Developmental Lesson Plan

CDC National Health Education Standards:

3.5.1 Identify characteristics of valid health information, products, and services.
3.5.2 Locate resources from home, school, and community that provide valid health
information.

Learning Targets/Objectives:
• Students will be able to identify parts of a food nutrition label
• Students will be able to utilize knowledge of a food nutrition label to identify nutrients
that should be limited
• Students will identify influences on healthy choices

Assessment Approaches: Evidence:

1. Health Goals 1. 3 written goals
2. Food Ad reflection 2. Class discussion
3. Exit Ticket 3. Reflection of inquiry
4. Food influences 4. 3 influences
….
Assessment Scale:

Exit ticket: Grade on a scale 0-2

2: Questions completed logically and with detail
1: Question answered, lacking detail
0: Question was not answered or had an answer that did not answer the given question

Food influences
3/3 influences = proficient
2/3 influences = basic
1/3 = below basic
0/3 = not proficient

Subject Matter/Content:
Prerequisites:
• Knowledge of units of measurement
Key Vocabulary:
• Nutrition label - Lists the ingredients and nutrients that a product contains
• Ingredient - Something that goes into making a food or drink
• Ad - Media used to sell a product, such as a food or drink
• Influence - Something that has an effect on you; can make you do something
• Daily value- How much of something we should eat in a day
• Sodium - Different word for salt
Content/Facts:
Students will learn how to read nutrition labels and gain knowledge of what a label consists of
and how it relates to the food their eating and the proper balance of nutrition in what they
consume on a day to day basis. Students will also learn how to make healthy choices and what
can influence the choices we make.

Introduction/Activating/Launch Strategies:
DAY 1: Intro
● On the board, the teacher will write “Healthy Foods” in the middle of a food web
● Students will be asked to share out what words they think of when they first see the
phrase
○ i.e fruits, vegetables, specific foods, etc.
● Students will be asked why they consider certain foods healthy and others not
○ i.e Foods with sugar are bad for you, etc.
● Return to the applesauce from previous lesson
○ Would you consider this healthy or unhealthy?
○ Ask students to justify why
● Tell students that today they will be learning about healthy choices and how we are
influenced into making choices
DAY 2:

● Previously, students were asked to bring in a food label from home. Students will be
asked to retrieve the label
○ Extra labels will be given for students without their own label
● In their groups, students will share amongst their table groups what labels they have
brought in. Students will be asked to share;
○ What they notice about the labels
○ What is similar on their label to their table group
○ What is different on their label from their table group.
● Have students keep label out to follow along as a blown up version (see artifacts) of a
food label is posted on the board.

Development/Teaching Approaches

DAY 1:
 ● Students will be shown an advertisement for Nutella.
○ Define advertisement
■ Ask for student definition first
○ While watching, students will be told to keep the phrase “healthy eating” in
mind
● After watching, students will discuss
○ Do they think Nutella is healthy? Why?
○ Why might this ad make you want to buy Nutella?
■ Show of hands, who would buy it from this commercial
○ How often do you see commercials for food? What kind
■ i.e fast food, cereal, etc.
○ What does influence mean?
■ Ask for student definition, then give definition.
○ How do advertisements influence what we buy?
● What makes a healthy choice? How do we choose?
○ Food labels give us all the information we need
○ Remember the MyPlate model and the balance of foods we need
○ Look at nutrients
■ Fats and sugars are necessary to live, but we need to limit what take in
■ Tomorrow we will be looking more at food labels and how to read them
to make good choices

DAY 2:
● Students will be asked to recall advertisement from yesterday (Nutella)
● Students will be shown an enlarged version of a food label for Nutella (in artifacts)
○ Sections of a food label
■ Serving size
● Tells us how much of something is recommended
■ Nutrients & Vitamins
● Fats, sugars, cholesterol, salt (also called sodium)
○ Repeat: needed to live, but we need to limit how much
we eat
○ Daily values: Out of 100%, shows us in one serving what
part this product will give us of nutrients
○ Vitamins and minerals - help us grow and make sure our
bodies are strong; are good for bones, teeth, and skin
○ Footnotes - can show us how numbers can change on
labels if we add other products
■ i.e adding milk to cereal
■ Look at nutrients for Nutella
● Refer back to healthy choices lesson from yesterday
● Look at nutrients section one by one
● Has your opinion on if it’s healthy changed? Why
● Tell students they will now be using their knowledge of food labels to explore different
foods and their food labels
 ● “What’s In a Label” inquiry
● Before inquiry activity starts, students will be reminded of safe practices and rules for
inquiry
○ Do not eat products unless told to do so.
○ If something spills, ask the teacher for help or clean it up
○ If you make a mess or crumbs get on the floor, clean it up
● Students and teacher will go through each step of the inquiry sheet and directions, ask
for questions before beginning.
● Students will begin the inquiry activity one step at a time
○ In table groups, students will each be given a “What’s in a Label” inquiry sheet
○ Students will also be given a sheet with multiple food labels for;
■ Apple juice
■ Apple sauce
■ Cheez Its
■ Frosted Flakes
■ Peanut butter
○ The first sheet will have sugars and serving size number, not unit blacked out to
begin the activity
○ Students will begin by following instructions on the inquiry sheet to locate the
serving size unit to answer the first question
○ When complete, students will raise their hands
■ Students will be given an unmeasured amount of each product and move
on to the second step.
■ Students will work through each step of the first part of the inquiry
sheet, stopping before getting to part 2.
● Before beginning part two, students will be shown bags of sugar containing 1,10, and
100 grams of sugar for reference when making predictions for part II
○ Students will move on to part II of the inquiry sheet
■ Students will answer first question, predicting how much sugar will be
in each of the products from part one
■ Students will be given the part II food label sheet, with the amount of
sugar listed in the food label to answer the rest of the inquiry questions.
● Once finished, students will allowed time to clean up areas before grouping back
together for conclusion. Students will be allowed to eat or take what remains of
products from inquiry.
Closure/Summarizing Strategies:
DAY 1: (5 minutes)
○ What else influences what we eat?
■ Ask students to pair and share ideas. Students will write down at least 3
influences
○ Students will share out after pair and share
■ i.e what parents buy, what’s being served at lunch, what’s easy to make
for them, etc.
○ Students will hand in paper with influences written down
 ● Students will be reminded that they are to bring in a food label from home.
○ Example of a food label will be shown to students to avoid confusion of what to
bring in
DAY 2:
● Students will be given exit ticket to complete after clean up.
○ How can we use food labels when making healthy choices?
● Students will hand in exit ticket for assessment

Accommodations/Differentiation:
Jane D. - Cerebral Palsy (Has trouble using her hands)
● Student will participate in the group inquiry by giving oral feedback
● Student will be provided with electronic copy to either type or use speech to text
feature to fill in with rest of group

Materials/Resources:
Needed:
25 plastic cups
25 plastic spoons
2 jars of applesauce
2 half-gallons of apple juice
1 box Frosted Flakes
1 box Cheez its
1 jar peanut butter
111 grams of sugar
3 plastic bags
25 “What's in a Label” inquiry

Nutella food label

Source:https://i1.wp.com/www.technobyte.org/wp-content/uploads/2017/05/nutella-nutrition-facts-unh
ealthy-sugar.jpg

Youtube Video: Nutella Advertisement (​https://www.youtube.com/watch?v=ThIrw_LpuRA​)

Definitions adapted from:

Meeks, L. B., Heit, P., & Macmillan/McGraw-Hill School Publishing Company. (2008). ​Macmillan/McGraw-Hill health &
wellness.​ New York: Macmillan/McGraw-Hill.

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions
● Did students meet objectives? What evidence do I have to prove it?
● How can I better support students who didn’t attain full proficiency on assessments?

Additional reflection/thoughts

ARTIFACTS:

Source:https://i1.wp.com/www.technobyte.org/wp-content/uploads/2017/05/nutella-nutrition-facts-unheal
thy-sugar.jpg