Lesson Plan 1
February 22, 2010
Nutrition for Life
Health Grades 9/10
Learning Goals
1. Students are able to define “nutrition” and list the six classes of nutrients
2. Students are able to identify the nutrients in food that provides the body with energy
3. Students are able to differentiate between the six classes of nutrients and how each class of
nutrient effects the body and its daily processes
4. Students are able to interpret and communicate the differences between simple and complex
starches, saturated and unsaturated fats, and complete and incomplete proteins
5. Students are able to evaluate how a person’s diet can affect his or her quality of life
Language Objectives
1. To have students be able to read, speak, write and understand all of the lesson’s vocabulary
words
2. To have students give examples of foods native to their country that can be categorized
3. Review spelling and definitions of the words by focusing on vocabulary
Vocabulary
Supplementary Materials
Nutrition
Starch
Nutrient
Sugar
Carbohydrate
Health Textbook: Pages 154 – 160
Fiber
Fat
Cholesterol
Protein
Amino Acid
Refined
Starch
Calorie
Metabolism
Saturated
Unsaturated
Vocabulary Worksheet (textbook)
Nutrient Classification Activity (need
various food magazines, scissors, and
glue)
Fuel for the Body Activity (textbook)
SIOP Features
Preparation
Scaffolding
Grouping Options
_x_ Adaption of Content
__ Modeling
_x_ Whole Class
_x_ Links to Background
_x_ Guided Practice
_x_ Small Groups
_x_ Links to Past Learning
_x_ Independent Practice
_x_ Independent
_x_ Strategies Incorporated
_x_ Comprehensible Input
_x_ Partners
Integration of Process
Application
Assessment
_x_ Reading
__ Hands-on
_x_ Individual
_x_ Writing
_x_ Meaningful
_x_ Group
_x_ Speaking
_x_ Linked to objectives
_x_ Written
_x_ Listening
_x_ Promotes Engagement
_x_ Oral
Lesson Sequence
Introduction:
Write all Learning Goals on the board. Review learning goals before beginning the lesson.
The saying “You are what you eat” reflects the idea that the food you eat affects how healthy you
are. In this lesson, we are going to learn about nutrition. We will learn new vocabulary words,
make connections between the food we eat and the health of our bodies, and learn how each of
the six classes of nutrients effect specific parts and processes of the body. To start the lesson,
take out a half-sheet of paper and list five things you already know about nutrition (5mins.) Start
a class discussion by having students raise hands and share their answers. Discuss answers when
necessary, providing background information about nutrition and health.
Reading:
Assign students the reading from the textbook, pages 154 – 160. (15 mins)
Those students who need extra help or have any special needs will meet me at the back table. We
will read through the text as a group, while the rest of the class reads silently. The use of
highlighted textbooks and marginal note taking will be utilized as necessary for individual
students. Any adapted text will be provided as necessary prior to the reading assignment.
Activity One: Vocabulary Worksheet
Have students work independently on the vocabulary worksheet. They may use their books as
needed. (15mins). Once students have completed the worksheet, go over the answers as a class.
Call on students at random, and have them say the word, give the definition, and give an
example. Pick a new student for each new vocabulary word. Highlighted text will be provided
for all EL students. Vocabulary words and definitions will be highlighted. If extra help is
necessary, pair up a student who excels with an EL or special needs student and they can work
together at the back table.
Activity Two: Classification
Break students up into groups of 3 or 4. Give each group a classification paper, various food
magazines, a glue stick, and scissors. Have each group create a poster that identifies the six
classes of nutrients. The group must find five examples of each “class of nutrients”. Cut and
paste the picture in the proper classification category. Write the name of the food under each
picture. Be sure to include all types of cuisine, including foods “native” to a specific culture or
student in the class. As a group, be ready to present your poster to the class. Presentations will
begin at the beginning of the next class. All members of the group must participate in the
presentation. Create groups according to skill and ability level.
Activity Three: Fuel for the Body (Homework)
Hand each student a copy of the worksheet. This assignment will be homework, and will be
collected at the following day at the beginning of class. Go over the instructions for the activity
as a class. Students may use their books or any other resource available to them to complete the
assignment. Use adaptive and highlighted text for students who need it. Create an outline for El
and special needs students to help with writing the essay.
Directions: List the parts of the body that benefit from fats, proteins, and carbohydrates. Write a
one page essay explaining how fats, proteins, and carbohydrates are beneficial to the body, and
the important role each plays in system regulation and overall health and wellbeing. Be sure to
be specific with parts and systems, for example (skin, hair, teeth, digestion, muscles, etc.)
Reflection: It is important in this lesson to include aspects of reading, writing, listening, and
speaking, especially for the EL students. Student interaction and peer-assisted teaching can help
students learn by working together in cooperative groups. Class discussions also help students to
practice speaking and correctly place the new vocabulary words into context. The homework can
be used as a tool to measure how much information each student has retained. Using an
application activity is a great way to informally evaluate students and their individual progress.
As this lesson is the first of three, scaffolding and inclusion are key areas to keep in mind when
creating the other two lessons to complete the unit. Mastery and the understanding of lesson one
must take place before moving on to lessons two and three.