[Food and Nutrition II]

Intro to Nutrition
Overview:
Students will be introduced to nutrition today, by creating different analogies of what they think nutrition is, and feels like, etc. It will be a fun way to incorporate creative and critical thinking into the first class of the school year. Students will have the opportunity to get to know each other a little bit better as we create our classroom environment.

[9-12] [Week 1, Monday]

Teaching Materials
! Blown up picture of a nutritious meal, and a blown up picture of a less/not nutritious meal. Students will need a paper and pencil. White board marker.

! !

Standards/Objectives:
I will use this class period to introduce the students to the nutrition class and let them get a better idea of what we are going to be learning throughout the semester. I will use ice-breakers to get started on creating a fun classroom environment.

Introduction/Set Induction (11 Minutes):

Welcome students to class. Introduce myself and have each student introduce themselves to the rest of the class.

Transition (3 Minutes):
I will have one student from each table come and grab a worksheet for each member of their table.

Lesson Body (31 Minutes): (Synetics)

PHASE 1: Description of Present Condition (14 Minutes): I will first begin by having the students write down what they believe a nutritious meal consists of. They will then write down what they ate for breakfast, lunch, and dinner the day before. I will have them pick one of the three meals and write down what they think the process of cooking that meal was.

[Intro to Nutrition, Synetics Lesson]

I will then put two pictures up on the board, one that shows a meal following the My Plate guidelines, and the other not following the guidelines. The students will describe the situations as they see them.

Transition (2 Minutes):
Students will be asked to get into groups of two. PHASE 2: Direct Analogy (7 Minutes): Then I will have the students individually create an analogy of Nutrition is Once each student has come up with an analogy on their own they will be asked to pair up with one other person, and then two groups will pair so that four students are working together to decide which analogy was the best out of the four. Once they have picked the analogy for the group they will describe and explore it further.

PHASE 3: Personal Analogy (4 Minutes): As a class we will create a list of what the analogy, looks like, feels like, smells like, tastes like, etc.

PHASE 4: Compressed Conflict (4 Minutes): In their groups of four students will take two of the words off the list we created as a class. They will be given the instructions to pick words off the list that are opposites of each other. Once they have created a few pairs of words they will choose on that they like the most.

PHASE 5: Direct Analogy (2 Minutes): Using their favorite pair of words the students will create a new analogy based on their new words. They will use the words to describe the new analogy.

Summary/Closure (5 Minutes):
PHASE 6: Re-Examination of Original Task (time): I will then as the class, what is nutrition? and have each group respond with their analogies.

[Intro to Nutrition, Synetics Lesson]