Florida Department of Agriculture and Consumer Services
Grade 1: Identifying Food Groups
ACTIVITY 1
Objectives:
1. Recognize and understand the MyPlate model
2. Identify and name all five food groups
3. Understand the importance of eating from all food groups
Bench Marks:
PE.1.L.2.8: Name the food groups.
HE.1.C.1.1: Identify healthy behaviors.
HE.1.C.2.2: Identify what the school and community does to support personal health practices and behaviors.
HE.1.P.1.1: Demonstrate good personal health habits.
HE.1. P.2.1: Encourage others to make positive health choices.
Materials Needed
• Simple MyPlate print out for each student (see attachment)
• Crayons/markers for each student or group
• Example MyPlate model to show the students (see attachment)
Activity 1 Introduction (15-20 Minutes)
1. Introduce the food groups to the students using the MyPlate model.
a. Fruits
b. Vegetables
c. Grains
d. Dairy
e. Protein
2. Discuss the common foods found in each food group.
a. Allow students to comment what their favorite foods are from each food group.
3. Discuss each food group’s role in the human body.
a. Grains - provide carbohydrates (e.g., energy)
b. Fruits and Vegetables- contain vitamins and minerals which keep you healthy.
c. Dairy- contains Calcium which makes your bones strong
d. Meat/beans- provide protein which gives you strong muscles
e. Every food group provides important nutrients that keep your whole body healthy
f. The food groups work together to provide your body with everything it needs
4. Discuss the school cafeteria menu and how it offers all food groups at lunch.
a. Use today’s menu to facilitate this discussion.
b. Identify that this is one way the school supports personal health practices and behaviors.
5. Encourage the students to make healthy food choices both in school and at home.
6. Encourage the students to support peers in healthy decision making.
Activity 1 (10 minutes)
MyPlate Activity
1. Have the students write the names of the food groups.
2. Have the students draw their favorite food items in the corresponding food groups.
a. The teacher may need to help the students come up with examples of foods that are found in each food group.
ACTIVITY 2
Objectives:
1. Identify and name all the food groups
Bench Marks:
PE.1.L.2.8: Name the food groups.
PE.1. C.1.2: Identify safety rules and procedures for selected physical activities.
PE.1.L.1.2: Demonstrate involvement in physical activities both during and after the school day.
PE.1.L.1.4: Recognize that there are opportunities for physical activity outside of school.
HE.1.C.1.1: Identify healthy behaviors.
HE.1.P.1.1: Demonstrate good personal health habits.
Materials Needed
• Write out the corresponding physical activity movement for each food group on the board
• Assign the food group and non-food group a physical activity (may write this on the board for reference)
o Example: Food Group: jump up and down 5x; Non-food group: jog in place for 5 seconds
Activity 2 Introduction (10 Minutes)
1. Discuss physical activity with the students
a. Physical activity is important both during and after the school day.
i. Playing with your friends outside is a great way to incorporate physical activity.
ii. Riding bicycles, playing tag, swimming, and walking are all examples of physical activities you can do outside.
b. Physical activity is important for your health because it keeps your muscles strong and your heart healthy.
2. Review the 5 food groups with the students.
Activity 2 (20 Minutes)
‘Simon Says’: Food Groups
1. Discuss safety rules and procedures for Simon Says Food Groups (e.g., students must stay in personal space, students must remain clear of objects and furniture if activity is conducted in the classroom).
2. The teacher will call out a food group or a non-food group.
a. The food groups the teacher will call out are:
i. Dairy, protein, fruits, vegetables, and grains
b. Examples of non-food group items that the teacher may call out:
i. Breakfast, fish, cereal, pasta, sweets, fat
3. The students must differentiate between the five food groups and the non-food groups items called out
4. The students will do the physical activity corresponding to the food group or non-food group item called out. Each movement is repeated 5 times because there are 5 food groups (e.g., The teacher will say ‘dairy’ and the students will jump up and down 5 times; If the teacher calls out ‘fish’ the students will jog in place for 5 seconds therefore identifying fish as a non-food group).
5. Conclude the game by suggesting the students play this game at home or with friends under adult supervision.
6. Encourage students to do physical activity at home, as well as school.
Resources
1. For MyPlate handouts/references:
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2. For Additional food and nutrition information:
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3. Nutrition for growing bodies
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Physical Activity and kids
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4. Nutrition guidance for the whole family
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5. Book: ADA Guide to Healthy Eating for Kids: How Your Children Can Eat Smart from 5 to 12 by: Jodie Shield, MEd, RD and Mary Catherine Mullen, MS, RD
6. My Plate Poster
•
Created by:
Brittany Pond and Julie Rankin
Dietetic Interns
Division of Food, Nutrition and Wellness
Florida Department of Agriculture and Consumer Services
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