Lesson Plan Title: Recipes from All Over

Date: TBA
Subject: Health Science 20 Grade: 11
Topic: Nutrition Essential Question: How can you assess nutritional value
from recipes?

Materials:
- Each student will bring a recipe from their family heritage or one they have found online.
-My Irish stew:
https://www.thespruce.com/traditional-irish-stew-recipe-435757
-smart phones or iPads
-Appendix A- Nutrition Bingo
Stage 1- Desired Results – you may use student friendly language

What do they need to understand, know, and/or able to do?

-students will be able to determine the macro and micronutrients present within the recipe.
-students will be able to work collaboratively and gain a deeper understanding of different individual
cultural background.

Broad Areas of Learning:

Engaged citizens- By investigating different cultures, students will have to think about the world
around them. They will be given the opportunity to see how their recipe may be similar or different to
other students around them.
Sense of self, community and place- Students will gain an understanding of how different cultures
view nutrition differently and have an appreciation for the differences between different cultures.
Lifelong learners-information students learn from this lesson how to work as a group and to be
culturally responsive. Students will gain a deeper appreciation of the similarities among various
cultures. Students will take the information from this lesson and be able to critically analyze future
recipes.

Cross-Curricular Competencies:
Developing thinking-students will be given the opportunity to construct the knowledge to make sense
of the world around them. They will build on what they already know to make observations of various
recipes from various students.
Developing identity and interdependence- students will be given the opportunity to lead others in
discussion and also be active members within the group. They will work together to reach a common
goal of blacking out the whole bingo sheet.
Developing literacies-students will read their recipes and other students recipes and develop their
abilities to interpret information given from this activity.
Developing Social responsibility- In group work students will work harmoniously with each other to
reach a common goal.
Outcome(s): HS20-Nu20Analyze dietary choices based on personal and cultural beliefs and scientific
understanding of nutrition. ([SI, CP])

PGP Goals:

2.3 Knowledge of First Nation, Metis, and Inuit culture and history.


4.2 The ability to incorporate First Nations, Inuit, and Metis knowledge, content and perspectives in
all subject areas.

1.4 a commitment to service and the capacity to be reflective, lifelong learners and inquirers.

-encourage students to be life-long learners and see the benefits of assessing recipes. That the
strategies of looking at the macro and micronutrients are beneficial in their day to day lives.

To determine if I have reached pgp goals I will self-reflect after the lesson. I will also have my partner
teacher watch this lesson and tell them to specifically watch for the pgp’s I have listed. I will ask for
feedback after the lesson as to ways I could make it more culturally responsive

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help determine next
steps.
-start class with a review of yesterday’s lesson. Ask students questions and gauge their understanding
of content. Demonstrate how to analyze a recipe and ask students if they have any questions.
Monitor the room during the partner activity to ensure they are able to determine what
macronutrient and micronutrients are present within their recipes.

Assessment OF Learning (summative) Assess the students after learning to evaluate what they have
learned.
-students will hand in their information surrounding the macro and micronutrients present within
their recipe.
Stage 3- Learning Plan

Motivational/Anticipatory Set (introducing topic while engaging the students) (5 mins)

Students will be asked to all bring in a recipe that is apparent of illustrative of their culture. If their
family doesn’t have a recipe they can chose any culture and find a recipe from that culture.
Lead questions-What are the four types of macro nutrients?
Hook?- How is the Burger looking, has any changes been made?
Open ended guided Questions- How can food and nutrition be a way a culture expresses themselves?

Main Procedures/Strategies:
Review (10 mins) - review the concepts of macronutrients and micronutrients. Make a word bank of
different examples of micronutrients and macronutrients.
Introduction (10 mins) - show on the board a recipe I brought from my culture. The link is an example
of my recipe. By using my own recipe, I will explain what macro and micronutrients are present in my
recipe. Ask students if this recipe follows a healthy diet, “Can a student modify the recipe to make it
more nutrition?”

Partner work (10 mins) -students will be put into pre-determined groups, In the groups they must
explain the recipe they brought to their partner. Together they will make a list of the macro and
micronutrients that were present within the recipe. They can use their smart phones or the ipads to
help determine what macro and micronutrients are present. They will create a list that states the
recipe, culture and the nutritional information.

Bingo (20 mins) students will then play macro and micronutrient Bingo. Students must go around the
room asking for different micro or macronutrients present within another student’s recipe. If the
student has that macro or micronutrient they will write the students name and name of recipe.
Students must find a name for each nutrient and can only use a student’s name once in order to get
them to interact with more students.

Adaptations/Differentiation:
-EAL students will be given guided notes and will be placed in master groups with students that will be
able to help the students
-students who are unable to finish in allotted time will be given the opportunity to have more time.
-groups will be predetermined based on strengths and weaknesses.
-Students can have my demonstration written out so they are able to follow along the directions.
-directions will be written on the board so all learners are able to follow instructions.

Closing of lesson (5 mins)

Go through the bingo with the class asking for different examples for individuals recipes that
highlighted the nutritional requirement. Use open ended questions about nutrition and the finding
they found today. Use a guided discussion asking open ended and guided question surrounding how
 recipes can be assessed to determine nutritional value. “If your recipe has a variety of macronutrients
and micronutrients what does this mean?”

Appendix a
Nutrition bingo
Write the name of the person and the name of the recipe that corresponds to the appropriate
Macro or micronutrient. Try to get a name for each box!
Vitamin A Protein Potassium Vitamin E

Calcium A micronutrient of your Potassium Fats

choice

Carbohydrates Vitamin K Iron Vitamin B

Rationale:

I had made some small changes to my Unit Plan in order to make it more culturally

responsive. I believe that my unit had aspects already that fostered for a culturally responsive

unit. My Final Task and my Around the World Jigsaw Activity are both opportunities for

students to bring their own culture, identity and experiences into the classroom. I added to my

CCC’s in order to make sure they foster to individuals background experiences and knowledge. I

plan to use student centered learning, responsive feedback and inquiry as ways to support all my

students throughout this unit. I use collaborative teaching in order for students to for students to

learn from collective experiences. In one lesson from this unit I will be bring in a Knowledge

Keeper to discuss various aspects of nutrition and to be a resource for students to ask questions.

Prior to the Knowledge Keeper coming to the class I would make expectations of respect so that

students know that all cultures viewpoints are welcome within the class. That having a

Knowledge Keeper come to our class is a privilege and we must be thankful and treat every

guest in the class with respect.

This lesson was created for the context of the St. Joseph grade 11 Health Science class.

This lesson follows student centered learning which responds to the students individual learning

needs. I choose for students to bring in their own recipe in order for them to have choice but to

also have an opportunity to share information about their culture. I will also allow students to

find a recipe online if they do not have access to a recipe from their culture. The partner work

and bingo is a way for students to interact with one another and a chance to discuss their culture

with each other. At the start of the class I will model what is expected of the students, this will

benefit EAL students in the class and students who learn best from observing. I choose to have
students work in partners because discussing with one individual is a more welcome

environment than a large group. After students work cooperatively with one another they will be

given the chance to walk around the room and interact with other students to play Macronutrient

Bingo. This lesson uses the instructional strategies of modelling, students centered learning and

collaborative teaching. By using various instructional strategies this will help reach many

different students and their learning needs.

In the outline of the activity I will make sure students are aware that this is a safe space

for students to talk about their culture. I will create a classroom environment that fosters

inclusion for all students by showing pictures, posters that represent many different cultures.

This is in alignment to symbolic curriculum which will help elevate diverse student learning. I

will give responsive feedback that students’ individual and cultural preferences. I will draw upon

students own experiences in order to help them with their learning process. I will communicate

my expectations directly but also model appropriate behavior that includes all individuals and

cultures in the room. I will use language and give feedback that is sensitive to individuals

cultures.

My philosophy of education is that everyone is able to learn and that we as teachers need

to find ways to help students to learn. I believe that we need to be able to differentiate

instruction, assessment, and teaching practices in order to respect everyone’s cultures and

identities. I will use the strategies I have learned from this class in order to create a culturally

responsive classroom. I as a teacher need to be able to incorporate FNIM perspectives and ways

of knowing to all units I teach. I must encourage students to have a growth mindset and to be a

guide to help them achieve the best they can achieve. In order for them to be successful

academically I must ensure that their culture, identity learning style are respected by myself as
the teacher and by the class as a whole. I hope to be able to create a community in my classroom

that is a safe space for all learners.

1. I plan lessons and assessment based on provincial curriculum

-My lesson is based on the outcome HS20-NU2 which is Nu20Analyze dietary choices based on
personal and cultural beliefs and scientific understanding of nutrition. This is present within the
lesson because by analyzing the recipes they will be analyzing nutrition from various cultures.

2. I make student learning goals for each lesson/task

The goal for the lesson was for students to gain a deeper appreciation for various cultures foods.
The goal is to make the classroom a safe space for students to express their cultures. The learning
goal for the students is to be able to read the recipe and determine the macro and micronutrients
present within it.

3. I know which instructional strategies to pick at given times

I start the lesson with direct instruction with group discussion as a way to review concepts from
the previous day. Partner work will also be employed so students are able to work collaboratively
to complete the assigned task.

4. My lessons are ready to be used

My lesson has all the materials listed and the progression of the lesson is detailed. A sub would
be able to take this lesson and use it.

5. I create formative assessments

Class will start with a review from the previous class to ensure they understand the concept.
Formative assessment also is present during partner work where the teacher will monitor the
room to ensure students are understanding what is required of them.

6. I create summative assessment

The students will hand in their completed sheet that has their recipe and the list of macro and
micronutrients present within their recipe.

7. I set and use goals for enhancing my professional development

A goal for mine in this lesson is to create a culturally responsive classroom. This goal is evident
in this lesson as I try to ensure that all learners are able to talk about their culture in a safe
environment.

11. I can demonstrate a culturally responsive instructional stance

By using modelling, student centered learning are two wats I demonstrate a culturally responsive
instructional stance. In my rationale, I explain ways I will make my classroom a safe space for
all cultures.

12. I can use all four types of questions

I demonstrate all 4 types of questions within the motivational set as well as the essential question
for my lesson. There are more guided questions as a way of creating a class discussion.

14. I understand how to plan for differentiation and adaptation

My lesson plan incorporates various strategies for differentiation and adaptation such as EAL
students will be given guided notes and will be placed in master groups with students that will be
able to help the students, students who are unable to finish in allotted time will be given the
opportunity to have more time and groups will be predetermined based on strengths and
weaknesses.

15. I create engaging learning activities and tasks

By using a game, I engage students to participate in their learning and to interact with other
students. The bingo is an interactive way to discuss their personal recipe and learn from their
classmates.

16. My planned activities would improve the discipline specific literacy skills of my students
By analyzing a recipe, students must read and interpret information from the recipe and write the
information they have gained from the recipe.

17. I can create a unit that would achieve the outcomes and the indicators
All lessons in the unit plan are reflective of the two outcomes surrounding Nutrition in the Health
Science class. They are indicative of indicators that are associated with the outcomes.

18. The final task in my unit elicits evidence of application in a new situation
My final task takes the information they have learned from previous lesson and apply it in a new
situation that relates to their current lives.

19. I can create a unit that would assess the outcomes and indicators
The assignments of the food related illness presentation, food guide assignment, and the final
task all assess the outcomes and indicators for this unit.

20. Improvements in my unit plan show my increased understanding

I have made changes to my unit plan in order to make it more culturally responsive. These
changes have made my unit stronger and better for my learners.

Goals for professional learning and growth

A goal of mine was to have more instructional strategy employed rather than just using lecture.
This was demonstrated by incorporating peer teaching and small group work as a way of
students understanding the content. Another goal of mine was to create a culturally responsive
lesson. I have completed this goal by created a lesson that highlights individuals cultural recipes.
I have also made a lesson where the students must analyze different food guides from around the
world. This global look at nutrition will create for an open-minded classroom that is respectful to
all cultures. A future goal of mine is to incorporate technology in my next lesson. Another goal is
to create lesson that meets the needs of EAL learners, i.e creating approporate adaptaitons that
would meet the needs of EAL learners.