The Food Pyramid

Topic: The Food Pyramid

Objectives & Outcomes

• Students will be able to understand the concept, importance and division of the food pyramid.

Materials

• Food pyramid image or diagram
• Chart paper or whiteboard and markers
• Handouts with examples of different kinds of foods

Warm-up

• Ask students to quickly name some foods that they eat regularly. See if they can list them in any kind of order or pattern.
• Ask students if they know what the food pyramid is and if they can explain what it is and what it is for.

Direct Instruction

• Show the students the food pyramid poster and explain that this is a visual representation of the recommended daily amounts of different types of food that we should be eating.
• Divide the classroom into 4 groups and give each group a different color of poster paper. Have them cut out the different sections of the food pyramid and paste them on their corresponding color poster paper.
• Explain the different sections of the food pyramid and their corresponding recommended daily amounts:
• The bottom section (largest) is whole grains and starchy vegetables, and it is recommended that we have at least 6-11 servings per day. A serving is equivalent to a slice of bread, a cup of cooked rice or pasta, or a medium potato.
• The next section up is fruits and vegetables, and it is recommended that we have at least 2-4 servings per day. A serving is equivalent to a small fruit or vegetable (e.g. a medium banana or an apple), or a cup of 100% fruit or vegetable juice.
• The next section up is protein and it is recommended that we have at least 2-3 servings per day. A serving is equivalent to a small piece of meat (e.g. a small chicken breast or a lean steak), a large egg, a tablespoon of peanut butter, or a half-cup of beans.
• The top section is fats and oils, and it is recommended that we have no more than 2-3 servings per day. A serving is equivalent to a teaspoon of butter or margarine, a teaspoon of mayonnaise, or a small drizzle of oil.
• Have students take turns reading off the different sections of the food pyramid and listing the corresponding recommended daily amounts.

Guided Practice:

• Have students work in pairs or small groups and give each group a set of cards with different types of food on them.
• Have them sort the cards into the different sections of the food pyramid and explain their reasoning for each placement.

Independent Practice:

• Have students create a food pyramid for their own family or classroom.
• Ask them to research the nutritional value of each type of food and include this information on their pyramids.
• Have them present their pyramids to the class and explain their choices and why they placed certain foods in certain sections.

Closure

• Review the contents of each section of the food pyramid and ask students to give examples of each type of food.
• Ask students to think about how they can incorporate different types of food into their daily meals to ensure they are getting the right balance of nutrients.

EVALUATION

• Observe students during the group activity to assess their understanding of the different types of food found in each section of the food pyramid.
• Ask students to demonstrate their understanding of the importance of each section of the food pyramid by having them prepare a meal using foods from each section.
• Have students complete a class quiz or written assignment to assess their understanding of the material covered in the lesson.