2. The Food Pyramid And How it Effect’s Daily Eating Habits Alicia Schaeffer EDU 327: Teaching to the Standards Spring 2011

3. Theodore Roosevelt Elementary  Cheektowaga Sloan Union Free School District  Cooperating Teacher: Randi Kiel  15-1-1

4. Classroom Specifics  K-2 Special Education  Learning Disabilities, Other Health Impaired, Speech Impaired  Services  11 Students: 8 boys and 3 girls  General ability

5. Time Frame  Schedule: Any Time of Year  Planning: Thirty Minutes Daily  Implementation: 8 Forty Minute Lessons and One Three Hour Field Trip  Assessment: 30 minutes each for diagnostic pre-assessment, summative assessment, and formative assessment

6. Purpose/Rationale  Learn about the food pyramid and a well balanced meal.  Learn how eating nutritious food is an important contribution to good health.  Assist in basic food preparation.  Ability to make nutritious conscious decisions when eating meals.

7. Enduring Understanding  The students will develop an understanding of how eating nutritious food is important for your health.

8. Essential Question What constitutes a “good” meal?

9. Guiding Questions  What are the six food groups?  What foods are in each food group?  How many servings of each food group should a person eat a day?  Why is it important to eat healthy?

10. Objectives  TSWBAT independently create a healthy and well balanced meal.  TSWBAT assist in healthy food preparation with help from peers, teachers, and a professional chef.

11. Overview of What Students Need to Know Prior to Implementation:  follow directions, work well with others, raise hand During Implementation:  The six food groups, importance of nutritious food for energy and a healthy body After Implementation:  Six food groups, daily servings, ability to prepare food, and importance of food

12. New York State Family and Consumer Science Standard One Personal Health and Fitness Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health.

13. Key Idea Key Idea 1: Students will use an understanding of the elements of good nutrition to plan appropriate diets for themselves and others. They will know and use the appropriate tools and technologies for safe and healthy food preparation.

14. Performance Indicator Performance Indicator A: Understand the importance of nutritious food and how it contributes to good health, make simple nutritious food choices, and assist with basic food preparation. Page: 50 of Primary New York State Standards Book

15. Assessment Plan Diagnostic:  Well-balanced meal plate Formative:  Matching of food with correct food group Summative:  Well-balanced meal plate

16. My Healthy Meal Rubric  4: Healthy  3: Almost There  2: Slightly Unhealthy  1: Unhealthy  Attributes

17. Teacher Exemplar

18. Developing Work: Score 8/20

19. Proficient Work: Score 12/20

20. Distinguished Work: Score 20/20

21. More Student Work

22. Modifications Modification Type Environmental/Management Specific Modification Constant Repetition Rationale/Benefits Severe learning disabilities Retain information

23. Reflection  Lessons learned  Thank you very much to my peer review group, Dr. Arnold, and my cooperating teacher!

24. Any Questions?