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					                                    UNIVERSITY OF MAINE AT FARMINGTON
                              COLLEGE OF EDUCATION, HEALTH AND REHABILITATION


                                        LESSON PLAN FORMAT

Teacher’s Name: Ms. Darnell                                        Date of Lesson: Lesson 3, apply
Grade Level: 8                                                     Topic: Decoding Nutrition Labels


Objectives
Student will understand that nutritional needs differ for each individual
Student will know metabolism, basal metabolic rate, how to read food labels
Student will be able to use the USDA guidelines, food pyramid and food labels to learn what a healthy diet looks
like.
Maine Learning Results Alignment

Maine Learning Results: Health Education and Physical Education. A. Health Concepts
A.6 Basic Health Concepts
Grades 6-8 Nutrition
Students explain essential health concepts related to nutrition.


Rationale: This lesson will teach students how to read food labels and use that knowledge to make healthy food
choices. Students will look at various components of a food label, such as serving size, calories, and other nutrients.
Additionally, students will learn about portion sizes and come up with real-life equivalents to make it easier to see
what a serving size looks like.

Assessment

Formative (Assessment for Learning)
Working in groups of 3, students will receive a word web to organize the information about food labels, which they
will research online at http://kidshealth.org/kid/stay_healthy/food/labels.html# . The groups will share out their
information with the class, and I will clear up any misconceptions and be sure they didn’t leave out important facts.
Summative (Assessment of Learning)
Students will be assessed on their final product, a Glogster that showcases a redesigned food label. Students will
redesign a label by putting it into simpler terms, and show their understanding of the components of nutrition facts.

Integration
Technology- Students will use Glogster to redesign a food label, putting it in simpler, student-friendly terms.
English- Students will use text and analogies in their final product. (ie- 3 oz serving of meat= deck of cards)
Art- Students can use graphics to enhance their final product and convey their understanding of nutrition facts.
Groupings
Students will work in groups of 3 when filling out the word web and researching info about nutrition facts and
serving sizes.
The final Glogster product will be done in the same groups.
Differentiated Instruction

        Strategies:
Logical/Mathematic: Students will calculate BMR, daily value percentages.
Visual: Students will use graphics in glogster.
Linguistic: Students will use text to develop a redesigned food label.
Intrapersonal: Students will focus and reflect on their own personal needs.
Musical: Students will have the option of adding sound clips and music to their glogster.
Interpersonal: Students will share their glogsters in small groups and get feedback from their peers.

        Modifications/Accommodations

I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Absent:
If a student is absent, they will first check the class wiki to see if there is any work that can be done at home (ie-
reading/research) and see teacher about making up the assignment.
Extensions
Students will reflect on food they eat regularly, and bring in or research the nutrition facts. They can determine
whether it is a healthy or unhealthy choice now that they know how to interpret food labels.


Materials, Resources and Technology

       Laptops
       Internet access
       Glogster tutorial
       Word web

Source for Lesson Plan and Research

This is an original lesson plan idea that I came up with. I thought it would be a fun activity for students to put
nutrition facts into their own terms.
Hook website: http://nutritiondata.self.com/
Research about food labels: http://kidshealth.org/kid/stay_healthy/food/labels.html#
Research about BMR &Metabolism: http://www.bmrcalculator.org/




Maine Standards for Initial Teacher Certification and Rationale

Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by
providing learning opportunities that support their intellectual, physical, emotional, social, and
cultural development.
Rationale:
Beach ball: This lesson will appeal to the creativity of beach ball learners. Students will have choices in how to
design their Glogster.
Clipboard: This lesson will allow clipboard learners to break down nutrition labels step-by-step and examine each
component.
Microscope: Microscope learners will be able to research information about nutrition facts and apply the
information to the final product
Puppy: Puppy learners will feel comfortable in the small group setting.

Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals,
and learning and development theory.
Rationale:
  This lesson will explore the components of food labels, and students will learn how to determine if a food is a
healthy choice or not. Through analyzing nutrition facts, they will gain an understanding of serving sizes, calories,
and other nutrients found in food. They will also learn about portion sizes, and why that is important in a healthy
diet. Apply is the main facet of understanding addressed with this lesson.

Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to
meet students’ needs.
Rationale:
Logical/Mathematic: Students will calculate BMR, daily value percentages.
Visual: Students will use graphics in glogster.
Linguistic: Students will use text to develop nutrition plan.
Intrapersonal: students will focus and reflect on their own personal needs.
Musical: Students will have the option of adding sound clips and music to their glogster.
Interpersonal: Students will share their glogsters in small groups and get feedback from their peers
In this lesson, technology will be used to research information about food labels, and also used in their final product
to showcase what they have learned.
Standard 8 - Understands and uses a variety of formal and informal assessment
      strategies to evaluate and support the development of the learner.
Rationale:
For formative assessment, students will receive a word web to organize the information about food labels, working
in groups of 3 then sharing out with the class. For summative assessment, students will be assessed on their final
product, a Glogster that showcases a redesigned food label. Students will redesign a label by putting it into simpler
terms, and show their understanding of the components of nutrition facts.
Teaching and Learning Sequence:

Students will work in table groups of three for this lesson. Each pair will research information about nutrition
labels, and create the final product together.
Day One
     Introduce hook- students will visit http://nutritiondata.self.com/ and search for any food they want. This
         website gives a complex food label. Brief discussion, and tell students they will be designers of new labels.
         (10 mins)
     students discuss the various parts of a food label. Ask students why they are important (10 mins)
     students will begin to fill out the word web to assess what they already know (10 mins)
     Students will work in table groups of two for this lesson. Each pair will research information about
         nutrition labels, and create the final product together.
     Students will visit http://kidshealth.org/kid/stay_healthy/food/labels.html# to gather information about
         nutrition labels and record it on their word web (20 mins)
     Students will visit http://www.mealsmatter.org/EatingForHealth/Topics/Healthy-Living-Articles/Portion-
         Sizes.aspx to get an idea of what portion sizes look like. (15 mins)
     Students will choose two foods to use for their final product and look up it's nutrition facts (15 mins

        Day Two
       In their groups, students will brainstorm ideas for the final product (portion sizes, percentages etc) (40
        mins)
       Students will design the two new food labels on glogster(40 mins)

        Day Three:
       Groups will present their final product to the class

Students will understand that nutritional needs differ for each individual. This lesson will teach students what
their nutritional needs are and show them how to make sense of food labels. Students explain essential health
concepts related to nutrition. This lesson will begin by me showing the students a very complex food label, which
will lead into a discussion. They will find these complex labels on the website I provide,
http://nutritiondata.self.com/. I chose this website specifically because it is the first result when you google
‘nutrition facts’ and it is somewhat complex and confusing. Next, I will tell students they will be designers of new,
more student friendly labels.
Where, Why, What, Hook, Tailors: Visual, Linguistic, Logical


(see content notes) Students will know metabolism, basal metabolic rate, how to read food labels. Students will
receive a word web to organize the information. Students will submit word web for teacher feedback before
creating the final product.
Equip, Explore Rethink, Revise Tailors: Logical, Linguistic, Interpersonal


 For this lesson, students will work in pairs and will later share out with the class. I will allow students to choose
their partner, but will reserve the right to switch them around if they are not working well together. Students will
submit their word web for teacher feedback before creating the final product, as a means of evaluating their
progress and to ensure they are on the right track. If necessary, I will have students continue researching if they are
missing pertinent information on their word web. The final product will be a Glogster that showcases a redesigned
food label, information about portion sizes, and data about their BMR. Students will receive a checklist of
components they will need to include on their Glogster.

Explore, Experience, Rethink, Revise, Refine, Tailors: Logical, Interpersonal, Linguistic



 Students will be assessed on their final product, a glogster that showcases a redesigned food label. By
putting the components of nutrition facts into their own terms, students will be able to demonstrate their
knowledge. They will need to define important components of the food label, such as calorie, serving size,
daily value, and various nutrients. Additionally, their Glogster will include information about portion
sizes, and BMR (basal metabolic rate)
Evaluate, Tailors: Visual, Linguistic




Content Notes

Nutrition fact information : http://kidshealth.org/kid/stay_healthy/food/labels.html#
Serving Size-the amount of food, such as 3/4 cup of cereal, 3 cookies, or 10 pretzels

Servings per Container or Package- how many servings are in the whole box/bag/bottle etc. It is important to see
how many servings are in what you are eating/drinking. For example, a soda labelmight say it is 150 calories, but if
there are 2 servings, you will be drinking 300 calories if you consume the entire bottle.

Calories and Calories from fat- The amount of calories in one serving of the food.This number tells you the amount
of energy in the food. The calories in a food can come from fat, protein, or carbohydrates.

Total Fat- the number of fat grams contained in one serving of the food. Different types of fat, such as saturated,
unsaturated, and trans fat, will be listed separately on the label.

Cholesterol and Sodium- how much cholesterol and sodium (salt) are in one serving of the food. They are included
on the label because some people should limit the amount of cholesterol and salt in their diets.
Total Carbohydrate-how many carbohydrate grams are in one serving of food. Carbohydrates are the body's
primary source of energy.

Protein- how much protein in one serving of the food. Your body needs protein to build and repair essential parts of
the body, such as muscles, blood, and organs. Protein is often measured in grams.

Vitamin A and Vitamin C- the amounts of vitamin A and vitamin C, two especially important vitamins, in a serving
of the food. Each amount is given as a percent daily value. Other vitamins may be listed on some labels.

Calcium and Iron- the percentages of calcium and iron, two important minerals, that are in a serving of the food.
Each amount is given as a percent daily value and other minerals may be listed on the label.



Portion size information: http://www.mealsmatter.org/EatingForHealth/Topics/Healthy-Living-Articles/Portion-
Sizes.aspx
Portion size equivalents:

    Woman's fist or baseball -- a serving of vegetables or fruit is about the size of your fist

    A rounded handful -- about one half cup cooked or raw veggies or cut fruit, a piece of fruit, or ½ cup
    of cooked rice or pasta – this is a good measure for a snack serving, such as chips or pretzels

    Deck of cards -- a serving of meat, fish or poultry or the palm of your hand (don't count your fingers!)
    – for example, one chicken breast, ¼ pound hamburger patty or a medium pork chop

    Golf ball or large egg -- one quarter cup of dried fruit or nuts

    Tennis ball -- about one half cup of ice cream

    Computer mouse -- about the size of a small baked potato

    Compact disc -- about the size of one serving of pancake or small waffle

    Thumb tip -- about one teaspoon of peanut butter

    Six dice -- a serving of cheese

    Check book -- a serving of fish (approximately 3 oz.)


BMR & Metabolism information:
Get your BMR http://www.bmi-calculator.net/bmr-calculator/
 That’s how many calories your body needs just to function. Next, calculate your total calorie needs by entering
your activity level (which burns more calories). http://www.bmi-calculator.net/bmr-calculator/harris-benedict-
equation/


Handouts

Word Web http://www.eduplace.com/graphicorganizer/pdf/cluster.pdf
Glogster Checklist:

Make sure your Glogster includes the following:

___ Two food labels

___ shows equivalent for each serving size (ie- ½ cup of your favorite ice cream=tennis ball)

___ includes your BMR and total calorie needs

___how many total servings in the package/container

Defines the following food label components:
___ calorie

___fat

___protein

___carbohydrate

___vitamins & minerals

				
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