AUTHORS NAME _Luis Carrillo___________________________ DATE __9/25/2017______

SINGLE SUBJECT LESSON TEMPLATE

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BACKGROUND INFORMATION
1. TITLE OF LESSON: Is Obesity a Disease?

2. CURRICULUM AREA & GRADE LEVEL: Exercise Nutrition Science

3. DATE OF LESSON/TIME NEEDED: 9/25/2017 / 70 minutes

4. RESOURCES: Attach materials needed to implement the lesson - e.g., power point presentation, text, graphic organizer
a. Graphic Organizer
b. Instructional Video
c. Hiku

CENTRAL FOCUS OF LESSON

5. CA PHYSICAL EDUCATION STANDARDS
Standard 2: Students achieve a level of physical fitness for health and performance while demonstrating
knowledge of fitness concepts, principles, and strategies.

6. CA ELD STANDARD(S):
ELD (English Language Development) Standards: Grades 9-10
Exchanging information / ideas (Bridging level)
Contribute to class, group, and partner discussions, sustaining conversations on a variety of age and grade-appropriate academic
topics by following turn-taking rules, asking and answering relevant, on-topic questions, affirming others, and providing coherent
and well-articulated comments and additional information.

7. BIG IDEA/ENDURING UNDERSTANDING: Why this material is important to teach; how it fits in with the unit
Learning the facts about obesity to formulate your on informed decisions.

8. ESSENTIAL QUESTIONS: Open-ended, arguable questions that organize the purpose of learning
a. What does obesity mean to you?
b. Is obesity a disease?
c. What are ideas that support your opinion?

EVIDENCE OF LEARNING
9. OBJECTIVE(S) OR LEARNING GOAL(S): Choose one: Cognitive, Affective, Psychomotor or Language Development
Cognitive After scholars complete a 30 minute lesson on obesity, scholars will be able to write a paragraph that supports their
opinion on obesity using facts gathered from the readings.

10. ASSESSMENT(S): Choose one: Diagnostic - entry level, Formative - progress-monitoring or Summative evaluative
Diagnostic Scholars will provide detailed examples on how the skills can be applied to their lives both in and out of the
classroom, by answering guided group questions provided by the instructor.

INSTRUCTIONAL AND LEARNING TASKS

11. INSTRUCTIONAL TASKS: Teacher Steps 12. LEARNING TASKS: Student Steps
1. Anticipatory Set 1. Anticipatory Set
1. Instructor asks scholars to go to Hiku and read the 1. Scholars will read the background information about
background information for obesity. (5-10 minutes) obesity. (5-10 minutes)

2. Through-Instruction
2. Instructor will play video on obesity as a disease. 2. Through-Instruction
(5-10 minutes) 2. Scholars will watch on obesity as a disease . (5-10
minutes)
3. Through-Guided Practice 3. Through-Guided Practice
3. a. Instructor will advise students to read the pro/con page 3. a. Scholars will read pro/con page on obesity as a
on obesity as a disease and choose a side. (7-10 mins) disease and choose a side to defend. (7-10 mins)
.

Independent Practice Independent Practice

4. a. The teacher will set up the class for a pro/con debate. 4. a. Scholars with participate in a pro/con debate (15 mins)
1 minute per argument and rebuttal 3 presenters. (15
Mins)
Beyond- Closure
Beyond- Closure 5. Scholars will fill out graphic organizers for
5. The instructor will pass out graphic organizers for students to fill out based on their own interpretation.
students to fill out based on their own interpretation. (15 minutes)
(15 minutes)

REFLECTION AFTER THE LESSON: Overall, how did the whole class achieve the learning goals? In particular, how did your
special needs and English learners achieve the learning goals? To what degree were your assessments helpful in determining
students understanding? To what degree did the lesson engage students? What did you do differently from one class to the next?
What will you do differently next time you teach this lesson?