Developmental Lesson Plan

Teacher Candidate: Sarah Boccella, Selena Garrett, Brooke

Moyer
Date: 04/12/2018

Group Size: Whole group

Allotted Time: 30-40 minutes

Grade Level: 3rd

Subject or Topic: Calories & Nutrients

Common Core/PA Standard(s):

Standard - 11.3.3.E

Define energy-yielding nutrients and calories.

Learning Targets/Objectives:
 The students will be able to define and identify energy-yielding nutrients
 The students will be able to compare fast food items by using the nutrition guide.
 The students will be able to discuss in groups why maintaining a healthy calorie intake
is important by investigating fast food meals.

Assessment Approaches: Evidence:

1. The teacher will use “thumbs-up
thumbs-down” to see if the students
are understanding.
2. Students will fill out an exit slip on
what technique they used to find their
pulse and how to calculate their heart
rate.
1. If a child puts their thumb down, the
teacher will go over the information
again.
2. If students are able to define and
answer the questions and identify the
importance of watching of watching
calorie intake

Assessment Scale:
1. Students will put their thumbs up showing that they understand the material. If they
do not understand, they will put their thumbs down.
2. We will use a rubric to grade the student’s exit slip by using a 0-5 scale.
 0: The student was not able to define or identify energy-yielding nutrients or explain
the importance of watching calorie intake.
  1-2: The student was able to define and identify energy-yielding nutrients, but not
define or explain the importance of watching calorie intake.
 2-3: The student was able to define and identify energy-yielding nutrients, but not
explain the importance of watching calorie intake.
 4-5: The student was able to define and identify energy-yielding nutrients as well as,
explain the importance of watching calorie intake.

Subject Matter/Content:
Prerequisites:
 Food Plate Lesson
Key Vocabulary:
 Calories: the amount of unit of energy produced by food and released when nutrients
are broken down in the body
 Serving Size: a specific amount of a food or drink recommended
 Portion Size: the amount of food that happens to end up on the plate
 Nutrient: A substance in a food or drink that is used by the body.
 Energy-yielding Nutrient: The nutrients in foods that provide calories.
 Carbohydrate: Nutrients that supply the main source of energy for your body.
 Fat: Nutrients that provide energy and give foods flavor.
 Protein: A nutrient that is needed to build, grow, and repair body cells.
Content/Facts:
 The number of calories you consume should match the calorie needs of your body.
 When choosing what to eat, you should think about more than just the calorie content
of the food. You should also consider whether or not the food you choose contains all
the nutrients your body needs.
 Excess calories are stored as potential energy, mostly in the form of body fat.

Introduction/Activating/Launch Strategies:
 Students will be given five “yes or no” pre-questions from the powerpoint slide on
information that they learned in previous lessons.
 Teacher will play a short youtube video titled “What are Calories?” to introduce the
topic.

Development/Teaching Approaches:
Mini Lesson:
 The teacher will use the powerpoint slides to talk about calories and nutrients while
the students complete a fill-in-the-blank note sheet.
o Slide 1: What Do You Know?
 As a class, students will answer “yes or no” to the 5 questions on the
slide to access their prior knowledge from previous lessons
o Slide 2: What Are Calories?
o Slide 3: Serving Size
 Students will discuss and come up with an answer to the italicized
question on the slide
o Slide 4:
 o Slide 5:
o Slide 5: Portion Size
o Slide 6: Connection
 Teacher will model portion sizes and demonstrate how you can find
them using one's hand
o Slide 7: How Many Should I Consume?
 Students will think about and answer “yes or no” to the italicized
question on the slide
o Slide 8: Leftovers
 Students will be asked “turn and talk” with their table mates and
discuss where they think extra calories go, then discuss as a class
o Slide 9: Which Lunch Would You Eat?
 As a class, students will compare the two lunch options and determine
which would be the smarter choice and why
o Slide 10: What is a Nutrient?
o Slide 11: Energy Yielding Nutrients
o Slide 12/13: Carbohydrates:
o Slide 14/15: Fats
o Slide 16/17: Proteins
 While going through the slides, the teacher will ask the students to put their thumbs-
up or down to indicate whether or not they understand the content.

Guided Practice
 The teacher will explain and model the steps of the investigation and the role of each
student
o The teacher will then show the class the worksheet they will be filling out
during the investigation on the projector
o The teacher will explain the rules of the investigation when demonstrating on
the projector
o The teacher will model the first part of the investigation by filling out the first
question of the worksheet
o The teacher will then model the second part of the investigation by filling out
the chart that corresponds with the first question
o The teacher will show the students where to look for their numbers on their
restaurant nutrition guide
o The teacher will then explain:
 Each person receives their own worksheet and will fill in their answers
 The students are working independently but may talk and compare
choices when calculating their usual order
 The students will work as a group when predicting the healthiest and
unhealthiest meal options
 Each group member chart for the healthiest and unhealthiest meal
should look the same and have the same calculations
 Students will answer reflection questions as a group when finished
Independent Practice
 Students will work with their table mates to find the healthiest and unhealthiest fast
food meal
 The students will look at the restaurant menus and write down their normal orders on
the investigation worksheet.
 Next, the students will decide as a group what they believe to be the healthiest meal to
order and the unhealthiest meal to order.
 Once the groups have written down their first three meals (usual order, healthiest,
unhealthiest), then the students will transfer their orders onto the chart and use the
Nutrition Guide to fill in the boxes
 The students will do the exact same thing all three meals, usual order, healthiest, and
unhealthiest meals, each with their own chart.
 The students will then use the conversion factors to convert the nutrient units from
grams to calories and compare their calculations to the recommended intake.
 Finally, the students will work as a group to answer the reflection questions on the
backside of the worksheet.

Assessment:
 Students will complete the exit ticket with a rubric grading them on a 0-5 scale.

Closure/Summarizing Strategies:
 The teacher will regain the students attention by saying “1, 2, 3, eyes on me.” The
teacher will reinforce what content was learned by having an open discussion on the
groups findings from the investigation.
 The teacher will say “our nutrition lesson has officially come to an end. When we
have our next class, we will be preparing for the final assessment.”

Accommodations/Differentiation:
 Bob will be partnered with a higher level student to help find the menu items.
 Bob will be given a guided note sheet that is already filled out and he will highlight the
keywords.

Materials:
 Exit Ticket
 Menus and Nutrition Guide
 PowerPoint Slides
 Nutrition Guide Worksheet
 Calculator
 Rubric
Resources:
Fast Food Analysis. (2008, May 6). Retrieved March 28, 2018, from
https://www.thecentersohio.org/Resources/DocumentLibrary/ExerciseNutrition/Fast%20Food
%20Project-fast%20food%20nutritional%20guides.pdf

Gavin, M. L. (Ed.). (2013, September). Learning About Calories. Retrieved April, 2018, from
http://kidshealth.org/en/kids/calorie.html

Let's Go Learn Stuff! - What Are Calories? (2016, April 10). Retrieved April, 2018, from
https://www.youtube.com/watch?v=r5BxTG3YVe4%5D

Shield, J. E., & Mullen, M. (2015, May 17). Kids and Portion Control. Retrieved April, 2018,
from https://www.eatright.org/food/nutrition/dietary-guidelines-and-myplate/kids-and-portion-
control
Books:
Heit, P., Meeks, L., Page, R. (2003). Comprehensive School Health Education: Third Edition. New York, NY:
McGraw-Hill.
Heit, P., & Meeks, L. (2005). Health & Wellness: Teacher’s Edition Grade 3. New York, NY: Macmillan/
McGraw-Hill.
Heit, P., & Meeks, L. (2005). Health & Wellness: Teacher’s Edition Grade 4. New York, NY: Macmillan/
McGraw-Hill.
Pruitt,. Allegrante., Prothrow-Stith. (2007). Prentice Hall Health: Teacher’s Edition. Boston, MA: Pearson
Prentice Hall

Nutrition Unit
Lesson 4 Slides
Calories & Nutrients

What Do You Know?

Are you eating enough of the foods you need each day? Do you know what foods your
body needs to stay healthy? Read each statement. Circle yes or no.

Meals should include fruits and vegetables. Yes or No

Eating too much sugary foods is not healthy. Yes or No
Food labels tell how much fat is in a serving of food. Yes or No
Food gives your body energy. Yes or No

What Are Calories?

 The __________ of ________ produced by food and released when nutrients are
broken down in the body
 The more _________ a food has, the more _________ it contains.
  The number of calories in the food that you eat should match the calorie needs of
your body.

Serving Size:

 A __________________ of a food or drink.

 A foods serving size is listed on a product’s _______________________.

Portion Size:
 The __________ of food that happens to _________ on the ________.

 Portions may be _________ or _________ than the recommended serving size.

How Many Calories Should I Consume:

 The recommended range for most school age kids is between _______ to

________ calories ________.

Left Overs:

 When you eat ______ calories than your body needs, the leftover calories are

_____________ to ______.

What is a Nutrient?

 A ____________ in a food or drink that is ______ by the body.

 There are a total of six essential nutrients.

 Some help you _______, give you ________, help your body ______ well.

 ALL foods are made up of nutrients.

Energy-Yielding Nutrients:
  The nutrients in foods that provide ____________.

 There are three types: _________________, _______, and __________.

Carbohydrates:

 Nutrients that supply the ______ ________ of _________ for your body.

 _____ gram supplies ____________ of energy.

 If you are consuming 2,000 calories per day, ______ to _______ calories should
come from carbohydrates.

Sources of Carbohydrates:

Fats:

 Nutrients that provide ________ and give foods ________.

 _____ gram of fat supplies __________ of energy.

 Fats supply ________________ calories as proteins and carbohydrates.

 If you are consuming 2,000 calories a day, ______ to ______ calories should
come from fat.

Sources of Fats:

Proteins:

 A nutrient that is needed to _______, ______, and _______ body cells.

 Your body contains a _______ ________ of protein.

 _____ gram of protein provides ____________ of energy.

 If you are consuming 2,000 calories a day, _____ to _____ calories should come

from protein.
Sources of Proteins:

Nutrition Guide Worksheet

Name: ____________________ Fast Food Restaurant: ____________________

Group Members: _____________________________________

What is your usual order when you visit this fast food restaurant? Write down the items
below. If you’ve never eaten at your restaurant before, read the menu and pick food
items you would try. Write down the items below.

In your group, order what you think might be the unhealthiest meal possible. You must
include a main dish, a side order, and a drink and/or dessert. Write down the items
below.

In your group, order what you decide to be the healthiest meal possible. You must
include a main dish, a side order, and a drink and/or dessert. Write down the items
below.

Using the nutrition guide for your fast food restaurant, insert the necessary information
into following table from your usual order.
Item Calories Total Fat (g) Carbohydrates (g) Protein (g)
 Total:

Using the nutrition guide for your fast food restaurant, insert the necessary information
into following table from your unhealthiest meal.

Item Calories Total Fat (g) Carbohydrates (g) Protein (g)

Total:

Using the nutrition guide for your fast food restaurant, insert the necessary information
into following table from your healthiest meal.

Item Calories Total Fat (g) Carbohydrates (g) Protein (g)

Total:
 Reflection Questions

Compare the total number of calories in your usual order to the recommended daily
amount you should consume. Was there a difference between the two numbers?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

How does this investigation connect to your everyday eating habits? Explain.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Compare the recommended daily amount of calories to the healthiest meal totals.
Explain your thoughts about your comparison. Was your healthiest meal really healthy?
Explain.
______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Why is it important to watch your calorie intake?

______________________________________________________________________

______________________________________________________________________

Was there anything that surprised you and your group members during this
investigation? Explain why or why not.
______________________________________________________________________

______________________________________________________________________