Lesson Plan

Subject: Grade 9 Health PE Unit: Healthy Eating Lesson Duration: 75 mins

OUTCOMES FROM ALBERTA LEARNING OBJECTIVES ASSESSMENTS
PROGRAM OF STUDIES (Observations, Key Questions,
Products/Performances)
W9.5: develop strategies to Students will explore the Think-Pair-Share (F)
promote healthy nutritional Canadian Food Guide to
choices for self and others; determine if the old or new Fill-in-the-blank (F)
ex., adopt goals that reflect promotes healthier food choices
Discussion (F)
healthy eating, encourage the
placement of nutritious food Canada Food Guide Activity (F
in vending machines
W9.10: assess the quality Students will develop an Fill-in-the-blank (F)
and reliability of health understanding of the components
information provided by that make up healthy eating Discussion (F)
different sources; ex., on the Canada Food Guide Activity (F
internet
LEARNING RESOURCES CONSULTED
Resource #1:
Resource #2:
Resource #3:
MATERIALS AND EQUIPMENT
● PowerPoint
● Canada Food Guide Activity
● Fill-in-the-Blanks
● Nutrition Tracking Assignment
● Duo tang Checklists
● video links
PROCEDURE
Introduction (_10_min.):
Attention Grabber: Today I am going to be collecting your duo tangs to mark over the break. Just a reminder that
your substance use and abuse projects (either PowerPoint or poster) should be handed in today. Please make sure
that you have all your assignments completed and included in there. I will give us time at the end of class to double
check this and to do a self-reflection on your progress. To start today we are going to continue where we left off on
Monday and have our groups present their food guide findings on the old vs. the news.
Expectations for Learning and Behavior: Students are expected to participate and share during discussions (if no one
volunteers us the popsicle sticks labelled with the proper class). Students are expected to listen to directions and act
maturely during group or partner assignments. Allow students time to move around out of their desks as this helps
these classes focus better during a lesson.
Advance Organizer/Agenda: Use the whiteboard to outline what will be happening throughout the lesson to keep
students more engaged.
Transition to Body: provide groups with time to go over their Venn diagram and prepare what they are going to
present to the class
Body (60 mins.):
Learning Activity #1: Canada’s Food Guide Comparison
Analyze the old food guide vs the new food guide
● students will view both the old and new food guides on the PowerPoint and discuss key components of
each
○ What do you notice? Differences and similarities?
○ do you agree?
○ Is one more attainable than the other? Why?
○ Which do you identify with the most?

1
 ● Explain to students that they will be working in groups to determine which food guide they identify with
most and the one they agree with most. They will share some of their findings with the class
● Knowing what they do after the PowerPoint students will determine which food guide they prefer more and
which information is the most accurate/attainable
● students will work in groups (assign these using the popsicle sticks) and provide time for groups to discuss
and share their ideas
● provide groups 5-7 mins to write down their ideas on poster paper and then share with class
● Groups will be given the opportunity to discuss amongst themselves to refresh their memories of their
posters and then will present their thoughts to the class
○ have students get their posters from the front desk

Assessments/Differentiation: Students will present their findings in groups to the class and compare similarities and differences
between their creations.
Learning Activity #2: What are macros (review) and What are Calories?
● Students will complete a fill in the blank assignment that goes with this
○ hand this out to the first person of each row and wait for students to write their names and date
○ remind students that they are in charge of following along and getting all the information filled in
on their sheets
● So Where Does Water Play into this?
○ single most important nutrient that is essential for life!
○ most adults need 11 (Females) - 14 (males) cups of water each day
○ carries nutrients to your cells, flushes waste away and regulates temperatures
● What is a Calorie?
○ a unit of measurement, the amount of energy supplied by food
○ specifically, a calorie is the amount of energy needed to raise the temperature of 4 cups of water 1
degree Celsius
○ if you don’t burn this energy your body stores it (fat)!
● Understanding Caloric Intake/Output:
○ factors that influence your calories:
○ our metabolism (genetic); our Basal Metabolic Rate (BMR) is determined by age, weight, gender,
and body composition. This is the number of calories that you need to maintain normal body
functions at rest. Burn between 45-70% of our calorie’s consumption
○ what we intake (eat)
○ what we output (burn through movement)
○ if input and output are equal we maintain our weight, but not necessarily our health
● Caloric Balance:
○ fat has 9 cal/g
○ carbohydrates have 4 cal/g
○ protein has 4 cal/g
○ *show a photo of plate with caloric balance demonstrated*
○ Are all Macros Equal
○ https://www.youtube.com/watch?v=7HXkkanqPKA (Macros explained)
● Recommended Daily Breakdown
○ 60% of our calories come from carbohydrates
○ 26% from fats
○ 15% of our calories from proteins
○ *this varies per person depending on nutrition needs*
○ with a 2000 calorie diet that is:
○ 1200 calories from carbs (200g)
○ 500 calories from fat (55g)
○ 300 calories from protein (75g)
● Does the macronutrient break down follow Canada’s food guide?
● Are all macros equal:
○ provide example and discussion surrounding this topic - let students choose who they discuss with
● Examples of food choices and their contents:
○ have students guess the contents of food examples to see what they find about their eating habits
2
 ■ is a calorie just a calorie
■ caloric density vs. nutrition density
■ portion sizes
■ Snack choices matter
■
● How much sugar is that?
○ show students a video about the sneaky ways that sugar is hidden in their food
■ There are some CRAZY comparisons of sugar. This will make you rethink what you are
putting in your body!
■ https://www.youtube.com/watch?
v=gzxqTzYbVjU&list=PLt2c0hX1aB8o2cW4hfi2As2CVYpx4yPmw&index=2
● Inorganic vs. organic

○ Organic meat, poultry, eggs, and dairy products come from animals that ARE NOT given antibiotics
or growth hormones. Organic food is produced WITHOUT using conventional pesticides and
fertilizers, synthetic ingredients or sewage sludge, bioengineering or ionizing radiation.

○ Inorganic meat, poultry, eggs, and dairy products come from animals that ARE given antibiotics or
growth hormones. Inorganic food is produced WITH conventional pesticides and fertilizers,
synthetic ingredients or sewage sludge and bioengineering or ionizing radiation.
○ compare grass fed vs. grain fed beef

Assessments/Differentiation:
Learning Activity #3: tracking Assignment Introduction and Duotang Check
● Students will be given a tracking sheet and the directions explained:
○ Directions:
■ Log your food that you eat today, tomorrow and Friday (do this now so you don’t have to
do it over your break) - you may choose a different 3 days, however it will be good to
compare your eating habits when you are in school vs. out of school
■ write down everything that you put into your body, this includes everything you drink and
even gum you chew
■ record any activity that is done as well
■ after the break we will reflect on your nutrition habits and how they compare to Canada’s
food guide template
○ Students will need to take these tracking sheets with them and bring them back after the break
● Duotang Check:
○ write on the whiteboard that assignments that have been covered throughout the conflict
resolution, resilience and substance use and abuse unit. Students will write the title of each of
these assignments on their checklist and then will go through and write if they have them or not
(Incomplete or complete)
○ After students have done this, they will do a self-evaluation to justify their grade in Health 9. They
will explain why their grade is applicable to use in basing their work ethic and character in the unit.
This is linked to the school’s GREEN 2 GOLD characters
● Students will hand duo tangs back in with this evaluation inside them to be taken home and marked over
the break
Assessments/Differentiation: Provides students with the opportunity to evaluate their behavior and accomplishment and to be
responsible for their grade/learning.
Closure ( 10min.):
Consolidation/Assessment of Learning: Students will use what they have learned during class to assess the
difference in accuracy between the old and new food guides. They will use this information to defend their position
during class discussion.
Feedback From Students: Students will discuss during the beginning Think-Pair-Share activity and then again, share
their learning at the end of class during the Food Guide Comparison Activity
Feedback To Students: Provide students with real life examples and ask students to elaborate on their ideas to help
them better understand the content. Encourage students to ask questions.
Transition To Next Lesson: Next day we are going to apply what we have learned today to the idea of calories and
3
tracking these. Please remember that your substance gallery assignments are due on wednesday so please email
them or hand them by next class.