Standards-Based Lesson Plan
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Exploratory Course
Introduction Course
X Concentration Course
Capstone Course
Home Economics Careers and Technology Subject Matter: Foods 1
Lesson Title and Duration
Activity and Eating
2 days, 50 minutes each
Analyze label information and terminology on food
Learner Outcomes /
Objectives (Write on the board so students and products.
visitors are aware of student learning outcome)
Record individual food intake and activity.
Compare and evaluate their own food intake and activity
level to the recommended daily allowance.
HTR - A10.5 Standard 21 - Nutrition and Health. 21.2
Compare an individual's daily diet with average needs for
addressed in this lesson)
California State Standards for Career Technical Education each food group in the USDA MyPlate based on age,
http://www.cde.ca.gov/ci/ct/sf/documents/ctestandards.pdf gender and physical activity. 21.5 Compare and analyze
label information and terminology on food products and
other sources of nutritional information provided through
various media. 21.7 Compare and evaluate dietary
programs and information that deal with weight control
and nutrition.
Standards (the California State Standards
Materials
Needed
From Dairy Council of California - Activity and Eating
workbooks, power point, Food Tracking worksheet,
supplemental materials of choice from
www.healthyeating.org/hs
Differentiated
Learning Needs
Anticipatory Set – activities that help focus
students on the lesson of the day (the “hook”)
Teaching the Lesson
➢ Modeling – how will you demonstrate
the skill or competency?
➢ Instructional Strategies – how will
you deliver the lesson?
➢ Check for Understanding – how will
Quick Write - How many sugar cubes or teaspoons of
sugar do you think a 20 ounce bottle of Coke contains.
Project image of a Coke bottle with sugar cubes.
Present the power point from Activity and Eating. Hand
out workbooks. Follow the activities and discussions
found in the presentation notes. Refer to notes pages for
content, activities and teaching strategies.
Ask students to read aloud sections of the workbook and
complete activities using PPT as supplemental
instruction.
Pass out exit ticket and students answer "How has your
opinion of what you eat on a daily basis changed?"
define key words on projector screen
Differentiated
Learning Needs to ensure comprehension
you ensure the skill or competency is
understood by the students?
Guided Practice /
Monitoring – an activity directly supervised by
Students will read and complete Activity and Eating
workbook.
the instructor that allows students to demonstrate
grasp of new learning. Instructor moves around
the room determining the level of mastery and
providing individual remediation as needed.
Monitor progress in workbook and
Differentiated
Learning Needs ask questions to ensure understanding
Closure – Statements or actions made by the
Show final slides from the power point.
Tie in information learned from Optimal Health and ask
students how healthy eating and moderate activity can
instructor that help students make sense out of
what has just been taught, to help form a coherent help in their quest towards Optimal Health.
picture, to eliminate confusion and frustration, and
to reinforce major points to be learned.
Hand out Food Tracking worksheets. Instruct students to
Independent
Practice – a question or problem for students to go to www.webmd/bmicalcuator. Insert their information
ponder on their own or in small groups or pairs.
The aim is to reinforce and extend the learning
beyond the lesson and ideally into real world
settings. This may be a homework assignment.
Summarize,
Evaluate & Reflect – after teaching the
lesson, ask students to reflect on their learning.
Instructors can also reflect on the lesson, its
success, and how it can be improved.
and find out their BMI and target weight range. Give
instructions on their Food Tracking assignment.
Students will complete only 1 day of
Differentiated
Learning Needs Food Tracking