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Astumbo Middle School

Lesson Plan Format


Teacher Name: Mr. Zapanta
Quarter: 1st/3rd
Content: Health Chapter 5 Lesson 3 Grade/Course: 7th
Timeline: 2-3 Days
ESLRs Addressed: (choose all that apply)
A chievers of Academic Success
M odel Citizens of the Community
S killed Users of Technology to Connect with the Global Community
Standard(s); CCSS: 3.0 Target (Lesson Preparation [SIOP])


GDOE Health Education Standards & Performance Indicators
MS.1.6 - Describe the benefits of and barriers to practicing healthy behaviors.
MS.1.7 - Examine the likelihood of injury or illness if engaging in unhealthy behaviors.
MS.2.7 - Explain how the perceptions of norms influence healthy and unhealthy behaviors.
MS.7.1 - Explain the importance of assuming responsibility for personal health behaviors.

Lesson Overview; Lesson Purpose:(Develop new
Lesson Objective(s): (We will: KNOW, UNDERSTAND, and BE
knowledge or extend and apply knowledge)
ABLE TO DO; must be measurable and attainable)


In this lesson, students will be able to:
Maintaining a healthy weight
Identify influences on their food choices.
Discuss the nutritional needs of teens and ways to plan
for good nutrition.
Explain the three Dietary Guidelines.
Describe ways to maintain a healthy weight.
Describe the three main types of eating disorders.
with 80% accuracy through note taking, question and answer,
and quiz
Learning Targets (Rigor)

2.0 Simpler Content: (One Grade Level Below)


4.0 More Complex: (One Grade Level Above)

Vocabulary: (Building Background [SIOP],Vocabulary
Focus Question(s): (Unit Essential Questions or Big Ideas)
[Big 8])


What are the USDAs 3 Dietary Guidelines for healthy teens?

Calcium; Saturated Fat; Cholesterol; Sodium;
Calorie; Anorexia Nervosa; Bulimia Nervosa

Description of Lesson
(Lesson delivery; comprehensible input [SIOP]
Anticipatory Set: ( _____ minutes) (Cues/Questions, Building Background, [SIOP] Interaction, [SIOP] Write to Learn [Big 8]
Teacher & Student Questioning [Big 8])
Instructions that are italicized include students engagement strategies. Instructions that are underlined embed checking for
understanding. (Instructional strategies are in parentheses i.e. Marzano) [Brackets are instructional strategies pertaining to
SIOP, Big 8, CITW]

Astumbo Middle School


Lesson Plan Format

(Ask students, why do people say a particular food is considered bad to eat? What makes people say this? What evidence
can support that the food is bad? ) [Students can think-pair-share or raise their hand to share individually.]

Instruction and Strategies: ( _____ minutes) (Providing Feedback, Reinforcing Effort, Providing Recognition, Cooperative
Learning, Cues/Questions, Strategies [SIOP], Interaction [SIOP], Practice and Application [SIOP], Student Dialogue &
Grouping [Big 8], Write to Learn [Big 8], Graphic Organizers and Note Takers [Big 8], Teacher & Student Questioning [Big 8],
Document, Technological, and Quantitative Literacy Strategies [Big 8])

Episode 1
o [Students will get into groups of 3 (no more than 4 per group) to read the lesson (pg. 126-132)]
Each student will read one sentence and then rotate to the right until end of the lesson.
First reader will read the learn about.
Second reader will read the vocabulary words with the group members repeating every word.
o Teacher will collaborate with groups to check-for-understanding
Episode 2
o [Teacher will present Making Healthful Food Choices PowerPoint presentation found in the electronic
curriculum binder]
Episode 3
o [Students will take notes in their notebook, labeled 5.3 Notes]
o 5.3 Notes will be Concept Mapping style notes.
o 5.3 Notes may be modified and done in Cornell style. These notes can be found in the electronic curriculum
binder or overhead projector binder.

Guided Practice: ( _____ minutes) Providing Recognition, Cooperative Learning, Interaction [SIOP], Practice and
Application [SIOP], Write to, Learn [Big 8], Teacher & Student Questioning [Big 8], Document, Technological, and
Quantitative Literacy Strategies [Big 8])

Episode 1
o [Students will get into groups of 3 (no more than 4 per group) to read the lesson (pg. 126-132)]
Episode 2
o [Teacher will present Making Healthful Food Choices PowerPoint presentation found in the electronic
curriculum binder]

Formative Assessment: ( ____ minutes) (Providing Feedback Review and Assessment [SIOP],Student Dialogue & Grouping
[Big 8],Teacher & Student Questioning [Big 8])

Episode 3
o [Students will take notes in their notebook, labeled 5.3 Notes]
Quiz 5.3
o Can be found in the overhead projector binder or the electronic Health Curriculum Binder
o Given the next school day

Closure: ( _____ minutes) (Providing Feedback, Reinforcing Effort, Homework, Closing the Lesson, Interaction [SIOP],
Review and, Assessment [SIOP], Write to Learn [Big 8], Teacher & Student Questioning [Big 8])

Instructions that are italicized include students engagement strategies. Instructions that are underlined embed checking for
understanding. (Instructional strategies are in parentheses i.e. Marzano) [Brackets are instructional strategies pertaining to
SIOP, Big 8, CITW]

Astumbo Middle School


Lesson Plan Format

A healthy eating plan includes a variety of foods. The food you eat provides your body with the calories it needs for
energy. Eating healthy is as easy as A-B-C.
o Aim for Fitness
o Build a Healthy Base
o Choose Sensibly


Independent Practice: ( _____ minutes) (Homework, Interaction [SIOP], Write to Learn [Big 8])

Episode 3
o [Students will take notes in their notebook, labeled 5.3 Notes]

Accommodations/Modifications: (Component 3: Helping Students Extend and Apply Knowledge [CITW], Building
Background [SIOP], Student Dialogue & Grouping [Big 8], Text and Media Complexity [Big 8])

5.3 Quiz can be open book
5.3 Notes can be Concept Mapping or Cornell style notes

Resources (Textbook and Supplemental): (Leveled Materials and Digital, Multi-media Resources [Big 8])

TEACHER:
Glencoe Teacher Wraparound Edition
lap top
multimedia projector
overhead projector
overhead projector binder
Health Curriculum Binder

STUDENT:
Glencoe Teen Health Textbook
pen/pencil
notebook

Lesson Reflection/PLC Discussion:
1. What do we expect our students to learn? (Goals/Expectations)
2. How will we know they are learning? (Assessment)
3. How will we respond when they dont learn? (Intervention)
4. How will we respond if they already know it? (At Mastery)


Instructions that are italicized include students engagement strategies. Instructions that are underlined embed checking for
understanding. (Instructional strategies are in parentheses i.e. Marzano) [Brackets are instructional strategies pertaining to
SIOP, Big 8, CITW]