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    Objectives Success) Curriculum: Springfield Name: School: Grade: Class Unit/Theme

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    Heather DeLude
    This document contains a lesson plan for a 6th grade health class on nutrition. The objectives are for students to distinguish between healthy and unhealthy food options and complete an exit slip on what they have learned. The lesson begins with an opening activity where students agree or disagree with nutrition statements. They are then introduced to the MyPlate food guide and identify foods for each group. Finally, students complete an exit slip assessing their knowledge, questions, and learning. The teacher will evaluate students' understanding through the exit slip responses and completed MyPlate worksheets.

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    Objectives Success) Curriculum: Springfield Name: School: Grade: Class Unit/Theme

    Uploaded by

    Heather DeLude
    51 views3 pages
    This document contains a lesson plan for a 6th grade health class on nutrition. The objectives are for students to distinguish between healthy and unhealthy food options and complete an exit slip on what they have learned. The lesson begins with an opening activity where students agree or disagree with nutrition statements. They are then introduced to the MyPlate food guide and identify foods for each group. Finally, students complete an exit slip assessing their knowledge, questions, and learning. The teacher will evaluate students' understanding through the exit slip responses and completed MyPlate worksheets.

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    nutrition

    Original Title

    Nutrition

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    This document contains a lesson plan for a 6th grade health class on nutrition. The objectives are for students to distinguish between healthy and unhealthy food options and complete an exit slip on what they have learned. The lesson begins with an opening activity where students agree or disagree with nutrition statements. They are then introduced to the MyPlate food guide and identify foods for each group. Finally, students complete an exit slip assessing their knowledge, questions, and learning. The teacher will evaluate students' understanding through the exit slip responses and completed MyPlate worksheets.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    51 views3 pages

    Objectives Success) Curriculum: Springfield Name: School: Grade: Class Unit/Theme

    Uploaded by

    Heather DeLude
    This document contains a lesson plan for a 6th grade health class on nutrition. The objectives are for students to distinguish between healthy and unhealthy food options and complete an exit slip on what they have learned. The lesson begins with an opening activity where students agree or disagree with nutrition statements. They are then introduced to the MyPlate food guide and identify foods for each group. Finally, students complete an exit slip assessing their knowledge, questions, and learning. The teacher will evaluate students' understanding through the exit slip responses and completed MyPlate worksheets.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 3

    SPRINGFIELD COLLEGE HEALTH LESSON PLAN TEMPLATE

    Name: Heather DeLude Date: 11/15/17

    School: Glenbrook Middle School Lesson #: 3

    Grade: 6 Class size: 18 Class/Time: 1:35-2:18

    Unit/Theme: Nutrition Lesson Focus: Basic Knowledge

    Objectives (must be measurable, use action verbs and include elements of


    success) Cite appropriate standards from MA Comprehensive Health
    Curriculum Frameworks
    By the end of the lesson, students should be able to:
    Distinguish between two food options and decide which one would be the healthier
    option for each food group.
    Completion of an exit slip on what they already know about nutrition, what they want to
    know over the next few days, and what they have learned.

    Materials/Supplies/Lesson Preparation
    My Plate printouts
    List of different statements
    My Plate Powerpoint.
    Exit Slips

    Special Accommodations (How will the special needs of individual students be


    met?)
    - This class is ahead of the other one so it is important to keep them on task and focused on
    what they should be doing.

    References/Resources (include books, articles, websites, etc.)


    Adapted worksheets from Mrs. Siegel
    MA Health Curriculum Frameworks

    Opening (activator/instant activity)


    Agree or Disagree: Students will be asked a series of the following questions and if they agree
    with the statement then they go to one side of the room, and if they disagree with the statement
    they go to the other side of the room. This is more of a baseline activity on the nutrition to see
    where their opinions are at and their baseline of knowledge about nutrition overall and what they
    think about different things they have heard or been exposed to.

    Procedures Step by step description of teaching


    strategies/methods/pedagogy to be used. (Include time frame for each activity,
    transitions, extensions/adaptations, cooperative learning techniques jig saw,
    pair/share, etc.)
    1. Agree or Disagree: Students will be asked a series of the following questions and if they
    agree with the statement then they go to one side of the room, and if they disagree with
    the statement they go to the other side of the room. This is more of a baseline activity on
    the nutrition to see where their opinions are at and their baseline of knowledge about
    nutrition overall and what they think about different things they have heard or been
    exposed to.
    a. This should take about the first 10-15 minutes of class and the students are
    expected to go where they feel they should go for each statement, not following
    the crowd. This is all opinion based and there is no right or wrong answers. The
    statements are as follows:
    i. Half of your plate should consist of fruits and vegetables
    ii. Peanut butter is a good source of protein
    iii. You should get about 60 minutes of moderate exercise per day
    iv. Fruits are the most important food group
    v. Fats are still an important part of a balanced diet
    vi. Half of the grains you eat should be whole
    vii. There are 5 different food categories in MyPlate
    viii. French fries are a vegetable
    ix. Pizza is a good balanced meal
    x. Ability to read food labels is important
    xi. I ALWAYS eat a well balanced meal
    xii. Every day I eat fruits and vegetables
    xiii. I get the proper amount of exercise every day
    xiv. It is okay to sometimes eat junk-food
    xv. Fats are an important nutrient
    2. My Plate: Students will be introduced to my plate and we are going to go through all of
    the food groups as well as decide what foods are good sources of each nutrient. I will
    then show them different examples of food and they are to decide which is a better source
    of that particular food groups nutrients. I will go through and each student will have a
    blank copy of myplate. They will be asked to go through each food group and write
    down what they think is A food they would include in this category.
    a. This should take about the next 15 minutes and we will go over all of the foods
    and then go more in depth into two different options in each food group and they
    are to choose which one is the healthier option.
    3. Exit Slip: Students will be filling out a short informal exit slip and they will be asked to
    write down what they think they know about nutrition, what they want to know about
    nutrition, and what they have learned about nutrition over the next few days of the short
    unit.
    a. This should take the last 2/3 minutes of class for them to write these three things
    down and it gives me more of a basis to go over for the next few days.

    List Assessment(s) informal or formal how do you know they have learned
    the desired content and you have achieved your objectives?
    Exit slip: showing what they have learned
    Seeing where the students go for each statement whether they agree or disagree
    The c ompleted my plate worksheet.

    Closure/Summarizer
    Exit Slip: Students will be filling out a short informal exit slip and they will be asked to write
    down what they think they know about nutrition, what they want to know about nutrition, and
    what they have learned about nutrition over the next few days of the short unit. This should take
    the last 2/3 minutes of class for them to write these three things down and it gives me more of a
    basis to go over for the next few days.

    Notes/Reflection (to be completed right after you finish teaching a particular


    lesson) What did you accomplish? How much did the students learn? What
    would you leave the same and what might you change in the future to improve
    this lesson?

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