Lesson Plan B



Stage 3 – Learning PlanLesson: Introduction to nutrition: Fast and convenience foodsCourse: FOD 1050 – Fast and Convenience Foods – Students consider budget, time, quality of food and food alternatives by making wise choices in the buying, using, and preparing of fast foods and convenience foods.Lesson Essential Question(s):How can our knowledge of nutrition and Canada’s Food Guide inform our decisions about which fast and convenience foods to eat?What does it mean to make a healthy food choice?When choosing between different fast and convenience foods, what are things to consider? Lesson Knowledge:Students will know:1. how to identify and compare the variety, availability and nutritional components of fast foods and convenience foodsLesson Skill(s):Students will be able to:1.1 examine various commercial fast-food outlets, considering: 1.1.1 commercial food philosophy of “eat with your eyes” 1.1.3 nutritional value of fast foods1.2 interpret information provided on convenience food packaging related to: 1.2.1 mandatory requirements 1.2.2 voluntary informationTotal time:Bridge-in:ResourcesTime-Show first slide of powerpoint showing image of BELT and Bacon and Egger side-by-side. - Which one of these do you think looks more appetizing? Why?Which do you think looks healthier? Why?Smartboard/Powerpoint1.5Objective of the lesson:??-Students will learn to think critically about fast and convenience foods by learning where to look for information, how to interpret food labels, and how to relate the information to making informed decisions about meals, snacking, and diet. -Today we are going to talk about how to make healthy decisions when looking at fast and convenience foods.?Pre-Assessment:??By a show if hands, how many of you already know how to read a nutritional label? Even though there is a required amount of information that needs to be on the label, not all tables look the same. How can we compare different products? What are these percentages for? (Explain…)Powerpoint?1Participatory Learning:??Teacher Activities- Put up an example of a nutritional table and go through interpreting the many different numbers and words with the students. Explain the 5 different macronutrients. Discuss what might be considered “good” or “bad” ingredients.- Go through pages 4 & 6 of the food guide, discussing the highlighted areas. Any questions?- Hand out one of each breakfast bar, Canada Food Guide handouts, and blank nutritional value tables. Have them work in groups of three - Ask them to compare each breakfast bar in vitamins, minerals, calories, sugars, sodium, and other values, and copy the information onto their worksheets. Ask them to answer the questions on the worksheet (which is healthier and why?)- Familiarize yourself with the two breakfast bars so that you can conduct a discussion later.- Walk around the room and observe students working through their tables and assist where needed.Learner Activities- Discuss elements of nutritional table with teacher. Think about what might be considered “good” or “bad” ingredients.- Discuss highlighted sections of Food Guide with teacher. Ask any questions, if any so far.- Work in groups of three, reading labels and comparing 2 different breakfast bars. - Transfer information from the product labels to the tables, making it easier to read and compare the information. - Using the information in Canada’s Food Guide, decide which bar is the healthier option, and explain why on the worksheet. - Prepare to discuss your findings with the class.Powerpoint, 2 types of breakfast bars (have enough for the whole class and extras,) blank nutritional label handouts, Canada’s Food Guide handouts54.5Post-Assessment: -Ask students what they found, drawing specific examples from the bars they compared. Ex: “Did the addition of dried fruit affect your decision? What were the additives in the sweeter bar, to make it seem more healthy?”-Collect student’s comparison tables with their answers for post-assessment. -Share with the teacher and the rest of the class your findings as a group; ask any more questions that came up.-Hand in worksheet. 2Summary/Closure:Using the findings from the activity, bring home the main points of the lesson:“It’s important to understand how to make healthy eating decisions, especially when we decide to eat fast and convenience foods. Using the information in Canada’s Food Guide, and being able to read and interpret nutritional facts tables, can contribute a more balanced diet and a healthier lifestyle.”1Other resources & Facilities: : Exploring options for how to make a healthier choice at a fast food restaurant: Have students explore websites of fast food chains and look the nutritional values of different combinations (ie: whole wheat vs. white bun, removing bacon/cheese, choosing a side other than fries.)References: ................
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