1. Eggplant
WRITTEN LESSON PLAN:
“You’re smart, ...so choose smart!”
FN 345/345L
Professor Khayef
2/23/14
Daisy Orozco: Lesson plan theory, evaluation, and reference list.
Adrienne Velasquez: Target audience assessment, instructional media, and lesson plan theory.
Wichita Delavia: Description of instrumental media used and why, and evaluation questions.
Melody Loy: Target audience assessment, potential topics, educational needs, learning
activities and materials, and reference list.
1. Target Audience Assessment:
A pre-assessment was conducted on January 24, 2014 on a group of fifth grade students
from McKinley Elementary School in San Gabriel, Ca. There are a total of 30 students (16

2. females and 14 males). The ethnicity of the students was 90% Asian and 10% Hispanic. Based
off observation, all students appeared physically active, healthy, and maintained a healthy weight
. Economically, none of the students presented financial instability.
Allergy and intolerance issues are minimal. One child has a peanut allergy that requires
consumption of the allergen in order for a reaction to occur. In addition, no intolerances to
gluten, lactose, or other food items are known by the teacher or school.
There are other special requirements for one child, he has a hearing disability that
requires a special supplied microphone when the instructor is speaking. Unfortunately, there is
only one microphone, which will require each member of the group prior to speaking to place the
microphone around their neck. Otherwise,the child will not be able to hear the presentation.
2. Potential Topics:
According to the article, titled, Effects of a nutrition education programon the dietary
behavior and nutrition knowledge of second-grade and third-grade students,stated that
elementary school-aged children are dealing with the issues of proper growth and
development;immediate and long-term health problems such as heart disease, cancer and diabetes.
Nutrition education could help elementary students to increase their consumption of low-fat or
fat-free dairy products, fruits and vegetables; decreasing the consumption of sugary drinks and
fatty foods. Based off the journal articles and the pre-assessment,the two topics our group wishes
to focus on are:
1) Food Group Foods: categorizing foods into food groups and the importance of choosing the
recommended number of nutrient rich food servings from all food groups
2) Healthier Choices: quick snack options, tips for eating out, and trading for nutrient rich foods.
3. Educational Needs:
According to the teacher,Ms. Bucey, at McKinley Elementary she mentioned that the
school district offered a “harvest of the month” program that introduced the students to new fruits
and vegetables from local farmers markets. In addition, the program offered basic nutrition
education. Sadly, the program was cut due to budget constraints. This program was effective in
terms of educating children in the field of nutrition.
Currently, her curriculum does not incorporate nutrition, except for the basics. However,
the school does provide an incentive program for students that bring a healthy snack to school.
During recess,healthy snacks eaten by students are recognized by teachers and are given a
“caught eating healthy” card that further promotes healthy snacking.
With these suggestions and requests in mind, the potential topics chosen by our group
will further the students knowledge in nutrition. Also, students can continue their knowledge and
interest in nutrition after our presentation by using the information facilitated to bring healthy
snacks for raffle tickets.
4. Final Topic and Title:

3. Our group chose the title: “You’re smart...so choose smart!” The title incorporates the
importance of choosing the recommended number of nutrient-rich food servings from all food
groups. In addition, the title promotes the healthier choices we are facilitating in our presentation.
5. Lesson Plan:
a. Theory:
Social cognitive learning theory is one that we as a group will implement in our
presentation. We as facilitators will serve as role models by eating the snacks we provide.
In addition, the take home activity involves parents serving as role models at home. This
will promote future health habits. Also, concepts will be reinforced with hands-on
activities and a take home assignment.
Cognitive theory is another learning theory that can benefit the efficacy of our
presentation. We plan to utilize thinking or memory to assist in teaching our audience
proper eating habits.
b. Time allotted for presentation:
The time arrangements for the presentation will be as follows:
● Introduction: 8-10 minutes
● Mystery boxes and sampling of snacks: 15-20 minutes
● Conclusion and explanation
of the take home project: 15 minutes
● Overall presentation will not exceed: 45 minutes
c. Instructional Objectives:
1) Food Group Foods: categorizing foods into food groups and the importance of
choosing the recommended number of nutrient rich food servings from all food groups
2) Healthier Choices: quick snack options, tips for eating out, and trading for nutrient rich
foods.
d. Detailed Content and Sequence of the Lesson
i. Introduction
1. Placing materials on students’ desks
2. Introduction of members
3. Engage in group participation, asking what they define healthy snacks
and see where they stand in regards to food groups
ii. Body
1. Define ‘healthy’ considering the word is so arbitrary.
2. Powerpoint slide
a. Explanation of food groups
b. Healthy versus unhealthy
c. New innovative snacks
3. Fill in the blank activity

4. 4. Consumption of healthy snacks
iii. Summary
1. Brief summary of the food groups
2. Collect fill in the black
3. Explain “Take-Home Activity” sheet
e. Learning Activities and Materials:
Using a powerpoint presentation on the smartboard, we will facilitate a small
lecture about food group foods and healthier choices. Then move into the interactive
portion of the presentation by discussing the mystery boxes on their tables.
Students will be provided mystery boxes that contain three different healthy
snacks on their table. Each student will not be able to view what’s inside the box until
instructed. In the mean time, three separate power point slides will provide information
about all three mystery snacks in the box. The students will have to fill-in-the-blanks on
the activity sheet provided and will be instructed to open the mystery boxes. Each
activity sheet will be broken into three separate categories based off the mystery
snacks.For example: Blueberries are an excellent source of vitamin c. On their activity
sheet “vitamin c” would be left blank for the students to fill in. As we go through each
category the students will be able to try that particular mystery snack. Also, under each
fill-in-the-blank will be a space that has a scale for students to circle their preference for
each snack. For instance, under the blueberry section, will be three choices: liked and
would eat it again, ok and might try again, or disliked and would not try again. The
students would circle the best choice based off their preference for the snack they tried.
This is important to have the students enjoy the snacks, otherwise, if they dislike the
snacks it’s better to determine what their dislikes and likes are so they will be interested
in eating healthy.
Once the front of the activity sheet is filled out and all snacks are tried, the home
activity will be discussed. On the back side of the sheet will be a list of ingredients or
food items that we discussed in our presentation. The students will be required to find at
least 20 items in the grocery store with their parents that are listed on the backside of the
sheet. For example: if Vitamin C is listed on the backside, the student has to find at least
one item in the store that contains Vitamin C. That student will write in the
product/product name next to the blank space next to Vitamin C. Finally, the students
will submit the completed worksheet by March 5, 2014. This sheet will provide
information for the students and an opportunity for the students to teach their parents
about the nutrition facts they learned from our presentation.
f. Description of Instrumental Media used and why?
We will use realfood (real food: fresh produce and minimally processed food
products) as the interactive media because it’s easier to show the students with real items,
and they are able to feel, touch and taste. Furthermore, the realfood items that we will
use for this presentation are mystery boxes that contain three different healthy snacks.

5. The powerpoint slides were also used, as this may properly communicate the
lesson verbally and visually, considering one of the children in the classroom is slightly
deaf. That way, they are both able to hear, and see what they are being taught.
g. Reference List:
"ChooseMyPlate.gov." ChooseMyPlate.gov. N.p.,n.d. Web. 13 Feb. 2014.
"Fun Facts: About the Food We Eat." Ag day food fun facts.N.p.,n.d. Web. 13 Feb.
2014.
"Healthy eating made easier®." Healthyeating.org. N.p.,n.d. Web. 12 Feb. 2014.
Katzir, Tami, Shirley Hershko, and Vered Halamish. (2013) "The effect of font size on
reading comprehension on second and fifth grade children: bigger is not always
better." PLOS One 8.9 : 1-8. Print.
Pelletier, David, Anne Kendall, Laura Kettle Khan, and Alan Mathios.(1999). "Nutrition
and dairy industry benefits associated with promoting low-fat milk: evidence
from the 1989 CSFII." Family Economics and Nutrition Review 12.1 : 3-13.
AGRICOLA. Web. 7 Feb. 2014.
Peters,B.S.E,E. Verly, Jr.,D.M.L Marchioni, M. Fisberg, and L.A. Martini. (2011)
"The influence of breakfast and dairy products on dietary calcium,and vitamin d
intake in postpubertal adolescents and young adults." Journal of Human
Nutrition and Dietetics:69-74. Print.
Powers,Alicia Raby, Barbara J. Struempler, Anthony Guarino, and Sondra M. Parmer.
"Effects of a nutrition education program on the dietary behavior and nutrition
knowledge of second-grade and third-grade students." Journal of School Health
75.4 (2005): 129-33. Print.
"Welcome to ag in the classroom!" California foundation foragriculture in the
classroom. N.p.,n.d. Web. 13 Feb. 2014.
6. Evaluation of the Plan:
We will administer a pretest and posttest to evaluate the information learned by the
audience. The pretest will be given before the start of our presentation and the posttest will be
administered nearing the conclusion.
The pretest will consist of a questionnaire consisting of open-ended, fill-in-the-blank and
matching questions. These questions will be administered shortly after our introduction, before
the start of the body of our lesson. It will assess the students’ current knowledge of food groups
and healthy choices.
The posttest will consist of the same questionnaire and the comparative results will be

6. analyzed after the presentation had concluded. The comparative results will show improvements
in the answers given by the students and prove that our presentation has been successfulin
teaching or reinforcing healthy choices.