DANIELSON MODEL LESSON TEMPLATE

Class: Nutrition and Foods Date: 1/14/19

Unit: Factors Affecting Individuals and Family Lesson Title: Analysing Food Choices
Food Choices
Content Standard Alignment:
1.0- Evaluate factors affecting individuals and family food choices
1.01- Analyze factors affecting food and nutrition choices
Performance Indicators:
1. Explore how food helps meeting physical needs
2. Describe psychological factors
3. Compare social factors and cultural, regional, or global influences
4. Examine the influence of personal beliefs on food choices
5. Identify monetary factors
6. Describe how food choices are influenced by available resources and technology
7. Explore federal policy influences on food supply
Lesson Objectives/Instructional Outcomes: (Framework Domain 1c: Setting Instructional Goals)
After this lesson students will be able to:
1. Analyze factors that can influence people’s food choices
2. Classify these factors into organized categories (physical, psychological, cultural, etc.)
3. Give examples that would fall under each category
4. Evaluate their own eating habits and recognize what factors are influencing their food choices
5. Create a plan to implement healthier eating habits
Relationship to Unit Structure: (Framework Domain 1e: Designing Coherent Instruction)
I’m not sure what I would teach before or after this lesson (it would depend on the scope and sequence). However,
this lesson helps students realize why people eat the way that they do which can help them create healthier eating
habits. This is important as they later evaluate a healthy lifestyle, identify eating patterns, assess individual needs,
and make meal plans.
Instructional Materials/Resources: (Framework Domain 1d: Demonstrating Knowledge of Resources)
 Sticky notes
 White Board
 Markers
 Copies of Food Choices Notes and Choices Influence Reading
o Can have them open these online and work on them with google docs if the students have chrome books.
 Printed Case studies
 Chrome books and/or textbook
 Projector
Methods and Instructional Strategies
(Framework Domain 1a: Demonstrating Knowledge of Content and Pedagogy)
Anticipated Student Misconceptions:
They might not realize that they are ever subconsciously persuaded into making certain food choices.

Concept Prerequisites:
 Psychological- of, affecting, or arising in the mind; related to the mental and emotional state of a person.
 Culture: the customs, arts, social institutions, and achievements of a particular nation, people, or other
social group.
 How to find credible sources online (if you have access to chrome books)
 How to use Google Docs

Introduction- 1. OPENING DISCUSSION:

Anticipatory Set: Ask the students: Do we control what we eat? Why or why not? Discuss the
student's answers and have the students defend their answers.

Transition: Say: We are going to do an activity that might help us understand this
question better.

Instructional Activities:
Includes questioning techniques,
grouping strategies, pedagogical
approaches.
2. BRAIN PRIMING GAME:
 Write these words on separate sticky notes: Sad, Expensive, Gross, Japan,
Teenage Friends, Birthday Party.
 Divide the class into six groups and hand the groups one of the sticky notes.
Then, ask them “What are the first foods that come to mind when you see
these words?”
 Tell them that you are going to set a timer for 15 seconds they need to write
as many foods as they can that come to mind when they see that word. For
example: If the word you got was “summer” it might make you think of ice
cream, watermelon, and hot dogs. The group that gets the most words wins.
 After they are done, have a few groups share what word they had and the
top three words on their list and ask them the following questions:
o Why do you think that word made you think of those three foods?
o Do you think that word influences our food choices? (for example,
for “teenage friends” you could ask them if our age and/or friends
can influence our food choices).
3. EXPLANATION:
Tell the students that we are usually able to make decisions about what we put in
our mouths. However, there are certain internal and external influences that might
affect the decisions we make (write internal/ external influences on the board).
Sometimes we have some control over these factors and sometimes we don’t. When
we don’t notice these influences, we might be subconsciously persuaded into making
certain food choices. For example, the serving size your given might affect the
amount of food you eat. This would come from an external influence. You might also
eat different types of food if you are feeling depressed. This would come from an
internal influence. We might also be limited by the types of food available to us. For
example, what country you are in might affect the food you are likely to eat. The
group that had the word Japan might have thought of foods that are commonly
eaten in Japan. I’m going to call this “culture” which is an external influence (write
culture on the board).
4. BRAINSTORMING SESSION
 Ask the students: What are some other things that could influence which
foods we decide to eat? Write the answers that they say on the board if it is
one of the categories below (see white board section) Leave extra room
under each category for examples.
o If the student's answer is not one of the categories below, see if it
fits into one of the categories and write the category name and the
students answer as an example for that category.
o Once you have most of the categories written down or the students
are running out of ideas, write the rest of them on the board.
 After you have all of the categories below on the whiteboard pass out the
“Why We Eat What We Eat” activity sheet and have them write these
categories in the left section the worksheet.
White Board:
Internal Influences:
 Nutrition/ Physical Influences (Your Body)
 Emotional/psychological Influences (Your feelings/thoughts)
External Influences
 Cultural Influences (Country your family is from/ Religion)
 Family/ Social Influences (Your Family and Friends)
 Food Availability and Resources (Can you get the food?)
 Media (TV, Movies, Internet, Music)
5. PAIR AND SHARE:
Have the students discuss the following questions with a partner:
 What was the last thing that you ate today? What do you think influenced
you to eat that?
 Does your answer fit into any of the categories listed on the board?
 Do you think this influence had a positive or negative effect on you?

6. JIGSAW ACTIVITY and WORKSHEET:

 Divide the students into 6 groups. Assign each group to one of the categories
above.
 Pass out the Food Choices Notes Choices Influence Reading and have them
read it.
 Have them fill out the Food Choices Notes worksheet section they are
assigned. They can use chrome books or textbooks if those are available to
do additional research and get more ideas.
 For the “additional thought/notes” sections on the worksheet ask each
group to consider the following questions and write about it:
-----------------------------------------------------------------------------------------------------------------
Questions for the “Additional Notes” Section
(Display on Projector)

Group1: Physical/ Physiological Influences (Your body)

o Question: How does food help meet our physical needs?
Group 2: Emotional/psychological Influences (Your feelings/thoughts)
o Question: How do our personal beliefs influence our food choices?
o How does knowledge influence food choices? (E.g. taking classes in
nutrition)
Group 3: Cultural Influences (Country your family is from/ religion)
o What impact does federal policy have on food supply? (Examples:
school lunch programs, food safety regulations, labeling acts,
advertising laws, etc.)
o Sometimes government policies influence the price of raw materials.
How could this affect food supply?
Group 4: Family/ Social Influences (Your family and friends)
o Question: Are cultural influences and family/social influences
connected at all? How are they similar? How are they different?
Group 5: Food Availability and Resources (Can you get the food?)
o Question: What impact do monetary factors (money) have on food
choices?
Group 6: Media (TV, movies, internet, music)
o How are food choices influenced by technology?
-----------------------------------------------------------------------------------------------------------------
 When the students are done filling out their section have them lead a class
discussion on it by telling everyone about what they have learned.
o Have them fill out their own worksheet with the information the
class talks about. All of the worksheets should be completed by the
end of the lesson.
o Fill in their knowledge gaps where possible.
o After the culture group talks show this video about different
breakfasts all over the world https://www.youtube.com/watch?
v=ry1E1uzPSU0
7. CASE STUDIES
(See assessment section)
 Wrap Up- 8. RECAP
Synthesis/Closure:  Revisit the question from the beginning of the lesson: Do we control what we
eat? Why or why not?

9. CALL TO ACTION
 Explain to the students that while we may not be able to control all of the factors
that go into what we eat, being more aware of what is influencing us can help us
make healthier choices.
 Pair and Share: Have the students discuss these questions with a classmate:
o What are some ways you can be more aware of the influences on your
food choices?
o How can being aware of these influences help you choose better foods?
 Invite them to pay attention to what is influencing their eating habits this week
and identify what eating habits they would like to change. Then, create a plan to
implement those habits. Have them write a paragraph about how they are going
to implement this plan and bring it to the next class.
Differentiation According to Student Needs: (Framework Domain 1b: Demonstrating Knowledge of Students)
(don’t know what students I will be working with yet)

Assessment (Formative and Summative): (Framework Domain 1f: Assessing Student Learning)
Each of the six groups will look at one of these case studies and write their answer on the back of it.
Case studies

There is also a mini assessment in the pair and share because they have to categorize their personal example.

Resources:

http://www.livebinders.com/play/play?id=1931825

https://cns.ucdavis.edu/sites/g/files/dgvnsk416/files/inline-files/fof_lesson_7_final.pdf

https://dochub.com/storybrooke7/eB7jX4P/hearthumaneeducationwhyweeatwhatweeatgr68-pdf?
dt=K4o3Xc8TsJGLQMxQqgNJ

file:///C:/Users/Brooke/Downloads/InfluencesonFoodChoices.pdf

https://www.dropbox.com/s/qh82ogxv7yyt720/1%20What%20Influences%20Your%20Food%20Choices%20ELL.pdf?
dl=0&fbclid=IwAR28w8S1ASG5mhiAM3nh36W-_qjloqX1uwQfYVtD42ntlDVCo3fIbC3X6Cs

http://www.foodspanlearning.org/_pdf/lesson-plan/unit3/lesson12-why-we-eat-lessonplan.pdf