Career, Technical and Agricultural Education Differentiated Instructional Resource
Lesson Plan
Course: Food Nutrition and Wellness
Unit 6: Food Portions and myfoodplate.gov
Industry Big Ideas:
In this unit, students will become a more aware consumer of food. With the rise of
consumerism and the food industry being a billion-dollar market for corporations, knowing and
understanding correct nutritional information is paramount. Students will learn how to decipher food
labels, food portions, and how to analyze food packaging. Food additives, herbal supplements,
allergens, along with the diets of vegetarians, vegans, adolescents, and athletes are also explored in
depth.
Learning Objectives
CTAE GPS: HUM-FNW-4
Evaluate nutritional information in relation to wellness for individuals and families.
4.1 Identify basic nutrient information i.e. nutrient classes and major sources of each.
4.2 Analyze the Dietary Guidelines for Americans, Dietary Recommended Intake, and
MyPlate.gov
4.3 Compare and analyze food labels and nutrition facts panels on food products.
4.4 Compare portion sizes in different food categories.
4.5 Determine the allowable amount of trans fats in foods.
4.6 Discuss the use of additives and controlled substances.
4.7 Examine the regulation of herbal supplements.
4.8 Analyze reliable sources of nutrition information.
Academic
GPS:
HUM-FNW-6
Investigate the health and nutrition requirements of individuals and families with special
needs.
6.1 Determine the health and nutrition requirements of athletes, young children and
older adults.
6.2 Determine the health and nutrition requirements for vegetarians and people with
food allergens.
ELACC9-10SL1
ELACC9-10SL2
ELACC9-10SL4
Essential Question(s)
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Essential
Questions
6.1: What are the 5 purposes of a food additive?
6.2: What are the 8 most common food allergens?
6.3: How many times a day should a 4 month old baby be breast-feeding or given
formula?
6.4: When trying to build mass, how many calories per pound of body weight should an
athlete be consuming?
6.5: List one way to supplement protein in a vegetarian diet?
6.6: Besides not consuming meat, what are other variations of a vegan diet that
separates it from the vegetarian diet?
6.8: Does the FDA approve herbal supplements?
6.9: Describe serving size and what it is important.
6.10: What are some ways an individual can incorporate more healthy habits into their
daily schedule?
Authentic Learning
This task reflects what people might actually do in the real-world, including real life issues,
themes, and problems
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Pre-Assessment Tool:
6.1: In the following lecture, the negative aspects of food additives are emphasized. But can food
additives be a force for good? You decide: https://youtu.be/uiKBB7lbuJg
6.2: Open this discussion with asking the students if any of the class is allergic to any type of food. If
so, have those students describe the different precautions the student has to take in order to
avoid the allergen. Discuss with the class and have the students list the most well known
allergens.
6.3: Questions for discussion: Do you remember what you ate as a child? Is it different from how you
eat now? What were your favorite foods as a child? What were some common dishes served in
your household growing up?
6.4: Athletic diets come diverse and varied. There are athletes that eat a high fat diet, some
intermittent fast and come do things like carb cycling and carb loading. There are even vegan and
vegetarian athletes. Lead into a discussion of different athletic diets the students are aware of. If
there are athletes in the room, what do coaches teach those students about nutrition? What
nutritional needs does the students think an athlete would need as apposed to a sedentary
person?
6.5: Ask the students what are some reasons why someone would become vegetarian? What cultures
and religions encourage a vegetarian lifestyle?
6.6: Ask the students to guess what the difference in is a vegetarian and vegan diet? Is there any one
in the class who follows that diet, why or why not? What are some reasons why someone would
choose this way of eating?
6.7: Make the PowerPoints from Unit 6 available to the students. Show the students an example diet
plans and format so they can get a visual for what they will be creating.
6.8: Teacher will use the following script to introduce herbal supplements to the class:
“Echinacea to prevent colds. Ginkgo to improve memory. Flaxseed to lower cholesterol. The list of
herbal remedies goes on and on.
Herbal supplements, sometimes called botanicals, aren't new. Plants have been used for medicinal
purposes for thousands of years. However, herbal supplements haven't been subjected to the same
scientific scrutiny and aren't as strictly regulated as medications. For example, although makers of
herbal supplements must follow good manufacturing practices — to ensure that supplements are
processed consistently and meet quality standards — they don't have to get approval from the Food
and Drug Administration (FDA) before putting their products on the market.
Yet all herbs — including herbal supplement products labeled as "natural" — can have drug-like
effects. Anything strong enough to produce a positive effect, such as lowered cholesterol or improved
mood, is also strong enough to carry risk. So it's important to do your homework and investigate
potential benefits and side effects of herbal supplements before you buy. And be sure to talk with your
doctor, especially if you take medications, have chronic health problems, or are pregnant or breastfeeding.”
Source: http://www.mayoclinic.org/healthy-lifestyle/nutrition-and-healthy-eating/in-depth/herbalsupplements/art-20046714
Ask the students to name a few herbal supplements that they may have at home or have taken before
individually.
6.9: Watch this video as a class to segue into the lecture: http://www.consumerreports.org/cro/videohub/3740689159001/
6.10: Before the student begins the individual exploration of the www.choosemyplate.gov site,
demonstrate to the class hot to reach the site and point out some of the links that will be useful
in the completion of the activity.
Student Outcomes
Direct Instruction
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What do the students
need to learn?
Clarify the learning
goals.
Know (facts, dates, definitions, rules, people, places):
6.1: examples of food additives.
6.2: the eight most common allergens
6.3: the nutritional needs for toddlers through adolescents
6.4: the nutritional needs for athletes.
6.5: the eating habits for various types of vegetarians.
6.6: the variations of vegan diets.
6.7: how to construct a diet for vegetarians, vegans, athletes, adolescents
and individuals with an allergic to an allergen.
6.8: students will know about supplements, their uses, and health
risk/benefits in addition to why supplements are produced and what goes
into the making of a supplement
6.9: how to read food labels.
6.10: how to navigate the www.choosemyplate.gov
Understand:
6.1: the reason food additives exist and the purpose they serve.
6.2: what is a food allergen.
6.3: the daily nutritional requirements from birth to 18 years.
6.4: how to create balanced meals for athletes.
6.5: the ways vegetarians supplement nutrition.
6.6: the ways vegans supplement nutrition.
6.7: nutrients, portions and foods that various diets require.
6.8: students will be able to understand the use of supplements, what is
inside a supplement and where to locate/purchase supplements
6.9: understand the components of food labels on any food product.
6.10: the importance of being aware of how much you should eat
Differentiation
Activities
Be Able to Do:
6.1: identify harmful food additives.
6.2: list mild and severe symptoms of an allergic reaction.
6.3: create a diet plan for each age group.
6.4: create a diet plan that aligns with the requirements athletes.
6.5: create a vegetarian diet plan.
6.6: create a vegan diet plan.
6.7: form diet plans for various diets for vegetarians, vegans, athletes,
adolescents and those with allergies.
6.8: create a commercial that is informative and engaging for students
6.9: make more informed decisions on foods to consume.
6.10: recognize the amount of daily calories the student should be
consuming
Differentiated Instruction
__X__ Flexible grouping
____ Personal agenda
____ Tiered instruction
____ Graphic Organizer
____ Interest-based investigation
____ Exit card
____ Learning centers
__X__ Project
__X__ Product
__X__ Presentation
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Description of
Differentiation
Activities
MAJOR LEARNING
EXPERIENCES and
Accompanying
Resources:
6.1: The instructor may want to provide students with PowerPoint slide who
may have trouble taking down notes.
6.2: Group activity- based on instructor’s preference, students in activities
can be grouped and challenged in ways that coordinate with their
abilities.
6.3: If needed, the instructor can provide a printed copy of the PowerPoint
slides indicating the different dietary requirements for students who are
struggling to take down notes and comments during the lecture.
6.4: If needed, the instructor can provide a printed copy of the PowerPoint
slides indicating the different dietary requirements for students who are
struggling to take down notes and comments during the lecture.
Students who are struggling to complete the diet plans individually may
need extra attention from instructor during class.
6.5: If needed, the instructor can provide a printed copy of the PowerPoint
slides indicating the different dietary requirements for students who are
struggling to take down notes and comments during the lecture.
Students who are struggling to complete the diet plans individually may
need extra attention from instructor during class.
6.6: If needed, the instructor can provide a printed copy of the PowerPoint
slides indicating the different dietary requirements for students who are
struggling to take down notes and comments during the lecture.
Students who are struggling to complete the diet plans individually may
need extra attention from instructor during class.
6.7: Based on student’s understanding, the instructor may provide extra
examples of diet plan formats and portfolios that the instructor would like
the student or mirror the project after.
6.8: Group activity- based on instructor’s preference, students in activities
can be grouped and challenged in ways that coordinate with their
abilities.
6.9: The instructor may offer to work one-on-one with students struggling with
the identifying components of the food label.
6.10: The instructor may offer to work one-on-one with students who may
need extra help navigating the website.
Lesson Process:
Refer to the each Differentiated Instruction Plan activity to identify the daily
lessons and activities needed for this unit.
Differentiation:
Refer to the each Differentiated Instruction Plan activity to identify the daily
lessons and activities needed for this unit.
Intervention:
Teacher can work individually or assign students with strong leadership traits
to help students’ master standards and activity concepts within each lesson
and project. PowerPoint presentations include narration to assist students
and offer an alternative learning strategy.
Curriculum Connections:
Students will be able to write, edit, research, and use their presentation
talents that are included within the state-adopted Technical Literacy
Performance Standards.
Technology Applications
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Technology
Applications
Web Resources
Assessments
The use of technology will be video cameras in the video essay and
technology. If video equipment is not available, student may use
smartphones.
Choosemyplate.gov
Assessment
This may be formal or informal
ASSESSMENTS for the lesson, as appropriate:
Formative:
(1) Supplement Research Video Essay
Rubric/grading system for culminating assessment:
Self-reflection
Teacher Reflection/Notes
Teacher may choose to use additional online blogs, school-based Moodle
pages, or online classroom sites for students to post ideas, reflections, and
deeper thoughts on aspects of the unit for additional consideration and
rationale for class discussion or teacher conversation.
Teachers may take these activities and build additional web tools to integrate
effectively. Possible web tools to use can be found at
http://ctaeir.org/archive/clusters/resources.php
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