Michael Carotenuto

Teaching Reading and Writing across Health & Physical Education

December 7, 2010

Lesson Plan for 11-12th Grade Level Readers

Content Topic: Nutrients for Health and Wellness

Enduring Understanding(s):

Using the Food Guide Pyramid to plan your daily diet is the best way to make sure that

you are getting all the nutrients you need in order to build and repair your body and to

provide enough energy to help you feel fit and well.

Essential Questions(s):

What nutrients do I need in order to be healthy?

What substances should I limit in my diet?

How can I use nutrition labels to make wise food choices?

PART 1: Lesson Overview

Title of Text – “Nutrients for Health and Wellness”

Merki, Mary Bronson. "Nutrients for Health and Wellness." Teen Health. New York, NY: Glencoe/McGraw-Hill, 1999. 96-101. Print.

Readability Level of Text – According to Okapi’s results, the readability level of the text is for 11-12th grade levels. I believe the text is appropriate for 11-12th grade levels because the text requires students to analyze what they read, deal with layers of facts and concepts, and add and delete previous schema learned.

Text Summary – This text informs students about the six major nutrients (carbohydrates, proteins, vitamins, minerals, fats, and water) found in the foods they eat. Also, it covers guidelines for making healthful choices and how to properly read a Nutritional Facts label.

Pages Used for Lesson – Pages 96-101

Rationale – I believe this text successfully connects what nutrients in foods are needed in order to be healthy, what substances should be limited in a diet, and reading nutritional food labels can make wise food choices. It is important for students in 11-12th grade develop life skills in making healthful choices. Students will be highly interested learning how to make healthful choices by being able to read and understand a Nutritional Facts label.

PART II: Standards and ObjectivesBefore:

Using the Knowledge Rating chart, students will be able to identify nutrient classes needed for a healthy diet, and will able to specify their comprehension of each term.Literacy:Standard 3.1 F (Reading) Apply reading vocabulary in different content areas.Standard 3.1 E (Reading) Activate prior knowledge and anticipate what will be read or heard.Standard 3.3 A (Speaking) Participate in class discussions appropriately.HPE:Standard 2.1 B (Wellness) Analyze the unique contributions of each nutrient class (fats, carbohydrates, protein, water, vitamins, and minerals) to one’s health.

During: While reading the health text on nutrients for health and wellness, students will be

able to write a short definition or example of any unfamiliar vocabulary in the Knowledge Rating chart.

Students will be able to analyze their diet and determine which nutrients are needed and which substances should be limited.Literacy:Standard 3.1 G (Reading) Distinguish between essential and nonessential information.Standard 3.1 E (Reading) Apply graphic organizers to illustrate key concepts and relationships in a text.Standard 3.3 A (Speaking) Participate in class discussions appropriately.

HPE:Standard 2.1 B (Wellness) Analyze the unique contributions of each nutrient class (fats, carbohydrates, protein, water, vitamins, and minerals) to one’s health.Standard 2.1 B (Wellness) Interpret food product labels based on nutritional content.Standard 2.1 B (Wellness) Compare and contrast nutritional information on similar food products in order to make informed choices.

After: Students will be able to interpret nutrition labels to make wise food choices. Literacy:

Standard 3.3 A (Speaking) Participate in class discussions appropriately.HPE:

Standard 2.1 B (Wellness) Assess and apply health data to enhance each dimension of personal wellness.

Technology: Students will be able to apply knowledge for health and wellness in making

healthful choices at fast-food restaurants.Technology:Standard 8.1 (Research and Information Literacy) Develop a systematic plan of investigation with peers and experts from other countries to produce an innovative solution to a state, national, or worldwide problem or issue.HPE: Standard 2.1 B (Wellness) Analyze how culture, health status, age, and eating environment influence personal eating patterns and recommend ways to provide nutritional balance.Standard 2.1 B (Wellness) Compare and contrast the dietary trends and eating habits of adolescents and young adults in the United States and other countries.

Part 3A – Before Reading

Students begin with a list of vocabulary words and corresponding columns (see Knowledge Rating chart). Before reading, students analyze each word and note whether the term is familiar. The Knowledge Rating strategy helps students comprehend expository text found in different subject areas and sets the stage for further clarification of the words through discussion or reading.

Rationale/purpose of the strategy – As a before reading activity that activates background knowledge and sets a purpose for the reading, students fill out a Knowledge Rating chart. In this chart the vocabulary words (carbohydrates, proteins, vitamins, minerals, fats, fiber, saturated & unsaturated fats, and cholesterol) are major nutrients and fats needed to comprehend that students will apply to readings about making healthful choices and being able to read a Nutritional Facts label. Modeling – For example: If the student knows the meaning of the word carbohydrates, a short definition (starches and sugars that provide the body with most of its energy) or an example (breads, pasta, fruits, ect) of the word is written in the appropriate column. If not, students will check off the appropriate column of their comprehension of the word and discuss with their partner or small group what they believe is the meaning of word.

Application/Practice – Students work in small groups of 2-3. Students are in groups so they can ask questions and share to group.

Discussion – Partners and small groups report out to large group.

Debriefing on Strategy

How did this strategy help them?Could it be used with other texts?

Word Know it well

Think I know it

Have heard or seen it

No clue

Now I know…

carbohydrates

proteins

vitamins

minerals

fats

fiber

saturated fats

cholesterol

unsaturated fats

Part 3B – During Reading

Before reading the text, students will list all of the foods and beverages consumed from the previous day (see worksheet). As students read the text, they will record what type of nutrients (carbohydrates, proteins, vitamins, minerals, fats, or water) is found in each food listed. Students will later analyze which nutrients they are sufficiently consuming, and also determine which nutrients they need to include more of or cut in their daily diet. In the second part of this activity, students will list what types of moderate exercise and/or physical activity they perform, and will later determine if they are acquiring enough in order to burn off the calories consumed each day.

As students are reading the text, they can revisit the Knowledge Rating Chart and fill in a short definition or examples of any terms they did not know well.

Rationale/purpose of the strategy – As students are reading the text, they will apply the information gained to complete the worksheet. After completing the worksheet, students will be able to analyze the results and determine if they are making good healthful choices. If students have difficulty completing the worksheet, they will be able to ask partners or group questions to clarify any misunderstandings of the text.

Modeling – For example: For breakfast yesterday morning I had toast with butter and orange juice and jogged for 30 minutes afterwards. I would list that on the worksheet. As I am reading the text, I would apply the information gained from the text and be able to determine what type of nutrients is in each food/beverage (toast = carbohydrates, butter = fat, and orange juice = fruit/vitamin).

Application/Practice – Students will work with partners or in small groups. Students are in groups so they can ask questions and share to group.

Discussion – Students may ask partners or group questions to clarify any misunderstandings of the text. Students will share with partners or group their responses to the “After Reading” part of the worksheet.

Debriefing on Strategy

How can students use this activity in other life skills?

Name: _____________________________________ Date: ___________________

Before Reading

List all of the foods and beverages that you consumed yesterday. As you read along, record if the consists of carbohydrates, proteins, vitamins, minerals, fats, or water.

1. ______________________________

2. ______________________________

3. ______________________________

4. ______________________________

5. ______________________________

6. ______________________________

7. ______________________________

8. ______________________________

9. ______________________________

10. _____________________________

11. _____________________________

12. _____________________________

13. _____________________________

14. _____________________________

15. _____________________________

16. _____________________________

17. _____________________________

18. _____________________________

19. _____________________________

20. ____________________________

List any physical activity and/or exercise you performed and the amount of minutes it took.

After Reading

Do you think you are getting enough moderate exercise and/or physical activity to burn off the calories you consume each day? What can you do to improve your exercise/physical activity habits if needed?

What type of healthful choices can you make to improve your daily diet? What nutrients can you include more of or cut in your diet?

Part 3C – After Reading

Students will study the Nutritional Facts panel on a package or can of food. Students will be able to determine which of the dietary guidelines apply to the food. Also, students will list and explain to the class the nutritional value of the product.

Rationale/purpose of the strategy – Students will learn how to read nutrition food labels to effectively make wise food choices.

Modeling – Students will be distributed nutrition food labels and a worksheet (see Reading a Nutrition Fact label). Students will analyze the label and respond to the questions. For example: American Cheese. It has 0% of dietary fiber. Q: Would American cheese be a good choice for dietary fiber? A: No, because we want to consume foods that are high (20% or more) in fiber.

Application/Practice – Students will work individually.

Discussion – Students will report out to large group their findings and explain the product’s nutritional value.

Debriefing on Strategy

What other methods can students use to determine the healthiness of a product?Did students find anything difficult about using this strategy?

Name: _____________________________________ Date: ___________________

Reading a Nutrition Facts Label

1. What is the serving size of the product?

2. How many calories are found in one serving? How many total?

3. Would the product be a good choice for dietary:

fiber

vitamins

minerals

calcium

iron

Thinking Critically 4. Which nutrients are found in the product that would be considered HIGH and

NOT such a healthy choice? (fats, cholesterol, and sodium)

Applying Health Concepts5. Do you think this product is a good healthful food choice? Why or why not?

Part 3D: Technology/Extending the Meaning

Student will be shown various Youtube clips of the movie “Super Size Me”.

Description: Morgan Spurlock ate only food from McDonald's for 30 days: breakfast, lunch, and dinner. He was thoroughly tested by doctors before he started his "diet" and periodically tested throughout the 30 days. By the end of his experiment, the changes in his blood chemistry and the stress on his organs approximated the liver failure seen in advanced alcoholics, his cholesterol had risen to dangerous levels, and he had gained 24.5 lbs.

Rationale/purpose of this strategy: The fast food industry spends three billion dollars a year promoting its products. Young children are attracted with special meals, toys, clowns, birthday parties, and playgrounds. For teenagers, "Big Food" relies on trendy commercials and celebrity endorsements. "Super Size Me" and the information presented in the lesson plan are small but helpful antidotes to fast food industry advertising. They are an ideal way to educate students about nutrition, the dangers of convenience food, and the effects of advertising.

Modeling – Students will be asked to take notes during the movie to help answer response questions (see Super Size Me Response Questions).

Application/Practice – Students will work individually.

Discussion – Students will report out to large group their reaction/opinion of the movie.

Debriefing on Strategy

How can students relate other health related issues such as smoking and drinking alcohol?

Name: _____________________________________ Date: ___________________

Super Size Me Response Questions

Directions: Answer the following question typed on a separate piece of paper.

1.  List four different types of convenience foods.

2.  What is a common definition of obesity? Give your answer in terms of the percentage of a person's weight that is comprised of fat.

3.  List the three most important causes of preventable death for the entire population in the U.S. Then list the three most important causes of preventable death among U.S. teenagers.

4.  In terms of BMI what is a healthy weight, what is overweight, and what is obesity?

5.  State in words the formula for BMI and describe what it measures. Be sure to include a reference to pounds and inches in your statement. Then calculate your own BMI.

6.  For the most current year for which we have statistics on how many children were obese, state the year, the number of children in the U.S. who were obese, and their percentage of the population of children.

7.  Name ten serious diseases that obese people get more often than people who are not obese.

8.  Why are people in the U.S. getting fatter? Mr. Spurlock told us. What did he say?

9.  What percentage of meals do Americans eat in restaurants, including fast food outlets?

10.  Explain the psychology behind super sizing. Why is it a good marketing technique?

Part 3E: Assessment

Informal Assessment: (After Reading) Students will receive a participation grade by discussing the their product’s nutritional value.

Formal Assessment: (Technology/Extending the Meaning) I will give students 10 questions to respond to for homework to assess the understanding of nutrition, the dangers of convenience food, and the effects of advertising.

Part 4: Reflection

While completing the Integrated Literacy Lesson Plan, I have developed an

understanding of how to effectively incorporated literacy in Health and Physical

Education. Prior to Teaching Reading and Writing in the Content Area and completing

this assignment, I truly did not grasp the magnitude how much literacy is incorporated in

the content area. Developing reading strategies such as KWL’s, anticipation guides, and

other strategies will assist lesson plans in Health and Physical Education. One strength I

have developed through this is assignment is developing creative activities that highly

interest students, which all connect together and deliver the same message. One weakness

I have encountered is describing and modeling an activity. I find at times I can

demonstrate an activity better than I can write it. I believe in writing future lesson plans if

I list directions I will be more successful explaining the activity. By completing this

assignment, I have developed reading strategies to improve how health material may be

taught, and have developed an understanding of how readers read and comprehend

material as students.

Table of Contents

Part 1: Lesson Overview………………………………………………Page 2

Health Text: Nutrients for Health and Wellness……………………Pages 3-8

Okapi Readability Analysis……………………………...…………….Page 9

Part 2: Standards and Objectives………………………….………Page 10-11

Part 3A: Before Reading……………………………………………..Page 12

Knowledge Rating Chart…………………………………………..…Page 13

Part 3B: During Reading…………………………………………..…Page 14

During Reading Worksheet…………………………………………..Page 15

Part 3C: After Reading……………………………………………….Page 16

Reading A Nutrition Facts Label…………………………………..…Page 17

Part 3D: Technology/Extending the Meaning………………………..Page 18

Super Size Me Response Questions………………………………….Page 19

Part 3E: Assessment…………………………………………….....…Page 20

Part 4: Reflection……………………………………………………..Page 21