Lesson+Plan+Basic+Health+Science


 * Name: **Lisa Stack
 * Subject Area: **Basic Health Science
 * Grade Level/Adult Learner Group: 9th **– 12th Grade Special Education Students.
 * Lesson Title: Unit 3 Nutrition Introductions Chapter 8 The Role of Diet in Health **
 * Lesson 1 A Healthy Diet **
 * Book: AGS Life Skills Health Pages: 160-168 **

This lesson will introduce the unit on nutrition. It provides dietary guidelines and show student how to use those guideline to plan a healthy diet using book AGS Life Skills Health pages 160- 168
 * Brief Lesson Description: **Class meets Monday through Friday for 70 minutes each day.

HES1: Students will comprehend concepts related to health promotion and disease prevention. HES 1:3. Explain the impact of personal health behaviors on the functioning of body systems. HES 3: Students will demonstrate the ability to practice health-enhancing behaviors and reduce health risks. HES 3:1 Analyze the role of individual responsibility for enhancing health. <span style="font-family: Arial,sans-serif; font-size: 12pt;">HES 3:2 Evaluate a personal health assessment to determine strategies for health enhancement and risk reduction. <span style="font-family: Arial,sans-serif; font-size: 12pt;">HES 3: 3 Analyze the short-term and long-term consequences of safe, risky, and harmful behaviors. <span style="font-family: Arial,sans-serif; font-size: 12pt;">HES 3:4 Develop strategies to improve or maintain personal, family, and community health. <span style="font-family: Arial,sans-serif; font-size: 12pt;">HES 6: Students will demonstrate the ability to use goal-setting and decision-making skills to enhance health. <span style="font-family: Arial,sans-serif; font-size: 12pt;">HES6:3 Predict immediate and long – term impact of health decisions on the individual, family and community.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">HES =National Health Educational Standards: **


 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Instructional Strategies Included In this Unit: ****<span style="color: red; font-family: Arial,sans-serif; font-size: 12pt;">Setting objectives, Cues, Questions, Advanced Organizers, Summarizing and Note Taking, Homework and Practice, Hypothesis and Generating testing, ****<span style="font-family: Arial,sans-serif; font-size: 12pt;"> nonlinguistic, ****<span style="color: red; font-family: Arial,sans-serif; font-size: 12pt;">Cooperative learning, ****<span style="font-family: Arial,sans-serif; font-size: 12pt;"> Reinforcing effort, ****<span style="color: red; font-family: Arial,sans-serif; font-size: 12pt;">Similarities and Differences **

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 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Technology Resources needed (hardware & software) **
 * **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Elmo and overhead projector **
 * **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Microsoft Word **
 * **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Computer/Internet connection **
 * **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Netvibes Start Page Account. **

<span style="font-family: Arial,sans-serif; font-size: 12pt;">Day 1. <span style="font-family: Arial,sans-serif; font-size: 12pt;">Introduce Unit 3 Nutrition <span style="font-family: Arial,sans-serif; font-size: 12pt;">1. Pass out pre test A. Have students complete independently. Explain this is a pre- test to see what they already know about chapter 8. <span style="font-family: Arial,sans-serif; font-size: 12pt;">2. Have a student read the introductory material on page 160 <span style="font-family: Arial,sans-serif; font-size: 12pt;"> by asking students the following inquiring questions? <span style="font-family: Arial,sans-serif; font-size: 12pt;">3. Have student look at the picture while you read aloud the quote from Adele Davis. <span style="font-family: Arial,sans-serif; font-size: 12pt;">4. Ask students to answer the following questions listed below to spark interest in the unit and assess what they already know.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Procedure: **

<span style="font-family: Arial,sans-serif; font-size: 12pt;">10.About how many servings of dairy products do you eat or drink each day? <span style="font-family: Arial,sans-serif; font-size: 12pt;">6. Students should use this introduction reading and assessment survey to help identify their learning goals for this unit and their pre test A chapter 8. <span style="font-family: Arial,sans-serif; font-size: 12pt;">7. Go over the Answers to pre test chapter 8. Have students copy the correct answers for the ones they got wrong. <span style="font-family: Arial,sans-serif; font-size: 12pt;">8. Introduce Chapter 8 The role of diet in Health and discuss the importance of eating a balanced diet. Have a volunteer read the introductory information on page 163 and then discuss the Goals for Learning with students. Type in Microsoft Word the Unit Learning Goals. Type in each lessons goals /objectives and discuss with students Have them pick a goal they think they need more information about. Type their statements and name next to their goals/objectives. ( Review Lessons Goals and students before each lesson) <span style="font-family: Arial,sans-serif; font-size: 12pt;">Unit Goals for Learning: <span style="font-family: Arial,sans-serif; font-size: 12pt;">Chapter 8 Lesson 1 Goals: <span style="font-family: Arial,sans-serif; font-size: 12pt;">Chapter 8 Lesson 2 Goals: <span style="font-family: Arial,sans-serif; font-size: 12pt;">Chapter 8 Lesson 3 Goals: <span style="font-family: Arial,sans-serif; font-size: 12pt;">Chapter 8 Lesson 4 Goals: <span style="font-family: Arial,sans-serif; font-size: 12pt;"> Type out student’s goals: Print a copy for each student and post/review goals/objectives daily before each lesson. <span style="display: block; font-family: Arial,sans-serif; font-size: 12pt; text-align: center;">9. Pass out Student Study Guide (Guided notes) Handout. <span style="font-family: Arial,sans-serif; font-size: 12pt;">10.Discuss the meaning “You are what you eat.” Before studying the chapter. <span style="color: red; font-family: Arial,sans-serif; font-size: 12pt;">(Have students reconsider the meaning in a follow-up discussion after the reading the chapter.) <span style="font-family: Arial,sans-serif; font-size: 12pt;">11.Ask students what are some consequence of unhealthy eating habits. Encourage students to think about their own eating habits and any consequence that have resulted or could result from making poor choices, such as low energy, weight gain or loss, or skin problems. <span style="font-family: Arial,sans-serif; font-size: 12pt;">Day 2. <span style="font-family: Arial,sans-serif; font-size: 12pt;">1. Review Objectives for Chapter 8 Lesson 1 <span style="font-family: Arial,sans-serif; font-size: 12pt;"> Review Students goals. <span style="font-family: Arial,sans-serif; font-size: 12pt;">2. Review Vocabulary Words: Diet, Essential nutrients. Have a student read the meaning of these words. Have students write a few sentences describing how these words are related. Ask for volunteers to read their sentences aloud. <span style="font-family: Arial,sans-serif; font-size: 12pt;">3. Discuss how people who lead very busy lives may not always eat a balanced diet because they often skip meals or rely too much on fast food and prepared foods. Ask student to examine their own eating habits and identify situation in which they did not eat as well as they should have. For example did they have just a doughnut for breakfast this morning or skit it all together. <span style="font-family: Arial,sans-serif; font-size: 12pt;">4. Have students take turns reading Page 164 and 165. Ask the following questions. <span style="font-family: Arial,sans-serif; font-size: 12pt;">8. Have students complete the Lesson 1 Review on Page 168 1 – 5 <span style="font-family: Arial,sans-serif; font-size: 12pt;">.9. Have students complete workbook activity 25 for homework. <span style="font-family: Arial,sans-serif; font-size: 12pt;">Review the lesson 1 review questions page 168. <span style="font-family: Arial,sans-serif; font-size: 12pt;">Day 3 <span style="font-family: Arial,sans-serif; font-size: 12pt;">1. Review Goals for lesson 1. Fill in blanks together on study guide handout for lesson 1 as a review. <span style="font-family: Arial,sans-serif; font-size: 12pt;">2. Pass out workbook activity 25 worksheets and have students complete answering the questions. 3. <span style="font-family: Arial,sans-serif; font-size: 12pt;">Review the worksheets answers together. Students should correct any wrong answers. <span style="font-family: Arial,sans-serif; font-size: medium;">Continue on to lesson 2 3.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Q. What is the person in the picture doing on page 160? A. He is reading the label on a food product.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Q. Why is he doing this? A. Students may say that he is concerned about healthy eating and is getting nutritional information about the product, including the number of calories and amount of fat.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Q. Did you skip breakfast this morning? Did you have a smaller breakfast than you would have liked? If so Why? A. Answers will vary but if students skipped or skimped on breakfast, they probably will say they didn’t have time.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Q. How does skipping breakfast affect you later in the morning? A. Students may say they feel sluggish and less alert.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Q. What could you do to ensure that you eat better in the morning? A. Students may suggest that they can get up earlier to allow more time for breakfast or choose food they take along if they don’t have time to eat at home.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Q. Does the quote on page 160 make sense to you? “We are indeed much more than we eat, but what we eat can nevertheless help us to be much more than what we are.” Adele Davis, Let’s Get Well. What do you think it means? A. Discuss student’s ideas. Tell them the quote is based on another quote “You are what you eat.” Discuss the relationship between the two quotes. Help students recognize that Adele Davis is saying people can make better food choices to improve their health.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">5. Have student’s complete self – assessment before and after reading unit. Read questions and have students answer them in their spiral note books.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">1. When you chew your gum, do you swallow it?
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">2. About how many days a week do you eat at fast food restaurant?
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">3. How many glasses of water do you drink each day?
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">4. Do you add salt to your food?
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">5. How much sugar do you think you eat and drink a day?
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">6. How many servings of fruit do you eat each day?
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">7. How many servings of vegetables do you eat each day?
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">8. Generally, how many servings of meat, poultry, fish, dry beans, eggs, and nuts do you eat each day?
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">9. About how many servings of bread do you eat each day?
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">To describe the effect of healthy eating on the body
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">To explain how food provides calories and nutrients
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">To explain the importance of the six essential nutrients and which foods contain them
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">To identify special dietary needs
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">To predict how diet relates to disease.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">To explain what a healthy diet is
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">To describe how to plan a healthy diet.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">To explain the importance of carbohydrates, fats, and protein and how the body uses them
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">To identify food sources of carbohydrates, fats, and protein.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">To explain the importance of vitamins and minerals and how the body uses them.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">To identify food sources of vitamins and minerals
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">To explain why water is important for the body.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">To describe special dietary needs for teens and athletes
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">To explain how diet is related to maintaining weight.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">To discuss how an unhealthy diet affects health and can result in certain diseases.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">To explain what a healthy diet is
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">To describe how to plan a healthy diet
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Q. What does “Well Balanced” mean in terms of diet? A. In general, it means eating many kinds of foods that provide many kinds of nutrients and not eating too much of one food. Let students conjecture at this point. <span style="color: red; font-family: Arial,sans-serif; font-size: 12pt;">( Note: ask this question again at the end of the lesson to assess their understanding of a healthy diet.)
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Q. What are the benefits of having a healthy diet? A. Feeling good, healthy appearance, adequate energy; physical health, emotional health.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Q. Why is eating a lot of fast food and prepared foods unhealthy? A. High fat and sodium content, very few vegetables and fruits.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Q. What could you do to help yourself eat a balanced diet mote often? A. Help students identify practical things they can do such as learning more about good nutrition, keeping a food log, adding more nutritious food to family shopping list, and taking the time to prepare fresh meals and snacks. 5. Have students take turn reading out loud about the food Guide pyramid on page 164 and 165. Ask Q. Why are the food groups arranged in a pyramid? A. To show the relative number of servings required from each of the food groups and to illustrate that the bread, cereal, rice and pasta group forms the foundation of the healthy diet. 6. Have student read how food provides the body with what it needs on pages 165 – 167. Ask the following questions.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Q. Compare your body to a car. Can a car work well using any kind of fuel? Can your body work well using any kind of food? A. Remind students of the different grades of gasoline at a gas station, in addition to other types of fuel such as propane, diesel, and heating oil. Some of these fuels make a car operate poorly and some won’t allow a car to operate at all. Make the analogy with the human body- you can’t put any kind of food in your body and expect it to work the way it should. People take care to give their cars the fuel they need; they should do the same for their body.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Q. Does everyone need the same amount of food each day? Explain. A. No adolescents need more food during their growing stage. Older adults need less food even with age groups, calorie requirements vary from person to person.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Q. A 16-year old male weight 150 pounds, is 5 feet 10 inches tall, and takes in about 2,300 calories each day. He complains about being tired all the time. What is one reasonable conclusion you could make? A. According to the table 8.1 he needs to eat more based on his age, weight and height. Make sure students are aware, however, that individuals may have specific dietary or calorie requirements, such as for weight loss or diabetes. People with such requirements should consult a doctor before beginning any diet plans.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Q. Why is it important to eat a variety of foods? A. No one food supplies the body with all the nutrients it needs. 7. Have students study table 8.2 on page 167. Discuss and ask students these questions.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Q. Are you surprised by the serving sizes? A. Most students will probably think serving are smaller than the size they expected. Point out that more than one serving of a food can be included in a meal. For example a spaghetti dinner may include a full cup of pasta or 2 servings.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Q. Think about the last time you ate any of the items listed in Table 8.2. How many servings of each item did you eat? A. Students will need help visualizing some of the measurements, such as ounces. Have ounce and cup measures available. Use what they had for lunch and describe the servings.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Q. How can you have a balanced diet if you do not eat meat? A. Other foods, such as beans, nuts and peanut butter, can be substituted for meat.

<span style="font-family: Arial,sans-serif; font-size: 12pt;">Pre test A Self- assessment questions about Unit 3 <span style="font-family: Arial,sans-serif; font-size: 12pt;">Formative assessments questions during lesson 1. <span style="font-family: Arial,sans-serif; font-size: 12pt;">Book questions page 168 Worksheet Activity 25
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Assessment Method: **


 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Name: **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Lisa Stack
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Subject Area: **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Basic Health Science
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Grade Level/Adult Learner Group: 9th **<span style="font-family: Arial,sans-serif; font-size: 12pt;">– 12th Grade Special Education Students.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Lesson Title: Unit 3 Nutrition Chapter 8 The Role of Diet in Health **
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Lesson 2 Carbohydrates, Fats and Proteins **
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Book: AGS Life Skills Health Pages 169 -174 **


 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Brief Lesson Description: **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Class meets Monday through Friday for 70 minutes each day. This lesson describes three of the six essential nutrients- carbohydrates Fats, and protein- and which food contains them.

<span style="font-family: Arial,sans-serif; font-size: 12pt;">HES 4: Students will analyze the influence of culture, media, technology, and other factors on health. <span style="font-family: Arial,sans-serif; font-size: 12pt;">HES 4:3. Evaluate the impact of technology on personal, family and community health <span style="font-family: Arial,sans-serif; font-size: 12pt;">HES 6: Students will demonstrate the ability to use goal-setting and decision-making skills to enhance health. <span style="font-family: Arial,sans-serif; font-size: 12pt;">HES 6:1 Demonstrate the ability to utilize various strategies when making decisions related to health needs and risks of young adults. <span style="font-family: Arial,sans-serif; font-size: 12pt;">HES6:3 Predict immediate and long – term impact of health decisions on the individual, family and community.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">HES =National Health Educational Standards: **


 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Instructional Strategies Included In this Unit: **<span style="color: red; font-family: Arial,sans-serif; font-size: 12pt;">Setting objectives, Cues, Questions, Advanced Organizers, Summarizing and Note Taking, Homework and Practice, Hypothesis and Generating testing, <span style="font-family: Arial,sans-serif; font-size: 12pt;">nonlinguistic, cooperative learning <span style="color: red; font-family: Arial,sans-serif; font-size: 12pt;">, Reinforcing effort, Similarities and Differences


 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Technology Resources needed (hardware & software) **
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Elmo and overhead projector
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Microsoft Word
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Computer/Internet connection
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Netvibes Start Page Account.

<span style="font-family: Arial,sans-serif; font-size: 12pt;">Day 3 <span style="font-family: Arial,sans-serif; font-size: 12pt;">1. Review objectives for chapter 8 lesson 2. <span style="font-family: Arial,sans-serif; font-size: 12pt;">Chapter 8 Lesson 2 Goals: <span style="font-family: Arial,sans-serif; font-size: 12pt;">2. For each vocabulary words have the students find two sentences fro he text that contain the word. Have them read the sentences at least twice and then write an original sentence using that word. Carbohydrate, protein, glucose, glycogen, cholesterol, saturated fat, unsaturated fat, amino acid. <span style="font-family: Arial,sans-serif; font-size: 12pt;">3. Write the heading Carbohydrates, Fats, and protein paper using Elmo and overhead projector so students can view. Ask students to name different foods they eat and discuss the carbohydrate, fat and protein content of each item. Accept all suggestions at this time. Write the food under the appropriate headings(s). <span style="font-family: Arial,sans-serif; font-size: 12pt;">4. Have students take turns reading out loud about carbohydrates on page 169. <span style="font-family: Arial,sans-serif; font-size: 12pt;">5. Ask students the following questions. <span style="font-family: Arial,sans-serif; font-size: 12pt;">Questions page 173 Protein
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Procedure **
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">To explain the importance of carbohydrates, fats, and protein and how the body uses them
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">To identify food sources of carbohydrates, fats, and protein.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">What are some sources of complex carbohydrates that you eat? A. Students should name breads, potatoes, pasta and specific kinds of cereals.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">What three nutrients provide the body with energy? Carbohydrates, fats, protein 6. Have students read page 170 and study the Table 8.3. Ask them
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Q. Bread provides carbohydrates. Would it be wise to eat only bread as your source of carbohydrates? A. No, foods contain more than one kind of nutrient, and by eating a variety of foods that contain carbohydrates, you are also providing other essential nutrients to your body.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Q. What do cupcakes and oranges have in common? A. They are both sources of sugars. 7. Read out loud pages 171 and 172 about carbohydrates. Ask them
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Q. From where should most of your calories come? A. Complex carbohydrates
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Q. Which group on the food Guide Pyramid contains simple carbohydrates. A. Fruit
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Q. How many complex carbohydrate do you get in your diet? A. Give students time to list their foods for a typical day to determine how many complex carbohydrates they get. Remind student of serving size. 8. Read Fitness Tip Go for a run or swim to burn off extra calories. Discuss why you would want to do this. Read then and now out loud to students and ask them to name some of their favorite fruits and vegetables. Then have them name some fruits and fresh vegetables that are only available at certain time of the year. Point out that even though many fruits are available year round they are usually more plentiful and less expensive in season 9. Read about fats on pages 172-173 and ask students
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Q. Why is some amount of fat important in your body? A. It protects internal organs from temperature change and from external blows and is a source of energy.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Q. To maintain a diet low in saturated fat, what types of food should you limit? A. red meats, whole milk and butter
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Q. Why is high level of certain kinds of cholesterol dangerous? A. Cholesterol can build up on the inside of blood vessels and affect the flow of blood.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Q. When does the body use protein for energy? A. When it does not get enough calories from carbohydrates and fat.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Q. Why are certain amino acids called essential amino acids? A. They are amino acids that your body cannot make. You must get them from food.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Q. Would a dinner of fish, rice and beans provide you with all the essential amino acids? A. Yes. Q. How about a lunch of bread and salad? A. Probably not but it would depend on what was in the salad.

<span style="font-family: Arial,sans-serif; font-size: 12pt;">10.Remind students of their homework charting what they eat each day. Ask them to inventory the food they have charted and mark Carbohydrate, fats and proteins. <span style="font-family: Arial,sans-serif; font-size: 12pt;">11.Nutrition Tip: Eat 2-3 servings from the milk and meat groups on the food pyramid to get your daily protein. <span style="font-family: Arial,sans-serif; font-size: 12pt;">12.Read out loud about making balanced food choices on page 174 and ask them
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Q. What does a well-balanced diet mean? A. (revisit questions from p 164) Responses should include the idea that in order to have a well balanced diet you must choose food in terms of nutrients. This means choosing foods that give the right amounts of nutrients. Example meat is a good source of protein, it also can provides much fat, depending on the cut. A balance diet could include some red meat but not so much that it provides much more fat than is recommended.

<span style="font-family: Arial,sans-serif; font-size: 12pt;">13.Read Careers Food Technologist. <span style="font-family: Arial,sans-serif; font-size: 12pt;">14.Tactile Lesson have students cut three squares about 6 in x 6 in of brown paper from a bag, Rub shortening on one square, egg white on the second square and a slice of raw potatoes on the third square. Let the pieces of paper dry. Explain to students that light will pass through the paper that has fat on it. Then have student hold each square up to the bright light and compare the amount of light that passes through each piece. Ask students to draw conclusion about which foods contain fat and which do not. A. Shortening contains fat and egg whites and potatoes do not. <span style="font-family: Arial,sans-serif; font-size: 12pt;">Homework: <span style="font-family: Arial,sans-serif; font-size: 12pt;">1. Have students complete the lesson 2 review questions on page 174. <span style="font-family: Arial,sans-serif; font-size: 12pt;">2. Have student complete workbook activity 26 worksheets. <span style="font-family: Arial,sans-serif; font-size: 12pt;">3. Fill in guided notes for lesson 2 on study guide. <span style="font-family: Arial,sans-serif; font-size: 12pt;">Day 4 <span style="font-family: Arial,sans-serif; font-size: 12pt;">1. Review the answers to the above assignments with the students. Have them correct answers they got wrong. <span style="font-family: Arial,sans-serif; font-size: 12pt;">2. Continue on to next lesson 3

<span style="font-family: Arial,sans-serif; font-size: 12pt;">Book questions page 174 <span style="font-family: Arial,sans-serif; font-size: 12pt;">Worksheet Activity 26
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Assessment Method: **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Formative assessments questions during lesson 2.

<span style="font-family: Arial,sans-serif; font-size: 12pt;">Lesson 3 Vitamins, Minerals, and Water <span style="font-family: Arial,sans-serif; font-size: 12pt;">Book: AGS Life Skills Health Pages 175 -178
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Name: **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Lisa Stack
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Subject Area: **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Basic Health Science
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Grade Level/Adult Learner Group: 9th **<span style="font-family: Arial,sans-serif; font-size: 12pt;">– 12th Grade Special Education Students.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Lesson Title: Unit 3 Nutrition Chapter 8 The Role of Diet in Health **


 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Brief Lesson Description: **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Class meets Monday through Friday for 70 minutes each day. This lesson describes the remaining essential nutrients – vitamins minerals and water and the importance of each.

<span style="font-family: Arial,sans-serif; font-size: 12pt;">HES 6: Students will demonstrate the ability to use goal-setting and decision-making skills to enhance health. <span style="font-family: Arial,sans-serif; font-size: 12pt;">HES 6:1 Demonstrate the ability to utilize various strategies when making decisions related to health needs and risks of young adults <span style="font-family: Arial,sans-serif; font-size: 12pt;">HES6:3 Predict immediate and long – term impact of health decisions on the individual, family and community.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">HES =National Health Educational Standards: **


 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Instructional Strategies Included In this Unit: **<span style="color: red; font-family: Arial,sans-serif; font-size: 12pt;">Setting objectives, Cues, Questions, Advanced Organizers, Summarizing and Note Taking, Homework and Practice, Hypothesis and Generating testing, nonlinguistic, <span style="font-family: Arial,sans-serif; font-size: 12pt;">Cooperative learning, <span style="color: red; font-family: Arial,sans-serif; font-size: 12pt;">Reinforcing effort, <span style="font-family: Arial,sans-serif; font-size: 12pt;"> Similarities and Differences


 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Technology Resources needed (hardware & software) **
 * **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Elmo and overhead projector **
 * **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Microsoft Word **
 * **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Computer/Internet connection **
 * **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Netvibes Start Page Account. **

<span style="font-family: Arial,sans-serif; font-size: 12pt;">Day 4 <span style="font-family: Arial,sans-serif; font-size: 12pt;">1. Review goals/objectives for Chapter 8 Lesson 3 Goals: <span style="font-family: Arial,sans-serif; font-size: 12pt;">4. Have students study Table 8.4 on page 176 and ask <span style="font-family: Arial,sans-serif; font-size: 12pt;">Ask students these questions: <span style="font-family: Arial,sans-serif; font-size: 12pt;">6. Read and discuss Body mass index “ Healthy subjects Math” <span style="font-family: Arial,sans-serif; font-size: 12pt;">7. Homework: <span style="font-family: Arial,sans-serif; font-size: 12pt;">1. Have students complete lesson 3 review questions on page 178. <span style="font-family: Arial,sans-serif; font-size: 12pt;">2. Have students complete workbook activity 27 worksheets <span style="font-family: Arial,sans-serif; font-size: 12pt;">3. Have students complete study guide notes for lesson 3. <span style="font-family: Arial,sans-serif; font-size: 12pt;">Day 5 <span style="font-family: Arial,sans-serif; font-size: 12pt;">1. Review book questions and worksheets with students. Have them make corrections during review. <span style="font-family: Arial,sans-serif; font-size: 12pt;">2. Fill in answers for guided notes lesson 3. <span style="font-family: Arial,sans-serif; font-size: 12pt;">3. Continue on to next lesson 4
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Procedure **
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">To explain the importance of vitamins and minerals and how the body uses them.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">To identify food sources of vitamins and minerals
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">To explain why water is important for the body. 2. Read and discuss meaning of vocabulary words. Vitamin, mineral, calcium, phosphorus. Before reading the lesson, encourage students to name examples of foods that contain vitamins and minerals. A. verity of fruits, vegetables, meats, dairy products, grains. 3. Read out loud to students Why vitamins are important page 175. Ask the following questions:
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Q. What does this tell you about the kinds of foods that are good for you? A. Students may infer that you can ensure getting all the vitamins and minerals you need by eating a variety of foods.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Q. Why are sweet, sugary foods referred to as providing “empty calories”? A. They do not provide the body with enough vitamins or mineral to convert food into energy.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Q. What is the healthiest way to eat Vegetables? A. Raw
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Q. What are some good sources of vitamin C? A. Tomatoes, most citrus fruits and juices, kiwi, potatoes, green peppers.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Q. Think of the foods in a typical dinner salad. What vitamins does the salad provide? A. Will depend on students ideas of a typical salad. Ones with lettuce, tomatoes, green peppers, mushroom, eggs, spinach, and salad dressing would provide most of the vitamins in table 8.4 5. Have students read mineral and water that the body needs on page 177.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Q. Why are minerals important? A. For the body functions such as digestion and balancing fluids.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Q. Why is is a good idea t limit sugary cereals in your diet, even if they are supplemented with vitamins and minerals? A. Sugar is a simple carbohydrate that is burned off quickly and only temporary source of energy. Sugary cereals are not a good source of complex carbohydrates, which are the best sources of dietary carbohydrates.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Q. What can too much sodium in your diet cause? A. High blood pleasure.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Q. If you eat a balanced diet, is it necessary to take vitamin and mineral pills? A. For most people the answer is no. Someone with a disorder may need to take supplemental vitamins and minerals.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Q. What percent of your body’s weight is water? A. 60 %
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Q. Is drinking a glass of water the only way for your body to get the water needs? A. No water is contained in milk, juices, fruits and most foods. Drinking eight glasses of water a day helps ensure you get the amount of water you need.

<span style="font-family: Arial,sans-serif; font-size: 12pt;">Formative assessments questions during lesson 3. <span style="font-family: Arial,sans-serif; font-size: 12pt;">Book questions page 178 <span style="font-family: Arial,sans-serif; font-size: 12pt;">Worksheet Activity 27
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Assessment Method: **


 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Name: **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Lisa Stack
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Subject Area: **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Basic Health Science
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Grade Level/Adult Learner Group: 9th **<span style="font-family: Arial,sans-serif; font-size: 12pt;">– 12th Grade Special Education Students.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Lesson Title: Unit 3 Nutrition Chapter 8 The Role of Diet in Health **
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Lesson 4 Special Dietary Needs **
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Book: AGS Life Skills Health pages 179 -182 **


 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Brief Lesson Description: **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Class meets Monday through Friday for 70 minutes each day. This lesson discusses special dietary needs for teenagers and athletes and the importance of diet in weight control.

<span style="font-family: Arial,sans-serif; font-size: 12pt;">HES1:Students will comprehend concepts related to health promotion and disease prevention. <span style="font-family: Arial,sans-serif; font-size: 12pt;">HES 6: Students will demonstrate the ability to use goal-setting and decision-making skills to enhance health. <span style="font-family: Arial,sans-serif; font-size: 12pt;">HES 6:1 Demonstrate the ability to utilize various strategies when making decisions related to health needs and risks of young adults <span style="font-family: Arial,sans-serif; font-size: 12pt;">HES6:3 Predict immediate and long – term impact of health decisions on the individual, family and community. <span style="font-family: Arial,sans-serif; font-size: 12pt;">HES 7: Students will demonstrate the ability to advocate for personal, family and community health. <span style="font-family: Arial,sans-serif; font-size: 12pt;">HES 7:6 Demonstrate the ability to adapt health messages and communication techniques to the characteristics of particular audience.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">HES =National Health Educational Standards: **


 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Instructional Strategies Included In this Unit: **<span style="color: red; font-family: Arial,sans-serif; font-size: 12pt;">Setting objectives, Cues, Questions, Advanced Organizers, Summarizing and Note Taking, Homework and Practice, <span style="font-family: Arial,sans-serif; font-size: 12pt;">Hypothesis and Generating testing, <span style="color: red; font-family: Arial,sans-serif; font-size: 12pt;">nonlinguistic <span style="font-family: Arial,sans-serif; font-size: 12pt;">, <span style="color: red; font-family: Arial,sans-serif; font-size: 12pt;">Cooperative learning, Reinforcing effort, Similarities and Differences


 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Technology Resources needed (hardware & software) **
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Elmo and overhead projector
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Microsoft Word
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Computer/Internet connection
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Netvibes Start Page Account.

<span style="font-family: Arial,sans-serif; font-size: 12pt;">Day 5 <span style="font-family: Arial,sans-serif; font-size: 12pt;">1. Review learning goals/objectives for this chapter <span style="font-family: Arial,sans-serif; font-size: 12pt;">Chapter 8 Lesson 4 Goals: <span style="font-family: Arial,sans-serif; font-size: 12pt;">2. Read “Writing about Health” Think about how your eating patterns compare with suggestion in the food guide Pyramid. Write how you might change your eating patter to make it more healthful. ( Students should write at least 5 sentences) <span style="font-family: Arial,sans-serif; font-size: 12pt;">3. Have students read and define vocabulary words and discuss how they are related. Deficiency, malnutrition. <span style="font-family: Arial,sans-serif; font-size: 12pt;">4. Point out that the Food Guide Pyramid provides guidelines. Stress the word Guidelines. Ask why the word //guidelines// is used instead of rules. (Individuals have their own needs and the information in the Food Guide Pyramid has to be adjusted to account for those needs) <span style="font-family: Arial,sans-serif; font-size: 12pt;">5. Have students take turns reading out loud pages 179 -180 about special dietary needs of teens and athletes. <span style="font-family: Arial,sans-serif; font-size: 12pt;">6. Ask questions page 179 <span style="font-family: Arial,sans-serif; font-size: 12pt;">Page 180 <span style="font-family: Arial,sans-serif; font-size: 12pt;">Ask questions <span style="font-family: Arial,sans-serif; font-size: 12pt;">9. Read Technology Computer programs for diet management. For homework ask students to create a weekly meal plan. They will make a weekly meal plan at the end of chapter 9. <span style="font-family: Arial,sans-serif; font-size: 12pt;">10.Homework: <span style="font-family: Arial,sans-serif; font-size: 12pt;">1. Have students complete the lesson 4 review questions 1-5 on page 183. <span style="font-family: Arial,sans-serif; font-size: 12pt;"> 2. Have student’s complete Workbook activity 28 due tomorrow. <span style="font-family: Arial,sans-serif; font-size: 12pt;">3. Have student’s complete Chapter 8 Review questions 1-20. Due tomorrow. <span style="color: red; font-family: Arial,sans-serif; font-size: 12pt;">4. Homework: Have student collect food packages with Food labels on them for Chapter 9
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Procedure **
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">To describe special dietary needs for teens and athletes
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">To explain how diet is related to maintaining weight.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">To discuss how an unhealthy diet affects health and can result in certain diseases.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Q. What types of foods should teen be eating more? A. Teens need more calories, calcium, and iron. Therefore, they should consume more milk products, liver and other meats, dried foods, whole grain foods, and green leafy vegetables.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;"> Q. Why is iron necessary in your diet? A. Helps to get oxygen into your blood and cells.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Q. What would you suggest to a parent whose child can’t drink milk and who also refuses to eat foods such as broccoli, fish, dry beans, and tofu? A. Drinking juices fortified with calcium, using calcium supplements, or disguising calcium-rich foods the child doesn’t like. ( parent should consult a physician before using calcium supplements.)
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Q. Suppose a boy needs to lose weight and decreases his calorie intake from 3,000 calories per day to 800 calories per day. Does this sound like a healthy plan? Why or why not? A. It is unhealthy because such a low amount of calories will not provide the nutrients needed for good health.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Q. What would you recommend this boy do? A. He should see a doctor about any weigh control plan. A healthy plan will probably include a combination of physical activity and reasonable decrease in calorie intake to levels presented in Table 8.1. the plan will also probably include a variety of foods but in smaller amounts. 7. Read Action for Health ~ Keeping a Food Record. Page 180 8. Have students read page 181 (out loud) to learn how a poor diet affects health.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Q. Suppose a person eats only cereal for all meals but consumes plenty of calories. Would you expect this person to have malnutrition eventually? Explain. A. Yes because the cereal, even with milk would not provide all the essential nutrients.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Q. How can you use the Food Guide pyramid on page 165 to help guard against malnutrition and deficiencies. A. The pyramid helps people choose a balanced diet- food that provides all the essential nutrient in the proper amounts.

<span style="font-family: Arial,sans-serif; font-size: 12pt;">Day 6 <span style="font-family: Arial,sans-serif; font-size: 12pt;">1. Have students take out lesson review questions. Stamp for completion and go over answers. Have students mark number wrong for credit. <span style="font-family: Arial,sans-serif; font-size: 12pt;">2. Review study guide notes and fill in for lesson 4. 3. <span style="font-family: Arial,sans-serif; font-size: 12pt;">Continue on to next lesson: Review for test.

<span style="font-family: Arial,sans-serif; font-size: 12pt;">Formative assessments questions during lesson 4. <span style="font-family: Arial,sans-serif; font-size: 12pt;">Book questions page 182
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Assessment Method **


 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Name: **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Lisa Stack
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Subject Area: **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Basic Health Science
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Grade Level/Adult Learner Group: 9th **<span style="font-family: Arial,sans-serif; font-size: 12pt;">– 12th Grade Special Education Students.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Lesson Title: Unit 3 Nutrition Chapter 8 The Role of Diet in Health **
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Lesson Review of Chapter 8 and Chapter 8 Assessment **
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Book: AGS Life Skills Health Pages 183-185 **


 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Brief Lesson Description: **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Class meets Monday through Friday for 70 minutes each day. This lesson is to further reinforce the information presented in the chapter and review for chapter assessment.

<span style="font-family: Arial,sans-serif; font-size: 12pt;">HES1:Students will comprehend concepts related to health promotion and disease prevention. <span style="font-family: Arial,sans-serif; font-size: 12pt;">HES 1 :3. Explain the impact of personal health behaviors on the functioning of body systems. <span style="font-family: Arial,sans-serif; font-size: 12pt;">HES 3: Students will demonstrate the ability to practice health-enhancing behaviors and reduce health risks. <span style="font-family: Arial,sans-serif; font-size: 12pt;">HES 3:1 Analyze the role of individual responsibility for enhancing health. <span style="font-family: Arial,sans-serif; font-size: 12pt;">HES 3:2 Evaluate a personal health assessment to determine strategies for health enhancement and risk reduction. <span style="font-family: Arial,sans-serif; font-size: 12pt;">HES 3: 3 Analyze the short-term and long-term consequences of safe, risky, and harmful behaviors. <span style="font-family: Arial,sans-serif; font-size: 12pt;">HES 3:4 Develop strategies to improve or maintain personal, family, and community health. <span style="font-family: Arial,sans-serif; font-size: 12pt;">HES 4: Students will analyze the influence of culture, media, technology, and other factors on health. <span style="font-family: Arial,sans-serif; font-size: 12pt;">HES 4:3. Evaluate the impact of technology on personal, family and community health <span style="font-family: Arial,sans-serif; font-size: 12pt;">HES 6: Students will demonstrate the ability to use goal-setting and decision-making skills to enhance health. <span style="font-family: Arial,sans-serif; font-size: 12pt;">HES 6:1 Demonstrate the ability to utilize various strategies when making decisions related to health needs and risks of young adults <span style="font-family: Arial,sans-serif; font-size: 12pt;">HES6:3 Predict immediate and long – term impact of health decisions on the individual, family and community. <span style="font-family: Arial,sans-serif; font-size: 12pt;">HES 7: Students will demonstrate the ability to advocate for personal, family and community health. <span style="font-family: Arial,sans-serif; font-size: 12pt;">HES 7:6 Demonstrate the ability to adapt health messages and communication techniques to the characteristics of particular audience.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">HES =National Health Educational Standards: **


 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Instructional Strategies Included In this Unit: **<span style="color: red; font-family: Arial,sans-serif; font-size: 12pt;">Setting objectives, Cues, Questions, Advanced Organizers, Summarizing and Note Taking, Homework and Practice, Hypothesis and Generating testing, <span style="font-family: Arial,sans-serif; font-size: 12pt;">nonlinguistic, Cooperative learning, <span style="color: red; font-family: Arial,sans-serif; font-size: 12pt;">Reinforcing effort, Similarities and Differences


 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Technology Resources needed (hardware & software) **
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Elmo and overhead projector
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Microsoft Word
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Computer/Internet connection
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Netvibes Start Page Account.

<span style="font-family: Arial,sans-serif; font-size: 12pt;">Day 6 <span style="font-family: Arial,sans-serif; font-size: 12pt;">1. Have students take out worksheet activity handouts and their completed book chapter review questions. Stamp for completion <span style="font-family: Arial,sans-serif; font-size: 12pt;">.2. Go over worksheet answers and have students mark wrong answers and correct them. <span style="font-family: Arial,sans-serif; font-size: 12pt;">3. Go over Chapter 8 book review questions have students mark wrong answers and correct them. <span style="font-family: Arial,sans-serif; font-size: 12pt;">4. Look at guided notes and stamp. Make sure all students have it completed. Review if need be. <span style="font-family: Arial,sans-serif; font-size: 12pt;">5. Review chapter summary on page 183 and ask them the following questions. <span style="color: red; font-family: Arial,sans-serif; font-size: 12pt;">Homework: Have student collect food packages with Food labels on them for Chapter 9
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Procedure **
 * Q. Which food group contains foods that should be eaten the most? A. bread, cereal, rice, and pasta group.
 * Q. What are calories? A unit that measures the amount of energy in food.
 * Q. Which nutrients provide the body with energy? A. Carbohydrates, proteins and fats.
 * Q. What is the difference between complex and simple carbohydrates? A. complex carbohydrates. Fill up and contain other nutrients such as fiber. Simple carbohydrates provide quick energy and are burned off quickly.
 * Q. What percent of you daily calories should come from fat? A. not more than 30%
 * Q. When does the body use protein for energy? A. When it does not get enough calories from carbohydrate and fats.
 * Q. Is it possible to consume too many vitamins? A. Yes such as vitamin A and E
 * Q. What is the function of sodium in your diet? A. To control the amount of fluids in your body.
 * Q. What percent of your body’s weight is water? A. About 60%
 * Q. Why do boys generally need more calories than girls? A. They are usually larger and grow more than girls.
 * Q. What is the best way to maintain a proper weight level? A. Eat a healthy and well- balanced diet.
 * Q. When does malnutrition occur? A. When a person’s diet lacks one or more of the essential nutrients.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Discuss the meaning “You are what you eat.” <span style="color: red; font-family: Arial,sans-serif; font-size: 12pt;">(Have students reconsider the meaning in a follow-up discussion after the reading the chapter.)

Day 7 1. Review any questions students might have before taking the test. 2. Pass out Chapter 8 Post Test B. 3. Provide students with any accommodations/modification they may receive on their tests. 4. Continue on to next lesson Go over Learning Goals and lesson goals and objectives for chapter 9

<span style="font-family: Arial,sans-serif; font-size: 12pt;">Workbook Activity 28 <span style="font-family: Arial,sans-serif; font-size: 12pt;">Chapter Review Questions 1-20 page 185 -185 <span style="font-family: Arial,sans-serif; font-size: 12pt;">Formative assessment Chapter summary questions and review <span style="font-family: Arial,sans-serif; font-size: 12pt;">Guided notes on chapter 8 study guide. <span style="font-family: Arial,sans-serif; font-size: 12pt;">Chapter 8 Post Test B
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Assessment Method **

<span style="font-family: Arial,sans-serif; font-size: 12pt;">Lesson 1 Healthy Eating Patterns and Food Choices <span style="font-family: Arial,sans-serif; font-size: 12pt;">Book: AGS Life Skills Health pages 186 - 192
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Name: **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Lisa Stack
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Subject Area: **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Basic Health Science
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Grade Level/Adult Learner Group: 9th **<span style="font-family: Arial,sans-serif; font-size: 12pt;">– 12th Grade Special Education Students.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Lesson Title: Unit 3 Nutrition Chapter 9 Making Healthy Food Choices. **


 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Brief Lesson Description: **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Class meets Monday through Friday for 70 minutes each day. This lesson describes health eating patterns and how family eating habits, stress, and advertisement can influence food choice.

<span style="font-family: Arial,sans-serif; font-size: 12pt;">HES1:Students will comprehend concepts related to health promotion and disease prevention. <span style="font-family: Arial,sans-serif; font-size: 12pt;">HES 1: 1 Analyze how behavior can impact health maintenance and disease prevention. <span style="font-family: Arial,sans-serif; font-size: 12pt;">HES 3: Students will demonstrate the ability to practice health-enhancing behaviors and reduce health risks. <span style="font-family: Arial,sans-serif; font-size: 12pt;">HES 3:1 Analyze the role of individual responsibility for enhancing health. <span style="font-family: Arial,sans-serif; font-size: 12pt;">HES 3: 3 Analyze the short-term and long-term consequences of safe, risky, and harmful behaviors. <span style="font-family: Arial,sans-serif; font-size: 12pt;">HES 3:4 Develop strategies to improve or maintain personal, family, and community health. <span style="font-family: Arial,sans-serif; font-size: 12pt;">HES 4: Students will analyze the influence of culture, media, technology, and other factors on health. <span style="font-family: Arial,sans-serif; font-size: 12pt;">HES 4 : 1 analyze how cultural diversity enriches and challenges health behaviors. <span style="font-family: Arial,sans-serif; font-size: 12pt;">HES 4: 2 Evaluate the effects of media and other factors on personal, family and community health. <span style="font-family: Arial,sans-serif; font-size: 12pt;">HES 6: Students will demonstrate the ability to use goal-setting and decision-making skills to enhance health. <span style="font-family: Arial,sans-serif; font-size: 12pt;">HES 6:1 Demonstrate the ability to utilize various strategies when making decisions related to health needs and risks of young adults <span style="font-family: Arial,sans-serif; font-size: 12pt;">HES6:3 Predict immediate and long – term impact of health decisions on the individual, family and community. <span style="font-family: Arial,sans-serif; font-size: 12pt;">HES 6: 4 Implement a plan for attaining a personal health goal. <span style="font-family: Arial,sans-serif; font-size: 12pt;">HES 6: 5 Evaluate progress toward achieving personal health goals. <span style="font-family: Arial,sans-serif; font-size: 12pt;">HES 6: 6 formulate an effective plan for lifelong health. <span style="font-family: Arial,sans-serif; font-size: 12pt;">HES 7: Students will demonstrate the ability to advocate for personal, family and community health. <span style="font-family: Arial,sans-serif; font-size: 12pt;">HES 7: 1 Evaluate the effectiveness of communication methods for accurately expressing health information and ideas. <span style="font-family: Arial,sans-serif; font-size: 12pt;">HES 7:6 Demonstrate the ability to adapt health messages and communication techniques to the characteristics of particular audience
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">HES =National Health Educational Standards: **


 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Instructional Strategies Included In this Unit: **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Setting objectives, Cues, Questions, Advanced Organizers, Summarizing and Note Taking, Homework and Practice, Hypothesis and Generating testing, nonlinguistic, Cooperative learning, **Reinforcing** effort, Similarities and Differences


 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Technology Resources needed (hardware & software) **
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Elmo and overhead projector
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Microsoft Word
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Computer/Internet connection
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Netvibes Start Page Account.

<span style="font-family: Arial,sans-serif; font-size: 12pt;">Day 7 <span style="font-family: Arial,sans-serif; font-size: 12pt;">Chapter 9 Goals for Learning: <span style="font-family: Arial,sans-serif; font-size: 12pt;">Chapter 9 Lesson 1 : <span style="font-family: Arial,sans-serif; font-size: 12pt;">Chapter 9 Lesson 2: <span style="font-family: Arial,sans-serif; font-size: 12pt;">Day 8 <span style="font-family: Arial,sans-serif; font-size: 12pt;">1. Pass back graded chapter 8 Post test B and review with students. <span style="font-family: Arial,sans-serif; font-size: 12pt;">2. Have students take Chapter 9 Pre-Test A <span style="font-family: Arial,sans-serif; font-size: 12pt;">3. Have student set goals for themselves on chapter 9. Type out posting using Elmo and print for students copy. <span style="font-family: Arial,sans-serif; font-size: 12pt;">4. Homework for chapter 9: <span style="font-family: Arial,sans-serif; font-size: 12pt;">Day 9 <span style="font-family: Arial,sans-serif; font-size: 12pt;">1. Review learning Goals <span style="font-family: Arial,sans-serif; font-size: 12pt;">Chapter 9 Goals for Learning: <span style="font-family: Arial,sans-serif; font-size: 12pt;">Chapter 9 Lesson 1 : <span style="font-family: Arial,sans-serif; font-size: 12pt;">2. Pass out study guide for this chapter. <span style="font-family: Arial,sans-serif; font-size: 12pt;">3. Review pre test b chapter 9 <span style="font-family: Arial,sans-serif; font-size: 12pt;">4. Remind students of homework for this Chapter. <span style="font-family: Arial,sans-serif; font-size: 12pt;">5. Read to the students page 186 Making healthy food choices (introduction to chapter) <span style="font-family: Arial,sans-serif; font-size: 12pt;">6. Ask students what factors influence the food choices they make? Encourage students to think about factors such as parents, peers, commercials, available choices, available time, nutritional value of a food, price and so on… <span style="font-family: Arial,sans-serif; font-size: 12pt;">7. Have a student read out loud page 187. Ask them these questions.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Procedure **
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">To identify healthy eating patterns
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">To describe what influences food choices
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">To describe how government agencies ensure food safety
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">To explain how to read food labels in order to make healthy food choices
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">To explain the purpose of food additives
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">To explain how diets are affected by eating patterns
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">To describe factors that may influence food choices
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">To explain the role of different government agencies that help ensure food safety
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">To explain the information found on a food label
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">To describe the purpose of food additives
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Ask students to keep a record of everything they eat for five days. Tell them to include an extra column for categorizing foods into the appropriate food groups. <span style="color: red; font-family: Arial,sans-serif; font-size: 12pt;">In six days have students pairs evaluate their tables to see if their diet contains the suggested daily servings of the five food groups. Encourage students to communicate with each other about their food charts.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Bring 2 or 3 food labels from food you eat.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Examine food advertising on page 191. Find two or three products you saw on TV or magazine ad. Carefully read the list of ingredients listed. Do you think the advertising that you saw was true? Why or Why not?
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Bring in two of your favorite recipes
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Create a weekly meal plan.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">To identify healthy eating patterns
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">To describe what influences food choices
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">To describe how government agencies ensure food safety
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">To explain how to read food labels in order to make healthy food choices
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">To explain the purpose of food additives
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">To explain how diets are affected by eating patterns
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">To describe factors that may influence food choices
 * Q. Do you eat a healthy breakfast each morning? A. answers should reflect an understanding that a healthy breakfast provides the energy needed for the early part of the day. Some students may say they do not eat a healthy breakfast because they don’t have time for it.
 * Q. Have you ever skipped breakfast? What effect did it have? A. it probably made students sluggish well before noon.

<span style="font-family: Arial,sans-serif; font-size: 12pt;">8. Have students do Writing about Health page 187. Write at least 5 sentences. Think about the food choices you have made. Compare one influence that resulted in a health meal with one that resulted in poor food choices <span style="font-family: Arial,sans-serif; font-size: 12pt;">.9. Have a student read out loud about snacks and what influences food choices on page 188. Ask these questions: <span style="font-family: Arial,sans-serif; font-size: 12pt;">10. Read Healthy Subjects and discuss whether students like to eat fish and how they like it prepared. Discuss other foods that are thought to prevent certain diseases, such as yogurt, ginger, garlic, and cruciferous vegetables. ( Cauliflower, broccoli, cabbage to protect against cancer. Ask whether students would eat a particular food just because it could help prevent illness. If there are any vegetarians in the class, ask for volunteers to share their reasons for their diet choice. <span style="font-family: Arial,sans-serif; font-size: 12pt;">11. Have a student read out loud other influences on food choices on page 189. Ask these questions. Page 190 Page 191 <span style="font-family: Arial,sans-serif; font-size: 12pt;">13. Read and discuss Action for Health Examine food advertisement. Ask students think of how much they are influenced by what they see on TV or Read in Magazineds about food. <span style="font-family: Arial,sans-serif; font-size: 12pt;">Examine food advertising on page 191. Find two or three products you saw on TV or magazine ad. Carefully read the list of ingredients listed. Do you think the advertising that you saw was true? Why or Why not? <span style="font-family: Arial,sans-serif; font-size: 12pt;">14. Read to the students about Careers after reading about dietary aids, ask students if they think this job is important. <span style="font-family: Arial,sans-serif; font-size: 12pt;">15. Fill in study guide notes <span style="font-family: Arial,sans-serif; font-size: 12pt;">16. Have students complete lesson 1 review book questions. <span style="font-family: Arial,sans-serif; font-size: 12pt;">17. Pass out workbook activity 29 and have students complete for homework.
 * Q. What kind of snacks do you usually have? A. Snacks will most likely include some amount of junk food, such as candy, cookies, sugared soft drinks and potato chips.
 * Q. How could you make your snacks more nutritious? A. Students could substitute a variety of fruits, vegetables, or breads for some or all of the junk food. Ask for specific examples of nutritious snack foods students might like. Encourage students to try these snacks.
 * Q. Does your cultural background affect some of your food choices? How? A. Many students probably make food choices based on culture. For Example, students of Italian heritage may eat more pasta than other students. Asian students may eat rice and meals that are stir fried more than others.
 * Q. What else influences your eating habits? A. influences given in the textbook include affordability, friends, positive or negative associations, and stress. Encourage students to think of other influences such as taste or economic incentives such as buy one get one free.
 * Q. Think of time you first tried a food you never ate before. What was the food? What were the circumstances that led you to try it? A. Students may realize that they ended up liking many of the foods they thought they would not like. Focus the discussion on the variety of good tasting food brought up as examples.
 * Q. What are some food you like or dislike because of associations? A. To start the discussion ask students what foods they like best and least and why. Some of the reasons may be associations. <span style="font-family: Arial,sans-serif; font-size: 12pt;">12. Have students take turns reading out loud how advertising affects food choices on page 190-192 Ask these questions.
 * Q. How have TV and radio ads influenced your eating habits? Has that influenced resulted in healthy or unhealthy food choices? A. Students may answer that their favorite foods are often the most advertised food for their age group. Help them decide if these are always healthy food choices. For example encourage students to think about the nutritional value of their favorite beverage and the ad campaigns used to promote those kinds of products.
 * Q. How can you tell if a product that is advertised as inexpensive is really a bargain? A. the buyer must look at the cost per serving or cost per unit.
 * Q. For each ad technique in the textbook, give an example of food products that are advertised using that technique. A. Ask student to give specific brands of foods. See if all students agree that a particular technique is being used.
 * Q. Do the ad techniques work? A. Let students give their opinions on whether they are influenced by the ads. They may deny being influenced but point out to them that most people are.
 * Q. What famous people advertise food products? A. see if students can place the product with the celebrity as a test of how effective the ad is.
 * Give some examples of food fads. Are these foods healthy for you? Why or Why not? Examples might include diets such as the grapefruits diet, cabbage soup diet, and any liquid protein diet. These diet are not healthy if they restrict you to specific foods or food groups. Diets need to contain a balance of all the essential nutrients.

<span style="font-family: Arial,sans-serif; font-size: 12pt;">Formative Assessment Student learning Goals and objectives <span style="font-family: Arial,sans-serif; font-size: 12pt;">Study guide /note <span style="font-family: Arial,sans-serif; font-size: 12pt;">Lesson 1 page 192 review questions. <span style="font-family: Arial,sans-serif; font-size: 12pt;">Workbook Activity 29 <span style="font-family: Arial,sans-serif; font-size: 12pt;">Chapter 9 Pre-Test A
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Assessment Method **


 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Name: **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Lisa Stack
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Subject Area: **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Basic Health Science
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Grade Level/Adult Learner Group: 9th **<span style="font-family: Arial,sans-serif; font-size: 12pt;">– 12th Grade Special Education Students.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Lesson Title: Unit 3 Nutrition Chapter 9 Making Healthy Food Choices **
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Lesson 2 Food Labels and Food Additives **
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Book: AGS Life Skills Health pages 193 -196 **


 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Brief Lesson Description: **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Class meets Monday through Friday for 70 minutes each day. This lesson explains how student can use food labels to make healthy food choices.

<span style="font-family: Arial,sans-serif; font-size: 12pt;">HES4:Students will demonstrate the ability to practice health-enhancing behaviors and reduce health risks. <span style="font-family: Arial,sans-serif; font-size: 12pt;">HES 4 :3. Evaluate the impact of technology on personal, family, and community health. <span style="font-family: Arial,sans-serif; font-size: 12pt;">HES 6: Students will demonstrate the ability to use goal-setting and decision-making skills to enhance health. <span style="font-family: Arial,sans-serif; font-size: 12pt;">HES6:3 Predict immediate and long – term impact of health decisions on the individual, family and community. <span style="font-family: Arial,sans-serif; font-size: 12pt;">HES 6: 4 Implement a plan for attaining a personal health goal. <span style="font-family: Arial,sans-serif; font-size: 12pt;">HES 6: 5 Evaluate progress toward achieving personal health goals. <span style="font-family: Arial,sans-serif; font-size: 12pt;">HES 6: 6 formulate an effective plan for lifelong health.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">HES =National Health Educational Standards: **


 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Instructional Strategies Included In this Unit: **<span style="color: red; font-family: Arial,sans-serif; font-size: 12pt;">Setting objectives, Cues, Questions, Advanced Organizers, Summarizing and Note Taking, Homework and Practice, Hypothesis and Generating testing, nonlinguistic,Cooperative learning,Reinforcing effort, Similarities and Differences


 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Technology Resources needed (hardware & software) **
 * **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Elmo and overhead projector **
 * **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Microsoft Word **
 * **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Computer/Internet connection **
 * **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Netvibes Start Page Account. **


 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Procedure **

<span style="font-family: Arial,sans-serif; font-size: 12pt;">Day 10 <span style="font-family: Arial,sans-serif; font-size: 12pt;">1. Review chapter 9 learning goals and lesson 2 goals/objectives. <span style="font-family: Arial,sans-serif; font-size: 12pt;">Chapter 9 Goals for Learning: <span style="font-family: Arial,sans-serif; font-size: 12pt;">Chapter 9 Lesson 2: 2. <span style="font-family: Arial,sans-serif; font-size: 12pt;">Remind students of homework assignments that will be due at the end of the unit. Homework for chapter 9: 3. <span style="font-family: Arial,sans-serif; font-size: 12pt;">Discuss the meaning of the following vocabulary words: Daily Value, Nutrition Facts, Additive, Preservative. Ask students to look at one of their food labels they collected and give a short description of the product using all the vocabulary words. 4. <span style="font-family: Arial,sans-serif; font-size: 12pt;">Have a student read about the role of government agencies in ensuring food safety on page 193 and ask these questions. 5. <span style="font-family: Arial,sans-serif; font-size: 12pt;">Have students take turns reading out loud pages 194-196 about food labels, food additives and food preservatives. Asks these questions. <span style="font-family: Arial,sans-serif; font-size: 12pt;">Page 194 Page 195 6. Read fitness tip: Wait an hour after a heavy meal before exercising. Ask them why? 7. Read nutrition Tip page 196 Eat Sweets sparingly. 8. Read Then and Now and look at Recipes old and new. Homework: 9. Have student complete study guide notes 10. Have students complete lesson2 review questions page 196 11. Have students complete workbook activity 30. 12. Watch video : []
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">To identify healthy eating patterns
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">To describe what influences food choices
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">To describe how government agencies ensure food safety
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">To explain how to read food labels in order to make healthy food choices
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">To explain the purpose of food additives
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">To explain the role of different government agencies that help ensure food safety
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">To explain the information found on a food label
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">To describe the purpose of food additives
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Ask students to keep a record of everything they eat for five days. Tell them to include an extra column for categorizing foods into the appropriate food groups. <span style="color: red; font-family: Arial,sans-serif; font-size: 12pt;">In six days have students pairs evaluate their tables to see if their diet contains the suggested daily servings of the five food groups. Encourage students to communicate with each other about their food charts.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Bring 2 or 3 food labels from food you eat.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Examine food advertising on page 191. Find two or three products you saw on TV or magazine ad. Carefully read the list of ingredients listed. Do you think the advertising that you saw was true? Why or Why not?
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Bring in two of your favorite recipes
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Create a weekly meal plan.
 * Q. What does the stamp USDA prime on a package of meat indicate? A. Students may not know the meaning of prime, choice, and son on but they should know that the meat has been checked by an official government inspector.
 * Q. How might the quality of food be affected if government agencies did not exist to ensure safe food? A. Students may suggest that food companies might not take the necessary precautions to ensure the safety of their food products because these precautions cost a great amount of money. Also advertising would not be held to any held to any standards of truth, labels may not exist, and spoiled food could be sold. In this context discuss the meaning of the phrase “buyer beware.”
 * Q. look at the food label in figure 9.1 How many servings are in the container? A. about 2.5
 * Q. If you had two servings of this product instead of one what would your total calories be? A. 120
 * Q. Which nutrients on the label contribute more than 5 percent of the Daily Value? A. Sodium, protein
 * Q. An average number of calories for teens is about 2,500 calories per day. If the Daily Values on the food label were based on a teen’s diet, would the percentage go up or down? A. the percentage would go down. There are more calories to work with, so each amount of nutrient is a smaller percentage of the total.
 * Q. is there any part of the nutrient facts that you think is not useful? Explain. A. Let students offer explanations for any parts they think are not useful. When students try to explain, they may se the value of that piece of information.
 * Q. Why do some foods, contain additives? A. To prevent the food from spoiling to change the food’s color, flavor or texture.
 * Q. How do preservatives keep food from spoiling? A. by preventing the growth of bacteria on the food.
 * Q. Suppose you buy two loaves of bread one without preservatives from a bakery and one with preservatives from a grocery store. Assuming you don’t freeze either loaf, which one do you think you should eat first? A. the bakery loaf should probably be eaten first; it will get moldy faster because it doesn’t have preservatives.

<span style="font-family: Arial,sans-serif; font-size: 12pt;">Day 11 1. <span style="font-family: Arial,sans-serif; font-size: 12pt;">Review lesson book questions 2. <span style="font-family: Arial,sans-serif; font-size: 12pt;">Fill in study guide 3. <span style="font-family: Arial,sans-serif; font-size: 12pt;">Correct and grade worksheet 30 4. <span style="font-family: Arial,sans-serif; font-size: 12pt;">Review all homework assignments for this chapter. <span style="font-family: Arial,sans-serif; font-size: 12pt;">5. Have students take out their meal charts and get in groups of two. Have them look over each other’s chart and discuss with each other the food groups and if they think each other ate healthy that week. Why or why not. What can they use from this for their meal planning? Continue on to next lesson

<span style="font-family: Arial,sans-serif; font-size: 12pt;">Formative Assessment Student learning Goals and objectives <span style="font-family: Arial,sans-serif; font-size: 12pt;">Study guide /note <span style="font-family: Arial,sans-serif; font-size: 12pt;">Lesson 1 page 192 review questions. <span style="font-family: Arial,sans-serif; font-size: 12pt;">Workbook Activity 30 <span style="font-family: Arial,sans-serif; font-size: 12pt;">Homework completion for chapter 9
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Assessment Method: **


 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Name: **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Lisa Stack
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Subject Area: **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Basic Health Science
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Grade Level/Adult Learner Group: 9th **<span style="font-family: Arial,sans-serif; font-size: 12pt;">– 12th Grade Special Education Students.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Lesson Title: Unit 3 Nutrition Chapter 9 Making Healthy Food Choices **
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Lesson Review of Chapter 9 and Chapter 9 Assessment **
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Book: AGS Life Skills Health Pages 197-189 **


 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Brief Lesson Description: **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Class meets Monday through Friday for 70 minutes each day. This lesson is to further reinforce the information presented in the chapter and review for chapter assessment.

<span style="font-family: Arial,sans-serif; font-size: 12pt;">HES1:Students will comprehend concepts related to health promotion and disease prevention. <span style="font-family: Arial,sans-serif; font-size: 12pt;">HES 1: 1 Analyze how behavior can impact health maintenance and disease prevention. <span style="font-family: Arial,sans-serif; font-size: 12pt;">HES 3: Students will demonstrate the ability to practice health-enhancing behaviors and reduce health risks. <span style="font-family: Arial,sans-serif; font-size: 12pt;">HES 3:1 Analyze the role of individual responsibility for enhancing health. <span style="font-family: Arial,sans-serif; font-size: 12pt;">HES 3: 3 Analyze the short-term and long-term consequences of safe, risky, and harmful behaviors. <span style="font-family: Arial,sans-serif; font-size: 12pt;">HES 3:4 Develop strategies to improve or maintain personal, family, and community health. <span style="font-family: Arial,sans-serif; font-size: 12pt;">HES4:Students will demonstrate the ability to practice health-enhancing behaviors and reduce health risks. <span style="font-family: Arial,sans-serif; font-size: 12pt;">HES 4 : 1 analyze how cultural diversity enriches and challenges health behaviors. <span style="font-family: Arial,sans-serif; font-size: 12pt;">HES 4: 2 Evaluate the effects of media and other factors on personal, family and community health. <span style="font-family: Arial,sans-serif; font-size: 12pt;">HES 4 :3. Evaluate the impact of technology on personal, family, and community health. <span style="font-family: Arial,sans-serif; font-size: 12pt;">HES 6: Students will demonstrate the ability to use goal-setting and decision-making skills to enhance health. <span style="font-family: Arial,sans-serif; font-size: 12pt;">HES6:3 Predict immediate and long – term impact of health decisions on the individual, family and community. <span style="font-family: Arial,sans-serif; font-size: 12pt;">HES 6: 4 Implement a plan for attaining a personal health goal. <span style="font-family: Arial,sans-serif; font-size: 12pt;">HES 6: 5 Evaluate progress toward achieving personal health goals. <span style="font-family: Arial,sans-serif; font-size: 12pt;">HES 6: 6 formulate an effective plan for lifelong health.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">HES =National Health Educational Standards: **


 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Instructional Strategies Included In this Unit: **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Setting objectives, Cues, Questions, Advanced Organizers, <span style="color: red; font-family: Arial,sans-serif; font-size: 12pt;">Summarizing and Note Taking <span style="font-family: Arial,sans-serif; font-size: 12pt;">, Homework and Practice, <span style="color: red; font-family: Arial,sans-serif; font-size: 12pt;">Hypothesis and Generating testing <span style="font-family: Arial,sans-serif; font-size: 12pt;">, nonlinguistic, Cooperative learning, Reinforcing effort, Similarities and Differences


 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Technology Resources needed (hardware & software) **
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Elmo and overhead projector
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Microsoft Word
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Computer/Internet connection
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Netvibes Start Page Account.

<span style="font-family: Arial,sans-serif; font-size: 12pt;">Day 11 <span style="font-family: Arial,sans-serif; font-size: 12pt;">1. Have students complete book Chapter 9 review questions. Page 198 – 199 1-20 <span style="font-family: Arial,sans-serif; font-size: 12pt;">2. Remind students they are going to need all their homework assignments by test day for this unit. They are going to use for creating a Wikispace page.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Procedure **

<span style="font-family: Arial,sans-serif; font-size: 12pt;">Day 12. <span style="font-family: Arial,sans-serif; font-size: 12pt;">1. Have students take out worksheet activity handouts and their completed book chapter review questions. Stamp for completion. <span style="font-family: Arial,sans-serif; font-size: 12pt;">2. Go over worksheet answers and have students mark wrong answers and correct them. <span style="font-family: Arial,sans-serif; font-size: 12pt;">3. Go over Chapter 9 book review questions have students mark wrong answers and correct them. <span style="font-family: Arial,sans-serif; font-size: 12pt;">4. Look at guided notes and stamp. Make sure all students have it completed. Review if need be. <span style="font-family: Arial,sans-serif; font-size: 12pt;">5. Review chapter summary on page 197 and ask them the following questions.
 * Q. In what ways can you promote healthy eating patterns? A. Eat three meals a day do not skip Breakfast, avoid fast foods, eat nutritious snacks
 * Q. How can stress affect your food choices? A. you may forget to eat or eat too much.
 * Q. What are some techniques that advertisers use to encourage people to buy their products? A. new products, old fashioned expensive and superior, inexpensive, recommended by someone famous, contains no cholesterol.
 * Q. For what is the USDA responsible? A. Inspecting and grading meat and poultry.
 * Q. What does the percentage of Daily value mean? A. tells how much of the nutrient is found in the food compared with the total amount needed each day
 * Q. How are the ingredients listed on the food label? A. From most to least.
 * Q. What type of laws does the U.S. Government have regarding food additives? A. Must be tested and must not be found to cause cancer in animals or humans.

Day 12
 * 1) . Review any questions students might have before taking the test.
 * 2) . Pass out Chapter 9 Post Test B.
 * 3) . Provide students with any accommodations/modification they may receive on their tests.
 * 4) . Continue on to the next lesson extension: Wikispaces


 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Assessment Method **

<span style="font-family: Arial,sans-serif; font-size: 12pt;">Chapter Review Questions 1-20 page 198 -199 <span style="font-family: Arial,sans-serif; font-size: 12pt;">Formative assessment Chapter summary questions and review <span style="font-family: Arial,sans-serif; font-size: 12pt;">Guided notes on chapter 9 study guide. <span style="font-family: Arial,sans-serif; font-size: 12pt;">Chapter 9 Post Test B


 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Name: **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Lisa Stack
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Subject Area: **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Basic Health Science
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Grade Level/Adult Learner Group: 9th **<span style="font-family: Arial,sans-serif; font-size: 12pt;">– 12th Grade Special Education Students.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Lesson Title: Unit 3 Nutrition Chapter 9 Making Healthy Food Choices **


 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Book: AGS Life Skills Health **
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Extended assignment Wikispace Lesson **


 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Brief Lesson Description: **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Class meets Monday through Friday for 70 minutes each day. This lesson is to further reinforce the information presented in the chapter and incorporate technology and Web 2.0 tools.


 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">NETS For Students **

<span style="font-family: Arial,sans-serif;">1 Technology productivity tools
 * <span style="font-family: Arial,sans-serif;">Students use technology tools to enhance learning, increase productivity, and promote creativity.
 * <span style="font-family: Arial,sans-serif;">Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.
 * <span style="font-family: Arial,sans-serif;">Routinely and efficiently use online information resources to meet needs for collaboration, research, publication, communication, and productivity. (4, 5, 6)


 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Instructional Strategies Included In this Unit: **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Setting objectives, Cues, Questions, Advanced Organizers <span style="color: red; font-family: Arial,sans-serif; font-size: 12pt;">, Summarizing <span style="font-family: Arial,sans-serif; font-size: 12pt;"> and Note Taking, Homework and Practice,Hypothesis and Generating testing, nonlinguistic, Cooperative learning, <span style="color: red; font-family: Arial,sans-serif; font-size: 12pt;">Reinforcing effort, <span style="font-family: Arial,sans-serif; font-size: 12pt;">Similarities and Differences


 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Technology Resources needed (hardware & software) **
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Elmo and overhead projector
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Microsoft Word
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Computer/Internet connection
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Netvibes Start Page Account.


 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Procedure **
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Day 13 **
 * 1) **<span style="font-family: Arial,sans-serif; font-size: 12pt;">1. ** **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Invite students to Wikispace using email accounts. **
 * 2) **<span style="font-family: Arial,sans-serif; font-size: 12pt;">2. ** **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Show students how to except Wikispace . **
 * 3) **<span style="font-family: Arial,sans-serif; font-size: 12pt;">3. ** **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Explain they each have a student page and number. **
 * 4) **<span style="font-family: Arial,sans-serif; font-size: 12pt;">4. ** **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Assign them their page. **
 * 5) **<span style="font-family: Arial,sans-serif; font-size: 12pt;">5. ** **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Explain how to edit and create page. **
 * 6) **<span style="font-family: Arial,sans-serif; font-size: 12pt;">6. ** **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Assignment is posted on the Wikispace page **
 * 7) **<span style="font-family: Arial,sans-serif; font-size: 12pt;">7. ** **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Link: **http://basichealth2012.wikispaces.com/


 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Assessment Method **
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Rubric for Wikispaces student page **
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Completion on Wikispace page. **

http://www.netvibes.com/basichealth102#Week_3_B http://www.netvibes.com/basichealth102#Week_5_B And http://www.netvibes.com/basichealth102#Week_6_B
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Classroom Netvibes Start Page: **
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Chapter 8 Link: **http://www.netvibes.com/basichealth102#Week_2_B and
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Chapter 9 Link: **http://www.netvibes.com/basichealth102#Week_4_B


 * Chapter 8 Handouts below**




 * Chapter 9 Handouts below**