"Health Education Lesson Plan"

= Response is required

Lesson Title-Food Safety- Day 3

Unit

The student will demonstrate advocacy of food safety through the use of proper decision making skills to enhance health.

Grade Level

This lesson is for 12th graders.

General Information - Resources and Educational Setting
Please identify 1) Health Methods, Web Quest, Videos, Guess Speaker 2) district, school or cooperating teacher requirement or
expectations, 3) amount of time devoted each day or week in your classroom to the content or topic of your instruction, 4) ability
grouping or tracking, 5) any other special features of your school or classroom that will affect the teaching of this lesson.
Textbook, Instructional Program or Web Resource

Be sure to include:
Title: Teaching Todays Health 9th Edition
Publisher: Pearson Benjamin Cummings
Date of Publication: 2010

District, school or cooperating teacher requirement or expectations

Throughout this lesson the students will first be taking a pop quiz covering the previous material from the last 2
days. After the pop quiz the students will be put into small groups, where they will participate in role-play situations
dealing with Food Safety. The students will simulate advocacy during different situations dealing with food prep/safety.
They will also fill out an exit ticket pertaining to real life situations dealing with Food Safety before being dismissed from
class.

Ability grouping or tracking due to content

As the students are put in to small groups for role-play they will be able to simulate advocacy skills dealing with
food safety.

Other special features of your school or classroom

Health posters spread out throughout classroom to provide them with more in depth learning.

Information about Students and Specific Learning Needs

Classroom Demographics
Please indicate the following:
Total students___24______
Males_____14_____
Females___10_______

Differentiation of Instruction - Accommodating Student Needs

In this section please clearly describe how you are planning for differentiation of instruction to accommodate students with Exceptional/Special Needs and/or pertinent
IEP Objectives
*Please numerically identify/match Special Need to Accommodations Planned

Description of Special Need

Planned Instructional Accommodations

IEP- Mild Autism

Oral responses, modified time, study guides/tests (modified

lower level, teacher assistant if available

IEP- Mild Dyslectic

Modified time, study guides/test (modified lower level),

teacher assistant if available

Information about the Lesson

In this section you will need to clearly identify the important, powerful ideas that enable students to make sense of isolated facts.
*What is the big idea of that your lesson encompasses?
*How is this lesson essential to your students understanding of the overarching unit/topic objective(s)?
*In which content area standards will your students gain competence?
Central Focus = Main Health Content/Life Skill Addressed
Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.
Standard 8: Students will demonstrate the ability to advocate for personal, family, and community health.
Lesson Behavioral Objective(s)
The students will demonstrate the ability to practice food safety behavior and demonstrate the ability to advocate for personal care.
Cognitive objective required
Cognitive - After listening and watching other students role-play situations the students will be able to develop multiple steps for
ensuring proper food safety.
Psychomotor - After participating in the role-play situations the student will demonstrate proper food safety behavior.
Affective - Upon completion of the pop quiz and the role-play activity on food safety the student will develop the ability to advocate
his or her personal food safety behaviors.

Grade Level Expectations and Depth of Knowledge

Grade Level Expectation (GLE)
Found on the NHES or WI-DPI website under the Grade Level Benchmarks

Depth of Knowledge (DOK) - use Nutbeams Hierarchy of Health Literacy

1= Functional - basic knowledge of information
2= Interactive development of personal skills (NHES 2-8)
3= Critical ability to bring about personal and societal change
*Please numerically identify/match GLE to appropriate DOK

Grade Level Expectations

Depth of Knowledge

12th grade

2 = Interactive development of personal skills

Academic Language
The language of education that is different from everyday spoken language. The content specific terms (ex: hygiene, FITT, nutrient
density...) and the process terms (ex: theory, hypothesis, evaluate, compare and contrast) that enable a student to be successful in the
classroom.
*(Verb and noun from behavioral objective plus other related terms, See Marzanos Building Academic Vocabulary - Health Handout)

Health Content Specific Terms

General Educational Processing Terms

Advocacy

Evaluate

Food Allergies

Compare

Food Preparation

Correlate

Health literacy

Research

Food Safety

Develop

Refusal skills

Demonstrate

Hygiene
Long-term goals

Assessment of Prior Knowledge

How have learners encountered this content before, either through experience in daily life or prior instruction? What related content
have the students learned that has laid a foundation for this lesson? What errors in understanding or thinking (i.e. misconceptions)
might learners bring with them into this lesson?

Pre-Assessment
Prior to this lesson the students have had two different days Planned Administration - identify format, i.e., verbal,
of receiving information about food safety. The students
written, electronic, individual, whole group.
were also asked to start working with their WebQuest
groups.

Beginning of the Lesson

Content Introduction Activity
Be sure to include the following in your responses:
-a clear description of the activity,
-the planned time allotment,

-a complete list of all materials that you will need to support the planned learning activity,
-brief reflection on how this activity will develop competency in the standards selected for this lesson.

Activity Description: Students will take a small pop quiz

featuring multiple choice and true or false questions.
Activity #1 = Food Safety Pop Quiz
Time: 4-6 minutes
Materials needed: Pen or Pencil

Brief reflection on how this activity will develop your

students competency in standard(s) selected to target
during this lesson.
Students will comprehend concepts related to health
promotion and disease prevention to enhance health while
filling out the in class pop quiz.

Content Development Activity - 1

Activity Description: The students will participate in role- Brief reflection on how this activity will develop your
play situations dealing with food prep/safety. The students students competency in standard(s) selected to target
will also fill out an exit ticket about how they can use the
during this lesson.
advocacy skills in real life.
Students will demonstrate the ability to practice healthActivity #2= Role-Play Situations
enhancing behaviors and avoid or reduce health risks, As
well as demonstrate the ability to advocate for personal,
Time: 24 minutes
family, and community health while participating in roleplay situations and filling out exit ticket.
Materials needed: pen or pencil

During Instruction-Assessment
This may include Guided Practice, Independent Practice, Questioning, structured Observations, etc., including what you will be
looking for.

Description of During Instruction Assessment - include

actual questions to be used to "Check for Understanding"
during instruction.

Planned Administration - identify format, i.e., verbal,

written, electronic, individual, whole group.

-Why are these behaviors necessary to practice now before

you own your own home?
-Why would these behaviors reduce the risks for disease?
-What concepts did we learn that can help us become more
of a food safety advocate?

Post Instruction-Assessment
How will you know if your students understood the lesson? How will assessments provide evidence of student learning relative to the
objectives for the lesson? How will you differentiate assessments for students having difficulty demonstrating their learning as well as
those needing more challenge? How are the assessments aligned to clearly defined benchmarks or criteria for student performance?
*Please include all planned Formative and Summative assessments

Description of Post-Assessment

Brief reflection on how the assessment will provide

insight into the development of competency in Health

Formative- The students will be asked to complete exit

ticket identifying specific questions on how they can use
their advocacy skill in real life situations.
Summative- After grading pop quizzes and observing roleplay situations there will be evidence of student
performance.

content knowledge and/or skills.

Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks, As
well as demonstrate the ability to advocate for personal,
family, and community health while participating in roleplay situations and filling out exit ticket. after the
completion of day 2.

Take Home - Family Connection Assignment/Activity

Please describe how you will support a connection between the students home life/lifestyle choices and the targeted NHES and lifeskills of this lesson.
Take Home - Family Connection

Description of Take Home / Family Connection

assignment

Brief reflection on how the activity will provide support

for continued development of the targeted Health lifeskill(s).

Kitchen safety assignment- Prior to this lesson the students

were asked to take home a 10 question survey about their
This activity will help parents get involved in showing their
home kitchen. In this survey the students were to answer
children theirs beliefs in food safety and possibly open
questions pertaining to their kitchens food safety and food doors for becoming a better food safety advocate.
hygiene. This is the entrance ticket for Day 2