Health Education Lesson Plan Format



Health Education Lesson Plan TemplateDescriptive InformationSkill Emphasis (NHES): Analyzing Influences, Decision MakingGrade Level: 11Content Area: NutritionContent Descriptor & Sub-Descriptor(s):1.) Healthful EatingBenefits of healthful eatingVariety and proportions of foodsBenefits of moderating sugar intake2.) Accessing nutrition information and productsHow to analyze food nutrition labelsTitle of Lesson: “You Are What You Eat!”PA Standard (Health & PE): 10.1.12 C-Analyze factors that impact nutrition choices of adults.Consumer skills (understanding food labels, evaluating fads)Nutritional KnowledgeCurricular Connections:Reading, Family and Consumer SciencesAdolescent Risk Behavior (if applicable): Dietary patterns that contribute to disease.Teaching With The End in MindAt the end of this lesson, students will be able to accurately identify and measure appropriate serving sizes and identify “hidden sugars” in food products.Key Concept(s) to be Covered in Today’s LessonMeasuring out correct serving sizes of different foods.Understanding the difference between portion sizes and serving sizes.Gaining insight to foods with “hidden sugars”Behavioral Objective(s)Cognitive: The students will demonstrate the ability to correctly measure serving sizes of different food products.Cognitive: The students will demonstrate the ability to determine the difference between portion and serving sizes.Psychomotor: The students will demonstrate the ability to measure out serving sizes during an in-class activity.Affective: The students will discuss their thoughts about the amount of food they actually eat and the amount of food they should eat according to the serving sizes and nutrition label on a piece of paper after the in-class activity. Introduction to the Lesson (Set Induction): How many of you feel that you dish yourself the correct serving sizes of food when you make yourself a snake or meal? Many of you may be surprised that you serve yourself too much or too little of certain food items. Today in class we are going to learn what the correct serving sizes are for many of the common foods you may consume on a regular daily basis. Bell Ringer (Instant Activity): The students will be presented with the anonymous box and two food or drink items. The class will be asked to get out a small sheet of paper and record whether or not they feel one, both, or neither of the two food servings are the actual serving sizes. One of us teachers will walk around the classroom and collect all of the student’s responses, placing them inside the anonymous box. At the end of class, after the students have learned what servings is the correct serving, we will tally up the responses and tell the class how many of them were correct and incorrect on their estimates. Content, Learning & Instructional Strategies: Content Outline:Measuring and Analyzing Portion Sizes of Foods(Group Activity: How much of these food items would you serve yourself in one sitting?)Divide students into 5 small equal groups. Students will switch roles between each station in each group.Have groups rotate around to 5 different stations that are set up around the classroom.Each station will have different food products to be poured out into portion sizes that students would normally serve themselves (With nutrition facts and serving size information covered).As students are pouring portion sizes, they will measure and record amount of food product they have served themselves with a measuring device (Data recorded on handout supplied by teacher).After each group has visited each station and recorded their findings, they will return to their original seats to wait to participate in lecture.Understanding Portion Sizes & Serving Sizes(Lecture/Question and Answer: What are portion sizes? What are serving sizes?)Portion Size: An amount of food served for one person ().Serving Size: The recommended portion of food to be eaten ()Portion sizes the actual amount of food that one eats. Often portion sizes that are served are too big or too small compared to the proper serving size.This can cause problems as people will consume too many calories and essential nutrients or too few calories and essential nutrients.Eating too large of portion sizes can lead to health problems including obesity, which can lead to the development of heart disease and diabetes mellitus along with certain types of cancer. On the contrary, eating too little can cause one to have deficiencies of vital nutrients and this can cause a wide array of negative health effects.Ask students: Which is more often the problem in America people eating too large of portions or too small? (Discuss).Show students examples of large portion sizes from restaurants, etc. Explain how this can lead to the problems related to obesity.Serving sizes are the amount of food that is recommended to be eaten. Serving sizes are found on nutrition facts labels that are required on all commercial food products.They can be measured out with different measuring units, cups, ounces, tablespoons, etc.The food pyramid recommends amounts of specific food groups using serving sizes as their unit of reference.Show students examples of proper serving sizes contrasted next to the portion sizes from restaurants that was shown earlier in the lecture.Measuring and Analyzing Serving Sizes(Group Activity/Performance Task Project: How much of these food items should you actually eat according to the actual serving sizes?)Have students reform into original 5 groups. Students will continue to switch roles between each station in each group.Have groups rotate around to 5 different stations that are set up around the classroom.Each station will have different food products to be poured out into serving sizes that students should actually eat. (With nutrition facts and serving size information uncovered).As students are pouring serving sizes, they will measure and record amount the actual recommended serving size (Data recorded on handout supplied by teacher).After each group has visited each station and recorded their findings, they will return to their original seats to wait to participate in lecture.Hidden Sugars(Lecture/Game: What are hidden sugars? What foods have hidden sugars?)Hidden sugars are extra sugars that are not expected to be found in foods. Pictures of foods will be shown to students and they will give a thumbs down (boo!) if they think it is high in sugar (>20 grams) thumbs sideways if it is moderate in sugar (10-20 grams) and a thumbs up (hooray!) if it is low in sugar (<10 grams).After each picture of each food item, the actual amount of sugar content will be shown to the class in order to help them understand the disparity between the amount of perceived and actual sugars in food items.Learning Activity(ies): Learning activities are the group activities described in the above section. After students are finished with the learning activities (Measuring and recording Portion & Serving Sizes) they will be asked 3 discussion questions so that they are able to reflect on the day’s lesson and how it relates to their lifestyle.Discussion Questions:1.) After learning about portion sizes and serving sizes today, do you think you eat more, less than or equal to the amount that is recommended on a normal basis?2.) What types of problems could you potentially run into if you continue your eating patterns as they are?3.) Name one precaution or strategy that you could take/use so that you could eat a healthier amount of food on a normal basis.Final Thoughts/Conclusion to the LessonAnnounce results of the secret vote of the bell ringer at the beginning of class.Review what main points in lesson (Portion, serving size, hidden sugars).Performance-Task Project DescriptionPerformance-Task Assessment Criteria: Students be divided into 5 small groups and will rotate around to different stations. At each station there will be a food product, a container and a measuring device. The first time the students are to go around to each station they are to pour a portion size into the container. After they pour the portion size into the container, the students are to measure the amount of the food product they chose to pour using a measuring device. The students are to record the amount of food they chose to pour on a worksheet. The second time the students are to go around they are to look off the nutrition facts label and pour the proper serving size into the container. Afterwards the students are to record the proper serving size onto the worksheet. After the worksheets are completed and the activity is finished, the students will be asked to record their responses and insights to 3 discussion questions on a sheet of notebook paper. The paper will be collected afterwards.Core Concepts (Key Criteria): Correctly measure serving sizes of different food products.Identify the difference between portion and serving sizes.Demonstrate the ability to measure out serving sizes during an in-class activity.Discuss thoughts about the amount of food they actually eat and the amount of food they should eat according to the serving sizes and nutrition label on a piece of paper after the in-class activity.Draws conclusions from lesson in order to make changes in their diet to minimize their health risks.2. Skill (Cues): Demonstrates ability to access appropriate resources to meet specific needs.Identifies the type of help available from sources.Show progression through a decision making process.Identifies the decision to be made.Consider options and consequence.Take action and make decision.Evaluate or reflect on the decision.Additional Criteria: Students will rotate who pours, measures and records at each station to ensure active participation. Students are to record their responses neatly onto the worksheet.Scoring Rubrics for AssessmentConcepts Rubric for Assessment (NHES 1)4- The response is complex, accurate, and comprehensive, showing breadth and depth of information; relationships are described and conclusions drawn.3- The response identifies relationships between two or more health concepts; there is some breadth of information, although there may be minor inaccuracies.2- The response shows presents some accurate information about the relationships between health concepts, but the response is incomplete and there are some inaccuracies.1- The response addresses the assigned task but provides little or no accurate information about the relationships between health concepts.Generic Skills Rubric for Assessment (NHES 2-8)4- The response shows evidence of the ability to apply health skills; the response is complete and shows proficiency in the skill.3- The response shows evidence of the ability to apply health skills; the response is mostly complete but may not be fully proficient.2- The response shows some evidence of the ability to apply skills; the response may have inaccuracies or be incomplete.1- The response shows little or no evidence of the ability to apply health skills.Classroom Management & MaterialsClassroom Materials Handouts/Worksheets: Performance task project worksheet: “Portion vs. Serving Size.” Other Materials: Powerpoint presentation, computer, powerpoint presenter, food products, measuring cups, containers to empty food into. Students will need paper and writing utensil. Classroom Management Students will be rotate around room to different stations that will be spaced out accordingly to ensure participation and minimize off-task behavior. Students will return seats for rest of class. Content ReferencesDefinition of Serving Size. (n.d.). Retrieved Oct. 19, 2008, from .Portion definition . (n.d.). Retrieved Oct. 19, 2008, from . (2006). Assessment Tools for School Health Education. Santa Cruz, CA: ToucanEd. ................
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