Lesson Plan Title: Recipes from All Over

Date: TBA
Subject: Health Science 20 Grade: 11
Topic: Nutrition Essential Question: How can you assess nutritional value
from recipes?

Materials:
- Each student will bring a recipe from their family heritage or one they have found online.
-My Irish stew:
https://www.thespruce.com/traditional-irish-stew-recipe-435757
-smart phones or iPads
-Appendix A- Nutrition Bingo
Stage 1- Desired Results – you may use student friendly language

What do they need to understand, know, and/or able to do?

-students will be able to determine the macro and micronutrients present within the recipe.
-students will be able to work collaboratively and gain a deeper understanding of different individual
cultural background.

Broad Areas of Learning:

Engaged citizens- By investigating different cultures, students will have to think about the world
around them. They will be given the opportunity to see how their recipe may be similar or different to
other students around them.
Sense of self, community and place- Students will gain an understanding of how different cultures
view nutrition differently and have an appreciation for the differences between different cultures.
Lifelong learners-information students learn from this lesson how to work as a group and to be
culturally responsive. Students will gain a deeper appreciation of the similarities among various
cultures. Students will take the information from this lesson and be able to critically analyze future
recipes.

Cross-Curricular Competencies:
Developing thinking-students will be given the opportunity to construct the knowledge to make sense
of the world around them. They will build on what they already know to make observations of various
recipes from various students.
Developing identity and interdependence- students will be given the opportunity to lead others in
discussion and also be active members within the group. They will work together to reach a common
goal of blacking out the whole bingo sheet.
Developing literacies-students will read their recipes and other students recipes and develop their
abilities to interpret information given from this activity.
Developing Social responsibility- In group work students will work harmoniously with each other to
reach a common goal.
Outcome(s): HS20-Nu20Analyze dietary choices based on personal and cultural beliefs and scientific
understanding of nutrition. ([SI, CP])

PGP Goals:

2.3 Knowledge of First Nation, Metis, and Inuit culture and history.


4.2 The ability to incorporate First Nations, Inuit, and Metis knowledge, content and perspectives in
all subject areas.

1.4 a commitment to service and the capacity to be reflective, lifelong learners and inquirers.

-encourage students to be life-long learners and see the benefits of assessing recipes. That the
strategies of looking at the macro and micronutrients are beneficial in their day to day lives.

To determine if I have reached pgp goals I will self-reflect after the lesson. I will also have my partner
teacher watch this lesson and tell them to specifically watch for the pgp’s I have listed. I will ask for
feedback after the lesson as to ways I could make it more culturally responsive

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help determine next
steps.
-start class with a review of yesterday’s lesson. Ask students questions and gauge their understanding
of content. Demonstrate how to analyze a recipe and ask students if they have any questions.
Monitor the room during the partner activity to ensure they are able to determine what
macronutrient and micronutrients are present within their recipes.

Assessment OF Learning (summative) Assess the students after learning to evaluate what they have
learned.
-students will hand in their information surrounding the macro and micronutrients present within
their recipe.
Stage 3- Learning Plan

Motivational/Anticipatory Set (introducing topic while engaging the students) (5 mins)

Students will be asked to all bring in a recipe that is apparent of illustrative of their culture. If their
family doesn’t have a recipe they can chose any culture and find a recipe from that culture. Open
ended guided Questions- How can food and nutrition be a way a culture expresses themselves?

Main Procedures/Strategies:
Review (10 mins) - review the concepts of macronutrients and micronutrients. Make a word bank of
different examples of micronutrients and macronutrients.
Introduction (10 mins) - show on the board a recipe I brought from my culture. The link is an example
of my recipe. By using my own recipe, I will explain what macro and micronutrients are present in my
recipe. Ask students if this recipe follows a healthy diet, “Can a student modify the recipe to make it
more nutrition?”

Partner work (10 mins) -students will be put into pre-determined groups, In the groups they must
explain the recipe they brought to their partner. Together they will make a list of the macro and
micronutrients that were present within the recipe. They can use their smart phones or the ipads to
help determine what macro and micronutrients are present. They will create a list that states the
recipe, culture and the nutritional information.

Bingo (20 mins) students will then play macro and micronutrient Bingo. Students must go around the
room asking for different micro or macronutrients present within another student’s recipe. If the
student has that macro or micronutrient they will write the students name and name of recipe.
Students must find a name for each nutrient and can only use a student’s name once in order to get
them to interact with more students.

Adaptations/Differentiation:
-EAL students will be given guided notes and will be placed in master groups with students that will be
able to help the students
-students who are unable to finish in allotted time will be given the opportunity to have more time.
-groups will be predetermined based on strengths and weaknesses.
-Students can have my demonstration written out so they are able to follow along the directions.
-directions will be written on the board so all learners are able to follow instructions.

Closing of lesson (5 mins)

Go through the bingo with the class asking for different examples for individuals recipes that
highlighted the nutritional requirement. Use open ended questions about nutrition and the finding
they found today. Use a guided discussion asking open ended and guided question surrounding how
recipes can be assessed to determine nutritional value. “If your recipe has a variety of macronutrients
and micronutrients what does this mean?”
Appendix a
Nutrition bingo
Write the name of the person and the name of the recipe that corresponds to the appropriate
Macro or micronutrient. Try to get a name for each box!
Vitamin A Protein Potassium Vitamin E

Calcium A micronutrient of your Potassium Fats

choice

Carbohydrates Vitamin K Iron Vitamin B

Rationale:

I had made some small changes to my Unit Plan in order to make it more culturally

responsive. I believe that my unit had aspects already that fostered for a culturally responsive

unit. My Final Task and my Around the World Jigsaw Activity are both opportunities for

students to bring their own culture, identity and experiences into the classroom. I added to my

CCC’s in order to make sure they foster to individuals background experiences and knowledge. I

plan to use student centered learning, responsive feedback and inquiry as ways to support all my

students throughout this unit. I use collaborative teaching in order for students to for students to

learn from collective experiences. In one lesson from this unit I will be bring in a Knowledge

Keeper to discuss various aspects of nutrition and to be a resource for students to ask questions.

Prior to the Knowledge Keeper coming to the class I would make expectations of respect so that

students know that all cultures viewpoints are welcome within the class. That having a

Knowledge Keeper come to our class is a privilege and we must be thankful and treat every

guest in the class with respect.

This lesson was created for the context of the St. Joseph grade 11 Health Science class.

This lesson follows student centered learning which responds to the students individual learning

needs. I choose for students to bring in their own recipe in order for them to have choice but to

also have an opportunity to share information about their culture. I will also allow students to

find a recipe online if they do not have access to a recipe from their culture. The partner work

and bingo is a way for students to interact with one another and a chance to discuss their culture

with each other. At the start of the class I will model what is expected of the students, this will

benefit EAL students in the class and students who learn best from observing. I choose to have

students work in partners because discussing with one individual is a more welcome
environment than a large group. After students work cooperatively with one another they will be

given the chance to walk around the room and interact with other students to play Macronutrient

Bingo. This lesson uses the instructional strategies of modelling, students centered learning and

collaborative teaching. By using various instructional strategies this will help reach many

different students and their learning needs.

In the outline of the activity I will make sure students are aware that this is a safe space

for students to talk about their culture. I will create a classroom environment that fosters

inclusion for all students by showing pictures, posters that represent many different cultures.

This is in alignment to symbolic curriculum which will help elevate diverse student learning. I

will give responsive feedback that students’ individual and cultural preferences. I will draw upon

students own experiences in order to help them with their learning process. I will communicate

my expectations directly but also model appropriate behavior that includes all individuals and

cultures in the room. I will use language and give feedback that is sensitive to individuals

cultures.

My philosophy of education is that everyone is able to learn and that we as teachers need

to find ways to help students to learn. I believe that we need to be able to differentiate

instruction, assessment, and teaching practices in order to respect everyone’s cultures and

identities. I will use the strategies I have learned from this class in order to create a culturally

responsive classroom. I as a teacher need to be able to incorporate FNIM perspectives and ways

of knowing to all units I teach. I must encourage students to have a growth mindset and to be a

guide to help them achieve the best they can achieve. In order for them to be successful

academically I must ensure that their culture, identity learning style are respected by myself as
the teacher and by the class as a whole. I hope to be able to create a community in my classroom

that is a safe space for all learners.