THEME: Healthy Plate

Healthy plate. Porridge

LESSON OBJECTIVE/LEARNABLE OUTCOME: The purpose of this lesson is to make the students learn the groups in which foods are divided and the elements that make up a balanced diet. At the end of the discussion, the students should be able to distinguish the various categories of food and create a balanced diet from a set of foods given to them.
EQUIPMENT/MATERIALS: Chart of Food Group, My Plate poster (blank), Pictures of various types of foods such as vegetables, proteins, fruits, dairy products, and grains, blank coloring sheets, crayons for coloring, paper glue.

PROTOCOLS:

Start Command: The instructor/ teacher will be required to divide the students into groups, and each member of the group will be given an instruction sheet, blank coloring sheet, a copy of the pictures of food and crayons. They will be asked to cooperate with their group members and complete the task as stated in the instruction sheet.

End Command:
INSTANT ACTIVITY:  The teacher will demonstrate to the students how a chart poster food group looks like and involve them in the activity of classifying the foods: he will begin by explaining to them all the pictures of the foods that are available. Besides, he will describe to them the various groups in which they can be classified. They will include proteins, vegetables, fats, grain, and dairy. The students will then be asked to fill the empty chart using the picture of the foods that they are given. They will be required to use paper glue to stick the pictures of the foods on the columns of different groups of products. The students will have freedom to discuss within their groups to facilitate the learning process.

SET INDUCTION: To enhance the participation of the students, the teacher will display to them a poster of his blank plate and ask them how the sizes of the different parts of plate vary. They will be requested to identify the large part of the plate which will represent the food that they are supposed to eat most and the small part which represents the food that they should eat least. The students will also be asked to fill the parts of the plate with their favorite food, taking into consideration that it is balanced until the plate is full. The resulting plate will be referred to as the healthy one. The teacher must ensure that every student participates in this activity.

PRACTICE/APPLICATION: The teacher will give to each student a copy of blank plate and describe to them that the large circle on the plate represents their supper plate and ask them to design their healthy one by filling it with the names of food from each of the groups which they have learned. The students will then compare their plates amongst themselves and debate on the pupil with the healthiest plate. The teacher should explain to them the combination of foods that make a balanced diet.

RESTATE/CLARIFY: The teacher will seek the views of the students on why it is important to eat healthily. He should be able to determine if the pupils learned the concept of healthy eating. He must emphasize on the areas that were not well understood by the students. The teacher should inform the learners that there are diseases which are attributed to poor food and can be avoided by eating a balanced diet.
CLOSURE: The teacher should ask the students probing questions on the topic to establish what they have learned. For instance, he could ask them the significance of a balanced diet to human health.

ASSESSMENT: Students should brainstorm on their favorite food and be able to identify each product and categorize them appropriately in the groups. They should be able to break down the components of a balanced diet such as proteins, carbohydrates, vitamins.

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