Name: Marly Eubanks

Box # 7228

LESSON #1
I. Concept to be taught: In class, I will discuss the functions and sources of proteins, carbohydrates, fats,
vitamins, and minerals. Its important to understand body fuel as much as a car racer needs to understand
the fuel needed for his car. With this knowledge, students can learn how to give their body the fuel it
needs to function, grow, and repair itself properly.
II. Instructional Objectives:
A. Standard: The student will assess the effects of nutritional choices and incorporate strategies that
contribute to an improved quality of life.
1. Learning Expectations:
a. Identify the relationship between healthy eating and total wellness.
b. Evaluate how individual food choices are influenced by multiple factors.
c. Identify the energy nutrients (fats, carbohydrates and protein) and nonenergy nutrients
(vitamins, minerals and water) identify food sources for each of the classifications of
nutrients.
2. Performances Indicators:
a. List and describe the six nutrient classifications.
b. Identify the three nutrients that provide the body with energy (i.e., fats, carbohydrates,
proteins).
III. Materials needed: Pen/Pencils, Piece of Paper for note taking
IV. Classroom teaching strategies and procedures:
A. Anticipatory Set:
1. Start of class - Housekeeping: announcements/taking attendance
B. Learning Activity:
1. Starter question: What are some healthy foods you have eaten recently?
2. Lecture Time: Describe what is nutrition - Discuss the components of Nutrition which
include: nutrients, calories, proteins, carbohydrates, fats, minerals, vitamins and water
C. Closing Activity:
1. Critical Thinking Exercise: Review questions
a. What function does saturated and unsaturated fat play in our diets?
b. What is the difference between a complete protein and an incomplete protein?
c. What are common symptoms of dehydration?
d. Why is it important to eat a well-balance meal?
e. Name three foods that are high in saturated fats that can be found in your school
cafeteria.
D. Activity Extension: Use Life skills: researching and analyzing influences on health.
V. Evaluation
A. Student learning will be measured through PowerPoint, class discussion, and critical thinking
exercises. They will be observed through class discussion and note taking.
B. After the lesson is over, I will look back at the attentiveness of my students to see what worked and
what didnt work. Were my students paying attention to the topic of discussion or were the students
completely zoned out of class discussions? This will allow me to see the areas they need to focus
more on or less on.

LESSON #2
I. Concept to be taught: In class, I will discuss the five groups of the Food Pyramid also known as the Food
Plate. My students will learn how to identify the recommended numbers of daily servings for each food
group. They will then be able to list examples of foods from each food group. The students will then learn
and hopefully be able to explain what a vegetarian diet is and the four types of vegetarian diets.
II. Instructional Objectives:
A. Standard: The student will assess the effects of nutritional choices and incorporate strategies that
contribute to an improved quality of life.
1. Learning Expectations:
a. Evaluate personal nutritional and energy needs.
b. Assess personal daily dietary practices to each of the categories to the current USDA
Food Guide Pyramid.
2. Performances Indicators:
a. Label the categories in the current USDA Food Guide Pyramid.
b. Design a daily menu that meets the goals of the current USDA Food Guide Pyramid.
c. Analyze the current recommended daily allowance (RDA) guidelines.
III. Materials needed: Video, handout for notes
IV. Classroom teaching strategies and procedures:
A. Anticipatory Set:
1. Start of class:
a. Video: Food Pyramid rendition using Lady Gaga song Born this Way
b. During this time I will be able to take attendance.
B. Learning Activity:
1. Discuss the five categories of a food group: examples of each and giving key factors as to
how it influences our health - Grains, Vegetables, Fruits, Dairy Products, Proteins
2. Oils are a key factor into the food plate. Foods are cooked in different types of oils or contain
oils in their product.
3. Discuss the many variety of Vegetarian Diets people use.
a. Vegan, Lacto-Vegetarian, Ovo-Lacto-Vegetarian, Semi-Vegetarian
b. How do these diets affect/benefit our health?
C. Closing Activity:
1. Critical Thinking Exercise: Review Questions
a. What are the vitamins and nutrients found in each food group?
b. Why is it important to eat food items from each of the food groups?
c. Why should you follow a dietary guideline?
d. Why do you think it is important to balance the food you eat with physical activity?
e. Why do you think it is important to choose a diet with plenty of grain products?
f. Why do you think it is important to choose a diet low in fat and saturated fat?
D. Activity Extension:
1. Facts About: Eating Right For Life
a. Engage the class in discussing why caloric and nutrient needs to change during
different stages of life. Students will be able to expand on ideas given in the students
textbook.
i. Students will list the different stages of life.
ii. Break students up into groups discussing the different life stages answering:
1. What changes could I make to my diet?
2. What are some effects of vitamin deficiency?
3. Why do babies have different nutritional needs than adults?
V. Evaluation

A. Student learning will be measured through PowerPoint, video, class discussion, and critical thinking
exercises. They will be observed through class discussion and note taking.
B. After the lesson is over, I will look back at the attentiveness of my students to see what worked and
what didnt work. This will allow me to see the areas they need to focus more on or less on.

LESSON #3
I. Concept to be taught: In class, I will discuss why it is important to maintain a healthful body weight.
Students will learn ways to determine a desirable weight and body composition. Its important for people
to understand how to follow a healthful weight gain and weight loss guideline. In addition to, we will
discuss the various forms of eating disorders.
II. Instructional Objectives:
A. Standard: Students will discuss eating disorders and their effects on the total wellness of the
individual.
1. Learning Expectations:
a. Identify eating disorders (e.g., anorexia nervosa, bulimia nervosa, binge eating)
b. Explain the relationship of a balanced nutrition program and essential nutrients to
appropriate weight, appearance, energy level and total wellness.
c. Examine the relationship between diet and disease (e.g., obesity, hypertension,
diabetes, elevated cholesterol levels).
2. Performances Indicators:
a. Define each eating disorder and the resulting effects on the body .
b. Calculate food and energy needs (e.g., caloric need, actual caloric intake and use).
c. Analyze the relationship between food choices and diseases (e.g., obesity, diabetes,
elevated cholesterol levels, colon cancer, hypertension, osteoporosis).
d. Discuss psychological implications associated with eating disorders.
III. Materials needed: Powerpoint, handout for notes
IV. Classroom teaching strategies and procedures:
A. Anticipatory Set: Start of class: Due to time, I did not prepare a activity starter.
B. Learning Activity:
1. What is Body Composition?
a. Discuss factor in determining what someones desirable weight is.
2. The 3 Components into determining weight and Body Composition
a. Body frame, BMR, and the 2 kinds of body fat in body composition
3. Factors that help maintain a healthful weight.
4. Discuss Gaining and Losing weight and ways that benefit each.
5. The various eating disorders:
a. Binge, Purge, Anorexia Nervosa, Bulimia, Binge Eating Disorder and Obesity
C. Closing Activity:
1. Critical Thinking Exercise: Review Questions
a. What is BMR? Distinguish between caloric intake and expenditure? What causes
malnutrition? When is a person considered overweight?
b. How can a person gain a pound every week for 6 weeks?
c. How can a person lose a pound every week for 4 weeks?
d. How can you determine your desirable weight and body composition?
e. Explain what you might say to a team member or a friend who exercises excessively?
D. Activity Extension: Have the students research about eating disorders in America. Compare the
differences with other countries.
V. Evaluation
A. Student learning will be measured through PowerPoint, class discussion, and critical thinking
exercises. They will be observed through class discussion and note taking.
B. After the lesson is over, I will look back at the attentiveness of my students to see what worked and
what didnt work. This will allow me to see the areas they need to focus more on or less on.