DANIELSON MODEL LESSON TEMPLATE

Class: RDG 3323 Date: February 6th

Unit: Nutrition Lesson Title: Learning BMR and Calorie Counting

Content Standard Alignment:

Foundations of Personal Fitness

Lesson Objectives/Instructional Outcomes: (Framework Domain 1c: Setting Instructional Goals)

Outline the concept, knowledge, skill, or application students can demonstrate upon lesson completion. This may be the same as or very similar
to the content standard; however, it could be narrower or perhaps broader. Objectives may be stated in the form of critical questions students
should be able to answer.
Students will be able to accurately establish their baseline calculations for the number of calories their bodies
need to function on a daily basis.

Relationship to Unit Structure: (Framework Domain 1e: Designing Coherent Instruction)

How does this lesson support the unit goals / enduring understandings? How does this lesson build on the previous lesson in this instructional
sequence? How does this lesson support the next lesson in this instructional sequence?

Understanding the number of calories that students’ bodies need will help students make healthy lifestyle
choices which impact cognitive performance in core subjects. Students will also gain the knowledge to analyze
the relationship between activity with proper nutrition, (FPF.5.D).

Instructional Materials/Resources: (Framework Domain 1d: Demonstrating Knowledge of Resources)

List all materials and resources required by teacher and/or students, include preparation or other special instructions; e.g. paper based materials
such as text books, technology equipment, science equipment or supplies, art materials or equipment.
 White Board Space
 Example Handout (24 Students)
 Calculator

Methods and Instructional Strategies

(Framework Domain 1a: Demonstrating Knowledge of Content and Pedagogy)
Anticipated Student Misconceptions:
I anticipate that students will think they have to strictly eat a specific number of calories. Students may confuse
the BMR with recommended number of calories for a general diet.

Concept Prerequisites:
List all key concepts and terminology necessary for students to understand the concepts as well as meet the standards, goals and objectives of
the lesson.
Students need to already understand how diet effects physical activity, have some previous exposure to simple
nutrition, and possess basic algebra skills.

Introduction- Anticipatory The students will be asked about any fitness related goals they might have set at
Set: the new year. Even if only a few volunteer to share their goals, there are most
likely some people with the same or closely related goals. I will use these goals to
lead into how important nutrition is when we set these fitness goals.

Instructional Activities:
Includes questioning techniques,
grouping strategies, pedagogical
approaches.
Upon completion of the anticipatory set, students will then be taught what BMR
is and what it represents using a direct instruction approach. Next as a class, we
will fill out the example BMR calculation using the instructor’s information. After
each step the students will be asked if they are all caught up to ensure mastery.
Once we have completed the instructor example, the students will calculate their
own BMR. To incorporate literacy and communication, students will trade papers
with the person next to them and check their partners work. Then students will be
given a minute or two to discuss whether the other’s calculations were correct or
 what disagreements they have. After we address any disagreements and answer
lingering questions, students will turn to a partner and make a suggestion on how
one can use the BMR to reach one of the fitness goals mentioned in the
anticipatory set. Then students will turn to another student and relay the
suggestion their first partner suggested. We will end the lesson with listening to
some of the suggestions students made. Lastly, I will tell them about the
MyFitnessPal App and how they can use their BMR within the app.
Wrap Up- In conclusion, students will have learned how to calculate their own BMR, what it
Synthesis/Closure: represents, and how they can use it to pursue fitness related goals.

Differentiation According to Student Needs: (Framework Domain 1b: Demonstrating Knowledge of Students)
Address diverse student needs including students with an IEP or 504, cultural or linguistic needs.
Students that cannot complete the math will be partnered with a neighbor to fill out the example and complete
their own calculations as well.

Assessment (Formative and Summative): (Framework Domain 1f: Assessing Student Learning)
May indicate the type of assessment most appropriate, or it may provide sample questions, entire tests, portfolio guidelines or rubrics if
available submitted along with the lesson plan as attachments.
The student’s performing their own personal BMR calculations will serve as the assessment. Throughout the
class, questions asked will be used to quickly assess whether students are effectively learning.
Because this is a mastery lesson, students’ assessments will be interpreted based on the following:
(1) Completion (2) Show of Work (3) Correct Response