Chapter 7: Nutrition (6th, 7th, 8th)

Teacher: Coach Hood

Unit/Session: Chapter 7 Health 

Date of Instruction: 9/17-9/27

Standard/s: 

• HE6.1/7.1 Students will comprehend concepts related to health promotion and disease prevention to enhance health.

• HE6.2/7.2 Students will analyze the influence of family and peers, culture, media, technology, and other factors on health behaviors.

• HE6.3/7.3 Students will demonstrate the ability to access valid information and products and services to enhance health.

• HE6.5/7.5 Students will demonstrate the ability to use decision-making skills to enhance health.

• HE 6.6/7.6 Students will demonstrate the ability to use goal-setting skills to enhance health.

• HE6.7/7.7 Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

• HE6.8/7.8 Students will demonstrate the ability to advocate for personal, family, and community health.

Learning Target/ Teaching Point: 

How do the foods you eat affect your overall health?

Success Criteria: 

• I can identify the six types of nutrients.

• I can explain the role of each nutrient in the body.

• I can identify sources of each nutrient.

• I can describe the importance of water to good health.

• I can explain the key concepts from the Dietary Guidelines for Americans.

• I can summarize recommendations from the MyPlate food guidance system.

• I can describe how poor nutrition can impact my health.

• I can determine steps to make healthy food choices.

• I can describe ways to determine ideal body weight.

• I can explain how weight affects a person’s health.

• I can identify healthy weight-management strategies.

• I can compare and contrast positive and negative body images.

• I can identify several factors that can influence a person’s body image.

• I can explain the difference between disordered eating and an eating disorder.

• I can describe causes, consequences, and signs of and approaches for treating eating eating disorders and disordered eating.

• I can demonstrate skills for improving body images.

Opening (I Do)

An engaging process for lesson introduction that is specifically planned to encourage equitable and purposeful student participation. Describe the instructional process that will be used to introduce the lesson.

TKES 1, 2, 3,4,5, 8,10

INTRODUCTION/CONNECTION:

• Answer the following questions:

• Do you eat a nutritious breakfast every morning?

• Do you rarely drink soda or sugar-sweetened drinks?

• Do you eat multiple servings of fruits and vegetables every day?

• Do you rarely, if ever, have feelings of guilt or anxiety when you think about eating certain foods or certain amounts of food?

• Do you get enough protein in your diet?

• Do you try to limit added sugars, saturated fats, and sodium in your diet?

• Do you drink 8-11 cups of water a day?

• Do you practice healthy, lifelong eating and physical activity habits?

• Do you stay away from fad diets as quick-fix weight-loss strategies?

• Are you able to identify distorted body image ideals portrayed in the media?

• Do you know about eating disorders and how to prevent them?

DIRECT INSTRUCTION:

• Class discussion about the warm-up questions.  

• Create a food guide pyramid template as a class.

• Go over directions for Google Slides that will be created during this unit.

• Watch Videos: Goals for Healthy Eating and Food For Thought

Work Period  (We Do, You Do)

Students learning by doing/demonstrating learning expectations.  Describe the instructional process that will be used to engage the students in the work period.

TKES 1, 2, 3, 4, 5, 7. 8,10

GUIDED PRACTICE:  

• Go over Chapter 7 questions as a class after completion.

• Create a Google Slides template that students will work on independently during the next lesson.

• Start on chapter 7 outline.

INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION:

• Use the textbook to look up answers to Chapter 7 Questions.

• Class will complete Chapter 7 outline.

• Students will share Google Slides that they created over Chapter 7.

Closing  (We Check)

Describe the instructional process that will be used to close the lesson and check for student understanding .

TKES : 1,2,3, 4,5,6,7,8

SUMMARIZE/CHECK FOR UNDERSTANDING:

Formative Assessment : 

Ticket out the door: 

• Name one of the five food groups and an example of a food from that group.

• What are the six categories of nutrients?

• What factors impact your ideal body weight?

• What factors affect your body image?

Homework

Study for the end of chapter quiz over the pre-test.