LESSON PLAN TEMPLATE
Your Name: Sara Rodriguez
Title of Lesson: Over Nutrition and Fast Food Meals
Grade: 8th
STANDARDS
NOTE: Please list at least two complete standards your lesson plan covers. [Common Core State Standards (math and
language arts), Next Generation Science Standards (science), Arizona State Social Studies Standards (social studies)].
S2.C1.PO4.Analyze how the school and community can affect health practices and behaviors
8.EE.C.8. Solve real-world and mathematical problems.
8.F.B.5. Describe qualitatively the functional relationship between two quantities by analyzing a graph.
8.W.2a. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection,
organization, and analysis of relevant content. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and
information into broader categories; include formatting, graphics, and multimedia when useful to aiding comprehension.
LESSON SUMMARY/OVERVIEW
Provide an overview/synopsis of the lesson and the topics that it will cover. Mention the sustainability connection/lens
associated with this lesson plan you are creating.
Students will learn about over nutrition in the United States and the effects of poor diet choices. We will review what nutrition is at the
start of the lesson and then introduce the concept of over nutrition. Students will learn the definition and then discuss the factors of
what can cause over nutrition. After the class discussion, students will be given fast food menus and have time to calculate a full day’s
meal based off the calories for their particular age range. Once the students complete the day’s menu, students will be given a graph of
what a healthy teenager’s calorie, fat, and sodium intake was, students will use their menu to compare the results of a healthy teen to
their fast food menu. Students will reflect and see the differences between the two different lifestyles by writing a report of their
findings.
OBJECTIVES
Describe what you want students to know/be able to do as a result of the lesson.
For example, “Students will be able to…”
Students will be able to explain the concept over nutrition, recognize the various factors of over nutrition, and complete a meal plan
from fast food menus.
Sub-Objectives:
Students will be able to utilize their math skills on expressions to complete meal plans from fast food menus.
Students will be able to interpret the data of bar graphs to write informative texts about the completed menus and over nutrition.
ASSESSMENT/EVALUATION
What measures will you use to know if you students met the objectives?
Students will be able to show they met objectives by showing explaining the concept of over nutrition and the factors by engaging in
the classroom discussion with insightful thoughts. To measure students’ knowledge on the math objectives, students will need to
complete 2 fast food meal plans from the given menus with 100% accuracy. Students will meet the last objective by writing two
complete paragraphs that has complete thoughts and with minor error.
PREREQUISITE KNOWLEDGE
What will students need to know prior to completing this lesson and how will you access their prior knowledge?
Students will have the knowledge of what nutrition is and the food pyramid. They will be able to compare their previous knowledge
on nutrition to today’s concept of over nutrition. Students will have access to their nutrition notes from the day before and from the
posters that will be displayed in the classroom. For the math skills, students will have knowledge on how to calculate expressions from
previous math lessons from that year. The students can refer to their math notes for clarification on equations. If needed, there will be
a mini review during the actual lesson they can refer to. Students will also use their writing skills to reflect upon the graphs of their
meal plans and they will use the skills from previous grades and their current writing class to write their report.
MATERIALS
List of required materials.
Math notebooks for review
Complete fast food menu with nutrition facts
Smartboard
Projector/Document Camera
Nutrition notes from previous day
Activity sheets (attached at http://foodandsustainability.weebly.com/day-2.html)
Pencils
VOCABULARY/KEY WORDS
List of key vocabulary terms.
Nutrition: the act or process of nourishing or of being nourished.
Food: any nourishing substance that is eaten, drunk, or otherwise taken into the body to sustain life, provide energy, promote growth.
Over Nutrition: the excessive intake of food, especially in unbalanced proportions.
Refining: process of taking a complex substance to strip away part of it to intensify the pure substance
Expression: a variable, function, or some combination of constants, variables, or functions.
Informative text: educate the reader about a certain topic, may be an analysis of all aspects of a situation, a comparison of opposing
viewpoints, a lengthy definition or an attempt to teachers readers about something.
TEACHING PROCEDURES
Procedural Steps (Step by step instructions for teaching the lesson):
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Students will have bellwork as they walk into the room, they will write the bellwork in their notebooks. They will be required
to pull from the previous day’s knowledge about what nutrition is. Along with the definition of nutrition, students will be
given a few review problems for math. The math problems will review math expressions, so they can have an idea of what to
expect in math class. In their bellwork, they will be given the word “over nutrition” and they will come up with their own
definition, to test their knowledge on the concept prior to the lesson. (Bellwork is included on the last page of the lesson plan)
During the bellwork, I will be walking around giving guidance to students on the review problems and passing out their
handout for the day.
After 8 minutes, students will finalize their bellwork and be prepared to go over it as a class. We will quickly review the
definition of nutrition—the act or process of nourishing or of being nourished. Once there is clarity on nutrition, students
will be called upon to show the class how they completed the math questions. If students show a struggle with the math
review, I will do another example to ensure that we can do the activity for the day. Going over the bellwork and correcting
the bellwork should take 15 minutes.
When the math questions are complete, we will have an open discussion on over nutrition. Students will share with their
partners what they think over nutrition is. After about 2 minutes of sharing, students will be called upon to share with the
entire class what they discussed with their partners, once listening to a few partners share, I will give the official definition of
over nutrition—the excessive food intake especially in unbalance proportions. I will verbally tell the students what the
definition is and then write it on the board.
Students will be given the opportunity to compare their definition of over nutrition to the definition on the board for a minute,
they will write the correct definition on their handout from the board.
When the discussion is finished, we will go over the objectives for the lesson as a class—“I will be able to explain the
concept over nutrition, recognize the various factors of over nutrition, and complete a meal plan from fast food menus.” The
students will be required to write the objective on their handout.
Once students are ready, we will discuss what they think causing over nutrition. For about 4 minutes, I will gather the class
ideas, I will list all the ideas on the board for the students to see, validating their ideas and adding in my own ideas if they are
not listed on the board already. Some student examples may include: fast food, box food, soda, sugar.
After the class discussion, the class will watch the 14-minute video on “How Fast Food is Designed for Addiction and
Obesity” by Psychetruth Nutrition on YouTube. The video will describe how food is addictive by going through multiple
factors that go into over nutrition. During the video, the students will be required to take notes on their handout about the
factors. In the video, the topic of refinement will be discussed; they will complete the question on what refinement is on
their worksheet. When the video is over, we will discuss any questions or comments the class has.
Next students will be given various fast food menus and the nutrition facts they can choose from (links to the fast food menus
are linked in the resources). We will go over expectations of the activity, giving specific directions for the students so the
students are using their time wisely.
First, students will be given the menu and come up with a meal plan they would eat for the entire day from the fast food
restaurant. The meal plan will include breakfast, lunch, dinner, and at least one snack. They will be required to find the
calories, fat, and sugar intake of each food. (The activity sheet is attached as a file on the website
http://foodandsustainability.weebly.com/day-2.html)
Students will then be given the amount of calories per day to have a healthy lifestyle for their current age. (13 year-old girls:
1600-2000 calories, 13 year-old boys: 1800-2000 calories, 14 year-old girls: 2000 calories, 14 year-old boys: 2400-28000
calories). Based off the calories for their age, they will be required to come up with a menu for the day (breakfast, lunch,
dinner, and 1 snack) based off the fast food menu given. With their current calories and the fast food menu, students will see
how much food they will be able to eat. Students will also take into account the fat and sugar from the menu too. Students
will use their strategic thinking at this point to devise a plan to achieve a menu for their intended calories.
During the time students are working on their menu, I am walking around the room answering questions or guiding students
that are struggling.
Students will need to graph their calculations they created using a bar graph. Comparing the calorie, fat, and sugar intake they
totaled in the tables. Then they will answer questions on the paper to guide their thinking about over nutrition, students will
be asked what differences they see among the graphs and if they see any similarities. Some questions that are included on the
worksheet are: if they would eat the food they added in their meal plan, was it difficult to create a meal plan within the caloric
intake, and how does the fast food industry affect over nutrition. (Examples of activity sheets are included on the website
http://foodandsustainability.weebly.com/day-2.html)
14. After students are complete with the mathematical portion of the lesson, they will have to write at least 2 paragraphs on the
factors that influence over nutrition and how they see those factors in the meal plans they created with the fast food menus.
A short example of what students could write about would be—
“Over nutrition is the excessive intake of food, especially in an unbalance proportion. The various factors that
influence over nutrition in the United States and other countries would be fast food, proportions, sugar, soda, and
fats. Fast food is a big influence on over nutrition because it can have a lot of calories that people would consume,
going over their ideal caloric intake for the day. The proportions that people eat can also lead to over nutrition
because you are eating more than nutritionally appropriate and your body does not know what to do with the extra
calories, leading to the extra pounds. The last factor that can show a big influence in over nutrition would be sugar
and fats. The food that people eat needs to be nutritious and have healthy sugar and fats; however, the food people are
consuming does not always have that. Over nutrition is caused by a consumption of unhealthy fats that can be found
in a variety of foods such as fast food or some boxed food. The amount of sugar that is being consumed is not healthy
because the body does not know what to do with the extra sugar intake. Overall, the variety of factors can influence
anyone and lead to over nutrition.
The meal plans that we created in class show the unhealthy side of nutrition, which can cause over nutrition.
The meal plans were informative to see how people can easily be unhealthy eating fast food. In fast food the factors
that cause over nutrition are in the fast food. There is high calories, sugars, and fats, along with soda and proportions.
In the meal plan I created, it was difficult to come up with the correct calories for my given calories for my age, it was
difficult to come up with a breakfast, lunch, dinner, drinks, and 1 snack. I can see how the high calories and the sugar
intake is important to pay attention to because it can lead to unhealthy habits, in which I could develop diabetes,
obesity, or certain types of cancer. The meal plans we created were great to see and put over nutrition into
perspective.”
15. If there is extra time for students that complete the activity, we will share the graphs the students completed and their
paragraphs under the document camera. The sharing will allow students to see other peer perspectives on food. Students will
discuss how creating the meal plan for the calories for their age was easy or difficult and how they achieved in creating that
particular meal plan.
16. At the end, students will review the objective and rate themselves on their new knowledge on today’s lesson through a ticket
out the door. They will be required to give 5 if they feel comfortable teaching over nutrition and the factors to other students,
3 if they feel comfortable with their knowledge, but cannot teach it, and 1 if they have no idea what over nutrition is and need
more clarification. The last question on the ticket out the door will be to give their own definition of what over nutrition is
and list 1 factor that can cause over nutrition.
RESOURCES
List any references you used to create this lesson. If you borrowed ideas from any lesson plans please note them here. Use APA
format.
Arizona Department of Education. (2007). Arizona nutrition standards (Data file). Retrieved from http://www.azed.gov/healthnutrition/files/2011/06/arizonanutritionstandards.pdf.
YouTube (2014). “How Fast Food is Designed for Addiction and Obesity, Psychetruth Nutrition, Corrina Rachel”. Retrieved from
https://www.youtube.com/watch?v=wL_CmsPZ7Qk.
These are the links to the fast food menus the students will have access to for the lesson:
1.
2.
3.
4.
Taco Bell: http://www.tacobell.com/nutrition/information
McDonald’s http://nutrition.mcdonalds.com/getnutrition/nutritionfacts.pdf
Burger King http://www.bk.com/cms/en/us/cms_out/digital_assets/files/pages/Nutrition%20MAY%202014.pdf
Jack in the Box http://assets.jackinthebox.com/pdf_attachment_settings/106/value/Nutritional_Facts.pdf
WAYS OF THINKING CONNECTION
Provide a complete explanation of how your lesson plan connects to futures, system, strategic, or values thinking. Define the
way of thinking you selected and used in this lesson plan. Remember, this should be included meaningfully in the lesson plan.
Students will be using their strategic thinking throughout the lesson to be engaged; however, to tie all the content together they learned
for the day, they will use the strategic thinking to complete a meal plan from fast food menus with the intended calories for their age
range. Strategic Thinking is being able to develop a strategy or plans to achieve a particular vision, frames every decision to
achieving that vision. They will use strategic thinking to create the meal plan they would most likely eat or prefer to eat at the fast
food restaurant while considering their calorie intake. It requires a plan because the nutrition of the fast food items may be over the
intended calories they can actually intake. In order for the students to complete the menu based on their calories they will have to
devise a plan to reach their goal of eating within their calories, which may take time to have them manipulate what they eat, size, and
when they eat.
Lesson Plan Break Down
Bellwork: Completing and correcting = 15 minutes
Over nutrition: class discussion = 10 minutes
YouTube video: 14 minutes
Student activity: creating meal plans = 20 minutes
Writing activity = 20 minutes
Closing = 5 minutes