1. Broad Areas of Learning and Cross Curricular Competen
cies
a) Outcomes: Students will understand Canada’s Food Guide
by learning the different food groups. They
will also learn how to read Nutrition Facts on various food packag
es. Students will get a better
understanding about the foods they eat and whether they are getting
the amounts suggested by Health
Canada.
Cross Curricular Competencies:
b) Indicators: Students will complete a work sheet, identifying
information from a Nutrition Fact label.
Students will participate in a three-day food journal, stating all
foods they consumed, while designating
these foods to their proper
food
catego
ries,
accord
ing
to
Canad
a’s Food Guide. After the three-day
food journal, students will reflect on their findings by writing a
one-page journal entry.
C)
Other learning that will result from this lesson includes: organi
zation,
reading, and writing skills. The
students will need to keep their food journals organized so that they
may write a reflection once the three
days of monitoring their food is complete. As the lesson is being
taught, students will need to read through
some of the information on their own. The journal assignment will
test their writing skills.
d) Professional Growth Portfolio Goal(s):
—
3.3 This lesson will demonstrate, share, and assist studen
ts
in
developing critical insights into the
current issue of obesity and poor eating habits amongst Canad
ian children. It will encourage students
to make any needed changes to their current eating habits to preven
t obesity in their lives.
2. Assessment and Evaluation:
-Students will work through an activity sheet about reading Nutriti
on
Facts, which will be given a completion
mark to ensure their
unders
tanding
of
Nutriti
on
Facts.
The
three-d
ay food journal will be assessed, with
organization and content as the main indicators of a good food
journal.
-Students will participate in a written reflection based on their
three-day food journal. This written reflection
will be graded, looking for content, grammarfspelling, and new
insight on whether their eating habits need to
be changed. The reflection will also be assessed on whether
the students answered the 5 guiding questions
for the reflection
—Students will also participate in a self-assessment evaluating
their
effort in the three-day food journal Selfassessment questions include. 1) Were you honest while record
ing your meals’? 2) Did you keep track of
your snacks and meals regularly writing them down after each
time you ate something? 3) Did you change
your eating habits to appear healthier for this 9
assignment 4) Did this assignment help you to understand
your eating habits better?
Based on the self-assessment and the written journal reflect
ion, students will be given a mark, which will
represent a small portion of their final grade.
Paj’e /
learning this unit,
-
levels that will be
Learning Environment:
Mealtime on a Hutterite colony is different than in other
communities, as meats are made for the entire
community. Therefore, students do not get as much
choice in the foods they consume.
b)
-
Older students will have higher expectations of their
written assignments.
-
When reading Nutrition Facts, only snack’ foods will be
looked at, as these are the main prepackaged foods
Hutterite children eat.
—
This lesson will take place in the regular classroom, where desks are set up in rows facing the whiteboard
and teachers’ desk. Students will be paired in groups of two while exploring the Health Canada website on
their iPads. These paired groups will meet at a round table for their discussion, After, students will work
independently, at their desks, while going through the Nutrition Facts worksheet. The teacher will address
the students from the front of the room during teaching time. While students are working individually, the
teacher will move throughout the room checking to ensure each students’ comprehension.
—
(list ALL resources required to conduct this lesson with detailed specifics such as textbook titles, chapters,
page
numbers, author/publishers, website
URLs,
resources
like
pape,
pencils,
protractors,
rulers,
chalk
painl
specimens,
books, maps, videos, posters, lab materials, handouts include name of handout and number of copies,
etc.)
-Students will be working on iPads exploring the Health Canada website focusing on the Food and Nutrition
section. http:/lwww. hc-sc.
gc.ca/fn-an/f
ood-guide-al
imentJindexeng. ph We will be focusing on an e-copy of
uEating Well with Canada’s Food Guide.’ Each student
will also have a hard copy of the food guide.
-Students will need pencils and erasers to
work
through
the
Nutrition
Facts
worksheet.
-Teacher needs to bring various food packages (at least
one
from
every
food
group)
for
students
look
to
at
while doing their Nutrition Facts work sheets. For example, a pepsi bottle, a carton of eggs, a can of
beans,
a bag of carrots, a tub of yogurt, a juice box, etc.
-6 Nutrition Facts Handouts will be printed to accompany the number of students in the class.
-6 Graph sheets wilt be handed out to assist the students in recording their food consumption over the next
three days.
-6 “Eating Well with Canada’s
Food
Guide”
handouts
for
each
student
to
refer
to
-Students will also need a journal to write their reflection based on their discoveries from participating in
the
three-day food journal assignment.
5. Content and TeachingStrateaJes of Lesson
a) OverviewlAgendalReview for class one
-Discuss the problem of unhealthy weights among Canadian adolescents
-Walk through Eating Well with Canada’s Food Guide’
-Discuss serving sizes
-Nutrition Facts
-Food Journal Assignment
f’age 2
-Students will be asked to recall what they have eaten during
the day. Were these healthy choices?
c) Subject Content and Teaching Strategies
Class One
Students will be taught about Eating Well with Canada’s Food
Guide’ through Health Canada’s website.
Students will explore the website and learn about the food guide
The main teaching methods used will be
direct instruction, discoverylinquiry, computer-asst., and
a learning activity. Direct instruction will be used
when explaining the food guide, computer-asst. will be used
when the students explore the health Canada
website, discovery/inquiry will be used when the studen examin
ts
e various food labels, and the learning
activity is when the students participate in their three-day
food journals.
I will introduce the lesson by stating Canadian childhood obesity
statistics (3 mins.). Next, we will go
through Eating Well with Canada’s Food Guide’ (15 mins.) next
,
I will give an example of how to read a
Nutrition Fact label (5 mins.), next, students will be given
time to work through their Nutrition Facts activity
sheet (18 mins), after, we will discuss their take
home
assign
ment
about food journaling (5 mins.), lastly,
the lesson will be concluded by going through the key questio
ns (4 mins.).
Key Questions:
1) What are the four main food groups?
2) What can we learn from Nutrition Facts?
3) On which items do Nutrition Facts need to be?
4) What are calories?
5) Why is it important for children to eat a balanced diet?
Consolidation
Class Two
Students will be given a self-assessment to complete and
hand in (5 mins.). As a class, we will each
student will look through his/her food chart and tally the numbe
rs to determine whether they had the
recommended daily amount for each food group. (10 mins.)
. Next, the journal reflection will be introduced,
and the guidelines for the assignment will be reviewed as
a class (3 mins.). Students will be given the
majority of the class period to write their reflections (35 mins.)
. Students will hand in their 3-day food charts
and reflection to conclude the class (2 mins.).
d)
6. Reflections
Effectiveness of Lesson
zrzzz zz z zrzzzzEzzzJz
The first lesson will
be
conclu
ded
with
the
studen
ts
answer
ing
the key questions from the lesson.
Time will be given for any further questions the students may
have.
The take home assignment will be introduced. Students will
be asked to record every food/drink they eat
over the next three days In the days to come, students will
be reminded of their assignment and
encouraged to be diligent in their journaling
a)
-
I’u’P ?
b)
Ineffective: Confusion about the
take home assignment.
Effectiveness as a Teacher
What was effective I ineffective
about you as a teacher?
Effective: Motivational Set
Effective: Eye Contact/Body
Language
Ineffective: Time Management
asked many questions about
what they should do.
Students had many questions
about the assignment. By this
time, class was almost done for
the day, and students were no
longer engaged in the task on
hand. There were many
distractions in the classroom,
which took away from their
understanding of the assignment.
One student complained that he
did not want to do the
assignment.
How do you know?
Students responded well to the
statistics given about Canadian
childhood obesity rates by
showing their personal interst in
the topic. We brainstormed ways
that we can lessen childhood
obesity.
Students responded well to my
eye contact and body language.
Their engagement was
heightened because they knew I
was alert in the activities they
were doing. I used my body
language and gestures to
enhance my points. The students
—
slower I rushed through it
because we were nearly out of
time, I should have gone through
an example as a class.
We were nearly out of time, and I
still hadn’t introduced the major
assignment. I rushed through it
too quickly. I will have to review
the assignment next class to
ensure students know what’s
expected of them.
Next steps for improvement?
Based on the success of this
motivational set, I will continue to
facilitate brainstorming activities
amongst the students, as well as
give current statistics.
I will continue to use good eye
contact and body language will
teaching my lessons in the hopes
that this will keep students
engaged.
[ lesson.
enough time for each part of the
myself as a teacher, I will learn to
gauge my time better. In the
future I will have to keep a better
eye on the clock throughout the
lesson to make sure I’m allotting
sndedethi
I spent too much time on the
As I continue to familiarize
section I wanted to go through
quickly, and not enough time on
the worksheet and introducing
the assignment. Students
responded very poorly to the
rushed worksheet by asking
numerous, repeated questions.
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