Lesson Plan

Title of activity: Fats: A Concentrated Energy Source

Concepts covered in activity: Lipids (fats) are vital for many body functions.
Grade level or other prerequisites for activity:
10th-12th grade, 90-minute block period.
National FACS Standards:
14.2.1 Analyze the effect of nutrients on health, appearance, and peak performance.
14.2.2 Analyze the relationship of nutrition and wellness to individual and family health throughout the life span.
Learning objectives:
After reading the chapter, SWBAT compare and contrast the characteristic difference between saturated and
unsaturated fatty acids.
After completing the Whats My Job? worksheet, SWBAT list five functions of lipids in the body.
After completing the Whats My Job? worksheet, SWBAT summarize how the body digests, absorbs, and
transports lipids.
Materials:
Whiteboard and markers
Whats My Job? worksheet
Nutrition and Wellness for Life (textbook)
Instructional planning: Have class set up for easy transition between individual and group work.
Procedure/activity:
Engage

Student Activity
Review last lesson by answering review
questions.
Work with my table partner to write down two
fat misconceptions and one good thing about fat.
Share ideas with the whole class.

Teacher Activity (Include general timeframe)

9:35am Briefly review carbohydrates and how
they relate to healthful eating by asking
questions.
Can anyone remember hat we discussed
last class? Thats right carbohydrates.
What is a basic function of a carbohydrate
in the body?
What are some food sources of
carbohydrates? Common and uncommon.
How did we connect our new knowledge
of carbohydrates to the topic of healthful
eating? Balance, variety, whole foods,
fiber 5minutes
Introduce todays topic, Fats. Read objectives.
Hook: Have students turn to their neighbor
and between the two of them write down
two things they think are misconceptions
about fats and one thing they think they think
is good about fat. Have students tell you
some of the misconceptions they thought of
and write their answers on the board. Then
have students tell you what they think is good

about fat and write those on the board.

Briefly discuss the answers with the class
(serves as a preassessment). 10 minutes.
Explore

Explain

Write down a few items that I know about fats

and a few things that I think I know. Turn in my
ideas.
Listen as instructor introduces fats and how it is a
sensitive nutrition topic. And take notes on
anything that I find new.

Individually read pages 133-140 in chapter 6 and

then fill out the worksheet Whats My Job? in
my guidebook.
Get ready to go for our daily walk.
Walk for 30 minutes.
Check my ending heart rate.

Have students jot down what they know

about fats and what they think they know.
Collect what they write down.
Direct Instruction: Explain that the reason you
started this way is because fat is a really
sensitive topic to many people. There are vast
misconceptions about it and there is a great
amount of fear surrounding it. Fear of eating
fat and fear of being fat A trend for many
years was that fat should be avoided at all
costs because it makes you fat while in truth,
just like carbohydrates, fat plays a vital role in
human nutrition. Along with filling specific
needs for your body it also helps you feel
satisfied with what you eat. The key to
integrating fats into healthful eating is to
remember the importance of balance and
moderation in a healthy diet. Now lets learn a
little bit more about the science of fats. 5
minutes.
Have students individually read pages 133140 in chapter 6 then fill out the Whats My
Job? worksheet found in their guidebooks.
20-25 minutes.
Write some of the themes of what students
know and think they know in columns on the
board while they read.
Wander room to make sure students are
reading and finding the answers they need.

Elaborate

Remember my number that got counted off and

then meet with my group. Contribute to the
creation of a concept map about fat using terms
and concepts I learned from reading the chapter.

Evaluate

Reflect on what we knew at start of class and

now know.
Compare concept maps and make changes if
desired.

At 10:15 have students get ready to take our

daily walk for class.
10:50 get back to class, have students take
their ending heart rate.
10:53 Count students off by 8 so they break
into groups of 5. Have each group create a
concept map of fat using important terms
they learned from what they read. Refer
students to their notes in their notebook on
the four steps of concept mapping.
Closure:
Have students reflect on the things that they
thought they knew at the beginning of class.
See if we can now add more to the know
column.
Have any of your thoughts changed?

Turn in the concept map my group created.

Have the groups pair up and compare and

contrast their concept maps. Make changes
to their own before turning them in.
Reiterate that even though many people see
fat as a bad thing it is necessary for life and
even good for us.
Introduce next class topic: we will discuss
food sources of fat, and fats relationship to
heart disease, obesity and cancer.
Have groups turn in the concept map as they
leave class (start next class my creating a
concept map review on the board after
reviewing students responses).

Assessment:
Formative: For this lesson I will use the brainstorm at the beginning of class to pre-assess what the students
know about fats before we start. Then I will have them complete a little list of what they know about fats and think they
know so that we can compare their knowledge at the end of class. The Whats my job? worksheet will give students
the opportunity to use what theyre learning to describe what fats do, which helps form their knowledge as well as
assesses whether or not the students is grasping the concepts correctly. The concept maps that the students create will
also help me assess how their knowledge about fats is shifting and how their concepts are fitting together.
Anticipated misconceptions/ alternative conceptions: fats are bad, fat makes you fat, low-fat is always better for your
health
Accommodations/modifications of activity: Make sure student with para is in a group that is inclusive during concept
mapping. The worksheet will be due the next class period to allow for work at home if a student needs the time.

Post Lesson Reflection

To what extent were lesson objectives achieved? (Utilize assessment data to justify your level of achievement)

What changes, omissions, or additions to the lesson would you make if you were to teach again?

What do you envision for the next lesson? (Continued practice, reteach content, etc.)