Nutrition Lesson Plan

Corey Rumley Georgia State University

Department of Kinesiology & Health KH 3100- Spring 2004

Writing a Lesson Plan

This lesson plan will focus on nutrition and how it affects childhood obesity. The lesson is aimed at elementary school children who are in the fifth grade. We will be using a one-computer classroom. The classroom will be arranged with the computer and printer in the front of the classroom near the blackboard. The students’ desks will be arranged in sections at different parts of the classroom in a circular design. Each group will be performing a task at each station related to the lesson. After a short time, each student group will rotate from the stations to the computer in a circular pattern. This will ensure that each groups works at a different station. The title of the lesson will be "Power of the Pyramid" that will emphasize the use and importance of the USDA Food Guide Pyramid and how not following these nutritional guidelines can lead to obesity among other illnesses. I will use fast foods as an example because children now seem to consume a large portion of fast food as opposed to healthy wholesome foods.

The QCC guidelines that are covered will be: Nutrition

20 Nutrients- Determines the functions and sources of each of the six nutrients (Carbohydrates, Proteins, Fats, Vitamins, Minerals and Water)

22 Dietary Imbalance – Explains dietary disorders and health problems associated with nutrient deficiencies and excesses.

23 Dietary Guidelines- Creates a one day food plan based on the food guide pyramid and the USDA dietary guidelines.

National Health Standards to be covered are:

1. Students will comprehend concepts related to health promotion and diseases prevention.

2. Students will demonstrate the ability to access valid health information and health- promoting products and services.

3. Student will demonstrate the ability to practice health-enhancing behaviors and reduce health risks.

6. Students will demonstrate the ability to use goal-setting and decision-making skills to enhance health.

All of Georgia Technology Standards will be demonstrated.

Power of the Pyramid

Goal: The student will be aware of the nutritional content of fast food and how an over consumption can lead to obesity and disease.

Objective: The student will complete a questionnaire on fast foods. The student will plan a meal that is not fast food. The student will differentiate the nutritional value of a fast food meal from a balanced meal.

Anticipatory Set:

Fast Food Feelings Questionnaire

My Favorite fast food is ________________________________________.

My favorite food to order at a fast food restaurant is _____________________________.

I most often eat at fast food restaurants when ___________________________________.

What I like best about eating at a fast food restaurant is __________________________.

 

Teach Section

Lesson Concept - In order to eat a meal that provides the nutrition that our bodies need, we must choose healthy foods that represent each of the basic food groups.

Lesson Cues:

The importance of the five food groups is to provide the best possible source of food that provide the nutritional support to lead healthy lives.

We need to select foods for each of the food groups to provide nutritional balance in our diets to prevent deficiencies.

Over consumption of fatty foods like fast foods can contribute to obesity and related diseases

Making healthy changes to the foods we eat increase our quality of life by helping to offset obesity and disease

Alternatives to fast food will benefit our bodies because there is a limited amount of fats and sugar that can be a catalyst to obesity and disease

Comparing the food guide pyramids of a healthy meal and a fast food meal is the best way to demonstrate the importance of a healthy diet especially with the rise of childhood obesity and disease. (Ex. The fat content in a piece of fried chicken compared to baked chicken.)

 

Teacher Modeling: After entering the fast food on the Nutritional Analysis Tools and Systems website, each student should have a print out suggesting an alternative source of nutrients for the food groups. (Ex. For French fries, an alternative carbohydrate source would be a baked potato.) Students will compare each other’s findings and it will be discussed in class.

What are some alternatives for proteins?

What are some alternatives for Carbohydrates?

How must fat should we consume?

What other ways can we prepare foods other than frying?

Student Activity: The class will be divided into three groups. They will be given 5 minutes to fill out the questionnaire. After filling out the questionnaire the groups will be given a task. Group 1 will discuss the food guide pyramid of the USDA that will be provided by the teacher, Group 2 will discuss the portions of foods they eat on the food guide pyramid and Group 3 will go to the computer and log on the Nutritional Analysis Tools and Systems web site at http://nat.crgq.com/suggest.html. Group 3 will enter the foods they answered on the questionnaire and go to the suggestions link to find healthy alternatives for a well -balanced nutritional meal. The groups will rotate in a circular manner so that everyone has an entry on the website.

Closure:

Since we have learned about alternatives in planning a meal, we now have a better understanding about how eating healthy food can benefit a healthy lifestyle. This is one of the ways students can offset obesity and disease.

Evaluation: The students will go home and ask three family members or adults about their daily food intakes for breakfast, lunch and dinner. The student will use the information from class to determine if meals the adults consumed were nutritionally balanced or not. The students will then make up a meal plan including breakfast, lunch and dinner for three days using different food sources. The student will write an explanation about how he/she was able to created these healthy meals using the Food Guide Pyramid. This is to be turned in to class.

Re-teach Section: The students will meet with the teaches to discuss the difficulties with the initial lesson. The teacher will hand out flashcards that has different food sources and the nutrients the foods provide. One will be of a fast food variety and the other will be a healthy choice (Ex. Milkshake as opposed to skim milk). The teacher will emphasize to the students the importance of healthy alternatives by having the students explain how the fast food alternatives are better for you and how they contribute to a healthy lifestyle.

References

Buckner, Jr.,W.P., Hakula, J. & King, K. Health Education Teaching Ideas: Elementary Volume 2 . 1995 American Alliance for Health, Physical Education, Recreation and Dance. Press. Champaign

United States Dietary Guidelines

Http:// www.health.gov./dietaryguidelines/dga2000/DIETGB.PDF

Nutritional Analysis Tools and Systems

http://nat.crgq.com/suggest.html