CEP Lesson Plan Form

Teacher: Heidi Borrego

School:
Rocky Mountain
Teen Choices
Title: Whats eating you?

Date: 10/29/2015
Grade Level: 9

Content Area:
Lesson #:_1_ of _1_

Content Standard(s) addressed by this lesson:

(Write Content Standards
directly from the standard)
FMCS.08- Use reasoning processes, individually and collaboratively, to take
responsible action in families, workplaces and communities

FMCS.12- Synthesize wellness practices that impact an individuals physical

and emotional health, optimal performance, quality of life and longevity.

Understandings: (Big Ideas)

Students will be able to understand the connection between stress and eating
disorders.
Students will be able to define the differences between anorexia nervosa,
bulimia nervosa, and binge-eating disorder.
Students will be able to recognize the warning signs of someone with an
eating disorder.
Students will be able to describe ways in which they personally can build a
positive self-image and ways that they can help other people to build positive
self-images.
Inquiry Questions: (Essential questions relating knowledge at end of the unit of
instruction, select applicable questions from standard)
Why are eating disorders so complex and hard to recover from? What are the
many aspects that go into developing an eating disorder?
What are some ways that would be beneficial for our society to change in
order to decrease the chances of someone developing an eating disorder?
What are some things that you personally can do in your life to decrease the
chances of you or someone you know from developing and eating disorder?
Evidence Outcomes: (Learning Targets/Objectives)
Every student will be able to: (Create your own lesson objectives from the
standard, follow the ABCD format, using student voice)
I can: recognize the differences between the three eating disorders and can explain
why they are harmful and ways to help an individual recover from an eating
disorder.
This means: I will be more prepared to cope with someone close to me or myself
developing an eating disorder.

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List of Assessments: (Write the number of the learning target associated with
each assessment)
Pre and Post-assessment quiz
Characteristics worksheet
Scenario response
List of Significant Vocabulary: (List the significant vocabulary words and
definitions for this lesson)
Anorexia Nervosa- A potentially life-threatening eating disorder characterized
by self-starvation and excessive weight loss.
Bulimia Nervosa- A potentially life-threatening eating disorder characterized
by a cycle of binge eating and compensatory behaviors such as self-induced
vomiting to undo or compensate for the effects of binging.
Binge-Eating Disorder- A potentially life-threatening eating disorder
characterized by binge eating and the feeling of not being able to control how
much you eat. Unlike bulimia, this binge eating is not followed by purging and
often leads to obesity.
Body Dysmorphic Disorder- A body-image disorder characterized by
persistent and intrusive preoccupations with an imagined or slight defect in
ones appearance.

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Planned Lesson Activities

Name and Purpose of Lesson
Should be a creative title for you and the students
to associate with the activity. Think of the purpose
as the mini-rationale for what you are trying to
accomplish through this lesson.

Whats eating you?

This lesson teaches students about eating disorders, the harm
of eating disorders, the complexity of eating disorders, and
ways to help someone recover or avoid an eating disorder.
It teaches students the importance of mental and nutritional
health for themselves, their families, and their communities.

Approx. Time and Materials/Procedures

How long do you expect the activity to last and
what materials will you need? What do you need
to collect, prepare, reserve, set-up, etc. ahead of
time?

90 Minutes
Pre-Assessment (one for each student): 4 minutes
Youtube video https://www.youtube.com/watch?
v=87P2loH02E8 : 11 minutes
PowerPoint with students filling out skeleton notes: 20
minutes
Student worksheet organizing characteristics of eating
disorders, followed by discussion (one worksheet per
person): 15 minutes
Scenario of someone you know having an eating disorder
and students write a letter to that person (students
provide own paper): 15 minutes
Post-Assessment (one for each student): 5 minutes
White pieces of paper for each student for the selfesteem activity: 20 minutes

Pre-Assessment
How will you pre-assess students knowledge of
the topic to be covered? Describe both formal
and informal ways you will assess their knowledge
Anticipatory
Set/Focus/Hook/Engagement/Motivation/Intr
oduction
The hook grabs students attention and
engages them from the start. These are actions
and statements by the teacher to relate the

Students will take a short multiple choice and true/false quiz

before we start class to determine what students already know
about eating disorders.
Youtube clip: https://www.youtube.com/watch?v=87P2loH02E8

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experiences of the students to the objectives of
the lesson and to put students into a receptive
frame of mind.
To focus student attention on the lesson.
To create an organizing framework for the
ideas, principles, or information that is to
follow (advanced organizers)
An anticipatory set is used any time a different
activity or new concept is to be introduced.
Procedures/Instructional Input/Learning
Chunks/Scaffolding for Learning (this is the
largest part of your lesson plan)
(Include a play-by-play account of what will
happen in the class from the minute students
arrive to the minute they leave your classroom.
Indicate the length of each segment of the lesson.
List actual minutes.)
Include the following components in scripted
format:
-Teacher input-what you will share (lecture
outline, notes of interest, facts, vocabulary,
description of activities, etc.)
-Modeling (demonstrations, stories, examples,
etc.)
-questioning strategies (what questions will you
ask to CSU)
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other (FCCLA, FFA, etc. connection)

Students will have 5 minutes at the beginning of class to

complete the pre-assessment quiz. While students are
doing their quiz I will pull up the Youtube clip.
After I have collected the quizzes I will explain that we
have been talking about stress and different ways people
cope with stress and today we are talking about eating
disorders as one coping mechanism. I will explain that we
will watch a clip about two individuals that suffered from
eating disorders and their stories about their experience.
After the video I will ask what everyone thought.
o Did anyone learn anything new about eating
disorders or people that suffer from eating
disorders?
o What did they say was the reason it was so hard to
get over an eating disorder?
o What did they say they believe needs to happen in
order to reduce the chance of other people
suffering from eating disorders?
I will then handout the skeleton notes for them to fill in
and explain that as I teach them more about eating
disorders they need to fill in the notes so they have those
to keep for future reference.
I will go through the PowerPoint and ask if people have
questions along the way, as well as ask more probing
questions to make sure the students are understanding.
o Make sure students know why people develop

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Closure/Conclusion/Summary/Adjustments/

eating disorders. It starts out for control and

eventually ends up controlling them.
o Males and females can develop eating disorders.
o Can eating disorders be fixed just by telling the
person to eat healthier?
o What are some important aspects for an individual
to have in order to be successful in recovering from
an eating disorder?
Pass out eating disorder characteristics worksheet and
explain assignment. There is a characteristics key on the
worksheet and there are the three eating disorders in
three separate boxes. Students will write each
characteristic in the box labeled with the eating disorder
that that characteristic is associated with. Students will
have 10 minutes to complete the worksheet. They can
work with their table groups or individually. Once
students have categorized all the characteristics we will
go over it as a class. If some of the characteristics are in
the wrong place we will discuss where it should really go
and why.
After students have done this project to recognize how to
identify the different eating disorders, then they will write
a response to different scenarios about how they would
respond if the person in the scenario was their friend and
they were suffering from an eating disorder. Students will
have to identify which eating disorder is being describes
and what they would say and/or do for that friend. I will
explain that this allows me to see if they understand how
to respond if someone in their lives ever develops an
eating disorder. Students will have 15 minutes to respond
to the scenario.
Once students have completed their responses they will
take the same quiz that they did for the pre-assessment
to see if they learned anything from the class.
With the last 15 minutes of class we will do a positive

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Wrap-up/Clean-up
Those actions or statements by a teacher that are
designed to bring a lesson presentation to an
appropriate conclusion. Used to help students
bring things together in their own minds, to make
sense out of what has just been taught. Any
Questions? No. OK, lets move on is not closure.
Closure is used:
To cue students to the fact that they have
arrived at an important point in the lesson
or the end of a lesson.
To help organize student learning
To help form a coherent picture and to
consolidate.

Differentiation/Modifications/Adaptations/Ac
commodations To modify: If the activity is too
advanced for a child, how will you modify it so
that they can be successful?
To extend: If the activity is too easy for a child,
how will you extend it to develop their emerging
skills?
Assessment/Pre-Post/On-going
How will you know if students met the learning
targets? Review each learning target and
determine the assessment that met that target.
Can the students answer your inquiry questions?
Write a description of what you were looking for in
each assessment.

self-esteem building exercise. Each student will get a

white sheet of paper (it could be a computer piece of
paper or a larger one if its available). The students will
get 3 minutes to write their name at the top of the page
and come up with a positive word that describes them
(nice, persistent, patient, good-listener, etc.). Once
students have written their name and their word they
then have to go around to all the other students in the
class and write a positive word about each of their peers.
It has to be a positive word and they should try and think
of different words. They cant just write nice on every
students paper. This activity is intended for them to see
the positive way other people see them. They can hold on
to this piece of paper as a reminder of all their good
qualities.
At the very end of class I will encourage all the students
to be conscious about what they say to people and to be
aware of how it will make that person feel. I will challenge
them to give at least 2 people sincere complements that
they may not usually talk to.
For students that need more assistance I will give them already
completed notes that they wont need to fill in. I will also insist
that students work in groups to fill out the characteristics
worksheet and to write responses to scenario.
For students that need more of a challenge I will have them
create their own notes instead of getting skeleton notes. For the
characteristics worksheet I will also have them write their
reasoning as to why they placed the different characteristics
with the different eating disorders.
I will have multiple assessments. I will have the formal pre and
post-assessment quiz. The characteristics worksheet and the
scenario response will also allow me to determine if the
students understand the differences between the eating
disorders as well as if they know the resource options and needs
of a person trying to recover from an eating disorder.

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Eating Disorders Notes

What is an eating disorder?
An illness that causes ___________ _____________ in a persons every day ________.
Sever distress or concern about __________ __________ or __________ may also signal
an eating disorder.
What are the causes of an eating disorder?
Researchers have found that eating disorders are caused by a complex interaction
between _____________, _____________, _____________, _____________, and
____________ factors.
The desire to want to _____________ something in a persons life can also contribute to
someone developing an eating disorder.
_____________ Nervosa
There are four diagnostic criteria:
o Refusal to ___________ _____________ within a normal range for height and
age.
o Intense fear of _____________ _____________ despite being underweight.
o Sever ____________ ______________ _________________ in which body
image is the predominant measure of self-worth with denial of the severity of the
illness.
o For girls that have gone through puberty and have their period, absence of the
______________ ______________ for greater than three cycles.
There are two types of anorexia nervosa:
o _____________- means a person restricts their food intake to lose weight.
o ________________________- where they ingest food, but then use some habit to
lose the calories they have taken in such as vomiting or taking laxatives.
This differs from bulimia in that the person is at least _____ below ideal
body weight.
Symptoms of anorexia: (write down a few that you want to remember)

_____________ Nervosa
There are four diagnostic criteria:
o Recurrent episodes of ___________ ____________ accompanied by a feel of a
lack of _____________.
o Repeated behaviors to make up for eating normal or increased amounts of food to
prevent weight gain (__________, ____________, ____________, ___________
___________).

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o The binge eating and purging occur at least __________ a __________ for
_________ __________.
o Dissatisfaction with __________ ___________ and ___________.
There are two types of bulimia:
o _____________- involves self-inducing vomiting or the misuse of laxatives.
o _______-___________- involves alternative ways of getting rid of calories, such
as fasting or excessive exercise.
It is almost impossible to tell from appearance alone if someone has
bulimia.
Most people with bulimia maintain a healthy body weight.
Symptoms of bulimia: (write down a few that you want to remember)

__________-___________ Disorder
Binge-eating disorder has just ____________ been recognized as a ______________.
With binge-eating disorder, a person feels that they have no _____________ over how
much they eat and they will usually continue eating even after they are ______________
___________.
Unlike bulimia, these people do not ____________ after eating.
After binging, a person usually feels ____________ and shame ____________, which
causes them to ___________ ____________ again.
A person with binge-eating disorder is typically _________________ or _____________.
They are at high risk for developing ____________________ __________________ and
___________ ____________ ______________.
Facts About Eating Disorders
In the US, as many as ____ _____________ people have an eating disorder.
__ in ____ females in the US suffer from anorexia. __ to __ in ____ women suffer from
bulimia.
Women are more likely than men to develop an eating disorder, however, men can have
an eating disorder. An estimated _____% of individuals with an eating disorder are men.
Anorexia nervosa has the __________ early death rate of any mental illness.
Most people with an eating disorder _________ receive mental health care.
Almost _____% of people with an eating disorder meet the criteria for depression.
Treatment for Someone with an Eating Disorder
Treatment plans for a person with an eating disorder are usually tailored to each persons
individual needs.
Successful treatment plans usually include __________, ___________ counseling, and
sometimes __________________ such as antidepressants or mood stabilizers.
It may be necessary to help someone recovering from an eating disorder to find a
healthier __________ ____________.
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Getting ___________ and _____________ involved can also help the recover process.
Usually a person recovering from an eating disorder needs help in adjusting their
____________-____________.

Characteristics of Eating Disorders

Under the correct eating disorders heading, write the LETTER of the related
characteristic. Some of these characteristics may fit into more than one
eating disorder category.
A. Appear to be normal weight
B. Secretive bingeing and hoarding of junk food
C. Lack of control over eating habits and exercise
D. Distorted body image
E. Fear of becoming fat
F. Typically weigh more than 30% of ideal body weight
G. Possible effects are weight gain, high blood pressure, heart disease, and
diabetes
H. Often visits restroom after eating large quantities of food
I. Obsessed with desire to be thin
J. Tooth erosion and esophagus problems
K. Extreme overeating with high fat / high calorie foods
L. Excess body fat
M. Possible hair loss - brittle bones - organ damage - death
N. Regularly eat large quantities of food at one time
O. Lose 20% of ideal body weight
P. Purge foods by vomiting or laxative abuse
Q. Restricting foods
R. Eat quickly until uncomfortably full
Anorexia

Bulimia

Binge-Eating Disorder

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Name:____________________

Eating Disorder Quiz

1. More than 10 million people in the US have an eating
disorder. True/False
2. What are two reasons a person develops an eating disorder?

3. Only women develop anorexia, while bulimia can effect both

men and women. True/False
4. Eating disorders are harmless to the body. True/False
5. You can always tell when someone has an eating disorder
because of their outward appearance. True/False
6. Which eating disorder is most common?
a. Anorexia
b. Bulimia
c. Binge-eating disorder

Name:____________________

Eating Disorder Quiz

7. More than 10 million people in the US have an eating
disorder. True/False
8. What are two reasons a person develops an eating disorder?

9. Only women develop anorexia, while bulimia can effect both

men and women. True/False
10.
Eating disorders are harmless to the body. True/False
11.
You can always tell when someone has an eating
disorder because of their outward appearance. True/False
12.
Which eating disorder is most common?
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a. Anorexia
b. Bulimia
c. Binge-eating disorder
Eating Disorder Scenarios
Scenario 1:
You notice that your friend has begun to work out several times a day and is
constantly complaining about her body. She is not under-weight, but her weight
constantly fluctuates. She often skips meals, but when she does eat, she
immediately excuses herself to the bathroom. She has very low self-esteem and
thinks that if she loses weight then everything will be all right.
Scenario 2:
You have noticed that your friend eats very little at lunch; however, when you are
with him on the weekend he tends to eat large quantities of food. Also, all of his
conversations tend to be focused on his body image and lately he has been
withdrawing from activities because of embarrassment about his weight.
Scenario 3:
Your friend has become excessively thin yet she constantly complains that she is too
fat. She has begun a strict workout routine after school which involves two hours of
intense training. At school you have noticed she is always tired and last week she
fainted at her locker. In addition, at lunch she is always concerned about the
amount of calories that she is consuming.
Scenario 4:
Lately your friend has been going through a very stressful time in her life. You notice
that every time you are with her she is eating as much food as she can get her
hands on. She talks about being upset that she just ate so much, but the next time
you see her she is eating large amounts of food again. She has started to gain
weight rapidly and feels ashamed of her appearance.

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Post Lesson Reflection

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

2. What changes, omissions, or additions to the lesson would

you make if you were to teach again?

3. What do you envision for the next lesson? (Continued practice,

reteach content, etc.)

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