Distribute a copy of the Food Pyramid to each student, or copy this image to a transparency sheet and display it on the overhead projector.
The image represents the current Food Pyramid, as developed by the United States Department of Agriculture:
Following are explanations of each of the colors in the Food Pyramid:
Orange = Grains
Green = Vegetables
Red = Fruits
Yellow = Oils
Blue = Milk
Purple = Meat and Beans
To begin a discussion of healthy foods call on volunteers to choose the name of any food group and list examples of foods that belong in that category.
To introduce the tally chart, invite the students to place, one at a
time, a tally in the correct row to describe how they feel about eating
|I like carrots|| |
|I do not like carrots|| |
When all the students have recorded their opinion, call on a
volunteer to count the number of tallies in each row and record the
number at the end of the row. Ask the students whether they have ever
seen a way to record that would make the counting easier. If they have
not, introduce the five-bar notation. Record the fifth entry by making
a diagonal mark across the first four lines:
Call on a volunteer to redraw the tallies using the grouping
notation. Encourage discussion of the tally chart by using the
Questions for Students below.
Then ask the students to look at a second row from the bottom of the
Food Pyramid. Assign them to pairs and ask them to list as many
vegetables as they can. As they are working, draw a tally chart with
several rows on the board.
When the students are ready, ask them to name the vegetables they
listed. As each new vegetable is named, write its name in the far left
column of the tally chart. Place a tally after the name of each
vegetable as it is mentioned. When all the pairs have reported, ask the
students how many times each item was listed, then record that numeral
at the end of the row. Now ask the students to determine which four
entries received the most mentions. Give each student a copy of the Tally Chart Format Activity Sheet. Ask the students to make a tally chart for those four choices.
Allow students to check one another's work and to discuss the tally charts that they create.