L5+Damboise+Kelley

=**UMF LESSON PLAN FORMAT**=

Grade Level: 9-Diploma Topic: Healthy Practices and Behaviors
 * Teacher’s Name: Ms. Damboise Date of Lesson: 5 Healthy Diets

Objectives Student will understand that** there are steps they need to take in order to achieve and maintain a healthy diet.
 * Student will know** the effects certain foods have on the body.
 * Student will be able to** assess their food intake and provide healthy alternatives.

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 being able to assess their food intake and provide healthy alternatives.
 * Maine Learning Results Alignment**

Formative (Assessment for Learning)** Students will be taught how to read labels on foods, discover unhealthy ingredients, understand and use the food pyramid as a guide, and portion control. To check for understanding in each of these areas the students will participate in an activity to test their knowledge upon the subject. After learning how to read a label students will be given three labels with a worksheet that will ask them specific questions about key facts on the label. Then the students will take label reading a step further when they begin to assess the ingredients. Student will learn how to look for certain "red flag" ingredients on a label, and to check for understanding the student will participate in a highlighter exercise. Student will be given three ingredient list and they have to highlight certain "red flag" ingredient and give a short explanation as to why it is a "red flag" ingredient. The student have already learned quite a bit on the food pyramid, but to check their understanding students will have to take one day from their food journal and draw out what foods they ate and place them in the correct spot on the food pyramid. Lastly, for portion control students will learn that most people today are blowing portions out of proportion. Students will be given a shopping list where they will have to list or draw next to the item the correct portion for one serving size.
 * Assessment

Students have been asked one week prior to this lesson to keep a journal of their food intake by blogging about their consumption. The online journal requirements are as follows; to record what food they have in taken, how their body feels, and if they ate something that wasn't healthy they will provide a healthy replacement food strategy for next time. Students will be graded on this assignment based upon a rubric.
 * Summative (Assessment of Learning)**

English: Students will be writing everyday in their blog about what foods they have consumed, how their body feels, and providing a replacement strategy for the unhealthy choices they made. Technology: Not only will students have to journal on their blog about their food intake, but they will partner up with someone else that they feel comfortable with and begin a discussion with them about their food intake blog entries. They are only allowed to provide positive encouragement to their partner, and they also are required to find one website that they found helpful, that offers healthy food alternatives, and hyperlink it in their blog so that others can read it.
 * Integration**

I will allow my student to choice their partners because we are dealing with a subject that some students may not feel comfortable sharing with just anybody. I want my students to get the most out of this assignment, and by allowing them to choose their partners I'm hoping that they can work together and encourage each other to make healthy changes.
 * Groupings**

Strategies Linguistic:** writing in the journal and online blogs.
 * Differentiated Instruction
 * Spatial:** drawing in the activities and the highlighter exercises.
 * Bodily-Kinesthetic:** when student partner up they must move around the room.
 * Intrapersonal:** students are to journal and create individualized goals.
 * Interpersonal:** working in pairs, having a partner to share his or her work with.
 * Naturalist:** Can research plants such as fruits and vegetables and how they interact with the body.

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**

For my students who are completing the in class assignments faster than the other students I will ask them to go on line and find other common ingredients that they have seen repeatedly on the label, or an ingredient that they are interested in, and have them do a little research on that particular ingredient (Type I). For my students who are understanding the material and want a challenge I will have them go online and look for website that offer helpful tips on eating well, or health food charts. They will write a response as to why they choose the website, hyperlink it, and post it on their blog with their food journals (Type II).
 * Extensions**

Food labels Food label worksheet Food pyramid worksheet Shopping list Fact cards Lap tops Goal setting chart
 * Materials, Resources and Technology**

Goal setting chart: http://www.eduplace.com/graphicorganizer/pdf/goal_reason.pdf Fact cards: http://caloriecount.about.com/calories-fruits-fruit-juices-ic0900 http://www.thepowerhour.com/news2/healthy_food_chart.htm http://nutrition.mcdonalds.com/bagamcmeal/nutrition_facts.html Pyramid outline: http://www.bolivar.k12.mo.us/bis/bishome/eMINTS%20homepage/Webquests/gelinnutritionwebquest/Blank%20Food%20Pyramid%20Chart.htm
 * 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:** This lesson addresses the Maine Standards for Initial Teacher Certification by providing students with seven multiple intelligence learning strategies so that students can comprehend the material being taught and make a connection to the real world. Students will test their intellectual level by researching and exploring the different components of eating healthy; such as reading a label and understanding it, looking at ingredients and knowing which ones are not that good for your body, understanding portion size, and balancing food intake using the food pyramid. Students will be asked to further this knowledge by making connections as to why label reading, understanding ingredients, and portion size is important when consuming certain foods. Students will understand how their daily food choices impact their own physical healthy. Students will be able to discuss how they feel (emotional) toward their eating habits when they fill out their goal setting chart.
 * Beach Ball:** Students are going to be using a wide variety of resources when they are learning how to read a food label and ingredients.
 * Microscope:** This lesson is going to help my students take ownership for their own learning and how they will go about developing their own healthy eating habits.
 * Puppy:** I will allow my student to choice their partners because we are dealing with a subject that some students may not feel comfortable sharing with just anybody. I want my students to get the most out of this assignment, and by allowing them to choose their partners I'm hoping that they can work together and encourage each other to make healthy changes.
 * Clipboard:** Students have a great deal of worksheets and handouts that incorporate visual directions and that will also help the students to organize their information.


 * • 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 focusing on teaching students the importance of healthy eating practices. The curriculum goal is to have students understand a food label and the ingredients listed on the side, and to recognize the importance of portion size and how the food pyramid plays a part in determining the correct portion.. Students will be able to explain what saturated fat, cholesterol, sodium is and how much we should consume in a day. They should also be able to explain certain ingredients and why they have harmful effect on our body, and what are the correct portion sizes for most of the foods we eat. Students will need to interpret the information from their resources and perceive how this all plays into the big picture of their own personal health. Students will use their perspective when determine their healthy eating food goal. Also the students will have to be empathetic with their peers during the food journals because they will understand that this is not an easy subject to talk about for most people. Students will be able to reflect upon their self knowledge when they have to create a healthy alternative for a food they felt was not healthy at all.

Technology: Not only will students have to journal on their blog about their food intake, but they will partner up with someone else that they feel comfortable with and begin a discussion with them about their food intake blog entries. They are only allowed to provide positive encouragement to their partner, and they also are required to find one website that they found helpful, that offers healthy food alternatives, and hyperlink it in their blog so that others can read it. For my students who are completing the in class assignments faster than the other students I will ask them to go on line and find other common ingredients that they have seen repeatedly on the label, or an ingredient that they are interested in, and have them do a little research on that particular ingredient (Type I). For my students who are understanding the material and want a challenge I will have them go online and look for website that offer helpful tips on eating well, or health food charts. They will write a response as to why they choose the website, hyperlink it, and post it on their blog with their food journals (Type II).
 * • 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 seven different multiple intelligence learning strategies to try and incorporate, or at least hit upon, all learning preferences.
 * Linguistic:** writing in the journal and online blogs.
 * Spatial:** drawing in the activities and the highlighter exercises.
 * Bodily-Kinesthetic:** when student partner up they must move around the room.
 * Intrapersonal:** students are to journal and create individualized goals.
 * Interpersonal:** working in pairs, having a partner to share his or her work with.
 * Naturalist:** Can research plants such as fruits and vegetables and how they interact with the body.

Rationale:** This lesson addresses the Maine Standard for Initial Teacher Certification by assessing the students in a variety or informal and formal strategies. Some informal assessments that will be used to check students understanding include Students will be taught how to read labels on foods, discover unhealthy ingredients, understand and use the food pyramid as a guide, and portion control. To check for understanding in each of these areas the students will participate in an activity to test their knowledge upon the subject. After learning how to read a label students will be given three labels with a worksheet that will ask them specific questions about key facts on the label. Then the students will take label reading a step further when they begin to assess the ingredients. Student will learn how to look for certain "red flag" ingredients on a label, and to check for understanding the student will participate in a highlighter exercise. Student will be given three ingredient list and they have to highlight certain "red flag" ingredient and give a short explanation as to why it is a "red flag" ingredient. The student have already learned quite a bit on the food pyramid, but to check their understanding students will have to take one day from their food journal and draw out what foods they ate and place them in the correct spot on the food pyramid. Lastly, for portion control students will learn that most people today are blowing portions out of proportion. Students will be given a shopping list where they will have to list or draw next to the item the correct portion for one serving size. Students have been asked one week prior to this lesson to keep a journal of their food intake by blogging about their consumption. The online journal requirements are as follows; to record what food they have in taken, how their body feels, and if they ate something that wasn't healthy they will provide a healthy replacement food strategy for next time. Students will be graded on this assignment based upon a rubric.
 * • Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.

Agenda Healthy Diets Fact Cards (Hook) (10mins) Background (10mins) Worksheet activities (30mins) Goal setting (15mins) Blog journal entries and commenting (15 mins)
 * Teaching and Learning Sequence:**

As the students enter the classroom they will notice that on each desks there is a fact card that has a picture of a certain food and some nutritional information listed next to it. I want my students to take a moment and look at their fact card and circle something on the card that make strike them as disturbing, alarming or something that they didn't know about the nutritional value of their food item. Then, I want my students to flip the card over and write about why this fact was disturbing, alarming or something they didn't know. Next, I want my students to find a friend that they feel comfortable with, because this partner will stay with them throughout this whole entire lesson, and I want the partners to share their response. We will reference back to these cards a little later in the lesson. After the hook I am going to do a little background information to help the students better understand that there are steps they need to take in order to achieve and maintain a healthy diet; such as recognizing portion sizes, and unhealthy ingredients. This background information will help in connecting the decisions we make about the food we consume and the affect is has on the body. Students will demonstrate healthy practices and behaviors to maintain or improve the health of self and others by being aware of the food he or she is consuming and how it affects the body because they are going to be asked to keep a food journal on the wiki. **What, Where, Why, Hook, Tailor: Naturalist, interpersonal, and Bodily-Kinesthetic**

Students will be taught how to read labels on foods, discover unhealthy ingredients, understand and use the food pyramid as a guide, and portion control. To check for understanding in each of these areas the students will participate in an activity to test their knowledge upon the subject. After learning how to read a label students will be given three labels with a worksheet that will ask them specific questions about key facts on the label. Then the students will take label reading a step further when they begin to assess the ingredients. Student will learn how to look for certain "red flag" ingredients on a label, and to check for understanding the student will participate in a highlighter exercise. Student will be given three ingredient list and they have to highlight certain "red flag" ingredient and give a short explanation as to why it is a "red flag" ingredient. The student have already learned quite a bit on the food pyramid, but to check their understanding students will have to take one day from their food journal and draw out what foods they ate and place them in the correct spot on the food pyramid. Lastly, for portion control students will learn that most people today are blowing portions out of proportion. Students will be given a shopping list where they will have to list or draw next to the item the correct portion for one serving size. **Equip, Explore, Tailor: Linguistic, Interpersonal, Spatial, and Intrapersonal**

After the students have learned how to read a label, understand harmful ingredients; know what an appropriate portion size is, and how the food pyramid plays a part in that I want my students to reflect on this knowledge by creating a healthy eating goal. I want my students to take all the information they just learned and apply to their own eating habits. Once the students have had a chance to fill out their graphic organizer (goal setting chart) ask the students to bring up their wiki journal postings. Students will journal daily on their blog, one week prior to this lesson, to record what food they have in taken, how their body feels, and if they ate something that wasn't healthy they will provide a healthy replacement food strategy for next time. Students will look over their food journal for the past week and use the knowledge that they now have to revise the healthy strategies into strategies discussed in class. Students will then be asked to partner up and read each others blogs and comment on the healthy strategies that were used. Not only will students have to journal on their blog about their food intake, but they will partner up with someone else that they feel comfortable with and begin a discussion with them about their food intake blog entries. They are only allowed to provide positive encouragement to their partner, and they also are required to find one website that they found helpful, that offers healthy food alternatives, and hyperlink it in their blog so that others can read it. **Explore, Experience, Rethink, Revise, Reflect, Tailor: Interpersonal, and Linguistic.**

Students will be taught how to read labels on foods, discover unhealthy ingredients, understand and use the food pyramid as a guide, and portion control. To check for understanding in each of these areas the students will participate in an activity to test their knowledge upon the subject. After learning how to read a label students will be given three labels with a worksheet that will ask them specific questions about key facts on the label. Then the students will take label reading a step further when they begin to assess the ingredients. Student will learn how to look for certain "red flag" ingredients on a label, and to check for understanding the student will participate in a highlighter exercise. Student will be given three ingredient list and they have to highlight certain "red flag" ingredient and give a short explanation as to why it is a "red flag" ingredient. The student have already learned quite a bit on the food pyramid, but to check their understanding students will have to take one day from their food journal and draw out what foods they ate and place them in the correct spot on the food pyramid. Lastly, for portion control students will learn that most people today are blowing portions out of proportion. Students will be given a shopping list where they will have to list or draw next to the item the correct portion for one serving size. Because I have allowed for there to be so much in class work that helps me to be able to walk around the room and provide positive feedback while they are working. **Evaluate, Tailor: Linguistic and Spatial.**

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