Lesson Planning Guide Today is:_Wednesday, August 19, 2020__

Standard(s):_ 5.2N Use a decision-making process to plan nutritionally adequate meals at home and away from home._
Lesson Objective (What)_Learning the importance of making healthy choices_____
Instructional Plan: Opener/ daily reflection 5-8 minutes
Teacher: Students:
1. Teacher is prepared and has the daily 1. Students quietly sit down and prepare
reflection on the projection board. for class.
reflectiondailyOpener/

2. When the late bell rings, the teacher is 2. Students take out their journals and
starting the 5 minutes for the complete the daily reflection.
reflection to be completed. 3. Students have the previous nights
3. While the reflection is being completed homework on their desk waiting for it
the teacher is walking around checking to be checked.
the previous nights homework.
Reflection Question: Essential Questions: Instructional Strategies:
 TPS/TWPS/SSI
• Evaluate what makes a meal nutritionally  Random selection using
How good are your eating habits? Elaborate. adequate? sticks, cards
 Whiteboards/journals
What could you do to make better choices? • Explain how you be sure to receive all the
proper nutrition needed everyday?
*Students will share their thoughts on how to • What are the different challenges of planning
make better choices with peers* nutritional meals in and out of the house?
• Analyze how you can make decisions easier
and not be tempted to fix or eat something
easy?
Teacher: Teacher reviews each OBJECTIVE area- 10-12 minutes
 WHAT-“What are we learning today?”- Learning the difference between healthy food and
non-healthy food.
 WHY-“Why are we learning this?”- To understand the importance of healthy food choices
 HOW-“How will we learn this?” “What learning activities will we do today?”- Review,
individual research, share ideas in groups, and complete worksheet questions
Chunk 1Input/Model

(homework).
The teacher will review:
1. Important vocabulary words from the review sheet;
2. What makes fats, protein, carbohydrates different from each other
3. Explain the importance of minerals, vitamins and water.
Student: Instructional Strategies:
 Direct Instruction
1. Student leaders help pass out the review sheet.
 Choral Response
2. Students are utilizing a pro/con list of what is important to them.  Watch/Listen/Input
3. Students are giving thought to the question.  Review sheets.
4. Students then in turn share their answers with their peers.  Random selection
using sticks, cards.

Notes:
1. Students will utilize a pro/con list.
2. Student will use previous knowledge
Chunk 2Structured Practice

Instructional Plan: “We do it together” Lead pacing with students while asking questions Time:10
Teacher: Instructional Strategies:
 Pre-Correct for potential
1. Ask the question: How do you feel after your daily meals? errors
1. Allow students time for them to think for themselves time  Connect knowledge to
measurable objective
2. Have students exchange their answers with their group  Cooperative Learning
members. Kagan
 Jot Thought
 Talking Chips
2. How did the students come to their decision? (students are encouraged to use a pro/con  Rally Robin
list)  Rally Coach

Student:
1. Students will write the first word that comes to mind after being asked the question of the
day.
2. Students will think of why that was the first word that came to mind and jot down those
 thoughts- Students can utilize their pro/con list.
3. Students will then share their words and ideas why with their table partners.

Notes:
1. Pro/con list
2. Review worksheet
3. Previous knowledge

Instructional Plan: “I monitor and support” Time:20

1. Show students the website they will be using (MyFitnessPal) here students will put in their  Similarities/Difference
specific info: age, weight, height, sex, activity level  Adv. Organizers
 Note-Taking/
2. Teacher will monitor and support students with insight and prompting students for better Summarization
choices.  Praise/Prompt/Leave
3. Teacher will remind students to use their review sheet.
Students:
1. Students will help pass out Food List options to all students
2. Students will complete the information on MyFitnessPal
3. Take notes of their daily requirements
4. Students will take the above knowledge and complete the weekday and weekend meals.
5. Students will answer all questions in full and complete sentences.
Notes:
Students will use their review sheet, Healthy list options, MyFitnessPal website and prior knowledge
Instructional Plan: Closure-What have we learned today? Did we meet our objective? 5 minutes
Close: Products:
 Post- Assessment
Teacher:  Ticket Out the Door
1. Go over partner questions  Copy homework

2. Summarize key vocabulary/concepts again

Students:
1. Students write any questions they have on a portion of the teachers whiteboard.
2. Students should ask lingering questions on concepts and take last notes if needed
3. Students should note the homework to be done
TOD:
Teacher:
1. Hand out the Ticket Out the Door.
2. Remind students the questions are off of today’s lesson/review. This will dictate if we
review tomorrow or continue on.
Students:
1. Students write their names and complete the two short answer questions and one
multiple choice about today’s lesson.
 Reference

https://www.choosemyplate.gov/resources/MyPlatePlan