2013-2014

UMU Lesson Plan Template

Name: Mr. Jonathan Zahn

Grade Level: 9th
Subject: Health

Date: April 7th, 2014

Class Period: 4th
Lesson # & Title: Lesson #1 What are
nutrition labels?
Big Idea/Lesson Focus: Understanding a nutrition label
Essential Question: What are the parts of a nutrition label and what do the words mean?
Context for Learning:
The class that I am teaching consists of 9th grade students that are predominantly
Caucasian males. 3 African-American males and 1 female. There are5 students in the class who are
on IEPs. There are a handful of students who are in a discipline class for the most of the day
because they have disciplinary issues.
Function of the Lesson (check all that apply):
X Introduce New Skill or Content
Practice

Review
Remediation/Reteaching

Content Standards:
Standard 1: Students will comprehend concepts related to health promotion and disease
prevention to enhance health.
Standard 5: Students will demonstrate the ability to use decision-making skills to enhance health.
Learning Objectives:
Students will understand the vocabulary that is located on a nutrition label.
Students will be able to use this new vocabulary in future lessons and units.
Academic Language (or A.L. Demands, A.L. Objectives):
Nutrition label, calorie, carbohydrate, proteins, dietary fiber, and many other words that
the students will learn about to enhance their academic language, along with learning about food
labels. To help the students keep track of the vocabulary they are learning, they will make a
section in their notebook call Nutrition Label Vocab. In this section they will write down all of
the vocabulary they need to know along with the definition. With the definition I give them, I
would like them to write a definition in their own words underneath my definition along with
anything else they would like to add to help them remember what the word means. By putting the
definitions in their own words and finding ways to themselves remember the words, they will be
using intrapersonal intelligence because they will be relating the word to themselves in ways that
will help them remember the word.

Instructional Materials and Support:

http://www.aahperd.org/Health/pubs/he_standards.cfm
http://www.nourishinteractive.com
Glencoe Health textbook
Prior Knowledge:
The students will not have any prior knowledge of this material from this class. The
students may have some prior knowledge of nutrition labels from previous courses that they have
taken, but they have not learned any of this material from my class.
Assessments:
Pre-Assessment for the unit: I will start class with a discussion to see what students may
or may not already know about nutrition labels.
Assessment(s) during the lesson: For this lesson, there is not any assessment during the
lesson other than checking to make sure that the students are understanding and following
the PowerPoint.
Assessment(s) at the end of the lesson: At the end of the lesson students will complete a
vocabulary worksheet.
Post-Assessment for the unit: Students will be assessed over this material later in the
year on a comprehensive exam.
Strategies & Learning Tasks
Introduction:
To start off class I will ask the students about what they know about nutrition labels. We
will discuss the responses and let those discussions lead into the lesson.
Presentation/Explicit Instruction:
Students will be given a PowerPoint presentation that will include all of the vocabulary that
they will need to know. As I go through each slide, I will stop and ask the students if they have any
questions, or if they need anything clarified before moving on the next slide. On these slides will
include the vocabulary, definitions, importance, and examples of what is on nutrition labels.
Structured Practice/Exploration:
After the PowerPoint, I will have the students talk with the person they are sitting next to
and discuss what notes they put in the Nutrition Label Vocab section of their notebook. I will
encourage the students to share their definitions that they wrote in their own words, and anything
else they wrote that will help them remember the words. This will use the students interpersonal
intelligence because the students will be collaborating and sharing notes.
Guided Practice/Specific Feedback:
Students will be given a vocabulary worksheet. On this worksheet, students will select any
ten words that they want from the lesson. After students select the words, they will describe the
word. Students will be given points for completing this worksheet and turning it in at the end of
class. This will be used as their exit slip from the classroom. This will give students extra practice
with their vocabulary words that they learned in class.

Independent Practice/Application:
Students will begin a 2-day homework assignment. This assignment will be to keep a food
log of everything they eat and drink for today and the following day. The food log that the students
keep at home will then be used as a part of lesson #3 for this unit.
Closure:
To close the lesson, the homework assignment will be passed out and explain to all of the
students. They will be told what I am looking for and how the log should be filled out. I will show
them an example log so they can have a visual aid to look at as I describe the assignment. Any
question can be asked and will be answer if any of the students are unsure about the assignment.
Students will also be told to bring in 3 food labels each to the next class. They will need to write on
the back of the label what the food is.
Differentiation, Individualized Instruction, and Assessment:
If the students are struggling with the material we can do the worksheet as a class so that
we can all discuss the material more in depth and hopefully help the students understand it more.
If the students understand the material and we move through the lesson quicker than planned, I
will go over the food log before the end of class, and they can begin to fill in what they have
already had to eat and drink so far in the day.
Research and Theory:
In this lesson I used multiple intelligences. I used verbal/linguistic intelligence when using
the PowerPoint presentation to teach the vocabulary. I used intrapersonal intelligence by having
the students create their own definitions of the words and relate the word to them to help them
remember the words. I used interpersonal intelligence by having the students discuss with a
partner the definitions that they came up and other notes they had to help remember the vocab.

Name: Mr. Jonathan Zahn

Grade Level: 9th
Subject: Health

Date: April 2014

Class Period: 4th
Lesson # & Title: Lesson #2 Reading
Nutrition Labels

Big Idea/Lesson Focus: Reading nutrition labels

Essential Question: Can the students read and understand nutrition labels?
Context for Learning:
The class that I am teaching consists of 9th grade students that are predominantly
Caucasian males. 3 African-American males and 1 female. There are5 students in the class who are
on IEPs. There are a handful of students who are in a discipline class for the most of the day
because they have disciplinary issues.
Function of the Lesson (check all that apply):
X Introduce New Skill or Content
X Review
X Practice
Remediation/Reteaching
Content Standards:
Standard 1: Students will comprehend concepts related to health promotion and disease
prevention to enhance health.
Standard 3: Students will demonstrate the ability to access valid information and products and
services to enhance health.
Standard 8: Students will demonstrate the ability to advocate for personal, family, and community
health.
Learning Objectives:
Students will be able to point out where everything is on a nutrition label
Academic Language (or A.L. Demands, A.L. Objectives):
Students will use language they learned in the previous lesson to help them read and
dissect nutrition labels. Students will use what they learned to talk in discussion, complete
worksheets and extend their knowledge.
Instructional Materials and Support:
Nutrition labels brought from home
http://www.nourishinteractive.com
http://www.aahperd.org/Health/pubs/he_standards.cfm
Prior Knowledge:
Students will have already learned all of the vocabulary that is found on a nutrition label.
They will be able to recognize all of the words and be able to name examples of foods that are high
in the nutrients on nutrition labels. Any other prior knowledge is knowledge that the student has
gained from outside of the classroom.

Assessments:
Pre-Assessment for the unit: I will start class with a quick review of the materials that
were taught in the previous lesson to make sure the students retained the material and
clarify and questions.
Assessment(s) during the lesson: Students will be given two worksheets. The first
worksheet will be a reference sheet the students can use to help them read food labels. The
second worksheet will be a sample food label for them to look over and also use as a
reference.
Assessment(s) at the end of the lesson: Students will be given two food labels that were
brought from home, and complete a worksheet comparing the two labels.
Post-Assessment for the unit: Students will be assessed over this material later in the
year on a comprehensive exam.
Strategies & Learning Tasks
Introduction:
I will have students turn in their three nutrition labels I asked them to bring from home as
homework into a basket sitting in the front of the class as they walk in. Once all of the students are
seated, I will begin class with a review of the material from the previous class, just to make sure
everything is clear to the students and there are no questions.
Presentation/Explicit Instruction:
The students will be given two worksheets to look at. The first will be a reference
worksheet that has notes on how to read nutrition labels and what to look for on nutrition labels.
We will go over this worksheet as a class so the students know what to look for on the labels.
Structured Practice/Exploration:
After going over the reference sheet, students will be given a sample food label. Based on
what the students learned on the reference sheet, I will have students discuss the sample food
label with the person sitting next to them. After allowing the students to talk to each other about
the sample label for 3-5 minutes, I will ask the students a few questions about what they were able
to read from the food label, and discuss what they looked for.
Guided Practice/Specific Feedback :
Students will be given two food labels from the basket of labels they turned in for
homework. Along with these two food labels, students will be given a worksheet to complete. On
this worksheet, students will answer questions comparing the two food labels.
Independent Practice/Application:
Students will continue to fill out their food log assigned in the previous class.

Closure:
To end class I will ask a few students to share some of the comparisons they had with their
two food labels. I will ask if anyone has any questions about the material or their food logs.

Students will turn in their worksheet with both nutrition labels stapled to the worksheet in the
front of the room on their way out of class.
Differentiation, Individualized Instruction, and Assessment:
To help Jared (selective mutism), when the students discuss their notes, I will allow him to
go over and talk with Kevin, who is the only student that he will talk to while he is at school. They
are neighbors and grew up together so he is very comfortable talking with him. If students are
given two similar food labels for the activity, they can trade it with one of the extra labels. If
students forget to bring in food labels and there is not enough for everyone to get two, the
students who did not bring any in will only get one and compare that food label with the sample
food label handed out earlier in class.
Research and Theory:
In this lesson, I use multiple levels of Blooms Taxonomy. Students will start the lesson
understanding the parts of a nutrition label. This also goes back to the previous lesson. Students
then apply the vocab that they learned when they are analyzing what is on the food labels and
comparing one food label to another. Students will also be learning through interpersonal
intelligence. Students will collaborate with other students and discuss with each other food labels.

Name: Mr. Jonathan Zahn

Date: April 2014
Grade Level: 9th
Class Period: 4th
Subject: Health
Lesson # & Title: Lesson #3 Healthier Option?
Big Idea/Lesson Focus: Comparing foods consumed to alternative options
Essential Question: Are there healthier option to what youre eating?
Context for Learning:
The class that I am teaching consists of 9th grade students that are predominantly
Caucasian males. 3 African-American males and 1 female. There are5 students in the class who are
on IEPs. There are a handful of students who are in a discipline class for the most of the day
because they have disciplinary issues.
Function of the Lesson (check all that apply):
X Introduce New Skill or Content
X Review
X Practice
Remediation/Reteaching
Content Standards:
Standard 1: Students will comprehend concepts related to health promotion and disease
prevention to enhance health.
Standard 3: Students will demonstrate the ability to access valid information and products and
services to enhance health.
Standard 5: Students will demonstrate the ability to use decision-making skills to enhance health.
Standard 8: Students will demonstrate the ability to advocate for personal, family, and community
health.
Learning Objectives:
Students will be able to recognize healthier food options.
Students will be able to explain why one food option is healthier than another.
Academic Language (or A.L. Demands, A.L. Objectives):
Students will use academic language from previous lessons. For this lesson, students will
be expected to use this language in the write up they will have to write during class.
Instructional Materials and Support:
http://nutritiondata.self.com/
Prior Knowledge:
After the last two lessons, students will have a good amount of prior knowledge of the
material. Some material the students will need for this lesson, they will research during class time.
Assessments:
Pre-Assessment for the unit: Food log which will be checked for completion at the
beginning of class.
Assessment(s) during the lesson: Students will self-assess themselves by looking at how
healthy the food that ate was over the past two days.

Assessment(s) at the end of the lesson: Students will write 5 short descriptions
describing 5 healthier options for foods that they consumed on their food log. They will do
this by researching foods they ate along with healthier options on
http://nutritiondata.self.com/.
Post-Assessment for the unit: Students will be assessed over this material later in the
year on a comprehensive exam.

Strategies & Learning Tasks

Introduction:
To start class, students will show their completed food log. After checking to make sure
everyone completed their food log, students will be explained the instructions for the project they
will work on in class.
Presentation/Explicit Instruction:
The only instruction for this lesson will be the directions for the project the students are
going to work on during class.
Structured Practice/Exploration:
Using http://nutritiondata.self.com/ students will select five items that they consumed off
their food log and research those foods nutrition label. After they research those, they will have to
research and find a healthier alternative for each food by researcher other food labels.
Guided Practice/Specific Feedback :
After finding the healthier alternatives, students will write brief descriptions for why each
healthier alternative is healthier than what they originally ate. They will be expected to use
evidence off of the nutritional facts of the healthier alternative and compare it to what they ate.
Independent Practice/Application:
If students are unable to finish all research and their write up in class, they will finish it as
homework and turn it in the next class period.
Closure:
Students will turn in their write ups at the end of class. If students are not finished, they can
take it home and finish it for homework. Before releasing the students, a few students will be
asked to share healthier options they found and what foods they were healthier options for.
Differentiation, Individualized Instruction, and Assessment:
If a student is unable to use the internet because they did not fill out the proper forms, they
can use the textbook to look at healthy foods and pick 5 and explain why they might be healthier
than some of the foods on their food log.
Research and Theory:
With this being the third and final lesson over nutrition labels, a theory used was backward
design. The goal of these lessons was for the students to be able to read nutrition labels and be
able to recognize healthier food options just by looking a nutrition labels. This was accomplished
by starting with the basics and going over the vocabulary, then how to read the labels, and finally

comparing the food labels. This lesson also has parts of other theories as well. This lesson
incorporates two levels of Blooms Taxonomy, analyzing and evaluating. Students are analyzing
nutrition labels and then comparing and evaluating each one to see which a healthier option is.
This lesson also involves one of Maslows Hierarchy of Needs. The level it involves is esteem. In
this lesson, the hope is that students will be confident enough to be able to look at nutrition labels
when they are outside of school at the store, and be able to make healthy choices about the food
that they buy. Also students are learning using intrapersonal intelligence. By comparing the food
the individual students are eating with healthier alternatives, they are relating what they are
learning back to themselves.

Safe Air & Water Lesson Plan

Objectives:
SWBAT:

Promote the importance of having clean and safe air and water. Standard 8
Describe how they can practice how to make the water and air cleaner. Standard 7
Understand what causes the polluting of air and water. Standard 1

Teaching Strategies:

Lecture and Discussion

Brainstorming

Multiple Choice:
1. Who creates most of the air pollution?
a. Its natural
b. Humans
c. Birds
d. Fish
Answer: b
2. Which of these are sources of air pollution?
a. Fossil fuels
b. Particulates
c. Smog
d. All the above
Answer: d
3. What percentage of Earths water is saltwater?
a. 97%
b. 80%
c. 50%
d. 38%
Answer: a
True or false:
4. Most pollution is natural, but some is created by humans. Answer: false
5. Water covers 1/3 of Earths surface. Answer: false
6. Sources of water pollution include toxins, lead and bacteria. Answer: true
Short Answer:

1. List 3 sources of air pollution.

Answers: fossil fuels, particulates, motor vehicle emissions, smog
2. List 3 sources of water pollution.
Answers: toxic chemicals (paint), dioxins (insect killer), lead, fertilizer, sediments, radioactive
waste, thermal pollution, microorganisms (bacteria), red tides (algae)
3. Name two ways you can keep the air and water clean.
Answers: Dont smoke, Dont leave cars running when it is not being driven, Carpool with
friends, Plant trees, Let water run for 30 seconds, Support community efforts to clean lakes,
river, etc., Contact health department if water from the faucet appears unusual, smells, or tastes
different, and more.
Essay:
4. How could you promote the importance of clean air and water?
Answer: discourage littering, dispose of garbage properly, dont smoke, car pulling, etc.
5. Describe what smog is and where it can be found.
Answers: smog is haze that results when water vapor in the air combines in the presence
of sunlight with motor emissions and the smoke from factories. It can be found in cities of high
population or near factories.
6. Describe ways you could change your daily life habits in order to clean the air and water.
Answers: Do not leave the water on while brushing your teeth; minimize the time spent
in the shower, try walking to places that are closer instead of driving, use less fossil
fuels etc.

Name: Jonathan Zahn

Date: 10/20/14
Grade Level:
Class Period:
Subject:
Lesson # & Title: Arthritis
Big Idea/Lesson Focus: osteo- and rheumatoid arthritis
Essential Question: What is the difference between osteo- and rheumatoid arthritis
Context for Learning:
Function of the Lesson (check all that apply):

Introduce New Skill or Content

Practice

Review
Remediation/Re-teaching

Content Standards:
Students will comprehend concepts related to health promotion and disease prevention to enhance health.
Learning Objectives:
SWBAT:
Describe what osteoarthritis is
Describe what rheumatoid arthritis is
Answer questions about arthritis in a case study
Academic Language (Academic Language Demands and/or Academic Language Objectives): osteoarthritis,
rheumatoid arthritis
Instructional Materials and Support: Youtube videos, case study, PowerPoint
Prior Knowledge: Students may have learned some information in previous health classes or in grade school. They
also may have prior knowledge because of a family member.
Assessment Plan:

Pre-Assessment for the unit:

Assessment(s) during the lesson: questions
o What occupations may cause osteoarthritis? What are some symptoms of arthritis? What would you
tell an older relative who has just been diagnosed with arthritis about arthritis?
Assessment(s) at the end of the lesson: case study
Post-Assessment for the unit:
Strategies & Learning Tasks

Introduction/Opening:
I will start the lesson off with a video that describes what arthritis is and different types of arthritis. It also
talks about how serious arthritis is.
Presentation/Explicit Instruction:
List and describe all of the symptoms, treatment, outlook, diagnosis, prevention of osteoarthritis and
rheumatoid arthritis, explain what the difference is between the two types of arthritis that the lesson focuses on
videos about arthritis and what it is like to live with arthritis, case study asking questions about arthritis and what you
would do in those contexts
Structured Practice/Exploration:

Guided Practice/Specific Feedback:

I will ask the students what they would tell a relative who had just been diagnosed with arthritis about
arthritis and have them put together an action plan of what steps to take to help them live with and treat their
arthritis.
Independent Practice/Application:
Closure:
I will ask the students if they have any final questions about arthritis or clear up any misconceptions they may
have.
Differentiation, Individualized Instruction, and Assessment:
Research and Theory:
The theory of planned behavior can be used with the question/action plan given to the students. They are
helping a family develop an intention of behaviors to develop and make their norms to help them live with diabetes.

Lesson Questions

1. What is arthritis?
a. inflammation of the bone
b. inflammation of the joint
c. breakdown of the bone
d. breakdown of a muscle
2. Circle all of the causes of osteoarthritis.
a. wear and tear
b. unhealthy diet
c. autoimmune disease
d. abnormal cartilage formation
3. What is the outlook of osteoarthritis?
a. gets better as you get older
b. stays the same
c. gets worse as you get older
d. goes away in 3-5 years
4. True or false: Osteoarthritis is the most common type of arthritis.
5. True or false: There are many things you can do to prevent osteoarthritis.
6. True or false: Arthritis is not a chronic disease.
7. What is the difference between osteo- and rheumatoid arthritis?
Osteo come from wear and tear of the joints and rheumatoid is an autoimmune disease
8. What are 3 symptoms of rheumatoid arthritis?
Joint pain and stiffness, Tired or weak, Fevers, Red and swollen joints, Numbness or tingling, Cysts
9. What 3 things does rheumatoid arthritis put you more at a risk for?
Higher rates of disabilities, serious infections, cardiovascular disease
10. If an elderly member of your family was showing symptoms of arthritis, what would you do?
Various answers, looking for explanation of treatments, advice on what they should, describe the outlook of
what to expect and symptoms
11. Explain how exercise in a pool helps people with arthritis?
Not as much weight, pressure, or force on joints, 90% less weight in the pool, water resistance can help build
up strength in joints

12. Explain how diet, rest, drug therapy and nondrug therapy are good treatments for people with rheumatoid
arthritis.
Diet- healthier diet=better immune system
Rest- takes pressure off of the affected joints
Drug therapy- drugs can be used to lessen the pain
Nondrug therapy- exercise can build up the muscles around the joint, physical therapy