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COMPONENTS OF A LESSON PLAN

1. RATIONALE - According to the CDC, childhood obesity has risen from 7% to 18% from the years
1980 to 2012. The importance of nutrition and understanding the impact of foods in our bodies, is a
lesson that the students can use for a lifetime. And though they might not think they need to know
what is going into their bodies now because of what they see on the weight scale, understanding
nutrition is far more than whats on the scale. This nutrition unit plan will be a guide for the teacher
to teach the students how the digestive system works and what nutrients are most important for
your body and what organs they impact the most. This plan will also help the teacher teach
students to understand and analyze the difference between vegan and non-vegan diets, as well as
how to understand a nutrition label. The lesson plan will also include activities that better help
students understand the impact of other food substances, like sugar and cholesterol in foods and
drinks.
2. TARGET AUDIENCE - 6th grade students, in this class we have 1 ELL students and 2 students
who have 504s, none of which have an aid. The students accommodations have not been given to
us yet, however, students have be given the material a day before to study and become familiar
before the day of the lesson.
3. NEW JERSEY CORE CURRICULUM CONTENT STANDARDS-2.1.6.B Eating patterns are
influenced by a variety of factors. 2.1.6.B.4 Compare and contrast nutritional information on similar
food products in order to make informed choices. 2.1.8.B Eating patterns are influenced by a
variety of factors. 2.1.8.B.1 Analyze how culture, health status, age, and eating environment
influence personal eating patterns and recommend ways to provide nutritional balance. 2.1.8.B.2
Identify and defend healthy ways for adolescents to lose, gain, or maintain weight.
4. TIME REQUIRED - 80 minutes
5. GOALS - To teach the 6 nutrients in foods (Carbohydrates, protein, fat, water, minerals, and
vitamins), what is nutrient deficiency, and what are other substances in food.
6. OBJECTIVES - Psychomotor-Students will be able to research and define the substance or
nutrient term their group was given in the allotted amount of time and then be able to teach other
students in the jigsaw activity. Students will be able to cut, label, and fill the terms in the definition
note fold and place in their notebooks. Cognitive: Students will be able to identify the 6 different
nutrients and be able to give examples after theyve researched and applied themselves to the
jigsaw activity. Students will be able to list other substances in food, like fiber and cholesterol, and
know why they are beneficial or detrimental to their health. Students will be able to know what are
a consequences of nutrient deficiency. Social: Students will be able to work in teams politely and
quietly to successfully participate in the jigsaw activity. Students will be able to use scissors in an
appropriate manner and be respectful to the teacher's belongings that she is lending them,
scissors and rulers.

7. CONTENT - In this lesson, students will define the 6 nutrients and other substances in food. After
defining, students will also list examples and possible consequences for someone who has a
nutrient deficiency. Below possible definitions, examples, and consequences are listed.
Nutrients: substances that provide essential nourishment, humans body have 6 essential
nutrients. Ex. Carbohydrates, Fats, Protein, Vitamins, Minerals, Water.
Carbohydrates: sugars and starches that provide your body with most of its energy. Ex. pasta,
bread, fruits.
Protein: nutrients your body uses to build, repair, and maintain cells and tissues. Ex. Chicken,
turkey, and beans.
Fats: unsaturated fats- fats that remain liquid at room temperature. Ex. vegetable oils, nuts,
avocados. saturated fats- fats that are solid at room temperature. Ex. red meat, butter, and whole
milk.
Vitamins: substances needed in small quantities to help regulate body functions.. Ex. Vitamin A
(healthy skin)
Minerals: elements needed in small quantities for forming healthy bones and teeth, and for
regulation certain body processes. Ex. Iron (making red blood cells) Potassium (promotes proper
nerve function)
Water: a nutrient that is vital to your life, it makes up half of your body, transport nutrients and
helps you digest food.
Fiber: the part of fruits, vegetables, grains, and beans that your body cannot digest. May help
reduce your chances of certain cancers
Cholesterol: is a substance used by the body to build cells and protect nerve fibers. Liver
produces it and eating foods high in cholesterol may affect the cholesterol in your blood. Low
density cholesterol is bad cholesterol and may leave behind deposits in the blood. High Density
Cholesterol helps lower LDL.
Sugar: sugar is not harmful in moderate amounts, however, too much of it can lead to weight gain
and type 2 diabetes. Ex. added to everything.
Sodium: nutrient that helps control balance of the fluids of the body. Added to foods to preserve
them.
Caffeine: a substance that stimulates the nervous system. Ex. Adding to coffee and chocolate.
8. MATERIALS/PREPARATION At Least 8 computers or laptops
Definition foldables; copies of 40 each class
Scissors
Pencils or pens
At least 8 health books
Projector or tv in the classroom with compatible laptop
Powerpoint with additional information about nutrients and other substances in food
Compatible phone and laptop to assess
Cards with topics labeled with a letter and number
9. ACTIVITY/PROCEDURE (METHOD) Time: 10 minutes

Teacher will say Good Morning ClassOnce

students walk into the class and settled, they
will work on the questions on the board, as a

Do Now Activity and use their notes from last

class to answer them. The questions are, what
organ secretes bile? Why do people get
heartburn? Which intestine absorbs most of
the nutrients? The teacher will take attendance
while this is happening. Once students have
complete the questions, a review of what
happens during digestion will be explained and
questions will be answered. Please have
students clear their desk after this is finished.
Time: 6 minutes

The teacher will then explain todays lesson.

Todays lesson is about things that are in our
food and that are noted in our food, but we
really dont know what happens to our body
when its digested. The teacher will go on and
say that this activity requires us to learn our
topics and then teacher it to another group of
students.
Once students are ready, students will be
handed the definition foldables and be asked
to nominated on leader at their table to get
scissors for everyone in their group. They will
cut along the dotted line and label the front flap
the 12 terms.

Time: 18 minutes

After, the teacher will then explain that each

table, 7 tables, will get 2 topics each(please
look at attachment for topic sheet). Each table
will also receive a laptop and a green health
book to research their topics. They must
research their topics definitions in relation to
the human body, an example, or fun fact about
it. The definitions will be written on the
unfolded part of the definitions foldables and
the examples of impact on the body fact will be
written on the inside of the folded flap. Ask if
students have any questions? Please use
example to demonstrate.
The same leader that went to retrieve the
scissors will get the laptop for their table. Once
they have their laptop, they can begin
researching their 2 topics. Remind students the
remaining time, if they seem to be going off
task.

Time:15 minutes

Once students have finished the first phase of

the jigsaw activity, have students label
themselves letters a through d. Then call all
As to the 1st table, Bs to the 2nd table and
so on. Students will then share their topics
definition, fun fact, and/or examples to other in
the group so they can finish their definition
foldable. Remind students the remaining time,
if they seem to be going off task.

Time: 10 minutes

After students to go back to their original seats.

Explain that now we will share what each
group found about their topic and we, as a
class, will discuss any misunderstandings.

Time: 16 minutes

Obviously the students will find that 4 topics

are missing. Explain that the teacher will
provide definitions and examples of the terms
through powerpoint. Please look at the
attachment.

Time: 5 minutes

As an assessment, students will be able to

complete the learn section of their KWL chart
that they have previously made on the giant
post it notes. Once that is done, have students
clean up and put their definition foldables in
their folders.

10. EVALUATION In the last few minutes of the lesson, students will grab their KWL chart and fill in
the part what have they learned about nutrition. They can put anything from what are the 6
nutrients to a fact that they learned during the powerpoint or while they were researching their
term. The KWL charts were done as a group but students will need to put their initials next to the
one thing they learned about nutrition today.
11. ALTERNATIVE PLAN If time is shortened, you can start this lesson by using the powerpoint first
and guiding the students to complete the definition foldable. Then hand out the topics and
complete jigsaw in the next class.
12. References. https://www.pinterest.com/pin/287667494928528602/
Glencoe: Teen Health textbook

dEFINITIONS

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Topic: Vitamins and Cholesterol
Directions: Your group can use the green health books and/or the laptops to complete this
activity. You will research your topic. Below are some guidelines to follow when researching:
Topics definition
Topics impact on the body and what would happen if you didnt have it in your
diet
Examples of your topics
Everyone in your group should be writing notes but not in your definition note fold.

Topic: MInerals and Sodium

Directions: Your group can use the green health books and/or the laptops to complete this
activity. You will research your topic. Below are some guidelines to follow when researching:
Topics definition
Topics impact on the body and what would happen if you didnt have it in your
diet
Examples of your topics
Everyone in your group should be writing notes but not in your definition note fold.

Topic: Water and Fiber

Directions: Your group can use the green health books and/or the laptops to complete this
activity. You will research your topic. Below are some guidelines to follow when researching:
Topics definition
Topics impact on the body and what would happen if you didnt have it in your
diet
Examples of your topics
Everyone in your group should be writing notes but not in your definition note fold.

Topic: Sugar and Caffeine

Directions: Your group can use the green health books and/or the laptops to complete this
activity. You will research your topic. Below are some guidelines to follow when researching:
Topics definition
Topics impact on the body and what would happen if you didnt have it in your
diet
Examples of your topics
Everyone in your group should be writing notes but not in your definition note fold.