Lesson Plan
Title of activity: Carbohydrates: The Preferred Body Fuel
Concept covered in activity: Carbohydrates
Grade level or other prerequisites for activity: 11th or 12th grade 90-minute block period.
National FACS Standards:
FMCS.09 Demonstrate nutrition and wellness practices that enhance individual and family well-being.
FMCS.10 Demonstrate basic knowledge of the digestive tract and its functions, metabolism and energy balance.
FCCLA Connections:
FCCLA.14 Focus on Children
FCCLA.28 Nutrition and Wellness
FCCLA.15 Food Innovations
Learning objectives: SWBAT
o summarize the three types of carbohydrates and their food sources.
o list the major functions of carbohydrates.
o interpret how the body uses carbohydrates for energy production.
o state the relationship between adequate fiber in the diet and a healthy digestive system.
o judge the value and limitations of using the glycemic index.
o evaluate the role of carbohydrates in a variety of health issues.
Materials:
Textbooks
Whiteboard and markers
Worksheet copied for all students
Instructional planning:
Have class set up for easy transition between individual and group work.
Reliable nutrition websites (written on board) eatright.org, www.pdx.edu/shac/nutrition resources
Worksheet: Backtrack Through Chapter 5 (teacher workbook)
Procedure/Activity
Student Activity
Engage
Share what is remembered from last class.
Share what is known about carbohydrates.
Teacher Activity
9:35am
Introduce today’s topic.
Lead review of last class topic by asking
questions.
 Why study healthful eating? What are
the big ideas behind eating healthy?

Are there tools to help? List some.

What are common challenges to
eating right?

What is the role of exercise/activity in
healthy eating?
Start discussion of carbohydrates with class.
Write concepts on the board as the students
brainstorm.
Explore
Explain
Think of how topics on board can be categorized.
Read assigned section of textbook.
With a group research given topics using the
book and other resources.
One student will record what is discovered.
Think of how to present research to the class,
assign roles for the presenting.
Present information to the class.
Actively listen and take notes while others
present.
Ask questions if things are still unclear.
Guide to some of the following concepts:
fiber, bodies main source of energy, refined
sugar and common misconceptions:
carbs=bad, carbs=grains.
9:50
Help students categorize their ideas into 6
topic areas.
Break students into 6 groups, aligning each
group with a topic area and chapter section.
Facilitate as students research their topics.
Help students decide how to present their
information to the rest of the class.
Give students 10 minutes, checking in to
guide them and overcome obstacles. If
students can’t find the topic in their books
suggest they use their phones to access
reliable websites (listed on board).
10:20am
Facilitate as groups present making sure
misconceptions are corrected and explained.
Encourage the group to consider using the
whiteboard to write or map key concepts
and/or refer the class to the text for
important term definitions.
When presentations are done ask if any
questions remain. Ask if any students from
the class who didn’t research the topic would
volunteer to describe what they learned. If
they get it wrong facilitate a correct
description.
Elaborate
Critically answer the questions on the worksheet
15 min. Use textbook as resource. Write answers
in their own words.
Share answers from the worksheet in class
review.
Evaluate
Engage in discussion of how carbohydrates relate
to healthful eating.
Turn in worksheet.
Conduct fist-to-five to see if students need
any areas covered more.
10:40am
Hand out worksheet; Help students draw
connections between concepts as they work
on the worksheet.
Clarify key concepts and connections as
students share their worksheet answers.
Ask if there are further questions.
10:55am
Closure: Lead discussion on how
carbohydrates relate to the larger concept of
healthful eating.
Help students draw connections.
Facilitate with topical questions.

What are new concepts that came up
that relate to healthful eating? (i.e.
fiber).
 How might you discuss carbohydrates
with someone who thinks they’re bad
for you?
 Should some people eat more carbs
than others?
 What sources of carbs are more
healthful than others?
Announcements and Pledge (Over Intercom):
11:05am
Assessment
Formative: As I work through the lesson with my students I will be formatively assessing what they already know
and how well they are learning using several techniques. The brainstorm at the beginning will guide me to see what
students already know as well as different ways of thinking that I will need to address. The class discussion gives me the
opportunity to again see what the students know and what they are learning. The fist-to-five will further assess how
students are grasping the material as well as their confidence in their understanding. The informal presentations of key
concepts also allow for me to assess whether or not students are grasping the important concepts and address mistakes
and misconceptions as they arise.
Summative: The worksheet that the students will complete at the end of the lesson includes critical thinking
questions that will show what they have learned as well as if they can apply the concepts to real-life scenerios.
Anticipated misconceptions/ alternative conceptions:
 Carbs are bad
 Carbs are grain
 Carbs make you fat
Accommodations/modifications of activity:
Make sure student with para is in a group that is inclusive. If some groups are taking longer to find their topics see if
another group that is done can research a couple of their topics for them. Call on students who often don’t speak up
when you know they have the right answer to share (i.e. “Danny I know you have a great answer to this would you like
to share or would you like me to share what you have written”. Gain private permission first when walking around)
Post Lesson Reflection:
To what extent were lesson objectives achieved? (Utilize assessment data to justify your level of achievement)
What changes, omissions, or additions to the lesson would you make if you were to teach again?
What do you envision for the next lesson? (Continued practice, reteach content, etc.)