Lesson Plan – Grade 3
Assessments may occur at any time during the lesson and should be noted in the appropriate section of the lesson;
supporting assessment or lesson documents may be attached as a separate page.
Objective:
I can identify macronutrients.
I can name healthy foods with protein,
carbohydrates, and fats.
SOL: Energy Balance
3.5 The student will describe energy balance.
b) Identify one food per group to create a healthy meal that
meets USDA guidelines.
e) Identify foods that are healthy sources of each
macronutrient.
Lesson Notes/materials: 9 hoops, red = fruit, blue= dairy,
green = vegetable, purple = protein , orange= grains , yellow=
fat
Five for Life Cards
Resources:
Printable Nutrition Cards
Beanbags colors to match the hoops
Noodlettes: blue, purple and yellow to match the
macronutrients
Half Noodles will represent junk foods - various color
Link to Background Knowledge
What is the background knowledge that students need to meet the learning objective? May include pre-assessment or
review of previous instruction.
Students are able to identify healthy food choices.
Engage and Explain
What is the knowledge or skill that students will need to be successful in meeting the learning objective?
Macronutrients are the body’s source for energy and allow us to work, grow, and play. The three macronutrients are
carbohydrates, fats, and proteins. The following are examples of…
Carbohydrates: bagels, pasta, bread, bananas, oatmeal, potatoes
Fats: oils, avocado, dark chocolate, milk
Protein: peanut butter, fish, eggs, meat, Greek yogurt
Use the following in reference to the nutrition cards:
You will notice the nutrition cards have lots of information on them. We would like you to focus on the following areas:
Color: matches the MyPlate food group
Macronutrients: protein, carbohydrates, fats (also shows grams and calories from each)
Active Learning
How will students apply the new knowledge?
Set Up: Divide class into groups of three. Groups of three will be distributed around five food group bases. Groups of three
work with all trios at their base.
Directions:
Round 1: Your trio works together with other teams at your base to collect your specific food group cards. Two teammates
from a trio go at once. Each person is allowed to pick up one card and return to base. Place card inside hula hoop (other
trios in your food group will be placing their cards in this hula hoops as well). Continue play until cards run out and/or teacher
stops play.
Round 2: This round we will find some poor food choices. These poor food choices are going to keep us from creating our
healthy plate. Poor food choices in this round will carry a noodle/ball and try to tag students collecting food. If tagged, you
must return your card (if you have one) and go back to your base – this counts as your turn.
**Rounds one and two have a ‘reset’ meaning cards are returned to center hula hoop.
Round 3: This round the cards begin sorted in the food groups. Students now work as individuals (not trio) and no longer
have a base. Students travel to different food groups, picking up one card and taking it to the appropriate macronutrient hula
hoop. Activity continues until cards are sorted and/or teacher stops activity.
What will you do for students who have early success?
Add hula hoop beside middle depository of cards with
modified cards. These modified cards will no longer list the
macronutrient (use a sticky note, tape, etc. to cover). Any
students may choose to use modified cards, however teacher
can require students with early success to use them.
Adjust travel movement (ex. must hop, inchworm, etc.)
Reflect
What will you do for students who need additional support
(special needs, EL, or more time/practice)
Use manipulatives (plastic food, bean bags, etc.)
Provide color coded MyPlate with food groups labeled.
Decrease the distance students need to move.
Accommodate needs based on individuals (such as using a
table, instead of the floor for individuals in a wheelchair)
How will students connect new learning to previous learning?
How will students make connections?
Students can identify which food group for selected food
items in the My Plate activity. Students can identify
macronutrients and identify the 3 types of macronutrients by
giving examples of each when matching them to My Plate.
Students will create a food journal and identify their actual
food intake vs the recommended amounts.
Assessment: How will students know if they got it? How will
teacher know if students got it?
Formative: Teacher walks around to see if groups are sorting
food cards into appropriate groups.
Summative: Students select three food cards – highlighting
macronutrients.
Next Steps
What is the real world application for this new learning? How does it connect to future learning?
In future activities, students collaborate with members of different food groups to create MyPlate.
Students will be able to make healthy choices when dining out, making food selections & grocery shopping