LESSON PLAN

Title:                                            Get to the Heart of the Matter
Content Area  Chapter 8 – Nutrition
Grade Level: Grade 7 & 8th
Health Goals                         1) I will select foods that contain nutrients.  2)  I will evaluate Food labels 3)  I will follow a Healthful Diet that reduces the Risk of Disease 4)  I will progress healthful eating habits.
National Health Education Standard OR Health Education Standard 1 – Students will comprehend concepts related to health promotion and disease prevention to enhance health California Health Education Standards : Standard 1: Essential Concepts 1.1.N Describe the short- and long-term impact of nutritional choices on health. 1.2.N Identify nutrients and their relationships to health. 1.6.N Analyze the caloric and nutritional value of foods and beverages. Standard 5: Decision Making 5.1.N Use a decision-making process to evaluate daily food intake for nutritional
Performance Indicators  Students will be able to : 1)      Evaluate the relationship between personal health an healthy behavior 2)      Demonstrate healthy practices that will maintain or improve the health of self.  Pre -Assess Students will be given a worksheet and asked to write down all the foods they consider healthy and those that are unhealthy.
Assessment/Evaluation: Mastery- how will you know they know it? Gauging students for level of understanding is important for all lessons.  If the perceptions are misunderstood, re-teaching and/or additional practice is necessary.  Nutrition should be highlighted during the school year with each lesson stressing and increasing upon existing plan.    The teacher can estimate students’ understanding of the concepts by witnessing their exchanges and discussion in class. As well as by assessments such as quizzes and small projects.	Performance indicators: 1)  Demonstrate healthy practices and behaviors to maintain and improve personal health.  2)  Identify a short-term personal health goal and take action toward achieving the goal.  3) Will gain an understanding of health knowledge Life skills They will practice life skills for health; identify ten life skills to practice health Rationale This lesson incorporates both Science standards and nutrition standards for health.  Using the internet for a health project, students will be able to identify healthful foods from less healthful foods and explain why they are essential for good health.  They will then sort foods into categories of that contain nutrients and food that do not. They will categorize the foods into the foods found on the Food pyramid. The foods that are good for them and promote health and prevent disease. The lesson will end with the class gathering a list of the top 10 foods and doing a taste test.
Infusion/Subject Integration: Infusion/subject integration: Incorporating this health lesson into the section of Science when learning about the human body. This will give students the opportunity to visual see the effects that proper health choices can have on their body. Also the negative side such as diseases and other illness which can be prevented by good nutrition.	The lesson: The teacher starts the conversation with the whole class and asks the students, “What does “healthy” food means to you?” Give me some examples.  “What is a more healthy choice?”  Students respond with their understanding of healthy foods that they eat at home.  The teacher answers the question after the students, and reasons verbally her understanding of why the food is healthful.  As students answer, the teacher places pictures of the foods on the smart board. Then have categories as to where they belong. The teacher describes that there are three way of thinking about food that help us remember how much of it and how often we should eat it.  Healthy foods are vegetables, fruits, nuts, and lean meats.  We should eat these foods every day since they help us to be healthy.  .  Unhealthy foods are ice cream, potato chips, chocolate, butter, doughnuts, and fried potatoes. Then I will explain to them that they are going to be reviewing nutrients and the importance of locating the nutrients they need or ideal health.
Health Literacy:	Teacher explains that we will be categorization of types of foods they find on the internet.  Students are put into groups of 3-4 and given a worksheet to place the food into the correct category.  The teacher models the process, and shows example on the Elmo overhead. After modeling, the students will get into their assigned groups and begin to find the health and unhealthy foods and how it affects their body.
Materials: Materials needed for this project are available in the classroom. The food needed for taste testing and the worksheets will be provided by the teacher.	The materials for this lesson are: 1)  Graphic organizer to place pictures /information for students to put foods into categories 2)  Computer with internet access 3)  List of foods to help students look up 4)  Handouts with information that we discussed in class to show their knowledge of what a nutrient rich food consists of 5)  Fruit and vegetables from the top 10 foods students food to be the healthiest and most beneficial for your 6)  Bowls to hold fresh food Action 2: Students will participate in a fruit and veggie tasting.  They will receive cut up fruits and veggies they choose from their research.  Students will explore the tastes and talk about which ones they like the best.  Students who try food they have not had before will be asked first on how the enjoyed the taste. By identifying healthy foods that are pleasing and come into contact with the taste of healthy foods, students can begin to make smart choices and participate in discussions about nourishment with their families. Action 3: The teacher asks about healthful foods that students like  Teacher explains that for the conclusion of this project they will write a paragraph to answer what food they believe are health for you and why. Some of the ways they help prevent disease. The foods that are healthy and that they would like to eat every day to reduce their risk of becoming unfit or get diseases.  The project will be displayed on the board in the classroom so youngsters recall their commitment to eat their favorite healthy foods often.
Motivation: Motivation is teaching tactics that highlight resourceful methods for capturing attention, engaging students, and conveying a lesson.	The motivation in the lesson Get to the Heart of the Matter teaches students about nutrition and the effects it can have on them. They will use their critical thinking skills and decision making to identify which foods can help them stay healthy and also reduce the risk of diseases.  By having them do a project and engaging their interest in technology I can have the students work together to present their findings.  Student involvement is essential and stimulates knowledge about food and nutrition.  Next, students learn about foods they have never heard of and practice critical thinking skills about what they have learned about foods and organizing and sorting them into groups.  They participate by tasting and eat foods that are healthful and nutritious.
Multicultural Infusion: Teaching strategies need to be adapted to include an appreciation of all learners represented in the classroom, otherwise the core concepts may seem irrelevant to many students.    Differentiation for ELL	Action and rationale The students will be placed into groups. Each group will be appointed a person to record. The person who is recording with will be a paper and fold it in half to make two columns. The first side will be labeled “Foods” and the second side “Foods Groups”. Each assigned group is to brainstorm a list of foods which they will search on the internet to see the health value it does or does not have. The recorder will list the first column foods and the group will identify the food group and benefits.  Ell learners will be asked to put pictures to represent foods that are being discussed
Inclusion -Differentiation for  special learning challenges Inclusion means making variations as necessary to give students with disabilities and ELLs opportunities to maximize strengths and compensate for learning challenges.    Advanced and gifted students are included in this category, also. Gifted Learning Challenged	This lesson covers instructional planning that is effective for all students, particularly ELLs and students with disabilities.  By means of question techniques, relating to personal experiences, using graphic organizers, modeling, thinking aloud, and computers they will assist students at all educational levels to access the core concepts of the lesson.  For Gifted and Advanced students might be placed into a group for a cooperative learning experience. They can be given an extra task to add to the lesson. Such as making a PowerPoint presentation on the foods that they feel are best to fight and prevent diseases. For students with disabilities, each student’s needs must be measured.  Effective teachers will take into consideration the students with disabilities might need and plan for it.  Review IEPs for adaptive equipment, provide extended time to complete the project, have another student assist them one on one, if needed.
Technology: Use of tools, such as computers, interactive smart boards, digital devices, overhead projector, and online access enhance learning in a content area.    Websites Any websites on food and nutrition	This lesson utilizes technology in order for students to think and search for the answers they need. By incorporating technology, students will be more engrossed in the lesson and get to use their knowledge of computers into their project.
Reflection with students The conclusion helps pull the whole lesson together it gives the teacher a guide as to what worked or didn’t work in the lesson.   As a class together recaps the purpose, give students a chance to ask questions, and build on what learning they took away from the lesson. Final Assessment   Teacher Observation	The end of this lesson supports the goals and objectives.  At the end of the activities, students are asked what they learned.  It also helps they learn what fruits and vegetables are healthy choices and why we should eat them every day.  The teacher journals foods that should be eaten rarely and seldom.  The class will discuss dissimilarities between healthful food and those loaded with fat and sugar.  Food that is healthful helps us grow strong.  Students are asked if they have any questions about what we learned.  Students will be assessed on their final project. They will be graded on what they discovered in their research and how they present it giving into consideration the following: Accommodations :   Giving the student extra time to complete assignments or tests Allowing students to take testing over several days   Working in a small group  Working one on one with the teacher  using a student/peer tutor  decrease number of items per page or line read directions orally  use small distinct steps in instructions  adapt worksheets as necessary