EDU 4010 10 Day Unit Template

Name: Bridget Melton

Grade Level/Subject: 9-12 Health
School: NCCU
Purpose and Audience: To encourage high school students to build healthier meals and increase
physical activity while using the Internet and sources.

Unit Goals (2-4 maximum):

Goals

Students will be able to make healthy choices about food.

Students will be able to read labels to know the nutrition facts.
Students will be able to choose ways to be physically active.
Students will be able to make healthy snack choices.
Rationale: This unit will provide engaging and exciting hands on opportunities for students to analyze
their food intake and to discuss ways to make healthier choices. The lesson plans are on various topics
that when combined together, can help students educate themselves on the decisions they need to make.
The lessons are intended to inspire students to reflect on their personal eating style and identify areas for
improvement. Our eating and physical activities are all choices that we have the ability to make.
Content Area Standards:

9.NPA.1 Analyze strategies using tools (MyPlate, Dietary Guidelines, Food Facts Label) to plan
healthy nutrition and fitness.
9.NPA.2 Create strategies to consume a variety of nutrient dense foods and beverages in
moderation
Common Core State Standards:
CCSS.ELA-LITERACY.W.9-10.2

Write informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and analysis
of content.
Differentiated Instruction:
Each lesson plan allows for a group or partnered activity. Have students work together to help
others finish if they finish early.

Lesson 1 Healthy Snack Tracking

Name: Bridget Melton
Grade Level & Subject: 9-12 Health
Brief explanation of how this lesson connects to assessment(s) or instruction from the previous day: (For the first
lesson this can be based on a goal from a CT or from your own experience, an assessment or a curriculum map from
a district)

Lesson Objective(s)

Materials Teacher Needs

Materials Students Need
Anticipating Student Needs

Students will be able to explain why healthy

snacking is important. Students will be able
to choose healthier snack options. Students
will be able to explain why you should
monitor the contents of the food, with what is
required in your diet.
Computer with Internet access, overhead
Computer with Internet access, paper, pencil

Instructional Sequence / Procedures: What activities will take place

during this lesson? (Note: Use bullet points to outline your ideas.)

Number
of
Minutes

Hook / Warm-up: How will you set the purpose for the lesson?
Discuss the importance of eating healthy snacks. In order to grow
and have a healthy weight we must eat the right foods. All the
foods that we eat and drink can affect us now and in the future.

10

Modeling: What will you show students how to do? Inform the
class that they will be determining what snacks are healthy
choices. Explain that there are five things students will be looking
at to determine this. A healthy snack :
Does not have a lot of calories
Is low in sodium
Contains little to no saturated fat

20

Choose snacks that contain one or more of the following groups:

Grains, Vegetables, Fruits, Dairy or Protein.
Demonstrate how to go to nutritiondata.self.com to track the
foods. Do a sample: type in chicken in the food search box in the
top right corner. A list of all types of chicken will come up. Once
they see the one that closely matches their choice, click it. The
nutrition facts will pop up. Once this label appears, point out the
facts listed. For example, the calories, the serving size and the
cholesterol.

Guided Practice: What will you engage in together as a class or

10

small group?

Ask students to get into small groups. Have them each list two
snacks that they eat often. Have them look them up and see their
nutritional facts. Have them keep a list of which ones are healthy
choices and which ones are not.
Independent Practice: What will students do on their own? Assign

15

the following questions:

Why is it important to make healthy snack choices?
How do you determine if a snack is a healthy choice?
What prevents you from making healthy snack choices? How can
you overcome these?
Also assign the students to enter what they had for snack after
school into nutritiondata.self.com.
Have students write down if their snack was healthy and explain
why or why not.

Summary / Closure: How will you wrap-up the lesson? Today we

learned.
How to choose healthy snacks, monitor the contents of food we
eat, and explain why healthy snacks are important.

Formative Assessment: How will you know what students learned /

if they met the lesson standard(s) and objective(s)? Collect the

homework assignment.
If the students were able to answer the questions I assigned and if
they listed their snack and explained if it was healthy or not -20
points
If the students were able to answer the questions OR they listed
their snack and explained if it was healthy or not 10 points

If the students were not able to answer the questions or if they did
not list their snack 0 points

Lesson 2 Whats on Your Plate?

Name: Bridget Melton
Grade Level & Subject: 9-12 Health
Brief explanation of how this lesson connects to assessment(s) or instruction from the previous day:

Lesson Objective(s)

Materials Teacher Needs

Materials Students Need

Students will be able to identify how many

calories they need in a day. Students will be
able to understand the five food groups and
come up with ways to meet the daily
suggestions. Students will describe how
important it is to eat a variety of foods to
meet their nutrition needs.
Computer with internet access
Computer with internet access, paper plates,
markers, pencils

Anticipating Student Needs

Instructional Sequence / Procedures: What activities will take place

during this lesson? (Note: Use bullet points to outline your ideas.)

Number
of
Minutes

Hook / Warm-up: How will you set the purpose for the lesson?
Watch this video about the five food groups:
https://www.youtube.com/watch?v=L9ymkJK2QCU
Discuss the importance of eating a variety of foods. Healthy diets
include the five food groups and has limited saturated and trans
fats, sugar and sodium. Each food group provides nutrients that
your body needs.

10

Modeling: What will you show students how to do?

Have the class log into nutritiondata.self.com.
Under the help tab, go to the Nutrition Facts label. Pont out
where to find the total calorie amount. Make sure to show them
its for the serving size. Point out what the serving size is for that
amount of calories. Tell students why it is important to know their
daily allowance for calories. Calories are the measure of energy a
food or drink provides. Calories are the fuel our body needs to
work and play. The foods and beverages vary in how many calories

20

and nutrients they contain. You will gain weight if the calories
you eat and drink are greater than the calories you burn.

Guided Practice: What will you engage in together as a class or

10

small group?

Ask the students to get into small groups. Pass out the paper
plates to each group. Have them draw pictures onto the plate of a
meal that would include all five food groups. Have them write the
name and the serving size of what they have drawn.
15
Independent Practice: What will students do on their own?
Assign the following questions:

On a regular day, do you eat foods from all five food groups?
Name a lunch menu that includes all five food groups.
What encourages you to make healthy food choices?
What are some ways you can include all five food groups in your
daily diet?
Summary / Closure: How will you wrap-up the lesson? Today we
learned.
How to identify the amount of calories they need daily, how use
the five food groups and come up with ways to meet the daily
needs, and the importance of eating food from the five food
groups.

Formative Assessment: How will you know what students learned /

if they met the lesson standard(s) and objective(s)?

Collect the homework assignment.

If the students were able to answer the questions I assigned and if
they participated in the group assignment -20 points
If the students were able to answer the questions OR they
participated in the group assignment 10 points
If the students were not able to answer the questions and they did
not participate in the group assignment 0 points

Lesson 3 Count It Up
Name: Bridget Melton
Grade Level & Subject: 9-12 Health
Brief explanation of how this lesson connects to assessment(s) or instruction from the previous day:

Lesson Objective(s)

Materials Teacher Needs

Materials Student Needs
Anticipating Student Needs

Students will be able to track their daily

foods. Students will be able to determine if
their meal selections meet their daily food
allowance. Students will be able to determine
if their meal selections meet their daily
calorie allowance.
Computer with internet access and smart
board
Computer with internet access

Instructional Sequence / Procedures: What activities will take place

during this lesson? (Note: Use bullet points to outline your ideas.)

Number
of
Minutes

Hook / Warm-up: How will you set the purpose for the lesson?

10

Modeling: What will you show students how to do?

Have the students log into nutritiondata.self.com. They will need to
create an account in order to do this activity. Have them complete the
required sections. After doing this, use the computer hooked to the smart
board to allow students to follow you. Under tools, go to Daily Needs
Calculator. Enter your personal information. Navigate to where you see
Search, See and Save. You search the food you wish to find. This may
be off of the food they ate the day before, or they may make up their
food. You can choose the food and it gives you the option to save the
ones you have selected. You are able to select which meal to assign the
food to. For example, you may choose whole wheat toast, and assign this
to breakfast. Continue to add foods to their day and show students where
to see their progress toward their daily food group targets and their daily
limits. Walk around the room and assist students as they continue to add
food to their meals. After they have entered their food, show them
where to click on the link that says Food Groups and Calories Report.

20

This will divide out your food into columns. What has been eaten and if
its within the target amounts.
Guided Practice: What will you engage in together as a class or

10

small group?

Ask students to get into small groups. Have each group compile
my meal and enter it into the website and see if it meets the limits.
If it does great, if it does not have them make changes to the meal
so that it does meet the limits.
Independent Practice: What will students do on their own?

For three days each student will track the food they eat. At the end
of the first day they will enter the information into the computer
as we did in class. If they do not meet their limits, I want them to
add foods in the next couple of days that will help them to reach
the limits. After the third day, students should enter the
information and take a screen shot of the results.
Summary / Closure: How will you wrap-up the lesson?
Today we learned.

How to track their daily food with the use of a website, and learn if
their food selections meet the daily food and calorie allowance.
Formative Assessment: How will you know what students learned /
if they met the lesson standard(s) and objective(s)?

If the students turned in both the screen shot and their food
journal- 20 points
If the student turns in the screen shot OR the food journal- 10
points
If the student does not turn in the screen shot or the journal- 0
points

15

Lesson 4
Name: Bridget Melton
Grade Level & Subject: 9-12 Health
Brief explanation of how this lesson connects to assessment(s) or instruction from the previous day:

Lesson Objective(s)

Materials Teacher Needs

Materials Students Need

Students will be able to build a healthy meal.

Students will be able to create a sample
menu that meets the daily food groups.
Students will be able to create a sample
menu within a certain calorie allowance.
Computer with Internet access,
Computer with Internet access, Paper Plates,
Crayons, Pencils

Anticipating Student Needs

Instructional Sequence / Procedures: What activities will take place

during this lesson? (Note: Use bullet points to outline your ideas.)

Hook / Warm-up: How will you set the purpose for the lesson?
Tell the students that everything they eat or drink matters over
time. By eating the right mixture it can help them to be healthy
now and in the future. Ask students what components make up a
healthy meal? Show the students the MyPlate icon found at
www.ChooseMyPlate.gov
and explain that it can be a good reminder when planning meals.
MyPlate reminds us to include a variety of food groups in our
meals: Fruits, Vegetables, Grains, Proteins, and Dairy. Make
about half our plate fruits and vegetables. Its important to choose
foods and beverages with less saturated fat, sodium and added
sugars.
Modeling: What will you show students how to do?
Pass out the paper plates. Instruct students to color their plate like
the example shown on MyPlate and label the categories. Then
have them list ten foods that fit into each category. Then have the
groups share with the class what they listed.
Guided Practice: What will you engage in together as a class or
small group?

Tell students to get out their green, white, red, yellow, orange,
blue and purple crayons and get into small groups. When the
timer starts they are to use the different colors to write as many
foods as they can that are that color. Thirty seconds will be given

Number
of
Minutes

20

10

for each color. At the end of all the colors, have the students count
the total they have for each color and whoever has the most wins.
Independent Practice: What will students do on their own?

Have the students go home and do the guided Practice assignment

with someone at home. Have them add up the responses they got
for each group.
Summary / Closure: How will you wrap-up the lesson?
Today we learned

How to build a healthy meal, how to create a sample meal that

meets the daily food group limit and the daily calorie limit.
Formative Assessment: How will you know what students learned /
if they met the lesson standard(s) and objective(s)?

Collect assignments.
If students participated with a partner and completed a plate- 10
points
If students participated with a partner BUT did not complete a
plate- 0 points

15

Lesson 5 Lets Move

Name: Bridget Melton
Grade Level & Subject: 9-12 Health
Brief explanation of how this lesson connects to assessment(s) or instruction from the previous day:

Lesson Objective(s)

Materials Teacher Needs

Materials Students Need
Anticipating Student Needs

Students will be able to explain the

importance of being physically active.
Students will be able to identify how much
physical activity teens need per day. Students
will be able to discuss strategies for
increasing physical activity.
Computer with Internet access
Computer with Internet access

Instructional Sequence / Procedures: What activities will take place

during this lesson? (Note: Use bullet points to outline your ideas.)

Hook / Warm-up: How will you set the purpose for the lesson?
Physical activity is any movement that works your muscles and
requires more energy than resting. You dont have to be athletic to
be physically active. There is always room for more activity in your
lifestyle. Ask students to share some of their physical activities.
Discuss some benefits of being physically active.
Modeling: What will you show students how to do?
Have student listen as you read from the Physical Activity
Guidelines for Americans.
https://health.gov/paguidelines/midcourse/
Things mentioned are:
Do at least 60 minutes of activity
Do activity at least 3 times a week
Remember that any activity is better than none.
Ask students what were some ways they can incorporate more
physical activity into their daily lives? Examples: take stairs
instead of elevator, limit TV and video games.
Guided Practice: What will you engage in together as a class or
small group?

Have students get into small groups and come up with an activity
that students could do every day while at school, that would count

Number
of
Minutes

20

10

as physical activity. Also have the group come up with a morning

and evening activity. Have the groups present to the class.
Independent Practice: What will students do on their own?

Answer the following questions in your journal:

Why is it important for you to be physically active?
What are some ways you could add more physical activity into
your lifestyle?
How would you encourage a friend or family member to be more
active?
Summary / Closure: How will you wrap-up the lesson?

Today we learned.
The importance of physical activity, strategies for increasing
physical activity and how much physical activity is needed for
teenagers every day.
Formative Assessment: How will you know what students learned /
if they met the lesson standard(s) and objective(s)?

Collect Journals.
If students answered all 3 questions: 20 points
If students answered 2 questions: 15 points
If students answered 1 question: 10 points
If the student did not answer any questions: 0 points

15

Lesson 6 Keep Check on Your Calories

Name: Bridget Melton
Grade Level & Subject: 9-12 Health
Brief explanation of how this lesson connects to assessment(s) or instruction from the previous day:

Lesson Objective(s)

Materials Teacher Needs

Materials Students Need
Anticipating Student Needs

Students will be able to define the term

calorie. Students will describe the
importance of calorie balance in managing
weight. Students will identify how many
calories they need in a day.
Computer with Internet access, Smartboard
Computer with Internet access

Instructional Sequence / Procedures: What activities will take place

during this lesson? (Note: Use bullet points to outline your ideas.)

Number
of
Minutes

Hook / Warm-up: How will you set the purpose for the lesson?
Explain what a calorie is. A calorie measures the amount of energy
in a food or drink. The foods you eat and beverages you drink give
your body the energy it needs to keep you going. For example, a
car cannot go without gasoline in the tank. The same is true for
our bodies.

Modeling: What will you show students how to do?

We cannot go if we dont put calories in to give us energy. Ask the
students to share some ways their bodies use energy. (Answers
could be breathing, walking growing, smiling, healing a cut).
Describe the concept of calorie balance. (Draw a diagram on the
smartboard) Calories in are the calories from food and
beverages we eat and drink. Calories out are the calories your
body uses for normal body functions like breathing and physical
activity. Explain if you eat and drink the same amount of calories
your body uses, your weight will stay the same. If you eat and
drink fewer calories than your body uses, your weight will go
down. If you eat and drink more calories than your body uses,
your weight will go up.

20

10
Guided Practice: What will you engage in together as a class or
small group?

Have student get into small groups. Have them to answer the
following question. How can you determine how to reduce calories
in the following daily menu without losing nutritional value?
Breakfast: 1 cup of whole grain cereal
cup low fat milk
Banana
Brownie
Lunch: BBQ sandwich on whole wheat bun
Orange
6 Baby Carrots
2 tablespoons of Ranch
1 cup low fat milk
Snack: 1 cup Gummy Bears
Dinner: 1 cup spaghetti
cup sauce
3 meatballs
Side salad with lettuce, cucumber, avocado and chickpeas
Apple
1 can of Soda
Independent Practice: What will students do on their own?

Answer the following question in your journal:

Why does our body need calories?
Why do we need to balance our calories in with our calories out?
Will you be making any changes to your eating and physical
activity habits based on what you have learned so far?
Summary / Closure: How will you wrap-up the lesson?

Today we learned.
How to define the term calorie, and the importance of balancing
calories to manage weight.
Formative Assessment: How will you know what students learned /
if they met the lesson standard(s) and objective(s)?

Collect Journals.
If students answered all 3 questions: 20 points
If students answered 2 questions: 15 points
If students answered 1 question: 10 points
If the student did not answer any questions: 0 points

15

Lesson 7 Whole Grain or Refined Grain?

Name: Bridget Melton
Grade Level & Subject: 9-12 Health
Brief explanation of how this lesson connects to assessment(s) or instruction from the previous day:

Lesson Objective(s)

Materials Teacher Needs

Materials Students Need
Anticipating Student Needs

Students will be able to describe the parts of

a piece of grain. Students will be able to
explain the difference between a whole grain
and a refined grain. Students will be able to
read a label and determine if it contains
whole grains.
Assortment of canned and boxed food
Journals, Pencils

Instructional Sequence / Procedures: What activities will take place

during this lesson? (Note: Use bullet points to outline your ideas.)

Hook / Warm-up: How will you set the purpose for the lesson?
As the students enter the class have them come by and pick up
two items for the grocery store you have set up at the front of the
class. After everyone has them ask the students to name some
grains. (Possible answers are wheat, corn, barley, oats, and rice).
Modeling: What will you show students how to do?
Explain that every grain that grows is a whole grain in its original
form. A whole grain is made up of three parts. Each of the three
parts contain important components for our nutrition. The bran is
the outer shell it protects the seed. It contains fiber and Vitamin
B. The middle part is called the endosperm. It provides
carbohydrates and protein that give us energy. The germ is the
inner part. It has antioxidants, Vitamin E, Vitamin B and healthy
fat. The difference between whole grain and refined grains is that
whole grain contains all three parts of the grain. Refined grain
only contains the endosperm. We miss out on a lot of nutrients
when we eat refined grains. Have the students name some foods

Number
of
Minutes

20

that contain grain. (Examples could be bread, cereal, rice or

pasta).
Guided Practice: What will you engage in together as a class or

10

small group?

Have students get into small groups. Tell them to take the food
they purchased at the store with them. Have the students examine
the food labels and determine if their food contains whole grains
or not. Ask them to explain how they knew.
Independent Practice: What will students do on their own?

In the students Journals have them draw a picture and label the
parts of a grain kernel. Have them name at least one benefit from
each part.
Summary / Closure: How will you wrap-up the lesson?
Today we learned.

How to describe the parts of a kernel of grain, How to explain the

difference between whole grain and refined grain, and how to read a
label and determine if it contains whole grains.
Formative Assessment: How will you know what students learned /
if they met the lesson standard(s) and objective(s)?

I will collect the journals.

If students drew a picture, labeled the grain and described one
benefit- 15 points
If students drew a picture, labeled the grain or described one
benefit- 10 points
If students did not draw a picture or label the grain- 0 points

15

Lesson 8 Proteins & Dairy

Name: Bridget Melton
Grade Level & Subject: 9-12 Health
Brief explanation of how this lesson connects to assessment(s) or instruction from the previous day:

Lesson Objective(s)

Materials Teacher Needs

Materials Students Need
Anticipating Student Needs

Students will learn what a Protein is and be

able to name some examples. Students will
learn what a Dairy product is and name some
examples. Students will be able to make
healthy choices about different types of
Proteins and Dairy products.
Journal, Pencil

Instructional Sequence / Procedures: What activities will take place

during this lesson? (Note: Use bullet points to outline your ideas.)

Hook / Warm-up: How will you set the purpose for the lesson?
Tell students that protein is necessary for building strong muscles
and body tissues and it helps sustain energy so that we do not get
tired as quickly. There are so many sources of protein. It is
important to eat from a variety of protein sources. Protein
portions should be small and lean not fatty. Explain to students
that dairy products contain calcium. Calcium is a nutrient that
helps to build strong bones.
Modeling: What will you show students how to do?
I will draw two columns on the board. One labeled Protein and the
other labeled Dairy. Have students list as many foods as they can
think would fit in each of the categories. Then call on students to
come up and circle the healthier choices.
Guided Practice: What will you engage in together as a class or

Number
of
Minutes

20

10

small group?

Allow the students to get with a partner. Have each group name
the different Vitamins that are in Proteins and Dairy products.
Have them list the ways these Vitamins are needed in our bodies.
Independent Practice: What will students do on their own?

In their Journals have students write a sentence naming their

favorite source of protein. Have students write another sentence
naming their favorite source of dairy.

15

Summary / Closure: How will you wrap-up the lesson?

Today we learned..
How to describe what a protein is and name some examples, How
To describe what a dairy product is, and name some examples.
Formative Assessment: How will you know what students learned /
if they met the lesson standard(s) and objective(s)?

Collect their Journals.

If students wrote both sentences- 10 points
If students wrote only one sentence- 5 points
If students did not write any sentences- 0 points

Lesson 9 Sodium
Name: Bridget Melton
Grade Level & Subject: 9-12 Health
Brief explanation of how this lesson connects to assessment(s) or instruction from the previous day:

Lesson Objective(s)

Materials Teacher Needs

Materials Students Need
Anticipating Student Needs

Students will be able to explain the health

benefits of reducing sodium in their diets.
Students will be able to state the
recommended amounts of sodium. Students
will be able to read labels to determine the
sodium in the product.
Laminated Labels, smart board
Pencils, Paper

Instructional Sequence / Procedures: What activities will take place

during this lesson? (Note: Use bullet points to outline your ideas.)

Hook / Warm-up: How will you set the purpose for the lesson?
Start by asking students what is sodium? Possible answers are a
mineral, something to add to your food, an additive. Tell students
that sodium is a mineral just like calcium and potassium. Sodium
is commonly found in table salt and in foods. It is an essential
nutrient, which means that our bodies need to have a certain
amount in order to be healthy. However, most Americans
consume too much of it. Ask the students if anyone knows what
important jobs that sodium has in the body? The answer is that it
has an important role in maintaining the water balance within our
cells. It also helps in the function of both nerve impulses and
muscles within our body. Ask for a show of hands of students that
participate in a sport. Tell the students that sweat creates an
opportunity for the body to lose sodium; however, it should be

Number
of
Minutes

replaced. The recommended daily consumption of sodium should

not be more than 2,300 milligrams.
Modeling: What will you show students how to do?
Place a laminated transparency food label on the smart board.
Show the students where the sodium amount is located on the
label. Point out the serving size for that amount of sodium. Also
show the students how to multiply the amount of sodium by the
number of serving sizes that are available in the entire product.
Many times the sodium is high in one serving, but if you consume
the whole product you will usually double the daily recommended
amount of sodium. Do this for a couple of labels.
Guided Practice: What will you engage in together as a class or

20

10

small group?

Pass out a laminated food label to a pair of students. Instruct the

students to read their label and determine the amount of sodium
in one serving. What percentage is that of the daily sodium
allowance? After everyone has finished figuring it out, have one
student take the label with them to the front of the class. Have
them line up in order ranging from the least to the greatest
amount of sodium in each label. Discuss which labels had
more/less than you thought.
Independent Practice: What will students do on their own?

Answer the following questions in your Journal:

What is one of the best ways to reduce sodium?
Name two ways to reduce sodium.
Why is it healthy to reduce the sodium in your diet?
Summary / Closure: How will you wrap-up the lesson?

Today we learned.
How to explain the health benefits of reducing sodium in our
diets, How to read labels to determine the sodium in a product,
what the recommended daily amounts of sodium are.
Formative Assessment: How will you know what students learned /
if they met the lesson standard(s) and objective(s)?

Collect their Journals.

If students answered all three questions- 15 points
If students answered two questions- 10 points
If students answered one question- 5 points
If no questions were answered- 0 points

15

Lesson 10 Fast Food

Name: Bridget Melton
Grade Level & Subject: 9-12 Health
Brief explanation of how this lesson connects to assessment(s) or instruction from the previous day:

Lesson Objective(s)

Materials Teacher Needs

Materials Students Need
Anticipating Student Needs

Students will be able to identify fast food

choices that are more healthful. Students will
evaluate their fast food choices and identify
ways to improve. Students will define the
health benefits of choosing smaller portions
of food high in fat, calories, and sodium.
Computer with Internet Access,
Computer with Internet Access, Journal

Instructional Sequence / Procedures: What activities will take place

during this lesson? (Note: Use bullet points to outline your ideas.)

Hook / Warm-up: How will you set the purpose for the lesson?
Ask How many of you eat fast food? How often do you eat fast
food? What is your favorite fast food choice? Do you think fast
food is healthy or unhealthy? Why or why not?
Modeling: What will you show students how to do?
Log into fastfoodnutrition.org with it displaying on the board. Go
to Chick-Fil-A and choose a chicken sandwich. Point out to the
students how the nutrition facts appears on the screen. Show
them where to find the calories and the fat content. Go through
this with fries and sweet tea from Chick-Fil-A. Add up the calories
and fat content for all three things. Then go back and choose a
grilled chicken sandwich, fruit and a water. Add the calories for
these and compare the two. Ask which meal would be healthier?
Why?
Guided Practice: What will you engage in together as a class or
small group?

Have students get with a partner. Have each one write one of their
favorite meals to get at a fast food restaurant. Have them log into
fastfoodnutrition.org.
They choose the restaurant they like to eat at on the left side. Then
the menu comes up for restaurant and you click on what you

Number
of
Minutes

20

10

choose to eat. The nutrition facts come up. I want students to

write down the calories and cholesterol that are in the items they
eat. Total these up. Have students then compile a new selection
and compare the amounts. Have one student from each group
share why the second choice was healthy. ( Grilled not fried, fruit
not fries, diet not regular soda)
Independent Practice: What will students do on their own?

Answer the following questions:

Which is healthier fried or grilled chicken? Why?
Would eating vegetables on your pizza be a healthier alternative?
Why?
Name one change you could make when you eat fast food that
would be a healthier choice?
Summary / Closure: How will you wrap-up the lesson?
Today we learned..
How to evaluate fast food choices and identify ways to improve them,
How to choose smaller portions with higher fat foods, How to make
healthy fast food choices.
Formative Assessment: How will you know what students learned /
if they met the lesson standard(s) and objective(s)?

I will collect the students assignments and give them a

completion grade.

15