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Nathan Zechman

Health Education Lesson Plan

Descriptive Information

Skill Emphasis (NHES): Decision Making

Grade Level: 11

Content Area of Health: Nutrition

Content Descriptor & Sub-Descriptor(s): Healthful Eating

Benefits of healthful eating, portion control, fruits, vegetables, grains vs. fat intake and sugar intake, how to prepare healthful meals.

Title of Lesson: Nutrition for the Real World

PA Standard (Health & PE): 10.1.12 A Evaluate factors that impact growth and development during adulthood and late adulthood.

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

10.1.12C Analyze factors that impact nutritional choices of adults.

10.2.12 D Examine and apply a decision-making process to the development of short and long-term health goals.

Curricular Connections: Culinary and Math

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

Behavioral Objective(s)

Cognitive: After the lesson students, will be able to decide appropriate and healthy option at a fast food restaurant.

Cognitive: After participating in the make your own meal activity students will be able to use the decision making steps to make healthy choices for a meal.

Affective: during group discussion students will contribute and value ideas from their peers regarding the benefits of healthy nutritional choices.

Skill-Based: During the learning activities, the students will follow the decision making process to create a well-rounded nutritious meal could be and the best option when at a fast food establishment.

Brief Outline of Today’s Lesson

1. Bell Ringer: “Bead Box”

2. Introduction of lesson

3. Content and Instructional Strategies

-Define nutrition and Decision Making

-Freshman 15

-Not college bound (military, workforce)

-Benefits of good nutrition

4. In-class activities: Best Choice and Build Your Own Meal

5. Assessment

-Description of the Assessment

-Content and Skills Criteria

-Analytical Rubric

6. Final thoughts/Conclusion

7. Classroom Management and Materials

Expanded Outline of Today’s Lesson

1. Bell Ringer (Instant Activity): Bead Box

Teacher will pass around the box and pose the following question to the students. How satisfied are you with your current diet? The students will anonymously choose the color of bead that corresponds to their personal belief and place it in the box. At the end of the rotation, the teacher will open the box and display the students’ responses. Each student should only put one bead in the box.

Red: I am very satisfied with my diet.

Orange: I am mostly satisfied with my diet.

Pink: I am somewhat satisfied with my diet.

Yellow: I am not satisfied with my diet.

Green: I hate my diet.

White: Pass

2. Introduction to the Lesson (Set Induction):

Soda Recipe Demonstration

Materials

One 12-ounce cola with ingredients listed on can

One 12 ounce clear glass or mug

One bottle of High Fructose Corn Syrup (Dark Karo syrup adds a brown color to the mix)

One bottle of club soda or seltzer

One box of small (1/2 teaspoon) sugar cubes

Spoon or straw to mix ingredients

Procedure

1. Take out the can of cola and ask students if they can guess the ingredients, which are usually: carbonated water, high fructose corn syrup and/or sucrose (sugar), caramel color, phosphoric acid, natural flavors, caffeine

2. Ask students if they have ever heard of the expression “Empty Calories?” Discuss.

3. Explain that to illustrate the “Empty Calorie” concept, today we will make our own homemade soda.

- Pour 10 ounces of carbonated water into glass.

- Add a tablespoon of High Fructose corn syrup. (Dark Karo Syrup)

- Explain that the caramel color, caffeine, and Phosphoric acid present in a regular can of coke will be left out.

- The only other ingredient is sugar. On the “Nutrition Facts” label, most 12 ounce cans of cola have approximately 40 grams of sugar. To illustrate how many teaspoons this comes out to, begin by dropping two cubes (about 4 grams = teaspoon) into the solution. Continue until some class members tell you to stop. Ask remaining students if they believe that more sugar is needed. Continue dropping in two cubes at a time. When you get to 20 cubes, stop. Mix the solution. That’s right- there are about 10 teaspoons of sugar in a 12-ounce can of most sodas!

Discussion

Many processed foods that we consume each day are loaded with sugar. You would be surprised at how often sugar, in one form or another, (corn sweetener, corn syrup, fructose, sucrose, glucose, honey, molasses, lactose, beet sugar) is listed first or second on the ingredients label in many processed foods and beverages. It is estimated that the average American consumes over 200 pounds of sugar per year!

*Although there is also a lot of sugar in fruit juices, they at least have some nutritional value (vitamins, minerals, etc.)

Recently (2003), the Centers for Disease Control (CDC) reported that more than half of adult Americans are overweight. As far as young people are concerned, there were nearly twice as many overweight children and almost three times as many overweight adolescents as there were in 1980. 15% of those ages 6 to 19 – almost 9 million – are overweight.

High calorie fast food, school lunches, and lack of exercise are major factors in the levels of obesity and overweight in young people. On average, children spend four and a half hours each day in front of some sort of screen (TV, computer, etc)

Many overweight children grow up to be overweight adults, and are at greater risk for major health problems such as heart disease and diabetes. Some authorities believe that unless things change drastically, obesity will replace smoking as the number one cause of preventable death for Americans.

3. Content & Instructional Strategies:

I. Definition of nutrition and Decision Making: (lecture/power point)

A. Nutrition contributes to the growth and energy and helps prevent chronic diseases such as cancer and heart disease. It is important to have variety in your diet and follow the guidelines of the Food Guide Pyramid. Nutrition labels provide important information regarding making choices with low fat, saturated fat and cholesterol.

B. Decision Making plays a large role in nutrition. If you are not able to make healthy decisions your diet will be poor and you could be at risk for illness. There are several steps that make up the decision making process and they are outlined below:

a. Identify the decision to be made: Typically the main decision regarding nutrition is what to eat and how much of it to eat. You may also consider when to eat, how fast, and how often. These are just a few of the decisions that need to be identified before moving on to the next step

b. Consider options and consequences: With nutrition there are almost endless options, each with their own consequences and results. The main options have to deal with what foods to eat and what will make up your meal. When consider your options for food one must also consider the consequences of each. All foods have different nutritional value or lack thereof.

c. Take action or make a decision: With this step it is all about taking action and arriving on the best possible option and going with it. With nutrition this part is the literal eating of food or the choosing not to eat certain foods.

d. Evaluate or reflect on the decision: The effects of your choice may not be immediately evident when making a nutrition decision but you may be able to reflect on how you feel after eating particular foods or not eating them.

II. Freshman 15: (power point/ Q&A)

A. What is freshman 15?

Most associate the term "Freshman 15” with the phenomenon of how college students gain weight their first semester in college. Typically the first semester at a college or university is a transitional period for a college freshman; during this time they break away from the rules and regulations of their parents to become independent young adults. This change of lifestyle removes the parental guidance teens have lived with their entire life. In this new environment, a college freshman is able to go as they please, do what they please, drink and eat what they want, and when they want.

B. Reasons weight gain happens:

Lack of parental guidance: Being away from home where parents forced the issue of eating fruits and vegetables during a meal compared to a cafeteria where they can eat whatever they want (pizza, ice-cream, donuts). Incoming freshman tend to eat whatever tastes good to them without thinking of the importance of eating healthy and trying to achieve all 5 food groups.

Lack of exercise: when consuming calories one must exercise to burn the excess calories to maintain weight. With freshman, most don’t find the time to exercise so they can lose or maintain their weight.

Unhealthy Cafeteria Food: most college cafeterias have very unhealthy choices. Items such as sweets, ice cream, cookies, fried foods, un-identifiable meat, cream cheese, chips and donuts are served in most college cafeterias.

Drinking: consuming alcohol provides a person with empty calories that leads to excessive weight gain. Late nights of drinking also leads to another reason of weight gain…

Late Night Eating: after those late nights of drinking usually leads to hunger. The typical food of choice at 1 or 2 am is pizza by the slice. This food is easy to obtain, cheap, and satisfying. But leads to the problem of digesting this food and also the alcohol. All night your stomach processes this, and adds weight to your freshman 15.

Unhealthy snacks in dorm: most students keep unhealthy snacks in their dorm room to crave that hunger they may have. Such snacks as chips, cookies, crackers, doughnuts, and chocolate. These unhealthy snacks all go to your body as fat.

C. Ways to avoid:

Do your Homework: research your university; find out where there are healthy options to eat, the local gym to fulfill exercise, cafeteria schedule and meal plans.

Exercise: like we said before when consuming calories you need to burn the excess that your body doesn’t use so that you don’t gain weight. Exercise is also a good stress reliever and has been shown to help increase cognitive function.

Avoid the Junk: I know in college you are rushed and seem like you are always on the go. It is so easy to fall into a habit of eating on the run so I advise you to avoid the junk in the cafeterias. Reach for that piece of fruit instead of the chocolate pie.

Avoid Drinking: alcohol provides nothing but empty calories with no nutritional value. These excess calories are what lead to weight gain.

Don’t eat the late night meal: like I said either the drinking usually leads to the late night food binge to fulfill your hunger. Usually the food consumed is not of nutritional value and your body absorbs it as fat and you gain weight.

Choose healthy snacks: it’s good to keep snack in your dorm room to feed you and your brain for studying. Instead of cheap junk food, replace it with healthy snacks like; carrots, pretzels, peanut butter (in moderation) fruit, low fat yogurt and low fat granola. Healthy foods will help you look and feel better.

III. Not college Bound: Military and work force decisions for nutrition/diet: (lecture/powerpoint)

A. Availability

Time: Do you wake up in time to eat breakfast before work? Do you get a lunch break? Do you binge eat at night? Do you snack throughout the day?

Food: What types of restaurants are close to you? Do you buy groceries often?

B. Money

Price: Compare prices at different grocery stores when buying food.

Income: How much do you make? What other bills take up most of your money?

C. Tips for success

Make a personal budget: Set aside money each paycheck to allow for adequate money for healthy food choices.

Look for savings: Use coupons or buy items that are on sale.

IV. Health Benefits for Nutrition (brainstorm/Q&A)

A. Self-esteem

1. You will feel better in general and have more energy and livelihood to get through the days typical stress. You may also feel more confident after eating well and proud of yourself for making good decisions.

B. Cognitive

1. It is proven that maintaining a proper diet can have positive effects on your mental capacity. You may reduce the risk of memory loss and aging by eating right and combining that with exercise.

C. Physical

1. Short term vs long term? You will have more energy for life and activity, as well as protect yourself from disease and sickness in the future.

D. Longer life/longevity

1. A good diet will lead to longevity when compared to the average unhealthy eater in the U.S. You reduce your risk of developing life threatening conditions by eating right

4. In-Class Learning Activity(ies):

Best Choice: (Game)

Skill to be practiced: Decision Making

o Students will form teams of 3-4 students (depending on class size)

o Each group will have a white board and a dry ease marker

o Group will choose a recorder to write answers on the white board

o Students will be presented a power point slide and students will have to complete the task presented.

o The answer will be provided to groups and students must be honest and tally number of correct answers. One point for each correct answer.

o Scores will be recorded on the chalk board.

Students will be assessed on participation and value the knowledge gained during activity/game for making healthy choices when on campus or eating on the run.

McDonalds

Place the following menu items in order of calorie content, from the item which you think has the lowest calorie content to the one which you think has the highest calorie content:

Caesar salad with grilled chicken and Caesar dressing

Sausage McMuffin and egg

Warm cinnamon roll

Premium grilled chicken classic sandwich

Double cheeseburger

Time for Starbucks?

Place these drinks in order, from the one with the lowest amount of saturated fat to the highest:

Hot Chocolate: Choice of steamed milk with mocha syrup, vanilla syrup and whipped cream

Caramel Chocolate Frappuccino: A classic hot chocolate - sweet and creamy - made with steamed milk, mocha syrup and topped with whipped cream and chocolate drizzle (optional).

Blended Crème: Rich chocolate, caramel syrup and milk blended with ice, topped with whipped cream and a drizzle of caramel sauce.

Caffè Latte: Espresso and steamed milk Rich, full-bodied Starbucks® espresso in steamed milk lightly topped with foam.

Vanilla Bean Frappuccino® Blended Crème: Vanilla beans and milk blended with ice, topped with whipped cream

Subway

You are at Subway and in need of some protein to help repair the muscles you have damaged while lifting weights. From the following menu items, put them in order, from the one with the highest amount of protein to the lowest.

All sandwiches are 6” size.

Ham

Roast Beef

Sweet onion chicken teriyaki

Turkey Breast

Taco Bell

You know your recommended daily sodium allowance is 2000mg.Which of these

Taco Bell burritos will send you over your daily allowance?

Grilled Stuffed Burrito – chicken a large, warm, soft, flour tortilla wrapped around marinated and grilled all-white meat chicken, hearty beans, seasoned rice, a blend of three cheeses — cheddar, pepperjack and mozzarella, creamy Pepper Jack sauce, and Fiesta Salsa, then grilled to perfection.

Burrito Supreme – chicken; a warm, soft, flour tortilla wrapped around marinated and grilled all-white-meat chicken, hearty beans, tangy red sauce, crisp, shredded lettuce, real cheddar cheese, diced onions, diced ripe tomatoes, and reduced fat sour cream.

Fiesta Burrito – chicken; a warm, soft, flour tortilla wrapped around marinated and grilled all-white-meat chicken, real cheddar cheese, seasoned rice, and Fiesta Salsa.

Build Your Own Meal:

Using the food pyramid as a guide, teach students about creating healthy, well balanced meals. Students will use flyers from a local supermarket with color pictures and weekly specials to build and create a healthy meal.

Students will be working in groups and will choose and create a meal, breakfast, lunch or dinner which includes all components of the food pyramid. Their budget will be $15.00. Students will then use the flyers to create their meal. They will write down their choices with reference to page number of flyer and the cost of item(s), and then draw their meal on the provided worksheet. Students should also write the decision making steps they took to decide on the meal.

Project will be graded using analytical rubric.

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

Best Choice:

The student’s in class activity, “Best Choice”, will not be formally assessed but will be assessed on participation. This activity’s purpose is to present the students with knowledge to make informed decisions when they are eating at a fast food restaurant. This activity will be set up in a game format. Students will work in groups to try and answer prompts relating to popular fast food restaurants. Students will receive one point for each right answer they provide and a tally of each team’s score will be placed on the board.

Build Your Own Meal:

The student’s in class activity, “Build Your Own Meal”, will be assessed using the analytical rubric which will be scored on content (core concepts), health skill (decision making), and other specific criteria.

Students will take information presented in lecture and presentation and complete the handout to be assessed. The information must be accurate, comprehensive, and draw conclusions. The core concepts section of the rubric will assess the content portion of the project/activity. (Picture of meal with the five food groups, 15 dollars or less, and accurate list of food with page reference)

In addition to providing accurate information, core concepts, the students will be assessed on their decision making skills. The students will provide on the worksheet the different decision making steps they used to decide on a meal. The student’s project will show their ability to use limited funds to create a healthy meal that meets all five food groups and that they use the decision making steps to create and decide on the meal.

Another area of concern will be group participation. Each student will peer evaluate each member of group.

Score “Build Your Own Meal” activity using the following criteria.

Core Concepts:

• Comprehensive picture with five food groups

• Relationships between concepts-15 dollars or less

• Accurate information/list of food with page reference

• Draws conclusion

Skill:

• Each decision making step is complete with accurate information

Additional:

• Peer evaluation

• Include Analytical Rubric

6. Final Thoughts/Conclusion to the Lesson

Checking for understanding: Verbal

When you are on the go, from class to class, lunch break, etc., what is the best option from McDonalds?

Who can name all five food groups?

With the information presented in the lesson, it is important to maintain a healthy diet.

7. Classroom Management & Materials

□ Classroom Materials

o Handouts/Worksheets: Build your own meal Worksheet, flyers, Analytical rubric, Grading Assessment form, Caffeine Brochure

o Other Materials: Power point, Best choice power point, white boards, markers, beads, bead box, can, writing utensils.

□ Classroom Management

o For Content Delivery: traditional seating of classroom

o For In-Class Learning Activity: desks and chairs to form a square for learning activity in small groups.

Content References

Beating the Freshman 15. (n.d.). Teen Health. Retrieved April 4, 2011, from

Homemade Soda Recipe. AAHPERD National Convention. Retrieved April 4, 2011, from

Activity Reference(s)

• "Health Lesson Plans." PE Central. N.p., n.d. Web. 31 Mar. 2011. .

Appendices:

Student Handout

Build Your Own Meal

• Students will form and work in small groups (3-4)

• Each group will receive a grocery flyer

• Group members will use decision making steps to create a healthy meal with all five food groups

• Each group hypothetically has 15 dollars; they must use the flyers to build a healthy meal that is within their budget.

Build Your Own Meal:

In your group, you will choose and create a meal, breakfast, lunch or dinner which includes all components of the food pyramid (five food groups). Your budget will be $15.00. You will then use the flyers as a guide with prices to create your meal. You will then write down your choices with reference to the page number of the flyer and draw your meal on the provided worksheet. You must also complete the decision making steps you took to decide on the meal.

Project will be graded using analytical rubric.

Core Concepts:

• Picture with five food groups

• 15 dollars or less

• Accurate information/list of food with page reference

Skill:

• Each decision making step is complete with accurate information

Additional:

• Peer evaluation

Build Your Own Meal

Grading Form

/4 Accurate Content (core concepts) + three criteria

/4 Decision Making (skill)

/4 Peer Evaluation

/12 Total

Name(s): Class:

Build Your Own Meal

Using the Grocery Flyers, create a healthy meal containing all five food groups and is no more than $15.00. Complete the decision making process you used to decide on the meal. Lastly sketch your meal on the dinner plate below.

1. Identify the decision to be made…

2. Weigh the options, consequences, or limitations…

3. Your action or decision…

4. Evaluate/reflection on decision…

List of food for meal with price and page reference…

Draw your meal on the plate below…

Analytical Rubric for the In-Class Learning Activity “Build Your Own Meal”

|Parameter |4 |3 |2 |0-1 |

|Content (Core Concepts) |The response is complex, |The response contains |The response shows some |The response addresses the|

| |accurate and comprehensive. It|information with minor |accurate information, but |assigned task but provides|

| |shows relationships of |inaccuracies but shows |the response is incomplete |little or no accurate |

| |concepts and draws |relationships of concepts. |and there are some |information about |

| |conclusions. | |inaccuracies. |concepts. |

|Decision Making |The response shows evidence of|The response shows some |The response shows some |The response shows little |

|(NHES/Skill) |the ability to go through |evidence of the ability to |evidence of the ability to |or no evidence of the |

| |decision making process. All |go through decision making |go through the decision |ability go through the |

| |four steps are complete and |process. Three of the steps|making process. Two of the |decision making process. |

| |accurate. |are complete and accurate. |steps are complete and |Only one step is complete |

| | | |accurate. |and accurate. |

|Peer assessment |All participants of group are |All participants of group |Slacked off did as little as|Didn’t help the group |

| |involved in the decision |are involved, failed to |possible during production |other member(s) had to do |

| |making; Individuals worked |complete portion on time, |time. Provided little |the work. Didn’t pull |

| |together well and completed |but worked well together. |insight. |his/her weight. |

| |their portion. | | | |

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