Chapter 4

Teacher: Coach Hood

Unit/Session: Chapter 4 Health 

Date of Instruction: 4/15-26

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: 

 I can identify the importance of nutrition and fitness.

Success Criteria: 

• I know I have it when I can identify the six categories of nutrients and explain what each nutrient does for my body.

• I know I have it when I can identify the five food groups in the food guide pyramid and list the types of foods that would fall into each category.

• I know I have it when I can create a balanced food plan for myself and track what I consume.

• I know I have it when I can successfully plan and execute fitness goals that I have created for myself.

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:

• How can I plan a healthy diet?

• What types of foods should I eat sparingly?

• Why is it important to understand what I eat?

• How can I control my weight and stay healthy?

DIRECT INSTRUCTION:

• Class discussion about the warm-up questions.  

• Review directions for powerpoint lesson that the students will create over the food guide pyramid.

• Watch Video: 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:  

• Review  do-now questions from previous lesson as a class.

INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION:

• Class will create a powerpoint about the food guide pyramid using a template created during the previous lesson. 

• Class will complete chapter 4 outline.

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.

Homework

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