William Paterson University

Teacher Certification Program - Daily Lesson Plan Format

Teacher’s Name Lindzi Johansmeyer Date 3/7/22 Lesson # 1 of 4

Unit Nutrition Grade 9 Duration of Class 48

Central Focus of lesson Nutrient Class

Objectives: Label domain and include the behavior, condition and criteria parts of a well-written objective. Assessment: Indicate below and atta
Indicate targeted SHAPE & NJSLS standard(s) after each objective. Create new rows as needed assessment artifacts to lesson.

Domain (Formal
(P,C,A) NHES NJSLS Objective(s) Assessment tool(s)
Informal)
2.2.12.N.3: Analyze the
unique contributions of
each nutrient class
SWBAT analyze each of the unique contributions of the 6
(e.g., fats,
essential nutrients and how they impact one’s overall -Fill in Notes
C 5 carbohydrates, protein, Informal
health by filling in the notes and answering questions asked -Interactive activities
water, vitamins,
throughout the lesson.
minerals) to one’s
health and fitness.

2.2.12.N.3: Analyze the

unique contributions of
each nutrient class
(e.g., fats, SWBAT express their comfortability level with choosing
A 5 carbohydrates, protein, foods that are higher in nutritional value after today’s Informal -Fact or Fiction activity
water, vitamins, lesson.
minerals) to one’s
health and fitness.
College and Career Practices: Check the college & career ready practices you will introduce or build upon during this lesson.
☒ CRP 1 ☒ CRP 2 ☒ CRP 3 ☒ CRP 4 ☐ CRP 5 ☐ CRP 6 ☐ CRP 7 ☒ CRP 8 ☐ CRP 9 ☐ CRP 10 ☐ CRP 11 ☒ CRP

Planned Academic Language

Identify and describe learning task(s) where students will practice language functions and the associated language learning demands utilized to promote learning
Language Function Analyze
Nutrition, nutrients, nourishment, protein, carbohydrates, fats, vitamins, minerals, water, amino acids, sugars, complete protei
Vocabulary ☒ incomplete proteins, unsaturated fats, saturated fats, trans fats, simple carbohydrate, complex carbohydrate, vitamin A, vitami
D, sodium, iron, calcium, potassium, nutrition facts label.
Video on slide 9 from the film “Supersize Me”, GIF of artery on slide 18, video on vitamin supplements vs. consuming real
Syntax ☒
foods, nutrition facts label on slide 36.
Discourse ☒ Answers received from in-class questions, Do-Now, and Exit activity.

Safety Precautions Equipment Needs

State overall class rules and specify relative to practice of the task(s) Specifically indicate technologies and equipment needs based on class size
- Students will use appropriate language. - Chromebooks
- Students will respect themselves and others - Internet access
- Students will remain in their seats unless instructed differently from the - Writing utensil
teacher.

Task Development Teaching Points Planned Supports

Describe each task in detail. Include, organization (drawing or in Cues, critical questions, Include supports for whole group and/or individ
Time
writing), transitions, modifications, technology use as needed. talk phrases used to and/or specific learning groups
(min) (Indicate instructional strategies in parentheses) support instruction

Introduction (includes instant/fitness activity; create new rows as needed)

5 *Before students arrive in class, teacher will open the -Once the Do-Now is -Teacher will offer help if students are having
min. presentation on Google Slides, turn on the SMART board to answered, the student technical difficulties throughout the lesson.
present, and will click “present”. Note packets will be available will wait for further -Teacher speaks loud and clear, will emphasi
at each table for easy access for students. * instruction. and repeat key words or phrases.
Teacher will explain the topic of today’s lesson: “What are the six -Students will work -Teacher will ask students if they have any
nutrients, where do I find them, and what can they do for me?” independently. questions or comments frequently throughout
 Do-Now Activity: the class time.
Students will define “nutrition” in their own words in their note -Students can share their answer to the do now
packets. During this time, the teacher will take attendance. if they are comfortable to.
Once attendance is done, students can share their definition to the
class.

Content Development (includes lead up / culminating games and activities, skill development; create new rows as needed)
35 *At the conclusion of the Do-Now activity, the teacher will start -Students will interact -Teacher will offer help if students are having
min. reviewing the Google Slides. Students will be taking notes in their with a few activities technical difficulties throughout the lesson.
note packet. The teacher begins to educate students by going built into the Google -Teacher speaks loud and clear, will emphasi
through The Six Primary Nutrients Google Slides in entirety. * Slides. These activities and repeat key words or phrases.
The Six Primary Nutrients Google Slides: are related to standards, -Teacher will ask students if they have any
Students will follow along, fill in the blanks on their note packets, prior knowledge from questions or comments frequently throughout
and view the Google Slides. Students will have the option of previous years, new the class time.
viewing the presentation on their laptops or through the SMART information students are -Students are given a note packet where they
Board. currently learning, have to actively follow along and fill in key
Interactive Activities: hypothetical or scenario words from the Google Slides presentation.
This or That Good Nutrition Slide: based questions, etc. -Students can take notes on their school issue
Students will answer the questions: Chromebooks or on the note packets.
-How can you help me make this decision?
-Which is a better choice?
The hamburger is processed while the lettuce is not. The
Answer: hamburger contains more nutrients than lettuce alone.
-What factors influence this choice?
Answer: Hunger level, nutritional value, convenience
You Are What You Eat Slide:
-With your table, take a minute to analyze this quote. What does
it mean?
Answer: Your body relies on the food consumed to function. If
you eat healthy, your body will be healthy. If you eat unhealthy,
your body will reflect those poor choices internally and/or
externally.
Why does Nutrition Matter? Slide:
Students will watch the 2-minute video on the film summary of
“Supersize Me”. Students will than answer the question:
Why does his body feel horrible at day 3? What is his body trying
to tell him?
Answer: His body needs nutrients. It cannot function properly
without a proper diet.
How do Fats Affect Heart Health? Slide:
Students will view the GIF and answer the question, How Do
Fats Affect Heart Health?
Answer: Too much saturated fat can cause cholesterol to build up
in your arteries.
Current Events Slide:
Students will watch the video, “Real food vs. vitamin
supplements: Which is healthier?” Following the video, the
teacher will ask the students, why is consuming real food better
for your body than taking a vitamin supplement?
Answer: The body can absorb vitamins and minerals found in
food sources easier than those in supplement form.
Nutrient Notable Characters Slide:
Working with their table, students will read the following
scenarios and identify which nutrient the character is missing
based on their story description. They will first discuss the answer
with their group, then the scenario will be discussed with the
class.
 Introduction to Nutrition Facts Labels -Teacher will interact with students and have
Teacher will introduce where to find the amounts of each nutrient them explore the nutritional facts label.
you are getting from Nutrition facts labels. -Teacher will address any questions students
5 As a class, students will analyze the “daily value percentage” of may have.
min. each category and what criteria these percentages are based off
of. (Daily Diet of 2,000 calories a day is used for general
nutrition advice according to the FDA.)
Closure (includes lesson extension, summary, homework; create new rows as needed)
Fact or Fiction Closure Activity: -Students can use class notes from today to h
Each student will get a card with each side labeled either fact or them answer the closure activity questions.
fiction. Students will answer 4 questions from the “National
Nutrition Month 2021 Quiz”. Once a question is presented on the
SMART Board, the teacher will read aloud the question, and the
students will raise their card to reflect their answer. The following
6
slide will have the answer. The 5th factor or fiction response
min.
states, “I feel more confident in choosing foods that are better in
nutritional value than I was at the beginning of class.” The
teacher will determine the classes comfortability level of the
day’s lesson.
Link: “ https://s3.amazonaws.com/prod-hmhco-vmg-craftcms-
public/National_Nutrition_Month_Quiz_2021-1.pdf”