METRO SCHOOL LESSON PLAN
NAME: Kandace Wright
DATE: January 16th – 20th
TIME: See Scheduled Times
CONTENT AREA: Language Arts
OCS EXTENDED CURRICULUM:
Language Arts Competency Goal 1 - SWBAT obtain and demonstrate functional reading skills
Focus: Nutrition
Extension 6: Nutrition - Vocabulary of nutrition label; Relationship of nutrition label to personal health;
Categorize foods by food plate; Balanced meals
EXTENSION:
Language Arts – Students will be able to demonstrate ability to understand or show awareness of nutritional health
and safety.
OBJECTIVE:
Students will be able to:
Symbolic Students:
 Demonstrate the ability to read the label of a food item and assess the nutritional value as healthy
or unhealthy.
Early Symbolic Students:
 Match food items to the food plate.
Pre-Symbolic Students:
 Demonstrate the ability to match “like” food items within the same category (i.e., given orange,
banana, and pencil student puts hand over orange when asked to touch fruit)
LINKS TO PRIOR LEARNING:
Healthy vs. unhealthy foods. Foods student like vs. foods student dislikes. Previous lessons on nutrition and the
Food Guide Pyramid.
MATERIALS/TECHNOLOGIES NEEDED:
Including but limited to: Individual job tasks, folder tasks, educational games, objects, pictures, computer
or SMART Board activities, various communication devices, voice output devices, a variety of food
boxes, cans, bottles, etc. with the nutrition labels.
LESSON PROCEDURES:
Large Group Instruction: Led by teacher or one of the instructional assistants
 Introduce nutrition labels by giving each student a food product with a nutrition label.
 Watch “The Food Label and You” introduction video segment at
http://www.fda.gov/Food/ResourcesForYou/Consumers/NFLPM/ucm275409.htm
 Use SMART Board to review what a nutrition label is and how the nutrition label is used: Go to
http://www.mayoclinic.com/health/nutrition-facts/NU00293 to help students understand the nutrition label
using this interactive guide. Students can compare the nutrition label on the Smart Board to the label of
their food product.
Small Group Instruction: Led by Instructional Assistants with teacher assisting where needed:
 Group 1 will:
Match the parts of the Nutrition Label
Watch and discuss the FDA video segment 5-20 Rule Part 1
http://www.fda.gov/Food/ResourcesForYou/Consumers/NFLPM/ucm275409.htm
 Group 2 will:
Learn about the 5-20 rule of nutrition
Watch and discuss the FDA video segment 5-20 Rule Part 2
http://www.fda.gov/Food/ResourcesForYou/Consumers/NFLPM/ucm275409.htm Gia Mora
hosts an exploration of "serving sizes" and servings per container". Street interviewer
Margo Seibert asks ordinary people on the street what a proper serving size is.
 Groups 1 & 2 will switch (as time permits) or during alternate lessons
Large Group Instruction: Led by teacher or one of the instructional assistants
 As time permits students will gather in large group for a review of the lesson by playing “Are You Smarter
Than a Food Labe” game located at
http://www.fda.gov/Food/ResourcesForYou/Consumers/NFLPM/ucm275409.htm or on YouTube at
http://www.youtube.com/watch?v=DjFVOZ_ALuM
Teacher and Instructional Assistants will provide a variety of tasks for each student according to their
present level of performance on each of their annual goals. Possible tasks include, but are not limited to:
1.
2.
3.
4.
5.
6.
7.
Matching items/pictures
Identifying healthy vs. unhealthy foods
Matching nutrition labels
Labeling a nutrition label
Organized group games
Folder tasks
Worksheets
INDEPENDENT PRACTICE:
Students will match vocabulary words, identify materials needed for lessons, and answer questions, etc.
Other instructional content areas such as Science and Math will reinforce the concepts by teaching food/grocery
vocabulary, using money to buy food, and understanding the difference between healthy and unhealthy and wants
vs. needs.
SUMMARY/CLOSURE/ASSESSMENT:
Teacher and Instructional Assistants will monitor students’ progress based on their present level of
performance as they respond to questions and complete worksheets. Data or anecdotal notes will be taken
as needed for individual IEP goals, lesson planning and to assist students with reaching their maximum
potential.