Passport To Nutrition - Teacher Resources

Lesson Plan: Make MyPlate Mine (~60 Minutes)

Overview

In this lesson, students get to figure out their healthy eating styles. Eating right is a real challenge if you don’t enjoy what you’re eating! After exploring each food group, students will create a bank of foods they enjoy in each group. They’ll use their “food banks” to make healthy plans for breakfasts, lunches, and dinners.

Materials & Resources

(For Layout Only....Links Inactive to Actual Resources)

Supermarket Map

PDF

What's MyPlate All About?

Infographic

MyPlate Guide

PDF

MyPlate My Day

Data Collection  PDF

Dinner Data

Data Collection  PDF

MyPlate Match-Up Challenge

Online Interactive Activity

Key Vocabulary

Grain group: includes foods made from wheat, oats, rice or other cereal grains

Protein group: includes meat, poultry, seafood, beans, peas, eggs, soy products, nuts, and seeds

Dairy group: includes foods made from milk or dairy alternatives like soy milk

Fruit group: includes any fruit or 100% fruit juice

Vegetable group: includes any vegetable (including beans and peas) or 100% vegetable juice

Oils: Oils are fats that are liquid at room temperature. Oils are not a food group, but they provide essential nutrients

Core Subject Integration

Math: Students use addition and multiplication to keep track of how many servings of each group has been consumed.

ELA: Students use speaking and listening skills to have collaborative conversations with peers.

Common Core Alignment

3rd Grade

CCSS.MATH.CONTENT.3.NBT.A.2:  Fluently add and subtract within 1000 using strategies and algorithmsbased on place value, properties of operations, and/or the relationshipbetween addition and subtraction.

CCSS.MATH.CONTENT.3.OA.C.7: Fluently multiply and divide within 100, using strategies such as the relationshipbetween multiplication and division

CCSS.ELA-LITERACY.SL.3.1: Engage effectively in a range of collaborative discussions (one-on-one, ingroups, and teacher-led) with diverse partners on grade 3 topics andtexts, building on others' ideas and expressing their own clearly.

4th Grade

CCSS.MATH.CONTENT.4.NBT.B.4: Fluently add and subtract multi-digit whole numbers using the standard algorithm. 

CCSS.MATH.CONTENT.4.NBT.B.5: Multiply a whole number of up to four digits by a one-digit whole number,and multiply two two-digit numbers, using strategies based on placevalue and the properties of operations.

CCSS.ELA-LITERACY.SL.4.1: Engage effectively in a range of collaborative discussions (one-on-one, ingroups, and teacher-led) with diverse partners on grade 4 topics andtexts, building on others' ideas and expressing their own clearly.

5th Grade

CCSS.ELA-LITERACY.SL.5.1: Engage effectively in a range of collaborative discussions (one-on-one, ingroups, and teacher-led) with diverse partners on grade 5 topics andtexts, building on others' ideas and expressing their own clearly.

6th Grade

CCSS.ELA-LITERACY.SL.6.1: Engage effectively in a range of collaborative discussions (one-on-one, ingroups, and teacher-led) with diverse partners on grade 6 topics, texts,and issues, building on others' ideas and expressing their own clearly.

Procedures: What is MyPlate? (~15 Minutes)

What is MyPlate? (15 minutes)

Ask: What kinds of foods do you like to eat?

  • Have students turn and talk to a partner about their favorite foods.
  • Bring the class focus back together.

Ask: How do you know what kinds of food are healthy for your body?

  • Take a few answers, pushing students to consider why it’s important to eat a variety of different foods.
  • Tell students that it can be hard to keep track of how many foods you are eating from different food group.
  • Share that MyPlate is a tool that helps us to make sure we are eating balanced meals with a variety of different kinds of foods.
  • Project the What’s MyPlate All About? Infographic and introduce the different food groups.
  • Then, hand out the MyPlate Guide and lead students to read about the different food groups.
  • After the introduction to MyPlate, have students turn and talk to a partner to share which food group they think they eat food from the most often.

 

 

 

 

 

 

Procedures: Supermarket Connection (~10 Minutes)

Hand out the grocery store maps

  • Have students identify the general areas where fruits, vegetables, grains, protein, dairy, and oils can be found.
  • Ask students to write their ideas on their grocery store maps and share their thoughts with a partner.
  • Alternatively, you can project the grocery store map and work collaboratively with the map as a whole group.

Procedures: Healthy Eating Style (~10 Minutes)

Ask: When people use MyPlate to create balanced meals, will all of their plates look the same?

  • Take a few answers, then explain that eating healthy shouldn’t mean eating foods you don’t like. Everyone should develop their own healthy eating style to meet their taste and nutritional requirements.
  • Tell students that they are going to think about foods they like in each food group. After creating banks or groups of food that they like, students will be able to pick and choose items from each group to make MyPlate work for them.
  • Have students complete the My Healthy Eating Style activity.

Procedures: How Much? (~15 Minutes)

  • Tell students that they will now use the healthy eating styles and MyPlate to plan meals to eat for an entire day.
  • Have students complete the My Plate, My Day activity.
  • Explain and show that they will track how many servings from each food group they consume in a day, then project how much they will consume in a week and a month.

Procedures: Wrap-Up (~10 Minutes)

  • Have students work in partners to compare and contrast how much food they eat from each food group and use MyPlate to make recommendations for increasing the quality of each partner’s meals.

Hands-On Extension: Food Group Mystery Taste Test

In this activity, students get a chance to explore different foods… with their eyes closed!

Students are blindfolded and then asked to taste different foods.

Instead of simply sharing what kind of food they think the mystery foods are, they are also tasked with sharing which food group they think it is from.

Gather the following materials before embarking on the taste test (enough for each student pair):

__ blindfolds or bandanas          __ beans          __ fruits

__ vegetables          __ bread      __ oil

  • Have students work in partners to participate in the taste test.
  • Each partner will take turns being blindfolded while their partner gives them different foods to try.
  • As they try each food they should describe what they taste, what they think the food is, and what food group they think the food is from.