The 5 Healthy
Food Groups
Charlotte Sidway Elementary in the
Grand Island Central School District
8:1:2 Self-Contained Classroom
Cooperating Teacher: Marisa Valentine
By: Lauren Schroder
Class Background
Kindergarten and first grade selfcontained classroom
 8:1:2 Classroom
 Severe developmental delays
 Autism, Intellectual Disabilities,
Multiple Disabilities
 Extensive Individualized Instruction

Objectives



Identify 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 Question

Are you what you eat?
Guiding Questions
What 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 Understandings


There 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 Standards
Level: Elementary
 Learning Standard: MST
 Standard: Science
 Content Standard: Content (4)
 Area of Study: Living Environment
 Key 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-Assessment
Circle 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 Assessment

Students 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
4
Level of
Learner
Assistance received
(Weight: 5) no more
than two
verbal
prompts to
complete
the food
plate.
3
Learner
received
more than
two verbal
prompts
to
complete
the food
plate.
2
Learner
received
more than
two verbal
prompts and
some touch
prompting
to complete
the food
plate.
1
Learner
received
hand over
hand
assistance
to
complete
the food
plate.
Rubric Attributes for
My Healthy Plate
Accuracy of
food chosen
for the
fruit section
of the
plate.
(Weight: 1)
4
A fruit is
glued on the
red section
of the plate,
conveying the
learner’s
understanding
of the fruit
food group.
3
A fruit is
glued on the
red section
of the plate;
however,
learner
needed
assistance
identifying
the food as
a fruit.
• Neatness and Completeness
2
A food in
the fruit
group is
glued on
the
incorrect
section of
the plate.
1
There is
no fruit
glued on
the
plate.
Distinguished Student Work
Rubric Score
Level of Assistance: 4
 Accuracy of food:

◦
◦
◦
◦
◦
Fruit
Vegetable
Grain
Dairy
Meat
4
4
4
4
4
Neatness and Completeness:
 Score: 98.8%

3
Distinguished Student Work
Rubric Score
Level of Assistance: 3
 Accuracy of food:

◦
◦
◦
◦
◦
Fruit
Vegetable
Grain
Dairy
Meat
4
4
4
4
4
Neatness and Completeness:
 Score: 87%

3
Proficient Student Work
Rubric Score
Level of Assistance: 2
 Accuracy of food:

◦
◦
◦
◦
◦
Fruit
Vegetable
Grain
Dairy
Meat
4
4
4
4
4
Neatness and Completeness:
 Score: 75%

3
Student Data
Pre-Assessment: Food Identification
Level
Number of
Students
% of Students
Distinguished
Proficient
1
2
20%
40%
Developing
2
40%
Post Assessment: My Healthy Plate
Level
Distinguished
Proficient
Developing
Number of
Students
4
1
0
% of Students
80%
20%
0%
Student Data
Modification Table
Modification
Type
Instructional
Modification
Rationale
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.
Reflection



Student 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!