Lesson Plan Teacher Candidate: Kyle Meier School: Eastern Date: 4/27/2021

3 of 3 Regional High School

Title of Unit: Nutrition Length of Class: Grade Level: 11th &
45min 12th
Central Focus of Unit: Students will learn about the study of Nutrition, including biological # in Class:
implications of healthy eating, societal factors to nutrition, influences on personal food choices
and obesity related illnesses. 30

Safety Considerations (Emotional/Physical):

Sensitivity considerations should be made for students that may have had or are having issues with their own personal
nutrition. Discussions should be considerate to those who may struggle with issues with food.
Equipment:
Computer with access to the internet.
National Standards Addressed: Relates physiological responses to individual levels of fitness and nutritional balance.38
(S3.H8.L1)
Designs and implements a nutrition plan to maintain an appropriate energy balance for a healthy, active lifestyle.
(S3.H13.L1)
NJ  Student Learning Standards Addressed: 2.1 Wellness: All students will acquire health promotion concepts and skills
to support a healthy, active lifestyle.
NJ Outcomes (Cumulative Progress Indicators) Addressed: Applying basic nutritional and fitness concepts to lifestyle
behaviors impacts wellness.
2.1.12.B.3 Analyze the unique contributions of each nutrient class (fats, carbohydrates, protein, water, vitamins, and
minerals) to one’s health.

Domain Lesson Outcomes/Objectives Assessment Tool: Formal &

Informal
Psychomoto
r
Affective SWBAT work cooperatively in pairs to answer and respond orally to Partner Activity
questions pertaining to Nutrition labels.

Cognitive SWBAT read and interpret nutrition labels. SWBAT to break Partner activity-Students will
down nutrition labels in terms of calories coming from Proteins, present question on their
Carbohydrates and Fats. SWBAT use RDV to analyze how assigned question from a
certain products will influence a healthy diet. Nutrition Label Worksheet. (see
appendix)
Function: Identify, discern, calculate
Academic
Language

Vocabulary -Nutrients, Essential Nutrients, Micro-Nutrients,

Carbohydrate, Fat, Protein, Vitamins, Minerals RDV,
Nutrition Label, added sugars
Syntax: Students will identify
LESSON nutrients, discern factors of
DESCRIPTION
Component Time / Description
min
Opening 3 min Description of instant activity: Bell Ringers: Students are given 3 reflective questions to answer
Activity each week. This works a type of DO NOW. Questions for the week:
7. What is your dream vacation?

8. If you could live anywhere, where would you live? WHY?

 9. What does "staying in the moment" mean to you?

Transition to next task: Have students turn cameras on for roll call.
Introduction, 5- Description of introduction activity: Roll call and reminders for upcoming assignments: Bell
Review, 10min Ringers, Weekly Challenge #3 and Study Guide Due Friday. Go over test date and study guide
Expectations that will be due Friday. Inform student of upcoming review.

Transition to next task: Inform students that we will be moving on and going over Nutrition
labels and partner activity for the day.
Learning Task 10-15 Learning task, demonstrations & class Skill cues: Differentiated Feedback:
1: minutes organization: Begin with asking class how Present Instruction: Take questions
confident they feel with nutrition labels. Give an orally. Students will during group
example of a question from activity worksheet and Reading work together to breakout rooms
have a student that was confident reading labels questions determine who and while
try to respond. Reinforce calories per graham of before presents what introducing
Fats, Proteins, Carbohydrates. Share screen and responding information. activity.
go over an example of a nutrition label that has with Give students
been updated to reflect new guidelines. answer. countdown for
Emphasize areas that will appear when when we will
completing the worksheet. return to
present
Transition to next task: Inform students we will now answers.
move into a group activity. Last call for questions.

Learning Task 20 Learning task, demonstrations & class Skill cues: Differentiated Feedback:
2: minutes organization: Explain the day’s activity. Students Present Instruction: Provide
will work in pairs to answer one of the questions Orally, feedback if
from the Nutrition Label Worksheet posted in reading Students will misinformation
google classroom. They will answer the numbered the decide how in presented
question that coincides with their breakout room questions responses are and provide
number. They will respond with their question, before broken up to positive
answer and how they obtained their answer when answering. ensure feedback to
we return from breakout rooms. Take any involvement. groups after
questions and then send students out to breakout presenting.
rooms in pairs. Give students 3-5 minutes to
answer their question and then bring everyone
back to go over answers. Have groups present
their answers and break down responses to
reinforce concepts. Go through each group.

Transition: Inform students that there is nothing to

submit for the day’s activity and move into closing.

Learning Task
3:
Application :
Task:

Lesson 2 Closing: Great work today. Reiterate some key concepts from the lesson. Relate reading
Closure & minute nutrition labels to healthy lifestyle. Remind students of Bell Ringers, Weekly Challenge and study
Review s guide that are due Friday.
 Teacher Describe the degree to which you will utilize pedagogical content knowledge to help students
Reflection meet each learning outcome:
Teacher Effectiveness:
1. Positive Environment: This will be carried out using positive reinforcement and
encouragement during oral response tasks.
2. Student will participate in a discussion around nutrition and work cooperatively in a group
activity.
3. Student Engagement: Students will be aware of the lesson progression and be informed when
transitions are going to happen so they can be ready to transition.
4. Engaging students in learning: Monitoring of student tasks will be done via zoom cameras.
Reinforcement of tasks will take place throughout learning segments.
5. Enhancing student learning: PowerPoint presentation will present relevant content serving as
visual and auditory aid, group work will further student knowledge of material covered.
Appendices Weekly Challenge Assignment Instructions:
Every week we will have a new challenge. Your objective is to perform the challenge and
record yourself completing the challenge. This will be submitted on Friday by 8pm of each
week. This is meant to be FUN! All that I expect is your full effort. 

This week, your challenge is to teach someone a new skill. This can be any skill that you feel
confident teaching. It could be anything from how to plant some flowers to how to shoot a
basketball. You need to submit a video explaining the skill that you taught (how did you teach the
skill, what was the process), to whom you taught the skill, and why you chose to teach that skill.

See attached for copy of Nutrition Label Worksheet