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Primary Subject Area: English/Language Arts |
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Grade Level: 9 - 12
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Overview:
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The students will incorporate factors that influence personal food choices in an essay. This lesson can be used to teach health, nutrition, or food - related topics. |
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Approximate Duration: 1–2 class periods (50 minutes each) |
Content Standards:
- Standard 1
Students read, comprehend, and respond to a range of materials, using a variety of strategies for different purposes.
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Benchmarks:
- ELA-1-H1
using knowledge of word meaning and extending basic and technical vocabulary, employing a variety of strategies (e.g., context clues, affixes, etymology, dictionary, thesaurus); (1,4)
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Grade-Level Expectations (GLEs):
- Grade 9
1.
Extend basic and technical vocabulary using a variety of strategies, including:
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use of context clues
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use of knowledge of Greek and Latin roots and affixes
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use of denotative and connotative meanings
·
tracing etymology
(ELA-1-H1) - Grade 10
1.
Extend basic and technical vocabulary using a variety of strategies, including:
·
use of context clues
·
use of knowledge of Greek and Latin roots and affixes
·
use of denotative and connotative meanings
·
tracing etymology
(ELA-1-H1) - Grade 11-12
1.
Extend basic and technical vocabulary using a variety of strategies, including:
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analysis of an author’s word choice
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use of related forms of words
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analysis of analogous statements
(ELA-1-H1)
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Interdisciplinary Connections:
- Health Education : Standard 1
Students will comprehend concepts and strategies related to health
promotion and disease prevention.
- Health Education : Standard 3
Students will demonstrate the ability to practice positive health
behaviors and reduce health risks.
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Educational Technology Standards:
- Refine knowledge and enhance skills in keyboarding, word processing, desktop publishing, spreadsheets, databases, multimedia, and telecommunications in preparing and presenting classroom projects.
( 3, 6 )
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Objectives:
Each student will- define the terms physiological, psychological, and social implications of food choices,
- discuss school lunch food choices,
- record eating behaviors for one week, and
- write an essay explaining the physiological, psychological, and social implications of food choices.
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Lesson Materials and Resources:
Dictionaries and Thesaurus |
Technology Tools and Materials:
Hardware:
Computer
Software:
word processing program such as Microsoft Word
concept mapping program, such as Inspiration
Other:
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Background Information:
Students should be familiar with word processing, concept mapping, and rubrics. Students should be competent in essay writing. |
Lesson Procedures:
- Write terms from the teacher resource - "Physiological," "Psychological," and "Social Implications of Food" - on the chalkboard or overhead. (This activity can be organized by using Inspiration software for concept mapping.)
- Allow time for students to define these terms using dictionaries. Discuss the definitions. Use the information found in the "Physiological," "Psychological," and "Social Implications of Food" to supplement and discuss their definitions.
- Discuss why the students choose to eat or not to eat in the school cafeteria and which food lines they choose.
- After discussion, divide students into small groups to brainstorm reasons for choosing certain foods and to determine whether the reasons are physiological, psychological, or social. As the group brainstorms, each student will list the reasons that apply to him/her on paper. Next, each student will categorize his or her reasons for using the terms on the chalkboard.
Examples:
Like to eat with friends: peers (psychological, social)
Have to eat what parents prepare: family (psychological)
Limited amount of time: value or resources (psychological)
Hunger: senses (physiological)
- Each student will write an essay entitled "Reasons for My Food Choices," which will summarize the physiological, psychological, and social implications of food choices. Students will include a week-long summary of what, where, and why they ate. Students should note school cafeteria choices within the essay. The students should use their lists as the basis for their writing. A word processing program can be used for typing the essays.
- After completion, ask some students to share their essays with the class.
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Assessment Procedures:
- Students share summaries of their essays
- Rubric for Major Projects/Productions(see Reproducible Materials)
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Accommodations/Modifications:
----- written by Division of Nutrition Assistance
Teachers must follow special needs student's Individual Education Plan (IEP) or 504 Modification Plan.
STUDENT WITH SENSORY IMPAIRMENTS:
VISION:
1. Seat the student near the visual presentation area and provide large print copy of the vocabulary for the student.
2. Use high contrast/large, clear print for presentation.
3. Use computer generated dictionary where constrast and font can be adjusted.
HEARING:
4. Teacher should maintain proximity and eye-contact during class discussions.
5. Student will be allowed to share their essay with the teacher and not the entire class or teacher could read the essay to the class.
STUDENT WITH ATTENTION/BEHAVIOR DIFFICULTIES
1. Stand close to the student when presenting/discussing content of the lesson.
2. Highlight key points on printed copy of terms rather than copy them. Transfer key points to the computer and print.
3. Develop a monitoring process, providing frequent feedback when brainstorming with other students.
4. Establish rewards for finished work and consequences for unfinished work(essay) using a student "contract" discussed with and agreed to by the student prior to beginning the project.
5. Emphasize accuracy instead of speed on completion of essay.
Additional accommodations/modifications found under "Helpful Links-General Classroom Accommodations"
----- written by Belinda Dumas
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Reproducible Materials:
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Explorations and Extensions:
- Ask the cafeteria manager to read the essays and to select the top five to post in the cafeteria.
- Create a bulletin board displaying factors that influence teenagers' food choices.
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Lesson Development Resources:
- Texas Curriculum Guide for Self Responsibility IV: Nutrition Education (1992), Texas Education Agency, Austin, TX
- Georgiana Bankston
Springfield High School
Springfield, Louisiana 70462
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Reflections:
This lesson provides students with an opportunity to integrate written and language concepts and skills. Additionally, this lesson teaches how to use written and oral composing processes to plan and generate both an oral presentation and a written composition for a variety of purposes and in a variety of modes. |
Contact Information:
Division of Nutrition Assistance
http://www.louisianaschools.net/lde/nutrition/1667.html
Louisiana Department of Education
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Additional Contacts:
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Group: Division of Nutrition Assistance |
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MarcoPolo Lesson: No
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