Fitness and Nutrition

Teacher: Coach Hood

Unit/Session: Chapter 4 Health 

Date of Instruction: 2/17-2/28

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 explain the role of each nutrient in the body.

• I know I have it when I can identify sources of each nutrient.

• I know I have it when I can describe the importance of water to good health.

• I know I have it when I can explain the key concepts from the Food Guide Pyramid and the Dietary Guidelines for Americans.

• I know I have it when I can summarize recommendations from the MyPlate and Food Guide Pyramid systems.

• I know I have it when I can describe how poor nutrition can impact my health.

• I know I have it when I can determine steps to take to make healthy food choices.

• I know I have it when I can describe ways to determine my ideal body weight.

• I know I have it when I can explain how weight affects a person’s health.

• I know I have it when I can identify healthy weight management strategies.

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 I eat a nutritious breakfast every morning?

• Do I rarely drink soda or sugary drinks?

• Do I eat plenty of fruits and vegetables daily?

• Do I get enough protein in my diet?

• Do I drink enough water daily?

• 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.  

• Complete chapter questions on Google Classroom.

• Review directions for the Google slides  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 the chapter questions from the Google forms.

INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION:

• Class will create a Google slides activity about what it means to be healthy using a template created during the previous lesson. 

• Class will complete the chapter 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.