Health Education Lesson Plan Format



Health Education Lesson Plan

Descriptive Information

Skill Emphasis (NHES): Advocacy

Grade Level: High School (11th)

Content Area of Health: Nutrition

Content Descriptor & Sub-Descriptor(s):

1. Healthful Eating

1.1 Benefits of healthful eating

1.2 Variety and proportion of foots

1.3 Benefits of consuming more water, fruits, vegetables, grains, and calcium-rich foods

1.8 How to prepare healthful meals for self and others

Title of Lesson: “Making MyPlate a Healthy Plate”

PA Standard (Health & PE):

10.1.12: A. Evaluate factors that impact growth and development during adulthood and late adulthood.

10.1.12: B. Evaluate factors that impact the body systems and apply protective/ preventive strategies.

10.1.2: C. Analyze factors that impact nutritional choices of adults.

Curricular Connections: Family & Consumer Sciences

Adolescent Risk Behavior (if applicable): Dietary patterns that contribute to disease

Behavioral Objective(s)

Cognitive: After the lesson, students will be able to describe reasons why maintaining a healthy diet is important.

Cognitive: After participating in the “Making MyPlate a Healthy Plate” activity, students will be able to identify healthy food choices, as well as appropriate portion sizes .

Affective: During group discussions, students will contribute and value ideas from their peers regarding healthy foods and portion sizes.

Skill-Based: During the learning activity, the students will advocate for the importance of healthy eating by creating an informative commercial, song, or rap.

Brief Outline of Today’s Lesson

□ Set Induction – “Now & Then”

□ Bell Ringer – “Cross the Line”

□ Content

o MyPlate Food Choice Continuum

o Why is a healthy diet important?

o What is MyPlate?

MyPlate Key Messages

▪ Balancing Calories

▪ Avoid Oversized Portions

▪ Foods to Increase

▪ Foods to Reduce

o Build a Healthy Plate

o Cut Back on SOFAS!

o Not All Foods are Created Equal

o Balancing Calories

o Grocery Shopping

o Physical Activity

□ In-Class Learning Activity – “Make MyPlate a Healthy Plate Commercial”

□ In-Class Learning Activity Assessment

o Description of the Assessment

o Content & Skills Criteria/Cues

o Analytical Rubric

□ Conclusion

1. Introduction to the Lesson (Set Induction): “Now & Then”

□ “Today we are going to discuss benefits of a healthy diet and what types of foods we should include in our diet. Twenty years ago, portion sizes and dieting were very different than what they are now.”

□ Students will be shown pictures of four different foods; one picture is from present day and the other is from twenty years ago.

□ The students will be given information about portion sizes and caloric value of the food twenty years ago, and use brainstorming to shout out what they think the caloric value is today.

□ The four foods are:

o Bagel

o Cheeseburger

o Spaghetti & Meatballs

o Soda

2. Bell Ringer (Instant Activity): “Cross the Line”

□ A line is designed that divides the room in half and students stand against the wall on either side of it. Students are given a moment to think or reflect upon a statement or question read by the teacher, then cross the line if the statement applies to them or stay in the same position if it does not. The statements can be content area based, opinions, or feelings about healthy eating.

□ Explain that students do not need to express their opinions/feelings if they do not feel comfortable. Read the statements and have the students either stay in place or cross the line depending on their feelings toward the statement

□ The teacher will read prompts to the students regarding healthy eating. “Cross the line if…”

o “Would this much cereal satisfy you for a meal?” (Bowl of Cereal = 1 cup serving size)

o “Imagine you ordered a steak in a restaurant and they brought it out to you and it was this size”, (hold up deck of cards) “Would you think you were getting gyped?” (Deck of Cards = serving size of mean)

o Imagine you are at Olive Garden and you order your favorite pasta meal. They bring you out a pile of pasta this big.” (hold up mouse) “Would this fill you up?” (Small Mouse)

o “You are at a friend’s party and there is a cheese and cracker plate. Would you limit yourself to eating this much cheese?” (Show students the dice) (4 Stacked Dice)

o “For lunch, you are making yourself a peanut butter and jelly sandwich. Would this be enough peanut butter for you to put on your sandwich?” (hold up golf ball) (Golf Ball)

3. Content & Instructional Strategies:

□ MyPlate Food Choice Continuum – Brainstorming

o From a continuum of “avoid” to “best,” students will rank similar foods by raising their hand to contribute information

o Teacher will write answers on chalkboard when students call them out.

o See Appendices

□ Why is a healthy diet important? – Question & Answer, Gizmos & Gadgets

o Ask students why they think it is important to have a healthy diet (discuss all reasonable answers)

o A healthy diet can help to manage weight and reduce the risk of overweight and obesity. Ask students what they know about the health risks associated with being overweight or obese. Overweight and obesity can cause an increased risk for chronic diseases such as Type 2 diabetes, heart disease, high blood pressure.

o A healthy eating pattern is important to establish as a daily habit now because the earlier in life you begin to make healthier food choices, the lower your risk for being overweight and obese and having adult chronic diseases such as diabetes, heart disease and cancer.

□ What is MyPlate? - Lecture

o MyPlate is a tool designed to remind Americans to eat healthfully. It illustrates the five food groups using a familiar mealtime visual, a plate. MyPlate can help you visualize what foods and how much to eat at each meal.

□ MyPlate Key Messages – Question & Answer, Lecture, Gizmos & Gadgets

o There are several key messages that go along with MyPlate based on the 2010 Dietary Guidelines for Americans. The messages are grouped into three areas where you can start making changes to work toward a healthy diet and lifestyle.

o Balancing Calories

▪ Enjoy your food, but eat less- Take the time to fully enjoy your food as you eat it. Eating too fast or when your attention is elsewhere may lead to eating too many calories. Pay attention to hunger and fullness cues before, during, and after meals. Use them to recognize when to eat and when you’ve had enough.

o Avoid oversized portions- Use a smaller plate, bowl, and glass. Portion out foods before you eat. When eating out, choose a smaller size option, share a dish, or take home part of your meal

o Foods to Increase

▪ Make half your plate fruits and vegetables- Choose red, orange, and dark-green vegetables like tomatoes, sweet potatoes, and broccoli, along with other vegetables for your meals. Add fruit to meals as part of main or side dishes or as dessert.

▪ Make at least half your grains whole grains -To eat more whole grains, substitute a whole-grain product for a refined product—such as eating whole-wheat bread instead of white bread or brown rice instead of white rice.

▪ Switch to fat-free or low-fat (1%) milk- They have the same amount of calcium and other essential nutrients as whole milk, but fewer calories and less saturated fat.

o Foods to Reduce

▪ Compare sodium in foods- Use the Nutrition Facts label to choose lower sodium versions of foods like soup, bread, and frozen meals. Select canned foods labeled “low sodium,” ”reduced sodium,” or “no salt added.”

▪ Drink water instead of sugary drinks- Cut calories by drinking water or unsweetened beverages. Soda, energy drinks, and sports drinks are a major source of added sugar, and calories, in American diets.

□ Build a Healthy Plate - Lecture

o Foods like fruits, vegetables, lean protein, whole grains and low-fat dairy contain the nutrients our bodies need without a lot of extra calories, making them nutrient dense. Foods like cheeseburgers, French fries, chips, and soda have a lot of calories, but not a lot of nutritional value. We call these “empty calories”.

o Fruits and vegetables of different colors have different nutrients. Try to eat a whole rainbow of different colored produce.

o Dairy products are a great source of protein (for strong muscles) and calcium& vitamin D (for strong bones). Low-fat or fat-free milk and dairy products have the same amount of calcium and other essential nutrients as whole milk, but fewer calories and less saturated fat.

o Whole grains contain many nutrients, including fiber, which helps you stay full, maintain a healthy weight, and keep your digestive tract healthy.

o Protein is essential for strong and healthy muscles, however many meats are high in saturated fat (bad fat that can lead to heart disease). Choose lean options like grilled chicken, seafood, beans, nuts and tofu instead of high-fat bacon, hamburgers and fried chicken.

□ Cut back on SOFAS! – Question & Answer, Lecture, Gizmos & Gadgets

o Foods high in solid fat or added sugar (SOFAS) are high in calories but low in nutrients.

o Solid Fat- Not all fat is bad because we need some fat in our diet to transport important vitamins, protect our vital organs and keep our body insulated. However, too much solid fat (saturated and trans fat), can increase risk for heart disease. Foods like red meat, whole milk, cream and butter have a lot of solid fat. The good fat is called unsaturated fat. This fat protects our heart against heart disease. Some good fats include olive and vegetable oils and also nuts, fish, and avocados.

o Added sugar can increase the amount of empty calories in our diet. Over time, these extra calories may contribute to excess weight gain. One 12-ounce can of soda contains about 10 teaspoons or packets of sugar. Choose water or 100% juice instead and replace sugary desserts with naturally sweet fruit.

o Salt, or sodium, can raise blood pressure leading to a disease called hypertension. Processed foods (canned), fast food and frozen meals often have large amounts of sodium, so check the label and choose foods that have less. Also, season your food with spices and herbs instead of table salt.

□ Not all foods are created equal – Brainstorming, Question & Answer

o There are some foods that we should try to increase in our diets and some that we should try to reduce. Nutrient-dense foods can be described as “any-time” foods, while high-calorie, low-nutrient foods can be described as “sometimes” foods.

o Most of our diet should come from “any-time” foods, and we should treat ourselves with our favorite “sometimes” foods every once in a while.

o Have students provide examples of “any-time” and “sometimes” foods, then show pictures.

□ Balancing Calories – Question & Answer, Lecture

o Everyone has a personal calorie limit. Staying within yours can help you get to or maintain a healthy weight. People who are successful at managing their weight have found ways to keep track of how much they eat in a day, even if they don’t count every calorie. You can get your personal daily calorie limit at and keep that number in mind when deciding what to eat. Think before you eat…is it worth the calories?

o The calories you consume from all the foods you eat or drink in day (except for water) are called energy in. The calories your body uses throughout the day and for physical activity are called energy out. To maintain your weight, your energy in must equal your energy out.

□ Grocery Shopping – Question & Answer, Lecture

o In general, a healthy diet consists of items located on the perimeter of the grocery store. For example, items such as eggs, milk, fresh fruits/vegetables, and meats are located in these areas.

o Shopping this way avoids tempting snacks and “impulse buys.”

o Exceptions include dried fruits, peanut butter, whole-grains, and cooking essentials.

□ Physical Activity – Question & Answer, Lecture

o Choose activities you like to do, (for example, playing basketball, dancing, football, swimming, jump rope, yoga or running) and switch it up so you never get bored.

o There are many kinds of exercise!

▪ Aerobic activities make you breathe harder and make your heart beat faster.

▪ Muscle-strengthening activities, like push-ups and weight lifting, make muscles stronger.

▪ Bone-strengthening activities involve weight-bearing and jumping moves and help strengthen bones.

▪ Balance and stretching activities like yoga and martial arts improve stability and flexibility, reducing the risk of injury.

o For health benefits, physical activity should be of moderate or vigorous intensity. Examples of moderate intensity activity include walking briskly (about 3 ½ miles per hour), bicycling (less than 10 miles per hour), general gardening, dancing, golf, water aerobics. Examples of vigorous intensity activity include running/jogging (5 miles per hour), walking very fast (4 ½ miles per hour), bicycling (more than 10 miles per hour), heavy yard work, such as chopping wood, swimming, aerobics, basketball, tennis.

o Get at least 60 minutes of moderate to vigorous exercise per day. It’s ok to start with 10-minute increments throughout the day to build up to 60 minutes.

o Importance of Physical Activity

▪ Physical activity is a great way to help maintain a healthy weight. It helps to balance energy in with energy out. It also may help you live longer, improve your self- esteem, decrease your risk of depression, help you sleep better, introduce you to new friends, build stronger muscles

4. In-Class Learning Activity: “Make MyPlate a Healthy Plate” Commercial, Song, or Rap

□ Form 6 groups with approximately 3-4 students per category (depends on class size).

□ Assign each group a food category. Make separate note cards with one food group per note card to give to each group.

o Fruits

o Vegetables

o Grains

o Dairy

o Protein

o Fats, Oils, and Sweets

□ Give the groups approximately 10 minutes to create a commercial, song, or rap advocating the importance of healthful eating.

□ Allow 2-3 minutes for each performance

□ Each commercial, song, or rap must have:

o At least 6 lines; at least 2 minutes long

o 3 specific pieces of information supporting healthful eating

o 3 suggestions of healthy foods & appropriate portion sizes

o A demonstration of creativity, and uniqueness

o Includes all group participants that show enthusiasm and energy

□ Each presentation will be scored using the Analytical Rubric found in the Assessment section. It will be scored on Content criteria, the Skill cues of Advocacy and Additional Criteria/Characteristics.

5. In-Class Learning Activity Assessment-Description & Criteria

Include Analytical Rubric

□ Score the “Make MyPlate a Healthy Plate” commercial, song, or rap using the following core concepts criteria, skill cues, additional criteria, and Analytical Rubric.

□ Core Concepts

• Content for Healthful Eating shows:

✓ Accuracy

✓ Comprehensiveness

✓ Relationships among concepts

✓ Conclusions drawn

□ Skill: Advocacy

✓ Takes a clear, health-enhancing stand/position

✓ Supports the position with relevant information

✓ Shows awareness of audience

✓ Encourages others to make healthful choices

✓ Demonstrates passion/conviction

□ Additional criteria: Each commercial, song, or rap must have:

✓ At least 6 lines; at least 2 minutes long

✓ 3 specific pieces of information supporting healthful eating

✓ 3 suggestions of healthy foods & appropriate portion sizes

✓ A demonstration of creativity, and uniqueness

6. Final Thoughts/Conclusion to the Lesson

□ Checking for Understanding (written or verbal)

o What is MyPlate?

o What does it mean to balance your calories?

o Think about the layout of a grocery store. What kinds of food would you find there? What is similar about these foods?

o What does SOFA stand for? How will cutting down on SOFAs improve your diet?

o “Healthy Food Song” feature=related

“As we learned today, it is very important to balance your diet and include fruits, vegetables, protein and dairy in what you eat every day. Limiting your portion side, balancing your calories, and participating in physical activity on a regular basis are all essential components of healthy nutrition. Using MyPlate can really help as a visual demonstration of what your plate should look like at every meal. Hopefully you all will take away from this lesson and use these tips in your daily diet!”

7. Classroom Management & Materials

□ Classroom Materials

o Handouts/Worksheets:

▪ Description of in-class learning activity, grading assessment form, analytical rubric.

o Other Materials:

▪ Powerpoint presentation slides

▪ Object for “Gadgets & Gizmos”

▪ “Cross the Line” prompts

▪ Tape for “cross the line,”

▪ Deck of cards, four dice, one bowl, one cup of cereal, a computer mouse, one golf ball for set induction

▪ MyPlate cards and plates.

□ Classroom Management

o For Content Delivery:

▪ “Cross the Line:” Have students standing on one side of the line and cross over according to their thoughts about each prompt.

▪ Have students sitting in their seats for the remainder of the lesson to view the powerpoint slides and participate in the remainder of the learning activities, including “gadgets and gizmos.”

▪ For In-Class Learning Activity: Split students up into groups of 3-4 (depending on class size) and have them move to sit with their groups in order to come up with their commercial. When each group presents their commercial, students should be sitting to face the presenting group.

Content References

Drexel University. (2011). High school: MyPlate lesson plan revised. Tracks. /nutritioneducation/Website_Materials/FY2012%20Lesson %20Materials/HS/Lessons/HS%20MyPlate%20rev%207%2029%2011.pdf

Hillan, J. & Peñuela, C. (2011). Pick your portion sizes. University of Florida. . ufl.edu/fy258

McGlaughlin, E. (2011) Shopping outside the lines. . u-mass-amherst/shopping-outside-lines

Activity Reference(s)

Sandoval, M. (2012). Choose myplate lessons, worksheets, activities. FamilyConsumerSciences. com.

Appendices

Handout #1

In-Class Learning Activity: “Make MyPlate a Healthy Plate Commercial”

(Skill to be practiced: Advocacy)

□ Form 6 groups with approximately 3-4 students per group (depends on class size).

□ You will be assigned a food group (see note card).

□ Your group will have approximately 10 minutes to create commercial promoting the importance of healthful eating (focusing on your particular food group).

□ Your performance should be 2-3 minutes long

□ Your advertisement, rap or commercial must have:

o At least 6 lines; at least minutes long

o 3 specific pieces of information supporting healthful eating

o 3 suggestions of healthy foods & appropriate portion sizes

o A demonstration of creativity, & uniqueness

o Includes all group participants that show enthusiasm and energy

□ Each presentation will be scored using the Analytical Rubric provided to you. It will be scored on Content criteria, the Skill cues of Advocacy and Additional Criteria/Characteristics.

Grading Assessment for “Making MyPlate a Healthy Plate”

□ Score the “Making MyPlate a Healthy Plate” Activity using the following core concepts criteria, skill cues, additional criteria, and Analytical Rubric.

□ Core Concepts

• Content for Importance of Healthful Eating shows:

✓ Accuracy

✓ Comprehensiveness

✓ Relationships among concepts

✓ Conclusions drawn

□ Skill: Advocacy

✓ Takes a clear, health-enhancing stand/position

✓ Supports the position with relevant information

✓ Shows awareness of audience

✓ Encourages others to make healthful choices

✓ Demonstrates passion/conviction

□ Additional Criteria/Characteristics:

✓ At least 6 lines; at least 2 minutes long

✓ 3 specific pieces of information supporting healthful eating

✓ 3 suggestions of healthy foods & appropriate portion sizes

✓ A demonstration of creativity, & uniqueness

✓ Includes all group participants that show enthusiasm and energy

“Make MyPlate a Healthy Plate Commercial”

Grading Assessment Form

____/4 points Content (Core Concepts)-Accuracy & Comprehensiveness

____/4 points Advocacy (Skill)

____/4 points Length & Time of Oral Presentation

____/4 points Content Supports Healthful Eating

____/4 points Suggestions & Portions of Healthy Foods

____/4 points Creativity & Uniqueness

____/4 points Energy, Enthusiasm & Group Participation

____/28 points Total Points

CROSS THE LINE PROMPTS

(Bowl of Cereal = 1 cup serving size)

WOULD THIS MUCH CEREAL SATISFY YOU FOR A MEAL?

(Deck of Cards)

IMAGINE YOU ORDERED A STEAK IN A RESTAURANT AND THEY BROUGHT IT OUT TO YOU AND IT WAS THIS SIZE (DECK OF CARDS), WOULD YOU THINK YOU WERE GETTING GYPED?

(Small Mouse)

IMAGINE YOU ARE AT OLIVE GARDEN AND YOU ORDER YOUR FAVORITE PASTA MEAL, THEY BRING YOU OUT A PILE OF PASTA THIS BIG (SHOW MOUSE). WOULD THIS FILL YOU UP?

(4 Stacked Dice)

YOU ARE AT A FRIENDS PARTY AND THERE IS A CHEESE AND CRACKER PLATE. WOULD YOU LIMIT YOURSELF TO EATING THIS MUCH CHEESE (SHOW THEM 4 STACKED DICE).

(Golf Ball)

FOR LUNCH YOU ARE MAKING YOURSELF A PEANUT BUTTER AND JELLY SANDWHICH. WOULD THIS BE ENOUGH PEANUT BUTTER FOR YOU TO PUT ON YOUR SANDWICH (SHOW GOLF BALL).

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|Vegetables |Protein |Grains |Dairy |Fruits |

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- - | | | | | | |FOOD CHOICE CONTINUUM

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