Lesson+2

One 50 minute class period
 * Lesson 2: Personal Eating Plans **

By the start of Lesson 2, students have already been introduced to different nutrient values and calories. Students also have completed and submitted their Dipity journals. Teacher will begin with a warm-up discussion that brings the class back to their Dipity food journal assignment. Teacher will share his/her Dipity food journal and discuss it with the class. Students will then help Teacher create a personal eating plan. Students will comment on their Dipity food journal and create their personal eating plans. This lesson is designed to be completed in one class period. The assignment may require more than one class period's worth of time, however. Health teacher and Librarian have constructed the lesson in collaboration and will work together to present the lesson. Health Teacher will take the lead on helping students explore dietary information aspect, and Librarian will help students interact with various tools.

6.7.A.14.b. Create and present a personal healthy eating plan.
 * || Grade 7 ||
 * **Standards** || Maryland State Content Standards

Standards for the 21st Century Learner - AASL 3.1.4 - Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess || Dry erase markers Colored pencils
 * **Materials** || Paper plates (Three per student at least)

Technology: Computers or laptop computers with access to the Internet (One per student) Computer projector connected to Teacher's computer [|Dipity] [|Choose My Plate] Word ||
 * **Introduction to Lesson** || (5 minutes)

Class has completed and submitted links to their Dipity food journals as part of Lesson 1. Teacher will examine the submitted works and comment on each one after today's class. Teacher opens a discussion on eating habits. Questions to consider:

- Do we think about the nutritional value of what we are eating, or do we just grab whatever is handy and tastes good? - From which food group do we eat the most and least? (Show [|Choose My Plate] in the background.) - Have we ever thought about trying to make healthier food choices? - Have we ever tried to keep track of what we eat? (This question will help the class transition to the next activity.) || - Students will share their food journals and eating plans and explain the differences. || Activity 1. Teacher shares his/her food journal.
 * **Objectives** || - Students will compare their eating habits from food journals to healthy ideals and design personal eating plans.
 * **Guided Practice** || (10-15 minutes)

a. Teacher will present his/her [|Dipity food journal] that was used to record his or her food choices. (In the case that Dipity fails to load, Teacher will present the alternate version below created in Word.)



b. Teacher will pick an entry to share with the class and open a discussion. Teacher should pick a day on which he/she did not have balanced meals and missed a meal. Questions to consider:

- What is good and not so good about Teacher's food choices? - From which food group did Teacher eat the most and least? - How can Teacher improve his/her eating habits?

The last question helps the class transition to the next activity that Teacher briefly explains in conjunction to the question.

(10-15 minutes) Activity 2. Help create Teacher's personal eating plan.

a. On the whiteboard, Teacher will draw three large circles that resemble plates. Each plate is for each meal (breakfast, lunch and dinner). b. Students will fill in the plates by suggesting a food item that will go into one of the circles. As students suggest, they will be expected to explain to which food group the item belongs and why, in general, the item was chosen. If no student volunteers, then teacher can call on students. One student at a time will come up to the board and draw in a food item with a marker. c. Suggestions continue until the plates fill up or until ideas are exhausted. d. Teacher takes a photo of the whiteboard with his/her smartphone or digital camera and uploads it to his/her Edmodo group for the class. (An Edmodo group for the class has been created and in use by students.)

(10 minutes) Activity 3/assignment. Students create their personal eating plan. (This activity need not be finished in class.)

a. Teacher will explain the homework to students. b. The first part requires each student to comment on his/her Dipity food journal. The short comment should include the student's thoughts, likes and dislikes about the food journal assignment. Teacher reminds students that this part of the homework will not be assessed for a grade but will help Teacher improve his/her lesson for future students. (In the case that Dipity fails to load, Teacher asks students to start with the second part.) c. The second part requires students to go back to their food journal, select a day to reflect, and improve the food choices from that day, just as they had helped Teacher with the whiteboard activity. d. Teacher distributes three paper plates to each student. e. Students will need to draw in or paste in their new food choices for each meal. Teacher encourages students to be creative with their plate presentations. On the back of each plate, students will add a sentence to a paragraph explaining why they chose to improve their eating habits in such way. f. On the day that the assignment is due, students will bring their completed plates to class and submit them to Teacher.

Example of the finished product || Students will fill out the following worksheet as a reflection on their food journal and healthy eating plan.
 * **Assessment/Activities** || Teacher will assess the submitted Dipity food journals. Students will submit their personal eating plans presented on paper plates to Teacher who will attend to how critically the student has reflected his/her food choices and how well the student has applied previous knowledge about food groups to create a personal eating plan. ||
 * **Closure/Wrap-up**
 * (e.g. pair-share, exit ticket, write in journal)** || (5-10 minutes)

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__Resources__ [|Mypyramid: Simple Steps For Healthy Living]

Back to project homepage Introduction Topic & Standards Setting & Context Materials & Technology Tools Implementation & Assignments
 * Lesson 1
 * Lesson 2
 * Lesson 3