Interactive lesson plans

Outcome # 4: Evaluate nutritional information found on food products, dietary supplements, and nutritional claims made by media using
Health Canadas guideline and legislations.
Objectives for Outcome # 4
By the end of this course, students will be able to:
1. Examine the types of research designs used in nutritional studies.
2. Explain misleading nutrition information in advertorials, anecdotal evidence, infomercials, and urban legends through earmarks of
nutrition quackery
3. Apply the knowledge of the scientific method to support or refute nutritional claims made for food products and dietary supplements.
These two sessions will happen in week 9 & 10.

Time

Objective(s)

10

Arouse students
curiosity and
interest;
Get student engaged
in the learning
process in order to
start identifying
facts from fictions

Essential
Employabili
ty Skills
(EES) L/P/E

What the teacher will

do

What the students

will do

Resources

Assessment (how will the teacher

know the students are learning)

Motivation
The instructor starts
with a plausible
scenario and asks the
students to answer the
questions.
The instructor shows a
short video with two
experts answering
those questions given
to students.

Students work with a

partner on questions,
and then watch the
short video while
taking notes
individually.
Each group
representative is
required to share
their response with
other groups and
discuss what makes
them two believe the
answer is right

Handout #1
Video
Video link:

The instructor invites students to

share their answers to check
students prior knowledge and let
students to compare their
answers before and after
watching the video and with
those of their classmates. In this
part, students are exposed to real
life situation when they see a
nutrition advertisement.

http://www.ctvnews.c
a/video?clipId=41123
6

15

Explain misleading
nutrition
information in
advertorials,
anecdotal evidence,
infomercials, and
urban legends
through earmarks of
nutrition quackery

4.Informati
on
Manageme
nt

The instructor gives a

short lecture on
introduction to
nutrition quackery with
statistics to show real
reasons behind
misleading nutrition
health claims and the
techniques
(earmarks/red flags)
quakes use to convince
customers.
The instructor asks
students to share their
experience if they were
exposed to any kind of
nutrition quackery.

Students takes note

on what is explained
and displayed on
slides.
After hearing each
earmarks, students
are encouraged to
come up with an
example of nutrition
quackery and relate it
to its respective
earmarks.

15

Explain misleading
nutrition
information in
advertorials,
anecdotal evidence,
infomercials, and
urban legends
through earmarks of
nutrition quackery

4.Informati
on
Manageme
nt

The instructor primes

students to the next
level which is types of
research designs with
inviting them to a
group activity- mix ad
match-to recognize
earmarks of nutrition
quackery.

Students are divided

into groups of 4-5 to
participate in a game
of mix and match.

30

Examine the types of 4.Informati

research designs
on
Manageme

2 series of cards are

provided: 1 set is
terms and another is
definitions

The instructor gives a

Students take notes
short lecture on various on this information.
types of research

Handout 2:
The terms and
their
definitions are
placed in
envelops
provided
beforehand.

The instructor ask students to

check out the results with other
groups and invite them to
explain what kind of nutrition
earmarks they have identified
and then shows the correct
answers on the slides.

Handout 3:two Students compare their results

articles on one and reflect on other groups
subject from 2 results.

used in nutritional
studies.

20
60

Break
Apply the
knowledge of the
scientific method to
support or refute
nutritional claims
made for food
products and dietary
supplements.

nt

designs and the way

scientists use them to
collect nutrition
information and
establish nutrition
facts.
The instructor gives an
example of a report
provided for news
broadcasting as a 15- or
30-second sound bite.

Students listen to a
30-second sound bite
which is usually heard
in the media.
Each group is given
two similar articles
related to that bite
sound taken out of
two different sources:
a peer reviewed
journal and a popular
magazine to compare
how media works.

different
sources
A 30-second
sound bite

They are expected to explain why

results of similar studies may
provide different findings and
how the media often latches onto
ideas from scientific studies.

3.Critical
Thinking
and
Problem
Solving
4.Informati
on
Manageme
nt

The instructor provides

students with handouts
containing examples of
the process through
which experts support
or refute nutritional
claims.
The instructor teaches
this section through
cooperative learning
strategy.
Students are divided to
Expert Groups and
Jigsaw Groups.

In this jigsaw activity,

expert groups are
responsible for their
individual chunks and
then return to their
jigsaw groups to teach
what is learned in the
expert group.

Jigsaw activity
handouts 3, 4,
The
instructions
are displayed
on the screens
for each stage.

Students understanding of
material is assessed by a quiz.
Quiz scores are given once to
individual students. Then each
groups scores are averaged to
generate a group score.

10

Kahoot

Muddiest point

The instructor creates

16 nutrition claims
which are related to
earmarks indicating a
source of nutrition
information is
unreliable.
The instructor asks
students to jot down
what was the muddiest
point in todays lesson?

Students recognize
each nutrition claim
falls under which
categories of
earmarks.
Students write down
their muddiest point
and hand in it to the
instructor before
leaving the class.

Kahoot.it
Cell phone,
tablets,
notebooks

The instructor monitors students

progress towards learning
objectives and identify areas
where students face more
challenge through the
informative assessment (Kahoot).
The instructor uses a simple
technique to get immediate
feedback about areas of
confusion.

Time

Objective(s)

15

Review concepts
from the prior class
meeting to set the
tone for what the
instructor are doing
in the current class.

Essential
Employabili
ty Skills
(EES) L/P/E

80

Apply the
knowledge of the
scientific method to
support or refute
nutritional claims
made for food

3.Critical
Thinking
and
Problem
Solving
4.Informati
on

What the teacher will

do

What the students

will do

Resources

Assessment (how will the teacher

know the students are learning)

The instructor prime

students by going over
the topic in main bullet
points taught in the
previous class and
taking questions that
students might have.
The instructor shares
the muddiest points
which were generated
by students along with
the answers and then
invite students to work
in pairs or groups of 3
students to summarize
the review part.
The instructor takes a
pre-test to evaluate
students approach to
the media.
The instructor gives an
interactive lecture on
nutrition on the Net,
credible sources of
nutrition, reliable
websites.

Students work in
slides
groups and explain
their summaries of
review points and
areas of confusion
with the answers
which were presented
by the instructor.
Students exchange
their notes to check
out if there is any
missing point in their
notes.

The instructor is observing

students activates and check on
them with randomly posing
questions so the instructor can
make sure students are on the
right track.

Students answer the

pre-test part of
handout 1

Handout 1:
True or False
Pre-test part

Students are required

to work on two
presented websites:
SeaChoice and
Medical Daily using
the fact sheet
introduced by NIH

This part of
class will take
place at the
computer lab
room, or
students are
asked to bring

Through this informative

assessment, the instructor gets
students attention on the
application part.
With this practice, the instructor
expects students will be getting
ready for the evaluation tool
designed for outcome 4, which is
an informal study on a nutritional
claim found on the Net.

products and dietary Manageme

supplements.
nt

The instructor assigns

iPad to those who
doesnt have and
invites students to
work individually on
the board Credible
Sources for Nutrition
Information created
on Pinterest.
The instructor gives the
instruction on how to
make a comment and
work with Pinterest. All
instructions are
available on the slides.

website: How to
evaluate health
information on the
Intendent.

their own
notebooks,
tablets, iPads
are given to
the rest who
doesnt have
as such.
Links of the
websites on
which students
work on them:
Public Reports
on
AquacultureEscapes
New Report
For Market
Recommendati
ons Ranks
Atlantic
Canadian
Farmed
Salmon As
Avoid
Ginger Ale Has
Been Known
To Soothe A
Stomach Ache,

But Is It An Old
Wives' Tale?
20
10

Break

40

Apply the
knowledge of the
scientific method to
support or refute
nutritional claims
made for food
products and dietary
supplements

The instructor takes a

post-test to evaluate
students views after
they went through the
evaluation process
activity.
3.Critical
Thinking
and
Problem
Solving
4.Informati
on
Manageme
nt

The instructor gives

two case studies
posted on
whiteboards/flip
charts.
Students are divided
into groups if 4-5. Half
of groups will be
working on 1 case
study and the rest on
another one.
The instructor offers
students to fill out OneMinute Paper and
collects written
feedback of student
learning on following
two questions: "What

Students answer the

post-test part of
handout 1 and are
given the opportunity
to express what
makes they
change/unchanged
their pretest answers.
Students work in
groups to come up
with the solution.
Representatives of
each group write their
groups solutions on
the whiteboards/flip
charts and then give
feedback or reflect on
each others
solutions.

Handout 1:
True or False
Post-test part;
Slides with
answers

Flip
chart/whitebo
ards; Markers,
Wiping cloths

The instructor allows to compare

their answers before and after
the test and gets students
reflections and feedback on their
jobs. By this way, student will be
able to check their progress and
the first step to go through
unlearn previous certainties.

The instructor learns about

students understanding and use
the results to reflect on his/her
lesson plans and teaching style.

was the most

important thing you
learned during this
class?" and "What
important question
remains unanswered?"
Students they write
their responses on half
sheets of scrap paper
and hand them in.