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INSTRUCTIONAL OBJECTIVE(S)
Students will learn how unhealthy snacks can lead to obesity. Students will
watch a brain pop video on obesity so they can have a firm grasp on why it
happens and how it can be avoided. They will learn how it is a major problem in
the United States today but as a whole, we can change our habits and ways.
After students engage in a class discussion about obesity students will fill out a
KWL chart on the knowledge obtained from class. As a class, we will watch a
Brain Pop video on the SmartBoard to strengthen their knowledge on the topic.
They will also bring outside information that they have discovered doing their
own research on Ipads. They will research what are the main causes of obesity.
Students will be assessed on their class participation as well as what valid and
key points they bring to the discussion on obesity.
ADAPTATIONS:
Adapting the class for students with disabilities is very important. One student has a
hearing aid. He will be positioned in front of the class and will also wear an FM
radio/speaker that is connected to the instructors shirt so that the instructor can speak
directly to him and he can hear everything that is being said during that class period.
DIFFERENTIATION OF INSTRUCTION:
Tier one: Students will be able to write down 5 healthy snacks and compare them to 5
unhealthy ones and be able to tell the differences on the food label.
Tier two: Students will be able to write down 10 unhealthy snacks. Write down what in
those ten snacks make them unhealthy and what are some long term health risks linked to
those snacks.
Tier three: Students will be able to write a detailed paragraph as to how obesity occurs and
what long term health risks go along with eating unhealthy foods and snacks. How/what is
cardiovascular disease? When someone suffers from a heart attack how does that correlate
to eating unhealthy?
DEVELOPMENTAL PROCEDURES
After watching the Brain Pop video and conducting their own research students will be
asked a variety of questions such as:
1.) Since obesity is such a huge American issue, should the United States government
take a bigger stance in stopping this problem?
2.) What could the government do to help us as citizens and what options could they
offer us?
3.) How could we as a nation come up with a plan to limit our unhealthy ways and limit
foods such as unhealthy snacks and drinks?
4.) Students will have a journal for one week comparing one healthy vs. unhealthy
snack a day. They will list the differences of that snack off the food label and write
how that snack is a healthier option.
The teacher will assess by students answers if learning has occurred. By asking
higher level learning questions with multiple entry points about the topic of obesity
students now have a better understanding on how this issue is a huge topic of
discussion in the United States today and what we can do to fix these problems.
ASSESSMENT:
Students will be graded on a class debate. Should soda be legal or illegal in the United
States? The first 20 minutes of class will be gathering data using research articles on the
topic and the last 20 minutes of class students will have to engage in a class debate as to
whether or not soda should remain legal or should be made illegal. Students get graded
based on valid points they make in class and whether or not their research is correct or not.
Academic Enrichment: Students will write a journal entry based on the healthy
snacks they have eaten for a week. They will write down nutrition facts about
these foods and what makes them a better alternative then eating junk food such
as cookies, chips, etc.
Independent Practice: Homework: Students will choose one healthy snack that
we have talked about in class. They will write one paragraph on why that snack is
a healthier option for them and how they will incorporate it in their everyday life.
When looking for a healthy snack what should they be looking for? How do you
compare foods? Research on the computer different ingredients that are on
snack labels. What ingredients should you avoid? Which ones are OK to eat?
TEACHER REFERENCES
Bronson, M. (2011) Glencoe Health
Hales, D. (2007) Invitation to Health
https://www.brainpop.com/health/diseasesinjuriesandconditions/obesity/
front of him/her.
Identifies
facts
Student accurately Student accurately Student accurately Student has difficulty locating
locates at least 5
locates 4 facts in the locates 4 facts in the facts in an article.
facts in the article
article and gives a article. Explanation
and gives a clear
reasonable
is weak.
explanation of why explanation of why
these are facts,
they are facts, rather
rather than opinions. than opinions.
Summariza
tion
Student uses only 1- Student uses several Student summarizes Student has great difficulty
3 sentences to
sentences to
most of the article summarizing the article. Has
describe clearly
accurately describe accurately, but has trouble identifying the topic.
what the article is
what the article is
some slight
about. They get
about.
misunderstanding.
straight to the point
Has trouble
and points are valid.
identifying key
points.
Identifies
opinions