UbD Lesson Plan: Nutrition Tracking For Teens
By Jillian Almoney, Shelby Deets, and Nicole Rupp
Lesson Title: Nutrition Tracking for Teenagers
Content Area: Family Consumer Sciences/Health & Physical Education
Grade Level: 6-8 grade
Stage I: Identify Desired Results
1) Enduring Understandings
-Keeping track of nutrition and fitness can significantly benefit you and promote a healthy lifestyle.
-A balanced diet that includes all the food groups is essential to healthy living.
-Physical activity is important to overall health and well-being, and when paired with good nutrition, leads to a healthy body.
2) Essential Questions
-How can tracking your diet and exercise help be beneficial to your health?
-How do nutrition and fitness work together to make the body healthy?
3) Standards
PDE SAS:
11.3.6.D: Describe well-balanced daily menu using dietary guidelines and food guide.
10.1.6.C: Analyze nutritional concept impacts health
-caloric content food
-relationship food intake and physical activity
-nutrient requirements
-label reading
-healthful food selection
10.4.6.A: Identify and engage in moderate to vigorous physical activities contribute physical fitness health.
ISTE Standards
4. Critical thinking, problem solving, and decision making
c. Collect and analyze data to identify solutions and/or make informed decisions.
4) Behavioral Objectives
Students will be able to:
-accurately track daily food consumptions within programs provided.
-accurately track daily physical activity within programs provided.
-draw conclusions and make decisions based on nutritional data.
Stage II: Determine Acceptable Evidence
1) Informal Assessments
-Answer question on exit slip
-Think-pair-share
-Teacher observation
2) Formal Assessments
-Journal reflection (rubric)
3) Grading criteria and Rubrics
-see materials page
STAGE III: Plan Learning Experiences and Instruction
1) Materials (see materials page for documents)
-laptops
-food log worksheets
-www.choosemyplate.gov
-physical activity tracker
-MyPlate diagrams
-various fitness activities
2) Procedures
Step 1) Anticipatory set
T: Give students blank food log paper to write down what they had for breakfast, lunch, and dinner the previous day as specifically as
possible. Explain that a great way to see if you are eating healthy is to actually write down the foods being consumed.
S: Complete food log (5 min.) and think about how healthy they really think their choices were. Small group and large group discussions.
Step 2) Nutrition and food groups
T: Has students use laptops to access choosemyplate.gov, create account, and go to the “Super Tracker” and then “Food Tracker.”
S: Are walked through how to input their food log information into the Food Tracker to find out calories, fat, sodium, etc. They can try putting different foods in to see the information.
T: Points out the information in the top right corner that shows food group targets and amount actually eaten. Give students directions to input food log data into the Food Tracker to find out calorie, fat, and sodium levels for the previous day.
S: Input foods/drinks consumed the previous day and analyze data. Share data with a partner.
Step 3) Physical Fitness Activities
T: Walks students through using the Physical Activity Tracker (under “Track Food & Activity”/ “Physical Activity Tracker”) by having them visit the site and put an activity into the tracker.
S: Put in physical activities done the previous or current day- this includes activities done in physical education classes and outside activities. (*great opportunity for collaboration with phys. ed.)
T: Asks students to reflect on their data in a journal entry: “What am I doing well in terms of nutrition and fitness, and where could I improve? What could I do to improve my health based on these findings?” Specific data from the website should be included.
S: Write journal reflection independently to be turned in for a grade.
3) Closure
T: Pass out and read aloud the Question of the Day: “How do nutrition and fitness work together to make you healthy? ” slips five minutes prior to the period’s conclusion.
S: Answer question with allotted time before leaving the classroom.
4) If time activity:
T: Show example of a simple physical activity for student to practice in the classroom setting.
S: Will participate in the simple activity and log the physical activity in their personal log.
T: Open floor for discussion of other simple physical tasks the class can participate in, or suggest a second activity to model.
S: Will share with class a simple exercise, model and log.
By Jillian Almoney, Shelby Deets, and Nicole Rupp
Lesson Title: Nutrition Tracking for Teenagers
Content Area: Family Consumer Sciences/Health & Physical Education
Grade Level: 6-8 grade
Stage I: Identify Desired Results
1) Enduring Understandings
-Keeping track of nutrition and fitness can significantly benefit you and promote a healthy lifestyle.
-A balanced diet that includes all the food groups is essential to healthy living.
-Physical activity is important to overall health and well-being, and when paired with good nutrition, leads to a healthy body.
2) Essential Questions
-How can tracking your diet and exercise help be beneficial to your health?
-How do nutrition and fitness work together to make the body healthy?
3) Standards
PDE SAS:
11.3.6.D: Describe well-balanced daily menu using dietary guidelines and food guide.
10.1.6.C: Analyze nutritional concept impacts health
-caloric content food
-relationship food intake and physical activity
-nutrient requirements
-label reading
-healthful food selection
10.4.6.A: Identify and engage in moderate to vigorous physical activities contribute physical fitness health.
ISTE Standards
4. Critical thinking, problem solving, and decision making
c. Collect and analyze data to identify solutions and/or make informed decisions.
4) Behavioral Objectives
Students will be able to:
-accurately track daily food consumptions within programs provided.
-accurately track daily physical activity within programs provided.
-draw conclusions and make decisions based on nutritional data.
Stage II: Determine Acceptable Evidence
1) Informal Assessments
-Answer question on exit slip
-Think-pair-share
-Teacher observation
2) Formal Assessments
-Journal reflection (rubric)
3) Grading criteria and Rubrics
-see materials page
STAGE III: Plan Learning Experiences and Instruction
1) Materials (see materials page for documents)
-laptops
-food log worksheets
-www.choosemyplate.gov
-physical activity tracker
-MyPlate diagrams
-various fitness activities
2) Procedures
Step 1) Anticipatory set
T: Give students blank food log paper to write down what they had for breakfast, lunch, and dinner the previous day as specifically as
possible. Explain that a great way to see if you are eating healthy is to actually write down the foods being consumed.
S: Complete food log (5 min.) and think about how healthy they really think their choices were. Small group and large group discussions.
Step 2) Nutrition and food groups
T: Has students use laptops to access choosemyplate.gov, create account, and go to the “Super Tracker” and then “Food Tracker.”
S: Are walked through how to input their food log information into the Food Tracker to find out calories, fat, sodium, etc. They can try putting different foods in to see the information.
T: Points out the information in the top right corner that shows food group targets and amount actually eaten. Give students directions to input food log data into the Food Tracker to find out calorie, fat, and sodium levels for the previous day.
S: Input foods/drinks consumed the previous day and analyze data. Share data with a partner.
Step 3) Physical Fitness Activities
T: Walks students through using the Physical Activity Tracker (under “Track Food & Activity”/ “Physical Activity Tracker”) by having them visit the site and put an activity into the tracker.
S: Put in physical activities done the previous or current day- this includes activities done in physical education classes and outside activities. (*great opportunity for collaboration with phys. ed.)
T: Asks students to reflect on their data in a journal entry: “What am I doing well in terms of nutrition and fitness, and where could I improve? What could I do to improve my health based on these findings?” Specific data from the website should be included.
S: Write journal reflection independently to be turned in for a grade.
3) Closure
T: Pass out and read aloud the Question of the Day: “How do nutrition and fitness work together to make you healthy? ” slips five minutes prior to the period’s conclusion.
S: Answer question with allotted time before leaving the classroom.
4) If time activity:
T: Show example of a simple physical activity for student to practice in the classroom setting.
S: Will participate in the simple activity and log the physical activity in their personal log.
T: Open floor for discussion of other simple physical tasks the class can participate in, or suggest a second activity to model.
S: Will share with class a simple exercise, model and log.