Food Pyramid Menu Sample 2

Student/Class Goal
Weight loss and diet information seem to

be everywhere, and many of our
students are interested in applying this
information to their own lives. They can
FOOD PYRAMID MENU combine this interest with information
on the food pyramid to practice skills
needed for the GED test: reading,
interpreting charts and applying
information.
Outcome (lesson objective) Time Frame

Students will read charts about nutrition, exercise, and caloric intake, practice 2 hours
vocabulary strategies and integrate that information with their own experience to
create a plan to meet their calorie needs for a week using foods from each food
group.
Standard Read with Understanding NRS EFL 3-5
Purpose Benchmarks Word Knowledge Benchmarks Comprehension Benchmarks

Purpose for reading 3.1, 4.1, 5.1 Decoding skills Strategy use 3.11, 4.11,
5.11
Select text Word parts 3.4 Text structural elements 3.12, 4.12
Context clues 3.5, 4.5, 5.5 Genres
Reference materials Literary analysis
Word relationships Drawing conclusions 3.15, 4.15,
5.15
Content vocabulary 3.8, 4.8 Making connections 3.16, 4.16,
5.16
Figurative language
Fluency
Materials
Physical Activity Chart
My Pyramid Food Intake Pattern Calorie Levels Chart
My Pyramid Food Intake Patterns Handout
Meal Tracking Worksheets
Food Intake Patterns Worksheet
Food Pyramid Menu Learning Objects
Learner Prior Knowledge

This lesson builds on Interpreting the Food Pyramid Chart, where students will have developed a familiarity with the food
pyramid and food groups. The Food Pyramid can be displayed in the classroom. Students will have a working knowledge of
simple charts and graphs as well as experience with vocabulary strategies – roots, affixes and context clues.
Instructional Activities
Step 1 - Prior to class, students will have written down the types and amounts of the food they have eaten for at least the
previous three days. Have pairs of students discuss the following questions:
How do the foods you have eaten in the past few days fit into the food pyramid?
How do the foods meet your nutritional needs?
Have pairs share with the class. Students can work in pairs to categorize their food according to the food groups in the food
pyramid.
Step 2 - Have students work in pairs to skim and scan the Physical Activity Chart and My Pyramid Food Intake Pattern Calorie
Levels Chart and discuss the kinds of information contained in them. Have each pair share their findings. You may want to record
answers on the board or on chart paper. Have each student determine his/her physical activity level and then use the My
Pyramid Food Intake Pattern Calorie Level handout to determine his/her recommended calorie intake level. Students will
highlight their level.
Step 3- Have students take a closer look at the text around the charts and write down unfamiliar words they would like to talk
about in class. Guide students through the use of context clues and roots and affixes to determine the meanings of the words.
Step 4- If an Internet connection is available, go to the “My Pyramid Plan” section http://mypyramid.gov/mypyramid/index.aspx
of the My Pyramid website http://www.mypyramid.gov/index.html. Have each student enter her information, then print out a
Meal Tracking Worksheet for his or her calorie intake level. Continue with other interactive tools on the website as students
work through the planning process.
TEACHER NOTE If no Internet connection is available in the classroom, the teacher may be able to print out the Meal Tracking
Worksheets before class. The Food Intake Patterns chart may also be used or other resources with calorie information.
Students will compare what they ate to the recommendations on the Meal Tracking Worksheet and think about what they could
add and what they could leave out to meet their recommended caloric intake. Working individually or in pairs, students will
write out a plan showing these eating adjustments. Their plans should reflect the recommended caloric intake level and include
all the food groups in the suggested amounts. Students can share their plans with the class if desired.
MATH EXTENSION Complete the Food Intake Patterns worksheet together or individually.
Assessment/Evidence (based on outcome)

Food diaries and food categories
Results of discussion
Highlighted chart
Vocabulary list
Print out of meal tracking worksheet
Eating plan showing adjustments made from their food diary
Teacher Reflection/Lesson Evaluation

Not yet completed.
Next Steps
Learners will write a paragraph about their eating habits and any changes they may or may not make because of this activity.
Food Pyramid Menu Learning Objects will give students additional practice interpreting the food pyramid.
Technology Integration
USDA My Pyramid http://mypyramid.gov/
Purposeful/Transparent
To be healthy, adults have to think of what they eat, how much food they consume, and how much exercise they get. Also, on
the GED test, students are required to read and interpret charts.
Contextual
Information about healthy diet, caloric intake, and exercise are important for our students and their families.
Building Expertise
Students get practice reading and interpreting charts and applying the information to their own lives.
How many calories does physical activity use?
A 154-pound man (5’ 10”) will use up about the number of calories listed doing each activity
below. Those who weigh more will use more calories, and those who weigh less will
use fewer. The calorie values listed include both calories used by the activity and the calories
used for normal body functioning.
Approximate calories used

by a 154 pound man
Moderate physical activities: In 1 hour In 30 minutes
Hiking 370 185
Light gardening/yard work 330 165
Dancing 330 165
Golf (walking and carrying clubs) 330 165
Bicycling (less than 10 miles per hour) 290 145
Walking (3 ½ miles per hour) 280 140
Weight training (general light workout) 220 110
Stretching 180 90
Vigorous physical activities: In 1 hour In 30 minutes
Running/jogging (5 miles per hour) 590 295
Bicycling (more than 10 miles per hour) 590 295
Swimming (slow freestyle laps) 510 255
Aerobics 480 240
Walking (4 ½ miles per hour) 460 230
Heavy yard work (chopping wood) 440 220
Weight lifting (vigorous effort) 440 220
Basketball (vigorous) 440 220

Food Intake Patterns Worksheet
Use the Food Intake Patterns Worksheet to answer the following questions.
1. If you are on a 1,400-calorie level, how many cups of vegetables should you eat in a day?
2. If you are on a 2,200 calorie level, how many ounces of grains could you eat?
3. How many slices of bread would be the equivalent of 6 ounces of grains?
4. How many cups of pasta would be equivalent of 3 ounces of grains?
5. How many eggs are considered the equivalent of 1 ounce of meat & beans?
6. How many cups of carrots would you have to eat to eat the equivalent of 1 cup of vegetables?
7. How many cups of fresh spinach would you have to eat to eat the equivalent of 1 cup of vegetables?
8. How many teaspoons of oil are you allowed in a day if you are on a1600 calorie level?
9. How many ounces of processed cheese would be considered one cup from the milk group?
http://www.wisconline.org
The Food Pyramid

Author: Michele Williams
School: Fox Valley Technical College Date: 12/4/2001
Description: Students read about the food pyramid and view the kinds of servings in each food group
that are recommended for daily consumption.
http://www.wisc-online.com/objects/index_tj.asp?objID=ABC401
Dietary Manager Training: The Food Guide Pyramid

Author: Kristy Norenberg
School: Southwest Wisconsin Technical College Date: 6/17/2003
Description: Learners read about the U.S. Department of Agriculture's guide for daily food choices. They
then recreate the Food Guide Pyramid.
http://www.wisc-online.com/objects/index_tj.asp?objID=DTY1303
Food Pyramid Menu Learning Objects

Food Pyramid Menu Sample 2

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Student/Class Goal

Weight loss and diet information seem to

Outcome (lesson objective) Time Frame

Standard Read with Understanding NRS EFL 3-5

Purpose Benchmarks Word Knowledge Benchmarks Comprehension Benchmarks

Learner Prior Knowledge

Assessment/Evidence (based on outcome)

Teacher Reflection/Lesson Evaluation

Approximate calories used

Hiking 370 185

Light gardening/yard work 330 165

Dancing 330 165

Golf (walking and carrying clubs) 330 165

Bicycling (less than 10 miles per hour) 290 145

Walking (3 ½ miles per hour) 280 140

Weight training (general light workout) 220 110

Vigorous physical activities: In 1 hour In 30 minutes

Running/jogging (5 miles per hour) 590 295

Bicycling (more than 10 miles per hour) 590 295

Swimming (slow freestyle laps) 510 255

Aerobics 480 240

Walking (4 ½ miles per hour) 460 230

Heavy yard work (chopping wood) 440 220

Weight lifting (vigorous effort) 440 220

Basketball (vigorous) 440 220

3. How many slices of bread would be the equivalent of 6 ounces of grains?

4. How many cups of pasta would be equivalent of 3 ounces of grains?

The Food Pyramid

Dietary Manager Training: The Food Guide Pyramid

Food Pyramid Menu Learning Objects

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