L3+Damboise+Kelley

=**UMF LESSON PLAN FORMAT**=

Grade Level: 9-Diploma Topic: Healthy Practices and Behaviors
 * Teacher’s Name: Ms. Damboise Date of Lesson: Lesson 3 Micro/macronutrients

Objectives Student will understand that** carbohydrates, fats, and proteins are macronutrients, and vitamins and minerals are micronutrients.
 * Student will know** why macro/micronutrients are essential to the body, and healthy eating.
 * Student will be able to** determine if their receiving enough macro/micronutrients in their diet, and why it is important to consume the recommended amount of macro/micronutrients.

Maine Learning Results: Health Education and Physical Education C. Health Promotion and Risk Reduction C1. Healthy Practices and Behaviors Grade 9- Diploma Students demonstrate healthy practices and or behaviors to maintain or improve the health of self and others in healthy eating. Students will be able to justify what constitutes as a healthy diet. Rationale: In this lesson students demonstrate healthy practices and or behaviors to maintain or improve the health of self and others in healthy eating by understanding how important micro and macronutrients are for the body.
 * Maine Learning Results Alignment**

Formative (Assessment for Learning)** Students will be asked to use a three column chart to explain the three major macronutrients: proteins, carbohydrates, and fats. One column will ask students to describe what proteins, carbohydrates, and fats do for the body, and the other column will have a place for the students to list important foods that are examples of carbohydrates, proteins, and fats. Students are also going to use previous food journals to enter their food intake information into www.mypyramid.gov. Students will have to opportunity to see if they have met the daily requirements for macro/micronutrient intakes. Students will then fill out a reflective worksheet to analyze if their body is receiving enough macro/micronutrients.
 * Assessment

Students will reflect upon what they have learned by finding a recipe that focuses on carbohydrates, proteins, healthy fats, or a recipe that includes essential minerals, or vitamins. Students will then bring together all of the recipes they have found and determine which recipes should make up our macro/micronutrient cookbook. Students will have to provide an in depth written explanation as to why they choose that certain recipe to represent that particular macro/micronutrient and why it should be included in the cookbook. Recipes can be discussed to determine that only the best make it into the cookbook.
 * Summative (Assessment of Learning)**

Science: In order for students to be able to provide an explanation, for their three column chart, as to why our body needs macronutrients students must understand a little bit of how and why the food is broken down to be stored in the body. This means that some biology must be taught to the students so that they can better comprehend the connection that is trying to be made. Technology: Students will be asked to take their food journal, which they completed a couple classes prior to this lesson, and enter the food that they ate into www.mypyramid.gov. Students will be able to see just how much food they are consuming in a day; if they are consuming to much of a certain something such as carbohydrates then the analysis portion of the website will show them that they are over consuming on carbohydrates. Students will be able to analyze their eating habits and compare them to the daily recommendations of the food pyramid.
 * Integration**

Students are going to be split into four groups: proteins, fats, carbohydrates, and mirconutrients. The protein group will receive all of the recipes that deal mostly with protein, the fat group will receive the recipes that incorporate healthy fats in them, the carbohydrate group will receive the recipes that are made up of carbohydrates, and the recipes that are high in vitamins and minerals will go to the micronutrients group. Students will work in the groups to determine if any of the recipes should not be allowed to go into the cookbook. They will create two piles; one pile is a keep pile and the other is an up for discussion pile. As a whole the class will then take the up for discussion piles and talk about why a recipe should or should not be allowed into the cookbook.
 * Groupings**

Strategies Linguistic:** oral discussion about what macro or micronutrients most people in third world countries are lacking.
 * Differentiated Instruction
 * Logical-mathematical:** putting food information onto www.mypyramid.gov and looking at the charts and graphs to determine the logical outcome what food was consumed and if this students is meeting the daily requirements.
 * Spatial:** provide visual images to go along with each category that makes up the three column chart.
 * Bodily-Kinesthetic:** group work allows for these students to move around, and participate in the learning activity.
 * Naturalist:** challenge these students to find recipes that use only fruits and vegetables grown from a garden, and also the world hunger video.
 * Interpersonal:** working in groups to figure out what are the best recipes to make up the cookbook.

Will review students IEP's, 504 or ELLIDEP and make appropriate modifications and accommodations. Students who have missed a class due to illness, family emergency, and sports or extracurricular related activities must meet with the teacher to find out what they have missed. The teacher and student will come up with a absent student homework plan that will take into consideration the homework that was missed and create a reasonable time line for the student to complete the missed work, while continuing to pass in the homework that is due. If the student was not absent and the homework assignment was attempted, and completed to the best of the students ability they will be allowed to redo the assignment for a better grade, if they did not score well the first time. However, if the student attempted the homework assignment, but it was not completed then an “L” will be place in the gradebook. They will be allowed to finish the assignment and turn it in for a grade. The work will be graded as if it was not late, but the “L” will remain next to the grade for further assessment when it comes time to average grades. If a student did not attempt the assignment then they will have to write a brief explanation to me telling me what they decided to do other than their homework. Also, they will have to find time to meet with me to find out how they can complete the assignment, and what grade they think they should receive on it.
 * Modifications/Accommodations**

Students who have completed the task of entering their food journal into www.mypyramid.gov can then attempt to put in their daily exercising routine and see what kind of recommendations are made about the type of activity the particular student is doing, and what kinds of activities would be better for the kind of diet that the student has (Type II). If the student finishes this I would like them to take the time to begin looking up recipes on line that pertain to carbohydrates, proteins, healthy fats, and micronutrients (Type I).
 * Extensions**

Lap tops Three column chart Recipes Analyzing worksheet Projector Video clip Rubric
 * Materials, Resources and Technology**

Three column chart: http://www.eduplace.com/graphicorganizer/pdf/tictack.pdf World Hunger Video: http://www.youtube.com/watch?v=TcRSCynTsWc Food Analysis: www.mypyramid.gov Websites to fill out chart: http://orthmolecular.org/nutrients/proteins.shtml http://orthmolecular.org/nutrients/carbs.shtml http://orthmolecular.org/nutrients/fats.shtml
 * Source for Lesson Plan and Research

Maine Standards for Initial Teacher Certification and Rationale

Standard 3 -** //Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//
 * Rationale:** Students will be taught using their different learning styles approach to create a positive and comfortable learning environment.
 * Clipboard:** When the students use www.mypyramid.gov the process they must follow is very structured and has a clear procedure that is to be followed in order to enter the information correctly onto the website.
 * Beach Ball:** Students have the personal freedom to choice four different recipes they feel are healthy and will best represent proteins, fats, carbohydrates, and micronutrients.
 * Microscope:** Students will be allowed to discuss which recipes they feel should or should not be incorporated into the cookbook. Also, students are required to look at the analysis portion of the www.mypyramid.gov to see what the recommendations are for what foods they are consuming.
 * Puppy:** For the empathetic listeners I think that the hook for this class will definitely bring students to an understanding that there are people out there who are starving to death because they are barely receiving food, and the food that they are receiving has not nutritional value whatsoever.


 * • Standard 4 -** //Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//
 * Rationale:** This lesson addresses the Maine Standard for Initial Teacher Certification by using the hook as a pre-assessment to see what the students know and understand about macro/micronutrient to find out their knowledge of the subject matter. My curriculum goal is to have students recognize which foods are macronutrients and which are micronutrients and why they are so important to the human body. I want my students to be able to explain what the difference is between a macronutrient and a micronutrient, and then I want my students to interpret the differences and describe why it matters to the human body. The students are going to apply what they know about macro/micronutrients when they are asked to find four recipes: a carbohydrate recipe, a protein recipe, a healthy fat recipe, and a recipe that includes food that has a great deal of vitamins and minerals. The students are going to have to use their perspectives to determine which recipes are worth keeping for the cookbook and which ones should be left out. When dealing with empathy I will see how my students react to the "World Hunger" video that is going to be showed at the beginning of class. The students are going to demonstrate self-knowledge by looking at the analysis chart when putting their information into www.mypyramid.gov.

Technology: Students will be asked to take their food journal, which they completed a couple classes prior to this lesson, and enter the food that they ate into www.mypyramid.gov. Students will be able to see just how much food they are consuming in a day; if they are consuming too much of something certain such as carbohydrates then the analysis portion of the website will show them that they are over consuming on carbohydrates. Students will be able to analyze their eating habits and compare them to the daily recommendations of the food pyramid.
 * • Standard 5 -** //Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * Rationale:** This lesson addresses the Maine Standard for Initial Teacher Certification by incorporating the six different multiple intelligence learning strategies to try and incorporate, or at least hit upon, all learning preferences.
 * Linguistic:** oral discussion about what macro or micronutrients most people in third world countries are lacking.
 * Logical-Mathematical:** putting food information onto www.mypyramid.gov and looking at the charts and graphs to determine the logical outcome what food was consumed and if this students is meeting the daily requirements.
 * Spatial:** provide visual images to go alone with each category that makes up the three column chart
 * Bodily-Kinesthetic:** group work allows for these students to move around, and participate in the learning activity.
 * Naturalist**: challenge these students to find recipes that use only fruits and vegetables grown from a garden, and also the world hunger video.
 * Interpersonal:** working in groups to figure out what are the best recipes to make up the cookbook.


 * • Standard 8 -** //Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//
 * Rationale:** This lesson addresses the Maine Standard for Initial Teacher Certification by assessing the students in a variety or informal and formal strategies. The informal assessment consists of students being asked to use a three column chart to explain the three major macronutrients: proteins, carbohydrates, and fats. One column will ask students to describe what proteins, carbohydrates, and fats do for the body, and the other column will have a place for the students to list important foods that are examples of carbohydrates, proteins, and fats. Students are also going to use previous food journals to enter their food intake information into www.mypyramid.gov. Students will have to opportunity to see if they have met the daily requirements for macro/micronutrient intakes. Students will then fill out a reflective worksheet to analyze if their body is receiving enough macro/micronutrients. The formal assessment we be where students reflect upon what they have learned by finding a recipe that focuses on carbohydrates, proteins, healthy fats, or a recipe that includes essential minerals, or vitamins. Students will then bring together all of the recipes they have found and determine which recipes should make up our macro/micronutrient cookbook. Students will have to provide an in depth written explanation as to why they choose that certain recipe to represent that particular macro/micronutrient and why it should be included in the cookbook. Recipes can be discussed to determine that only the best make it into the cookbook.

Agenda: Macro/micronutrients Day 1: Video clip "World Hunger" (10 mins) Research (15 mins) Discussion (25 mins) Food journal (www.mypyramid.gov) (30 mins) Day 2: Recipes (40 mins) Cookbook (40 mins)
 * Teaching and Learning Sequence:**

Day 1: When the students come into the classroom the tables are going to be place in group of four; I will allow my students for this activity to choose their own groups based upon where they sit when they enter the classroom. I am going to lead my students in a quick discussion about macro/micronutrients to see how much they already know about the subject. Then, I'm going to ask that the students watch a video on world hunger and I want the students to describe to me why it is so important for our body to have all of the essential macronutrients and what is one of the major macronutrient missing in these people's lives. (http://www.youtube.com/watch?v=TcRSCynTsWc) Student will understand that carbohydrates, fats, and proteins are macronutrients. This makes the connection between why macronutrients are essential to the body and healthy eating. Students demonstrate healthy practices and behaviors to maintain or improve the health of self and others by understanding the importance of macronutrients the body requires. **What, Where, Why, Hook, Tailor: Linguistic, Spatial, and Naturalist.**

Next, I want to further my students understand of macronutrients, (micronutrients will be looked at further into depth in the next lesson) therefore, I am going to ask my students to use a three column chart to explain the three major macronutrients: proteins, carbohydrates, and fats. One column will ask students to describe what proteins, carbohydrates, and fats do for the body, and the other column will have a place for the students to list important foods that are examples of carbohydrates, proteins, and fats. The students can use the internet (as long as they cite where they got their information) or their books to find the answers (http://orthomolecular.org/nutrients/proteins.shtml; http://orthomolecular.org/nutrients/carb.shtml; http://orthomolecular.org/nutrients/fats.shtml ). Then, after they are done I would do a group discussion to find out what they discovered, and give the students a little more in dept information. After this activity is done the students will then move into a new activity where they will determine just how much macronutrients they are receiving in their diet. Students are going to use previous food journals to enter the information into www.mypyramid.gov, and then they will fill out a reflective worksheet to analyze if their body is receiving enough macro/micronutrients. **Equip, Experience, Explore, Tailor: Logical-Mathematical and Spatial.**

Day 2: Students will reflect upon what they have learned by finding a recipe that focuses on carbohydrates, or proteins, or healthy fats, or a recipe that includes essential minerals, or vitamins. Students will then bring together all of the recipes they have found and determine which recipes should make up our macro/micronutrient cookbook. Student will have to provide an in depth explanation as to why a certain recipe should be included in the cookbook. Recipes can be discussed to determine that only the best make it into the cookbook. Students will self-evaluate the cookbook by using the rubric requirements as a guideline. **Reflect, Revise, Rethink, Tailor: Bodily-Kinesthetic and Interpersonal.**

Students are asked to self-assess themselves and others when they are putting together the cookbook. Students will be given a rubric with set guidelines to follow when they are researching their recipes, when they are having the discussion on which recipes should stay or go, and the final project that is created by the class. While the student are working in groups either on the three column chart, the website, or while researching recipes I will walk around the room and check in with students to see if they are staying on track and not finding incorrect information. There are three great things that the students will be able to take away from this lesson; one being a chart that shows the three major macronutrients, what they do for the body, and what kinds of foods they can be found in. Two, the website is a great resource for the kids to have if they want to continue looking at their own eating habits or maybe they will share this knowledge with someone else. Third, they are all going to receive a cookbook that has healthy foods in them that will help the student receive the nutrition he or she needs. **Evaluate, Tailor: Interpersonal, Linguistic, Bodily-Kinesthetic and Spatial.**

= =