Lesson Plan

My Plate to Yours

Making nutrition fun!
Mallory W.
Graduate Student PE/ Health & Special Education
Frostburg State University
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My Grades Pre-K, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
My Subjects English Language Arts, Health & Wellness
  •  Students will make smart nutritional decisions based on varying circumstances 
  • Students will create a short presentation based on their groups food group
  • Students will be able to use supporting evidence when creating a letter to a loved on about nutrition
  • Students will comprehend how portion sizes are critical to a balanced diet


English Language Arts
Health & Wellness
Grades 9
All Notes
Teacher Notes
Student Notes

1 Hook/ Attention Getter

  • Students will watch a short video of adults that work around their school  eating, drinking, and discussing their eating habits
  • Students will become engaged and want to learn more after seeing the adults in the video out of their usual role
  • After the video students will complete their entry slip regarding sugar in commonly known beverages to initiate prior knowledge and discussion 
Student Instructions
  • Students will walk to six stations featuring a different beverage and guess how much sugar is in each based on six bags of sugar hanging in the front of the room



2 Direct Instruction

  • Correct answers for the entry slip will be discussed
  • The food groups will be introduced through a lecture with slides as well as a guided practice that goes along with the information that the students fill out actively while listening:


  • Students will be asked three basic questions to determine comprehension of the information provided before moving on
  • I will review areas that show lower comprehension


Student Instructions
Students will answer the questions on the website Geddit as a survey of comprehension


  1. What is the largest food group?

  2. Name one food that is a part of the smallest food group.

  3. How many minutes per day should children and teenagers be active?

3 Guided Practice

  • Students will collaborate in small groups exploring the myplate.gov website http://www.choosemyplate.gov/
  • Groups will have a researcher and a scribe working together for 20 minutes (after 10 switch roles).
  • Each group will be assigned a food group



Student Instructions
  • collecting useful data
  • collaborating
  • critical thinking
  • relating to past knowledge


4 Independent Practice

Free, Paid
  • Students will work independently OR in their groups to create a short Voice Thread presentation about their food group
  • A rubric will be handed out for detailed expectations 



Student Instructions
  • Students can work in whatever fashion is best for them
  • They are encouraged to try Voice Thread however can propose other presentation ideas to me and i will approve them (song, Prezi)

5 Wrap Up

  •  Students will explore this app independently 
  • They will create their first entry based on what they have eaten today
  • They will be expected to keep a food journal for one week
  • Exit slip will be to write a letter to a loved one persuading them to make changes to their nutritional choices with three supporting facts as to why this will benefit them based on what we learned today


Student Instructions
  • Make sure to log each thing you eat throughout the day
  • We will use this information to make informed decisions about how to improve food choices
  • Submit your persuasive letter on Dropbox for assessment

6 Standards Met During This Lesson

Activity: Assessing

W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

a.Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

b.Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.

c.Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

d.Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

e.Provide a concluding statement or section that follows from and supports the argument presented.

W.9-10.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

a.Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b.Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

c.Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

d.Use precise language and domain-specific vocabulary to manage the complexity of the topic.

e.Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

W.9-10.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

W.9-10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.9-10.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.