CEP Lesson Plan Form

Teacher: Megan Setlif Date: 3/28

School: Preston Middle School Grade Level: 7 Content Area: Agriculture, Food, and Natural Resources

Title: Nutrients Lesson #: _1_ of 1__

Lesson Idea/Topic and Essential Nutrients. Students need to understand the importance of
Rational/Relevance: essential nutrients, because the food we consume affects various parts of
our life including; mental, physical, emotional, and financial aspects.

Student Profile: Seventh grade students varying in age, sex, and backgrounds. This is a
required class at the seventh-grade level. This class is a semester long and
meets every day.

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

Pathway: Food Processing and Products System. Standards FPP.02.01.01 A, B, & C. FPP.02.01.02 A, B, & C.s

Understandings: (Big Ideas)

What value do we gain from understanding human nutrition? How does human nutrition afect other aspects of our life?

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions from standard, one from each of the 6
facets of understanding)

Explanation: How is human nutrition connected to other aspects of our health?

Perspective: What limits human nutrition?

Application: How can we use good nutrition practices to overcome problems in other areas of our life?

Evidence Outcomes: (Learning Targets)) I can describe the importance of human nutrition in a project/assessment using information from my nutrition packet
and class videos.

Content: Human Nutrition

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CEP Lesson Plan Form

Process: Student Choice Health Assessment

Product: Human Nutrition Packet.

List of Assessments: (Formative and summative, whether the summative occurs in this lesson or not)

Formative: Exit Slip 3-2-1.

Summative: Health Journals, Student Choice Health Assessment:

1. Write a letter to a company advocating for a healthy change in one of their products or practices. Ex. Writing to Whole Foods bakery to request less icing on pumpkin cookies; writing to Spooners to request smaller
reusable bowls; writing to JIF to ask why there must be added sugar in peanut butter and if they would take steps to change their product in the interest of the nation’s health. This would be especially effective if you found
other students interested and each wrote your own letters to the same company.

2. Create a public service announcement to raise awareness about an aspect of nutrition (ex. Importance of staying hydrated; the effects of sugar on your body; easy healthy breakfast options. . .the choices are endless). The
PSA will be accessible through the Preston website. It should be no longer than 3 minutes.

3. Take the Fed-up challenge: remove all added sugar from your diet for at least seven days. Document what you eat each day, and include notes about when it was difficult, when you slipped, what tempted you, how you felt,
how it impacted your life and habits, etc.

4. Take the Milk Challenge: write a letter/email of advocacy to have chocolate milk and other beverages with added sugar (juice included) removed from the lunch room as a choice. Find out who oversees the ordering and
send them an email directly asking for a response.

5. Take the whole food challenge: eat only unprocessed foods for at least five days. Document what you eat each day, and include notes about when it was difficult, when you slipped, what tempted you, how you felt, how it
impacted your life and habits, etc.

6. Agree with your family to try at least two or more of Michael Pollan’s suggestions in the book In Defense of Food: DON’T EAT ANYTHING YOUR (OR SOMEONE’S) GREAT GRANDMOTHER WOULDN’T
RECOGNIZE AS FOOD; AVOID FOOD PRODUCTS CONTAINING INGREDIENTS THAT ARE A) UNFAMILIAR; B) UNPRONOUNCEABLE; C) MORE THAN FIVE IN NUMBER; OR THAT INCLUDE D) HIGH
FRUCTOSE CORN SYRUP OTHER TYPE OF SUGAR; AVOID FOOD PRODUCTS THAT MAKE HEALTH CLAIMS; SHOP THE PERIPHERY OF THE SUPERMARKET AND STAY OUT OF THE MIDDLE; EAT
MOSTLY PLANTS, ESPECIALLY LEAVES; PAY MORE, EAT LESS (i.e., buy higher quality food and eat smaller portions); EAT MEALS (i.e., do not snack throughout the day); DO ALL YOUR EATING AT A TABLE;
TRY NOT TO EAT ALONE; CONSULT YOUR GUT (i.e., ask, “Am I really hungry?”); EAT SLOWLY (put your fork down between each bite of food); COOK FOOD FROM SCRATCH

7. Look for and document at least ten of the hundreds of ways Americans are encouraged to eat food that is unhealthy. Ex. Investigate advertising, marketing, offerings at public events (school, places of worship, in your own
home), availability of food, etc. etc. etc.

8. Find and document at least eight products that are marketed as “healthy” but really are not. Contrast their health claims with the reality of their ingredients and nutrition labels. Choose a variety of food types (not 8 kinds
of breakfast cereal, for example).

9. Make up your own option; create a thorough plan; check with teacher before implementing.

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CEP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson

Co-Teaching If co-teaching- What will be your role? What will the co-teacher’s role be?
Will co-teaching models be utilized in this lesson?
Yes ___ No: x__

Approx. Time and Materials The lesson is approximately 40 Minutes. The materials needed for this lesson include: Nutrients
presentation, student health note taking packet, sticky note, and a timer.

Anticipatory Set Build the need to know, set the purpose:

(Mini-lesson and intro) Why is good nutrition important? What does good nutrition look like?
How will you model thinking, conduct a think-aloud, minilecture, demonstration?
We will begin with “Think, pair, share”. During this time, I will ask the following questions to get students
thinking about good nutrition.

Questions:

Why do you think nutrition is important? Asking this question lets me gage how much they are
remembering from the health triangle (mental, social, physical), as well as getting to see what their
definition of nutrition is.

What are some of your favorite foods? Do you think they are healthy/nutritious? This question allows
students to think about their own nutrition and helps students identify healthy and non-healthy foods.

Do you think what we eat afects our lives? Again, this should be reminding students of the health triangle.
The goal with this question is background knowledge from the health triangle will help understanding the
importance of this content come easier.

Asking these questions will let me gage what they do and do not know about nutrients, as well as getting
them engaged for workshop time.

This will all occur within the first 5 minutes of class. 1:55-2:00.

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CEP Lesson Plan Form

Procedures The strategy I intend to use is: Combination of lecture and discussion. Students will also have a note packet
to fill out throughout the lecture. This will begin at 2:00 and will last for 30 minutes, 2:30.
(Workshop time)
Topics to be discussed:
Carbohydrates, Proteins, Fats, Vitamins & Minerals, Water, Calories, and Weight management.
I am using this strategy here because:

Each topic can be explained and displayed on the PowerPoint, so students may conveniently take notes or
fill in their fill in the blank notes if needed. Students can ask questions when needing clarification on a
topic. Additionally, there are 3 discussion topic questions for whole class discussion. These questions
include:
What are other sources of proteins? Based of what we’ve learned about carbohydrates and fats, what
foods do you think are nutrient dense and what foods are empty calorie foods? How do we burn calories?

Teacher Actions Student Actions Data Collected

What will you be doing while What will the students be doing? (We do, While you are conferring or
the kids do the work? or you do?) monitoring, what data will
you (or did you) collect for
future lessons?

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CEP Lesson Plan Form

During lecture I will be During lecture students will be taking I can see if the students are
answering student questions down notes onto their health packets. understanding the topics and
about the content and They will have the opportunity to ask checking to see if they
explaining the content. clarifying questions. understand the connections
Additionally, I will ask the from nutrition to other
discussion questions listed During Discussion students will raise their aspects.
above. hands and share their thoughts on the
question or they can respond to their I can also use this to gage if
During the discussion portion I peers. they are understanding the
will be facilitating the information and use this to
discussion. This includes clear up any misinformation.
answering clarifying questions,
keeping the discussion on This information will come
topic, and ensure students are from what I hear during the
being respectful. group discussion and
individual questions,

Closure How will students share understandings, how will teacher label and hold thinking for future learning, and
(Debrief) how will teacher build momentum for the next class period?

Which closure activity will you use and how will in inform your instruction?
Exit slip on a sticky note provided to the students.

At the beginning of the lesson I placed a sticky at each student’s seat. On the last slide I prompted students:
3-2-1! On the Stick Note Provided Please Write Down:
3 things you learned
2 things you find interesting
1 question you still have.

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CEP Lesson Plan Form

Differentiation Content: Process: Product: Create a comfortable

Modifications: Nutrition videos Fill in the blank Student chooses environment for all
that visually explain notes for students. option for Health students by:
nutrient/digestion assessment from providing an array of
processes. list (see above). seating options,
posters that spark
motivation and
growth mindset, as
well as using love and
logic.
Extensions: Greater detail on Students who are Student choice for Create a comfortable
scientific processes wanting the health assessment environment for all
on nutrition/ extended learning (see above list). students by:
digestion. More they will have a providing an array of
anatomy/physiology different note seating options,
information: packet that has posters that spark
Students will be note spots, motivation and
supplemented with diagrams, and growth mindset, as
a note sheet for charts for more well as using love and
with more charts, complex logic.
diagrams, and information while
information. The still getting the
information will be necessary
presented to information needed
students prior to from the in-class
class in the form of lecture.
a slideshow and
videos.
Assessment
Formative: 3-2-1 Exit slip: 3 things I learned, 2 things I found interesting, 1 question I still have. This type of
(Describe both the formative assessment(s) and exit slip allows me to see a few different types of feedback. I can see what the students ‘took away’ from
summative assessment(s) used) the lesson by asking them what they learned. The things students find interesting allows them to express
what they liked the most about the lesson. The question section allows me to see if a lot of students have
the same questions, if so I know what to review at the beginning of the next class. This also gives them the
opportunity to ask a question they were not comfortable asking in front of the class.

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CEP Lesson Plan Form

Summative: Health Journals, Health Assessment: Students chose one of the following options, or they can create their own.

1. Write a letter to a company advocating for a healthy change in one of their products or practices. Ex. Writing to Whole Foods bakery to request
less icing on pumpkin cookies; writing to Spoons to request smaller reusable bowls; writing to JIF to ask why there must be added sugar in peanut
butter and if they would take steps to change their product in the interest of the nation’s health. This would be especially effective if you found other
students interested and each wrote your own letters to the same company.

2. Create a public service announcement to raise awareness about an aspect of nutrition (ex. Importance of staying hydrated; the effects of sugar on
your body; easy healthy breakfast options. . .the choices are endless). The PSA will be accessible through the Preston website. It should be no longer
than 3 minutes.

3. Take the Fed-up challenge: remove all added sugar from your diet for at least seven days. Document what you eat each day, and include notes
about when it was difficult, when you slipped, what tempted you, how you felt, how it impacted your life and habits, etc.

4. Take the Milk Challenge: write a letter/email of advocacy to have chocolate milk and other beverages with added sugar (juice included) removed
from the lunch room as a choice. Find out who oversees the ordering and send them an email directly asking for a response.

5. Take the whole food challenge: eat only unprocessed foods for at least five days. Document what you eat each day, and include notes about when
it was difficult, when you slipped, what tempted you, how you felt, how it impacted your life and habits, etc.

6. Agree with your family to try at least two or more of Michael Pollan’s suggestions in the book In Defense of Food: DON’T EAT ANYTHING
YOUR (OR SOMEONE’S) GREAT GRANDMOTHER WOULDN’T RECOGNIZE AS FOOD; AVOID FOOD PRODUCTS CONTAINING
INGREDIENTS THAT ARE A) UNFAMILIAR; B) UNPRONOUNCEABLE; C) MORE THAN FIVE IN NUMBER; OR THAT INCLUDE D)
HIGH FRUCTOSE CORN SYRUP OTHER TYPE OF SUGAR; AVOID FOOD PRODUCTS THAT MAKE HEALTH CLAIMS; SHOP THE
PERIPHERY OF THE SUPERMARKET AND STAY OUT OF THE MIDDLE; EAT MOSTLY PLANTS, ESPECIALLY LEAVES; PAY MORE,
EAT LESS (i.e., buy higher quality food and eat smaller portions); EAT MEALS (i.e., do not snack throughout the day); DO ALL YOUR EATING
AT A TABLE; TRY NOT TO EAT ALONE; CONSULT YOUR GUT (i.e., ask, “Am I really hungry?”); EAT SLOWLY (put your fork down between
each bite of food); COOK FOOD FROM SCRATCH

7. Look for and document at least ten of the hundreds of ways Americans are encouraged to eat food that is unhealthy. Ex. Investigate advertising,
marketing, offerings at public events (school, places of worship, in your own home), availability of food, etc. etc. etc.

8. Find and document at least eight products that are marketed as “healthy” but really are not. Contrast their health claims with the reality of their
ingredients and nutrition labels. Choose a variety of food types (not 8 kinds of breakfast cereal, for example).

9. Make up your own option; create a thorough plan; check with teacher before implementing.

The student choice assessment will be graded off a standards-based rubric.

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CEP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)

From the exit slip feedback, I collected, most students understood the learning targets. They
also used this new information to create their health assessment project which they displayed
great work.

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?

I would have simplified content. A few students mentioned when I asked for feedback that
some ideas were confusing. I would find a better method of delivery for the more complicated
material allowing it to be simplified for some students. I would also sift through my lesson
and see what a middle school student needs to know and what should be learned in a high
school level class.

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)

In the next lesson about health we would be learning about glucose, insulin, and
pepsin. Since we learned most foods were made up of glucose we would revisit that
idea with some type of refresher activity (Think pair share, or cahoots). From there we
could use our knowledge about glucose function to help them better understand the
functions of insulin and pepsin.

4. If you used co-teaching, would you use the same co-teaching strategy for this lesson if
you were to teach it again? Were there additional co-teaching strategies used during
the lesson not planned for initially? Please explain.

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CEP Lesson Plan Form

Lesson Plan Appendix

Lesson Idea/Topic and Rational/Relevance: What are you going to teach and why is this lesson of
importance to your students? How is it relevant to students of this age and background?

Student Profile: Write a narrative about your learners. What are their special needs? Exceptionalities?
Giftedness? Alternative ways of learning? Maturity? Engagement? Motivation?

Name and Purpose of Lesson: Should be a creative title for you and the students to associate with the
activity. Think of the purpose as the mini-rationale for what you are trying to accomplish through this
lesson.

Co-Teaching: Models – One teach/One observe, one teach/One assist, Station teaching, Parallel
teaching, Alternative/Diferentiated/Supplemental teaching, Team teaching.

Approx. Time and Materials: How long do you expect the activity to last and what materials will you
need?

Anticipatory Set: The “hook” to grab students’ attention. These are actions and statements by the
teacher to relate the experiences of the students to the objectives of the lesson, to put students into a
receptive frame of mind.
 To focus student attention on the lesson.
 To create an organizing framework for the ideas, principles, or information that is to follow
(advanced organizers)
An anticipatory set is used any time a diferent activity or new concept is to be introduced.

Procedures: Include a play-by-play account of what students and teacher will do from the minute they
arrive to the minute they leave your classroom. Indicate the length of each segment of the lesson. List
actual minutes.
Indicate whether each is:
 teacher input
 modeling
 questioning strategies
 guided/unguided:
o whole-class practice
o group practice
o individual practice
 check for understanding
 other

Closure: Those actions or statements by a teacher that are designed to bring a lesson presentation to an
appropriate conclusion. Used to help students bring things together in their own minds, to make sense
out of what has just been taught. “Any Questions? No. OK let’s move on” is not closure. Closure is used:
 To cue students to the fact that they have arrived at an important point in the lesson or the end
of a lesson.
 To help organize student learning
 To help form a coherent picture and to consolidate.

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CEP Lesson Plan Form

Differentiation: To modify: If the activity is too advanced for a child, how will you modify it so that they
can be successful? To extend: If the activity is too easy for a child, how will you extend it to develop their
emerging skills? What observational assessment data did you collect to support diferentiated
instruction?

Assessment (data analysis): How will you know if students met the learning targets? Write a description
of what you were looking for in each assessment. How do you anticipate assessment data will inform
your instruction?

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