a nutrient-rich plate (for
example: for grains, students might say they would choose whole grains (at least half
of the time) and/or for protein students might say they would select lean meats or
choose to eat seafood, beans, nuts and seeds more often).
b) Instruct groups to discuss their food group using their Resource Packets and Portion
Sizes Kit (1 for each group) and answer the questions on a large sheet of easel paper.
4) Group Presentations
a) Have groups stand and present information about each food group to class. Groups
can use items from the Portion Size Kit to illustrate appropriate equivalents from their
assigned food group. Groups can refer to the MyPyramid and MyPlate posters as
needed. Instructor can add/elaborate as appropriate to ensure information given to
class is clear and understood.
b) Students listening to presentations should take notes on the Food Group Information
Listening Guide.
c) After presentations are complete ask class if they have any questions, then clarify as
appropriate.
d) Turn in folders
Closing (5 minutes):
Ask: What are some important concepts from this lesson (have at least one from each food group)
State: Objective and Key Message from above
Extended Learning Suggestions:
 If time doesn’t allow presentations during this session, have the teacher coordinate the
presentations before the next lesson or incorporate the presentations at the next U-CAN session.
 Have students make art posters for each food group to promote consumption of a variety of
foods. Post in the cafeteria, classroom, library, or school hallways.
 Write a news release to promote eating a variety of foods each day. Submit for school daily
announcements, newspaper, or web page.
 Students contribute “tips for healthy eating - by food group” to a bulletin board for the classroom
or school hallway with a ChooseMyPlate poster.
Oregon Standards for 2013-14 School Year:
Promotion of Healthy Eating: HE.HS.HE.01 - Describe dietary guidelines, food groups, nutrients and
serving size for healthy eating habits; Health Skills and Concepts Instruction – Advocate for healthy food
choices within the community. (Advocacy)
Supplies and Equipment needed for the Activities U-CAN 1, Investigating Food Groups
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Resource packet:
o 10 Steps to a Healthier Me! brochure for each student from Oregon Dairy Council
http://www.oregondairycouncil.org/catalog/?show=product&category=search&produ
ct=activity-and-eating--small-steps-to-a-healthier-you
o Live Well Tool Kit, free from Oregon Beef Council at www.orbeef.org
 Copies for each student for lesson 1 from the Live Well Tool Kit: page 14 &
15; page 12 & 13; page 2-7 (7 is double sided);
Food Group Information Listening Guide
Poster size tablet and large markers in the food group colors (blue, red, green, orange &
purple)
Portion Sizes Kit, Item # WA20511H - 1 to 5 Kits from http://eNASCO.com/fcs
ChooseMyPlate poster from http://ChooseMyPlate.gov .
2013 Oregon State University. OSU Extension Service cooperating. Adapted by Stephanie Russell, RD, LD, Faculty/Instructor and Glenda Hyde,
Faculty/Instructor, Deschutes County.Oregon State University Extension Service offers educational programs, activities, and materials without
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