L2+Bergeron,+Elizabeth

UNIVERSITY OF MAINE AT FARMINGTON COLLEGE OF EDUCATION, HEALTH AND REHABILITATION LESSON PLAN FORMAT

Teacher’s Name: Elizabeth Bergeron			 	Date of Lesson: #2 Grade Level: 9							Topic: Nutrition

Objectives -Students will understand what different nutrients are, what they do, and where they come from. -Students will understand that they need to make sure they meet nutrition requirements in order to feel their best. -Students will understand how to analyze their diets and change them in order to meet requirements.

Maine Learning Results Alignment

Maine Learning Results: Health Education and Physical Education- C. Health Promotion and Risk Reduction C1 Healthy Practices and Behaviors Grade 9-Diploma Students demonstrate healthy practices and/or behaviors to maintain or improve the health of self and others in each of the following areas: healthy eating; physical activity; tobacco, alcohol, and other drug use prevention, and prevention of STDs, HIV and unintended pregnancy.

Rationale: This lesson helps students learn about healthy eating and making good choices. It teaches students how to analyze their diets and recognize which nutrients are missing. Students will also learn about nutrients, and which foods are nutrient-rich.

Assessment

Formative (Assessment for Learning): Students will first participate in the hook, which is guessing what foods are in various boxes based on their food labels. The students’ participation and comments will be noted. When the students enter data into Fit Day, they will demonstrate their abilities to follow directions. By looking at their Fit Day results, they will see which nutrients are missing from their own diets. They will begin to realize which foods are nutrient-rich when they search the web for foods that can make their personal diets more complete. Students will complete a Fit Day worksheet and pass in their food logs for points. After the activity, students will get a handout about nutrients and Fit Day. I will use the handout as an outline for a class discussion. Summative (Assessment of Learning): The students’ final product will be their Fit Day worksheets. These will be graded on completeness, and accuracy of answers. The handout is to prepare them for the healthy choices test at the end of the unit. The information of this handout will be included on the test, and is an important tool for studying.

Integration Technology- Students will be using the Internet to use Fit Day and to search the web for information concerning healthy eating. Mathematics- Students will use math to change serving sizes on Fit Day, and to make conversions (i.e.: cups to ounces).

Groupings After the hook, there will be a group discussion involving the entire class. After we walk to the library and check out computers, students will work on their own. However, if the students are confused about something, they must ask their “neighbors” for help. If they are still confused, they will raise their hand and get help from me. This will encourage students to interact and help each other figure out how to use the website. After the students have all completed the Fit Day activity and their worksheets, we will walk back to the classroom. Students will sit at their seats, and I will teach them more about nutrients. We will then have a class discussion again.

Differentiated Instruction

Strategies: Verbal- Students will discuss their thoughts on the video, help each other with Fit Day, and discuss nutrients and their importance. Spatial- Students will see the foods that go with the food labels during the hook. Bodily-kinesthetic- Students will walk to the library, check out their computers, and walk back to the classroom. Logical- Students will use math to make conversions, read food labels, and understand percentages on Fit Day. Interpersonal- Students will participate in class discussion. Students will talk to their “neighbors” about Fit Day. Intrapersonal- Students will work on their own during the Fit Day activity unless they have a question. Students will think about their own diets and find ways to improve them. Musical- There will be music (“Cheeseburger in Paradise” by Jimmy Buffet) playing during the hook. Naturalist-Students will find that most of the nutrients they need come from fruits, vegetables, and things from nature, not things that are made by man.

Modifications/Accommodations: I will review students’ IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations. If there is a student in the class that has a weight issue or is sensitive about their weight, I will take that into consideration. I may edit my video and take out pictures of obese people in order to not hurt a student’s feelings. If students have a hard time with computers, I will help them. If students need help converting measurements, I will help them or encourage them to use an online converter (http://www.onlineconversion.com). Absent Students: If students are absent, they are responsible for coming to me and arranging a time to make-up this assignment. The student may take home the worksheet and complete the Fit Day activity at home, if a computer is available. If this is the case, then they must come see me to discuss the nutrients handout. A more desirable solution would be to come see me during a prep period or after school. This way, the student can make up the work and ask me if they have any questions. Also, I will have adequate time to discuss nutrients with them.

Extensions: I will include Type II Technology by utilizing fitday.com to analyze students’ diets. This is an interactive way to learn about nutrients, and gives each students individualized results.

Materials, Resources and Technology Day 1: iPod and speakers Boxes with food labels and foods Library reserved Computers Fit Day worksheet Nutrients handout Pencils

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: This lesson meets different learning styles. It is organized, yet students can work at their own paces and find different websites to help them complete their Fit Day sheets. They will work to discover which foods will help to meet nutrient requirements, and learn why the nutrients are important. I will ensure that the environment is comfortable, and individual results can be kept private if a student chooses. Students will be encouraged to interact with their peers, helping each other navigate Fit Day and the Internet. •	Standard 4 - Plans instruction based upon knowledge of subject matter, students, 			curriculum goals, and learning and development theory. Rationale: In this lesson, many terms are discussed. Students will learn about eating healthy and why it is important. They will learn results of unhealthy eating. This activity gives students a tool that they can use for the rest of their life. It is important to know which nutrients are missing from their diet, and with the knowledge of Fit Day, they can always know which nutrients are missing and how many calories they are consuming.

•	Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. Rationale: This lesson uses a variety of ways to teach students. There will be class discussions, as well as working alone to analyze their own diets, and discover nutrient-rich foods. There are various types of technology used, such as listening to music from an iPod, as well as a computer assigned to each student. Many multiple intelligences are met in this lesson through the use of my hook. The musical intelligence is met by the music playing in the background. The bodily-kinesthetic intelligence is met by moving from station to station. The Fit Day activity covers the logical intelligence because of conversions and reading food labels. The intrapersonal intelligence is met because students work alone on the Fit Day activity. Bodily-Kinesthetic is met by walking to the library to complete the Fit Day activity, while the naturalist intelligence is met during the realization that the most nutrient-rich foods come from nature. The interpersonal intelligence is met during discussions.

•	Standard 8 - Understands and uses a variety of formal and informal assessment 			strategies to evaluate and support the development of the learner. Rationale: This lesson uses many different assessment strategies. While one purpose of this lesson is to prepare students for the healthy choices test, other assessment strategies used. The students will pass in their food logs and Fit Day worksheets for points. The students will also be informally assessed through their participation in the class discussions and interactions with fellow students. Teaching and Learning Sequence Agenda: -Attendance (5 minutes) -Do hook (5 minutes) -Reflect on the video-class discussion (5 minutes) -Walk over to the library/check out computers (5 minutes) -Go over how to create an account, have everyone create one at the same time. (5 minutes) -Go over how to add food. Have everyone add their first food at the same time. (5 minutes) -Have the class complete the activity on their own by following the instructions. Walk around to help students who do not understand (30 minutes) -Sign out computers/go back to the classroom (5 minutes) -Discussion/lecture (20 minutes)

Students will enter the class and sit at their desks, which will be arranged in rows. I will bring it to the students’ attention that there are various boxes around the room. I will explain to them that when I instruct them to do so, they will get up and move to a box. They will have a certain amount of time to read the label on the outside of the box, and guess what is on the inside. There will be music playing in the background, and when it stops, students must move to the next box. At the end of the activity, I will reveal the contents of each box. There will be a class discussion on accuracy of student guesses, and why the food labels seem so unrecognizable. The students will then complete the Fit Day activity in the library, return to the classroom, learn about nutrients, and have another discussion. Students will understand that their bodies are negatively or positively affected by what they consume. They will realize that their diets may need to be altered in order to help them become healthier. Students will learn that analyzing their diets is important because proper nutrition is a vital part of health. Eating the right foods will help students feel better and increase their quality of life. Students demonstrate healthy practices and/or behaviors to maintain or improve the health of self and others in each of the following areas: healthy eating; physical activity; tobacco, alcohol, and other drug use prevention, and prevention of STDs, HIV and unintended pregnancy. What, Where, Why, Hook, Tailor: Verbal, Spatial, Interpersonal, Intrapersonal, Bodily-Kinesthetic, Logical, Musical and Naturalist. Students will begin to learn about nutrition through Fit Day. They will see all of the nutrients, and which ones are missing. They will also be able to differentiate between different types of nutrients. They will also learn about nutrition when they search the web for nutrient-rich foods. I will teach them how to use Fit Day before they start. They will also have a handout that gives step-by-step instructions. I will walk around the room to check for understanding. Students can ask me if they have any questions about Fit Day or the worksheet they must complete. After the Fit Day activity, I will teach the students more about nutrition, referring back to the activity and terminology used on the website. Equip, Tailor: Verbal, Spatial, Interpersonal, and Intrapersonal. The students will explore their knowledge about nutrition through analyzing their own diets. By learning what certain nutrients do, students will understand the importance to work them into their own diets. Students will be able to add foods to their diets that will make them more complete. Students will select their own computers, and be encouraged to interact with their “neighbors”. In order for students to show evidence of learning, I will grade their Fit Day worksheets. Also, after the Fit Day activity, they will have a discussion where I will ask them questions to make them think about nutrition and the purpose of the activity. The discussion at the end of this lesson will allow students to rethink and reflect on the activity, as well as think about the reasons of nutritious diets. Students will be encouraged to revisit fitday.com in order to compare results and see possible improvement. Explore, Experience, Rethink, Revise, Tailor: Verbal, Interpersonal, and Intrapersonal.

I will provide feedback to students by grading their Fit Day sheets, and giving them suggestions on how to improve their diets. Students will assess their own diets and figure out how to make them better. They will think about whether or not they would like to use this website again and whether it was useful or not. This lesson relates to other lessons about making choices, including the next lesson, which is on fad dieting. I will inform the students that their next lesson will be on fad dieting, and we will discuss why they are unhealthy/why they do not work. Evaluate, Tailor: Verbal, Interpersonal, and Intrapersonal