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United States Dept. of Agriculture: Choose My Plate - The 5 Food Groups
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Activity Description
In this activity, students identify foods and categorize them according to food group, discuss the MyPlate image, draw a MyPlate image showing how much of each food group they typically eat, write sentences about their eating habits and what they should change, compare their eating habits with other students, and research key consumer messages for each of the food groups on the ChooseMyPlate Web site.
This activity aims to develop student understanding of healthy, balanced eating and provides practice of basic food vocabulary, the present simple tense, comparatives (more than/less than), and the modal "should."
How-To
- In groups, have students brainstorm as many foods as they can in five minutes. The group with the most foods is the winner.
- Have each group read its list out loud. Have each group add to its list as other foods are mentioned.
- Distribute the "ChooseMyPlate" worksheet to each student and have them identify which group each of the foods in their lists belong to. Review as a class.
- Lead a discussion about the MyPlate image. Which of the food groups is the biggest? Which is the smallest? How much of the plate is filled with fruits and vegetables? (half)
- Have students draw a picture like the MyPlate image, showing how much of each food group they usually eat. Have them write sentences about their eating habits using "more than/less than" (i.e. I usually eat more grains than vegetables) as well as what changes they "should" make (i.e. I should eat less protein and more vegetables.)
- Have students share their pictures and sentences with the class and compare their eating habits. Have the students decide who is the healthiest eater in their group/class using the MyPlate image to justify their selection.
- Direct students to the Web site's Food Groups page and have them write down the "Key Consumer Message" for each food group (there might not be one for Protein).
- Discuss the Key Consumer Message for each food group and discuss ways to implement these recommendations.
More Ways
Show some of the videos on the site if time allows.
Program Areas
- ESL: English as a Second Language
Levels
- Beginning Low
- Beginning High
- Intermediate Low
- Intermediate High
- Advanced
Lesson Plan
Ask students to list a meal they ate in the past few days. For beginning low students brainstorm with the whole class. Discuss the foods they ate.
For higher level students:
- In groups, have students brainstorm as many foods as they can in five minutes. The group with the most foods is the winner.
- Have each group read its list out loud. Have each group add to its list as other foods are mentioned.
Today we are going to learn about dietary guidelines for Americans. Go to the website and let students know that when a URL ends in "GOV" it is a government website that can be trusted.
Click on each food group and have students brainstorm a list of foods in that category. As the students brainstorm, write the list and categories on the board. Next project the MyPlate Messages.
Discuss the answers to these questions:
- How much of your plate should be fruits and vegetables?
- What is an example of whole grain?
- What does it mean to vary your protein routine?
- What type of dairy should you eat?
- Have students draw a picture like the MyPlate image, showing how much of each food group they usually eat. Have them write sentences about their eating habits using "more than/less than" (i.e. I usually eat more grains than vegetables) as well as what changes they "should" make (i.e. I should eat less protein and more vegetables.)
- Have students share their pictures and sentences with the class and compare their eating habits. Have the students decide who is the healthiest eater in their group/class using the MyPlate image to justify their selection
Have students take the MyPlate Quiz.
Have them keep a copy of their results.For higher level students put them into pairs to discuss their results.
For lower level students have them fill in the MYPLate Handout.
Have students keep a food diary for one week. Discuss their food choices in a future class.
Documents
- choosemyplate FINAL.pdf - Choose My Plate Worksheet
Standards
- Reading Foundational Skills
- RF.2 - Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (Phonological Awareness)
- RF.3 - Know and apply grade-level phonics and word analysis skills in decoding words. (Phonics and Word Recognition)
- RF.4 - Read with sufficient accuracy and fluency to support comprehension. (Fluency)
- Reading
- CCR Anchor 2 - Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
- CCR Anchor 7 - Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
- Speaking and Listening
- CCR Anchor 1 - Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
- CCR Anchor 2 - Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
- CCR Anchor 4 - Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
- Language
- CCR Anchor 1 - Demonstrate command of the conventions of English grammar and usage when writing or speaking.
- CCR Anchor 2 - Demonstrate command of the conventions of English capitalization, punctuation, and spelling when writing.
- CCR Anchor 3 - Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
- CCR Anchor 4 - Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
- CCR Anchor 5 - Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
- CCR Anchor 6 - Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering a word or phrase important to comprehension or expression.