Marcie Paglione and Blake ReadHealth Education Lesson Plan

Descriptive InformationSkill Emphasis (NHES): Self-Management

Grade Level: 11th

Content Area of Health: Nutrition

Content Descriptor & Sub-Descriptor(s): Healthful Eating:

1.2 Variety and proportion of foods 1.6 How to assess personal nutritional needs, preferences, and practices1.7 Strategies for overcoming barriers to healthful eating

Influences on Food Choices:3.1 How to analyze personal likes and dislikes3.3 Peer influences3.5 How marketing, packaging, and advertising influence food choices

Title of Lesson: Check Out My Diet PA Standard (Health & PE): 10.1.12 C Analyze factors that impact nutritional choices of adults

cost food preparation (e.g., time, skills) consumer skills (e.g., understanding food labels, evaluating fads) nutritional knowledge changes in nutritional requirements (e.g., age, physical activity level)

Curricular Connections: Math - staying within budgetary constraints

Adolescent Risk Behavior (if applicable): Unhealthy dietary behaviors

Behavioral Objective(s)

Cognitive: Students will be able to identifying the components of My Plate and foods associated with each category.Cognitive: Students will be able to identify challenges associated with eating healthy including budget and time management by participating in the in class activity where they will manage a budget and time allotted for food preparation.Affective: Students will work cooperatively with a partner to select healthy food items and stay within budgetary constraints.Skill-Based: Students will be able to use the skill of self-management to identify eating behaviors that will enhance their health in a college-like setting by evaluating current eating habits, completing the Check Out My Diet worksheet, and writing a short essay.

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Brief Outline of Today’s Lesson

1. Bell Ringer: Snowball Activity2. Introduction to the Lesson3. Content and Instructional Strategies

Healthful Eating Influences on Food Choices

4. In-Class Learning Activity: Check Out My Diet5. In-Class Learning Activity Assessment

Description of the Assessment Content and Skills Criteria/Cues Analytical Rubric

6. Final Thoughts/Conclusions to the LessonWhip Around – Students, after their reflection, will pick one word as a take away point fromthe lesson. Students will all share their word with the rest of the class. An example could be"challenging", because the student had not previously considered all of the obstacles thatmay affect their eating choices.

7. Classroom Management and Materials

Expanded Outline of Today’s Lesson

1.Introduction to the Lesson (Set Induction):As many of you will soon find out, college is a time to balance everything in your life

including your diet, your budget, and your time. As you all will soon be graduating high school, it is important for you to learn how to make choices about your diet, your budget and your time on your own. Today we are going to have the opportunity to plan out a full day of meals on a realistic college student budget.

2.Bell Ringer (Instant Activity):Snowball My Plate – Each student will have a scrap piece of paper. Tell them to write one food item that represents a section of My Plate on their paper. For instance, if a student identified the "dairy" section of My Plate, they would write "dairy" and milk as an example. Students will be arranged in "teams" by the rows of their desks. The teams will pick a desk to stand around. When a student is done writing one example, they will place their paper on their team's desk, pick up someone else's paper and add another example of a food item and a section of My Plate. Continuing with our previous example, if another student picked up the paper that said "dairy" and "milk", they will choose another category such as "vegetables" and write "broccoli". Students will continue to do this until all parts of My Plate are written on each paper.

3.Content & Instructional Strategies:1. What are the components of healthful eating? (Lecture from PowerPoint and

brainstorming)a. Components of healthful eating come from My Plate's food groups.

i. Fruits1. Any fruit or 100% fruit juice.

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2. Make half of your plate fruits and vegetables.3. Common examples are apples, strawberries, cantaloupe, and 100%

fruit juices such as grapefruit juice.ii. Vegetables

1. Any vegetable or 100% vegetable juice.2. Make half of your plate fruits and vegetables.3. The 5 subgroups of vegetables are dark green vegetables, starchy

vegetables, red and orange vegetables, beans and peas and other vegetables.

4. Common examples are broccoli, avocado, black beans, corn, and carrots.

iii. Grains1. Any food made from wheat, rice, oats, cornmeal, barley or another

cereal grain.2. Grains are divided into two subgroups – whole grains and refined

grains.3. Make at least half of your grains whole grains.4. Common examples are bread, pasta, oatmeal, tortillas and breakfast

cereals.iv. Protein Foods

1. Any foods made from meat, poultry, seafood, beans and peas, eggs, processed soy products, nuts, and seeds.

2. Notice that beans and peas are also part of the vegetable group, so some parts of My Plate overlap.

3. Common examples are lean cuts of beef, game meats like bison, almonds, peanut butter, flounder, chicken, and tofu.

v. Dairy1. All fluid milk products and many foods made from milk.2. Dairy group choices should be fat-free or low fat.3. Common examples are skim milk, frozen yogurt, cheese, and ice

cream.2. What factors influence healthy eating choices?

a. Personal likes and dislikesi. What are some things that affect how you decide what you are going to

eat?1. Dietary restrictions such as being gluten-free or a vegetarian.2. Availability of food items in your area.3. Your personal skills in cooking and food preparation.

a. Eating out vs. eating at home.b. Peers and family input

i. Peers and family have a great affect on the choices we make in everyday life, and they affect your eating habits too.1. Cultural family traditions establish what kinds of foods you eat, how

much, and how often.2. Eating can be a social activity with peers going out to eat or to

celebrate with close friends and family.

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a. Think, do your friends have a favorite place to eat that you normally go to? Is it healthy? Do you go there for the food or for the social aspect?

b. Think, during certain times of the year, does your diet change? Think about how you typically celebrate birthday, holidays, or major accomplishments such as graduation. How does food play into these events?

c. Food packaging, marketing, and advertisingi. Food packaging can present food items in a variety of ways. With phrases

like "low fat" or "good for the heart", packaging appeals to us for different reasons.

ii. The way these foods are presented to us also affects our eating decisions as they cater to certain age groups.1. Commercials depicting young students at a restaurant may make

students more likely to go there.2. Can you think of any celebrities that represent a certain type of

food?a. How does this affect your opinion of that food? For example,

NFL quarterback Peyton Manning advertises for Papa John's pizza and Serena Williams has promoted McDonald's. With professional athletes and other celebrities endorsing a food, we may often forget to consider the nutritional value and eat these foods just because they do.

d. Your diet is your choice. With many other factors it is your responsibility to filter the good from the bad and make your own decisions. Today we will challenge you to identify healthy eating choices and bring them into practice by creating a meal plan so that you can improve and maintain your health.

4. In-Class Learning Activity(ies): Check Out My Diet Worksheet (Skill: SM) Around the classroom, there will be different stations set up that represent local restaurants

and grocery stores in the State College area. Each student will have a worksheet that will act as their receipt and will travel around the

room to the different “stores” to assemble their meals for the day.o There will be 10 stores for students to travel to (menus attached in appendices).o Each student will work with a partner and have the option of combining their

budgets if they wish. Their partner can act as their college “roommate”. For example, if a student decides to purchase a gallon of milk, but would share that milk with their "roommate" they may split the cost of the item.

o When a partner pair arrives at a store, they will decide which food item they would like to incorporate into their diet.

o The students will be given a $15 budget and will be instructed to consider time management for food preparation.

o Give the partner pairs approximately 15-20 minutes to complete the worksheet and assemble their 3 meals.

Each worksheet must have:o 3 meals that should be based off of previously presented My Plate criteria

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Note that some students may sacrifice nutritional value for budgetary concerns. This will be discussed later in a reflection as a challenge that college students face on a regular basis.

o Estimated allotment of food preparation timeo Prices of food itemso Total amount spent

Students will then “Think, Pair, Share” with another set of partners and discuss the challenges they faced in creating their meals. They will answer reflection questions on their Check Out My Diet worksheet. Students will then share their findings with the class.

5. In-Class Learning Activity Assessment-Description & Criteria An analytical rubric will be used to grade the in-class learning activity, “Check Out My Diet”

based on content (core concepts), identifying healthy behaviors (SM), and other specific criteria.

Students must include content specific to their worksheet and it must be accurate, show relationships between concepts and draw conclusions. The CC criteria on the analytical rubric below will be used to assess the content portion of the activity.

In addition, student must demonstrate the healthful behavior of making healthy eating choices in their daily routine/throughout the course of the class. They should use the SM skill cues of: identifying healthful behaviors, and listing steps in correct order if appropriate. The SM criteria and analytical rubric below will be used to assess the skill portion of the activity.

Additional criteria are characteristics of the activity that are not content or skill-related. This criteria includes: the Check Out My Diet worksheet must be entirely filled out, reflections should be thorough, and one word should be selected for the Whip Around. There should be energy and enthusiasm in the student’s presentation of their findings to the class.

Score the “Check Out My Diet” worksheet and reflection using the following Core Concepts criteria, skill cues, additional criteria and Analytical Rubric.

o Core Concepts Content for Check Out My Diet shows”

Accuracy Comprehensiveness Relationships among concepts Conclusions drawn

o Skill: Self Management Identifies healthful behaviors Demonstrates healthful behaviors, habits and/or techniques Identifies protective behaviors Lists steps in correct order if appropriate

o Additional Criteria Completion of entire Check out My Diet receipt

Includes store, item, meal, category, food prep, and cost Alignment of My Plate diagram

Each category is represented by a variety of food choices Thorough answers to reflection questions

Connects to My Plate Criteria

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Indicates challenges faced in creating meal plan List steps in making healthy eating choices

6. Final Thoughts/Conclusion to the Lesson Checking for Understanding

Why is eating healthy in college so important? What are some challenges you may face in choosing to eat healthfully?

" There are benefits to using My Plate such as incorporating a variety of foods into your diet. My Plate is a good way to visualize your diet and is a good reference point regardless of any dietary restrictions. Our main point today is that we want you to remember, if it doesn't fit on My Plate, do you really want it on your plate?"

Whip Around Choose one word as a take away point from this activity, "whip around" and have students

share with the class.

7. Classroom Management & Materials

Classroom Materials Handouts/Worksheets : Check Out My Diet receipt, My Plate Diagram, Reflection questions Other Materials : Restaurant menus, grocery store menus/flyers

Classroom Management For Content Delivery: Traditional seating or teaching assigned seating For In-Class Learning Activity: Students are free to move about the room to examine the

“stores” positioned in stations around the room. Once information is found, each group will find their own space throughout the room to work.

Content References

CCSSO-SCASS Health Education Assessment Project (2006) Assessment Tools for School Health Education, ToucanEd Inc., Santa Cruz, CA.

ChooseMyPlate.gov. (n.d.). Retrieved from http://www.choosemyplate.gov

When Good Celebrities Promote Bad Foods | TIME.com. (n.d.). Retrieved from http://healthland.time.com/2013/10/07/when-good-celebrities-promote-bad-foods/

Activity Reference(s)

KINES468 MONTHLEY PACKET FALL12, PSU (F13), PSU Bursar, ISBN: 2818440125522; contains Instructional Strategies; based on textbook by: Duncan, L.C. and Eckert, C. (2006) Strategies to Inspire Learning-Voices from Experience, Teaching Concepts, Downingtown, PA. (Thin Spiral Packet)

Paglione, M. (2013)

Read, B. (2013)

Appendices:

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Handouts for Students

Check Out My Diet

Travel to stores and restaurants around the room with your partner/roommate. You have $15 dollars to create 3 meals that should reflect the My Plate criteria we have discussed earlier today.

My Plate Handout

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SALES RECEIPT Name: _____________________Date: ____________

S t o r e I t e m N a m e M e a l M y P l a t e C a t e g o r y

E s ti m a t e d P r e p T i m e C o s t

Example: Wegmans 1 Gallon Fat Free Milk Breakfast Dairy 5 minutes $3.67

Example: Wegmans 1 lb Red Seedless Grapes Snack Fruit 5 minutes $1.99

T o t a l P r e p T i m eT o t a l

Now that you have completed your meal plan for the day, go back through what you bought and see where it fits on the My Plate diagram. Write each food item in its corresponding category. If an item does not correspond with a My Plate category, write the item outside of the plate area.

Check Out My Diet Reflection

Ex: Apple

Ex: Broccoli

Ex: Pasta

Ex: Almonds

Ex: Milk

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In a short essay, answer the following questions based on your experience in the Check Out My Diet Activity.

Does your meal plan fit My Plate criteria and is it realistic for your current eating habits? What were the biggest challenges you faced in creating your meal plan? Do you think your eating habits will change from your current home environment in transitioning to college due to these challenges? What steps will you take to ensure that your future college meals will fit My Plate criteria and represent healthy eating choices to overcome these challenges?

Whip Around Take Away Word:

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Menus

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Analytical Rubric

Parameter 4 3 2 0-1Content (Core

Concepts)The response iscomplex, accurate, comprehensive,showing breadth& depth ofinformation;relationships aredescribed andconclusions drawn

The responseIdentifiesrelationshipsbetween 2 or morehealth concepts;there is somebreadth ofinformation,although there may be minor inaccuracies

The response shows some accurateinformation aboutthe relationshipsbetween healthconcepts, but theresponse isincomplete andthere are some inaccuracies.

The responseaddresses theassigned task butprovides little or no accurateinformation aboutthe relationshipsbetween healthconcepts.

Self Management (NHES/Skill)

The response shows evidence of theability to applyself managementskills; the responseis complete andshows proficiencyin the skill.

The response shows evidence of the ability to apply selfmanagement skills;the response ismostly completebut may not be fully proficient.

The response shows some evidence of theability to apply self management skills; the response may have inaccuracies or be incomplete.

The response shows little or no evidence ofthe ability to apply management skills.

Completion of Check Out My Diet Receipt

Worksheet is fully completed with information for all categories (store, item, meal, category, food prep, and cost) filled out.

Worksheet is mostly completed. 5 of 6 areas are filled out in entirety.

Worksheet is somewhat completed. 4 of 6 areas are filled out in entirety.

Worksheet is minimally completed. 3 or less areas are filled out in entirety.

Alignment of meal plan to My

Plate Diagram

Meal plan has a variety of foods that represent all 5 categories of the My Plate Diagram.

Meal plan has a mostly varied selection of foods representing 4 out of 5 categories of the My Plate Diagram.

Meal plan has a somewhat varied selection of foods representing 3 out of 5 categories of the My Plate Diagram.

Meal plan has a low level of variety of foods representing 2 or less categories of My Plate Diagram.

Completion of Reflection Essay

Reflection questions are answered in a short essay,

Reflection questions are mostly answered in a short essay,

Reflection questions are answered somewhat in a

Reflection questions are not answered in a short essay,

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demonstrating connections between My Plate criteria; discussing challenges faced in creating a meal plan, and identifying the steps in making healthy eating choices.

demonstrating connections between only two of the following: My Plate criteria, challenges faced in creating a meal plan, and the steps in making healthy eating choices.

short essay, demonstrating only one of the following: My Plate criteria, challenges faced in creating a meal plan, and the steps in making healthy eating choices.

demonstrating no connections between My Plate criteria, challenges faced in creating a meal plan, and identifying the steps in making healthy eating choices.

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"Check Out My Diet"

Grading Assessment Form

/4 points Content (Core Concepts) – Accuracy and Comprehensiveness

/4 points Self Management (Skill)

/4 points Completion of Check Out My Diet Receipt

/4 points Alignment of meal plan to My Plate Diagram

/4 points Completion of Reflection Essay

/20 points Total Points

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