Blended Learning Lesson Plan

Lesson Title: Body Fuel

Objectives:

Students will be able to explain how healthy eating can prevent diseases.
Students will be able to read a nutrition label.
Students will be able to describe the relationship food has on the body’s activity level

State Standards:

N-6.1.1 Describe the benefits of healthy eating in relation to disease prevention (e.g., preventing cancer;
controlling diabetes; reducing the incidence of heart disease; reducing tooth decay).
N-6.1.5 Investigate the nutrition information on food labels to compare products. N-6.1.6 Describe the
interrelationship among diet, physical activity level, and body weight.

Context:

This lesson is a 6th grade health class. I am teaching this particular lesson to teach students about
healthy foods and its relationship to our bodies. I want to teach students that what they put in their
bodies is as important as what they do physically do their bodies. Before this lesson in the larger unit will
be about planning exercises that students can do daily. After this lesson will be about the consequences
of drugs and alcohol. In order to prepare students for the next lesson, I want to show them that the
consequences of bad food do wrong to your body. And that drugs and alcohol will make your body feel
and look even worse.

Data:

Students will be grouped by a poll that they took the class before. One group will be of students that
know little to nothing about how food effects health, another will be of students that know mostly
everything about food and health, and the last group will be of students that know everything and more
about food and health. I am doing this so those students who don’t know anything about how food
affects health will have a chance to talk to me and ask questions and learn in a smaller group of people.
Students will be grouped based on the earlier class’s poll. The poll data is focused on N-6.1.1 and N-6.1.6
standards. It will ask about what they have heard or know about what the effect of food is on health. At
the end of the class, students will take a short comprehension check on Google that will show me what
they learned compared to what they already knew about the subject.

Materials:

Projector, whiteboard, pencils, diagrams, hoola hoops, blocks, labels, computers

 Part of Lesson Material Link
Teacher directed small group Projector, whiteboard, pencils, 500 × 408
diagrams

Collaborative Hoola hoops, blocks, labels imgres

aclk

Independent digital content Computers, video https://classroom.google.com/c

/NjM0MTQ2NDc4NTU2?cjc=x3s
hgyt
https://jamboard.google.com/d
/13SLFoAOUgkLJUG7IlJHEBhvcB
N6qsFAwC5MH5Z-
YrE0/viewer?f=0
https://www.youtube.com/wat
ch?v=a-084pqI05U
Closure Computers https://classroom.google.com/c
/NjM0MTQ2NDc4NTU2?cjc=x3s
hgyt

Detailed paragraphs from here on down.

Procedures:

Introduction (10 minutes):

Students will enter the gym after putting their things in the locker room before the class starting bell.
They will sit on the bleachers and await instruction. I will ask them if anyone can tell me an example of
healthy eating. After someone or multiple people answer the question, I will talk about the last lesson. I
will ask what they thought of the exercise plans they made and how they felt after making them. Then I
will talk about how in order to do those plans every day, your body needs fuel. That fuel is healthy food.
I will tell them about nutrition labels and ask if anyone has read them. Then I will example each station
showing what they will be doing and where they will be moving to after the time at each station is up.
After showing the stations, I will divide the students into groups based on their past survery. I will
instruct them which groups will start where.

Teacher Directed (10 minutes):

At this station, I will stand in front of a projector projecting a nutrition label on a whiteboard. I will be
using this label specifically, 500 × 408. Students will have a writing utensil with them. I will give them
each a paper version of the nutrition label on the projector. I will explain each part of the nutrition label
and define its purpose. I will have the students write down on their paper and label where everything
goes. I will have the students write why it is important to read that part of the label. After, I will have a
little group discussion to make sure everyone remembers the parts of the label and the importance of it
when it comes to eating for your health.

Collaborative (10 minutes):

At this station, students will be working as a group on an activity. There will be two hoola hoops, from
Amazon imgres, placed on the ground in front of them. One side will be for food that shouldn’t go in
your body and the other will be for food that should go in your body. Students will take turns putting a
block, from target aclk, that is labeled with different foods in the right hoola hoop. There will be an
answer sheet off to the side of the hoops that afterwards students would check to see if they got it right.
On the sheet will be questions like: “Why are bananas a healthy snack?” or “Why are excessive amounts
of chips not a healthy snack?” These questions will allow the students to talk to each other and decipher
why the right answers are right. At the end of this lesson, I will choose groups to tell the class what
foods they put where and why. I will also ask them questions from the paper.

Independent Digital (10 minutes):

This station will be set up at a different set of bleachers across the gym. The students will need to get
their Chromebooks for this. Once they are back with the Chromebooks, students will go onto Google
Classroom page (https://classroom.google.com/c/NjM0MTQ2NDc4NTU2?cjc=x3shgyt) where they will
find this video: https://youtu.be/a- 084pqI05U?si=Xg6i0biJU7cUAFV f. After the video, students will go
to https://jamboard.google.com/d/13SLFoAOUgkLJUG7IlJHEBhvcBN6qsFAwC5MH5Z-YrE0/viewer?f=0,
and draw a picture of a certain type of healthy food or necessary food group from the video. There will
be a turn-in area on the classroom page where the students will be able to turn their pictures in.

Closure (10 minutes):

After the last alarm at their last station, students will head back to sit on the bleachers. There I will
upload a link to their Google Classroom page of a survey. From this survey, students will show what they
have learned from doing these activities. After all the students have completed the survey, I will ask
them about each station. I will ask if the students have any questions about what they learned. Lastly, I
will ask a group how they deciphered the collaborative activity and about the questions I asked on the
paper.

Rationale:

Google Jamboard:

I want to implement this piece of multimedia because it is an electronic way to draw something which is
what kids like to do. But instead of having to carry around crayons, markers, etc., students only need
their computers. This supports student learning by opening their creative side. This supports standards
and objectives by implementing memorization of the material and connecting it to real life instances.
This media is high-quality because it integrates different writing styles and techniques along with media
that can be inserted. This media is helpful for students who are hard of hearing since they don’t have to
listen to anything. It is also helpful for those with ADHD because it allows them to draw and express
their creative side while also watching the video.

Google Classroom:

I chose this piece of multimedia because it is the most effective in all areas of media. There are places to
add tests, assignments, polls, videos, and blog posts. This website supports student learning by having
all the assignments in one place which makes students' lives easier. This website supports standard and
objective by having resources that students can always look back on. This media is high quality because
it has visuals that can be interesting and can be used with all types of media. The media doesn’t change
quality either when posted onto the page.