KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN FORMAT

Teacher Candidate: Liz Shields

Date: Novemeber 17, 2015

Cooperating Teacher:

Coop. Initials

Group Size:

20

Subject or Topic: Nutrition

Allotted Time 45 minutes

Grade Level: 4

Section

STANDARD:
10.1.3.C: Explain the role of the food guide pyramid in helping people eat a healthy diet.
Food groups
Number of servings
Variety of food
Nutrients
I. Performance Objectives (Learning Outcomes):
The students will determine the amount of sugar in a beverage by using its food
label.
The students will apply their knowledge of label reading by comparing different
beverages.
****Changed a few things from print out if you want to get new version***
http://msshieldshealthyliving.weebly.com/
II. Instructional Materials
Write focus question on the board: What is a resource we can use to determine the
nutrition information of food and drinks?
Drinks:
Orange juice
Milk
Iced tea
Soda
Diet soda
Apple juice
Gatorade
Water
Green tea

 Red bull
10 zip lock bags
Nutrition labels prints for all drinks
Sugar
5 teaspoons
Markers
5 Calculators/ phones
Doc cam
SmartBoard
Poster
Worksheets:
How much sugar is in my soda
Guided notes
Serving size/ grams chart
Teaspoons chart
Red/ Yellow/ Green light review
III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea, outline of
additional content)
A. Prerequisite skills
1. Measuring
2. Completing a chart
3. Multiplication/ division
B. Key Vocabulary
1. Sugar- used as sweetener in foods and drinks
2. Gram- a metric unit
3. Teaspoon- measurement used in cooking
4. Healthy- in good health
5. Serving size- the amount of food and drink that is recommended
6. Food label- a panel found on food which contains nutritional
information
C. Big Idea
1. Importance of limiting sugar intake
D. New content
1. Reading food labels
2. Determining the amount of sugar in drinks
IV. Implementation
A. Introduction
1. All week we have been learning about nutrition and having balanced
meals. Can anyone tell me something we learned about that is unhealthy
and we should try to avoid? (point to poster)
2. Right! Today we will be discussing the amount of sugar in some of our
favorite drinks.
3. https://www.youtube.com/watch?v=XHzLvxJF568

4.

Play YouTube video and tell the students to look at how much food you
could eat compared to one drink.

B. Development
1. Introduce the topic of healthy choices.
2. Explain that what students choose to drink is just as important as what
they eat.
3. Beverages can provide excess calories and sugar, which can lead to
weight gain and cavities.
4. We need to choose the right types of beverages to keep our bodies
healthy.
5. Ask students to take out their guided notes to begin filling in as we
discuss.
6. Bring up Nutrition Truth website on the SmartBoard
http://www.wellnesscampaign.org/assets/nutrition-truth2.pdf
7. Show the class the glycemic index; explain how sugar affects your body
and energy level.
8. Discusshowtotellthedifferencebetweenahealthydrinkandaless
healthydrinkbyusingthefoodlabelasaguide.
9. PutexamplecocacolafoodlabelontheDoccam.
10. Askthestudentsiftheyrecognizeanywordsonthelabel.(lookfor
protein:0,thatisnotgood.Sugar/carbs65,thatisnotgood)
11. Showstudentswheretofindthesugarcontentandservingsizeofthe
beverageonthefoodlabel.
12. Explainthatsugariscontainedwithinmanyfoods,includingdrinks.We
maybeeatinganddrinkingmoresugarthanwethink.
13. Letstakealookathowmuchsugarisineachofthesedrinks
14. Explain to students that they are about to become nutrition experts in
choosing healthy drinks.
15. Ask students to talk to their group and predict which soda will have most/
least sugar and why? Write in journal- write on board.
16. Rethink Your Drink Activity
a. Discuss the How much sugar is in my soda worksheet
and complete together on Doc Cam.
b. Go over this together with the students as an example.
c. Write on worksheet: 4g sugar= 1teaspoon of sugar.
d. Have students find the grams of sugar and the servings
per container on the label.
e. Tell the students to complete their worksheets togetherfill in grams of sugar and serving size
f. Multiply these numbers to get the total grams of sugar
for the whole bottle or can. Then have the students
divide that number of grams of sugar by 4 to get
number of teaspoons of sugar.
i. Tell students to work with their groups and use
their calculators

ii. Groups work together to complete the remaining

problems
g. Once each group has filled in their chart of how many
teaspoons is in each drink, complete a big chart together
on the black board.
h. Now that we have the amount of teaspoons of sugar
for each drink measure the correct amount into the zip
lock bags in front of you.
i. Each group gets two drinks
i. Once complete, come tape your bag onto the poster.
17. Class discussion:
18. Whichdrinkshavethemostsugar?Whichhavetheleastsugar?
19. Explainthatmilkand100%fruitjuicedohavesugar,butitis
naturalsugar.
20. Theyalsocontainmorevitaminsandminerals,whichmakesthem
healthierchoices.Wewillbelearningaboutthosetomorrow.
21. Soda,fruitdrinksandsportdrinkshaveaddedsugarandusually
havenovitaminsorminerals.
22. Explainthatmanyofusconsumemuchmoresugarthanwethink
especiallyifwearedrinkingmorethanoneofthesehighsugar
drinkseachday.
C. Closure
1. Askstudentsiftheythinktheycanswitchtoahealthierdrink
optionsuchasmilk,100%juice,waterorflavoredwater.
2. CompleteRed/Yellow/Greenlightreviewandglueinto
sciencenotebooks.
a. Cut lines in between each light
b. Glue instructions under each flap
c. Write the drinks we talked about under the appropriate
flap
D. Accommodations/Differentiation
1. Johnny will be the scribe for his group and the class to avoid getting
distracted.
E. Assessment/Evaluation Plan
Formative1. Collect the charts from each group to check for correctness. Give back
to students to add to science notebooks.
2. Guided notes
3. Red/ Yellow/ Green light review in journal.

Summative1. Unit test at the end of the unit

V. Reflective Response
A. Report of Student Performance in Terms of Stated Objectives (Reflection on
student performance written after lesson is taught, includes remediation for
students who fail to meet acceptable level of achievement)

Remediation Plan

B. Personal Reflection
How could this lesson be improved?

Did I stay true to my predicted time?

What would I change if I did it again?

VI. Resources (in APA format)

ChoosingHealthyBeverages.(2012,July1).RetrievedNovember9,2015,from
http://deptapp08.drexel.edu/nutritioneducation/website_materials/fy2013lessonplans/mslessonsupdtd
2012/msrethinkyourdrinklessonrev72012.pdf
NutritionTruth.(n.d.).RetrievedNovember9,2015,from
http://www.wellnesscampaign.org/assets/nutritiontruth2.pdf
YouWon'tBelieveHowMuchSugarisinYourFavoriteDrink.(2015,March5).RetrievedNovember9,
2015,fromhttps://www.youtube.com/watch?v=XHzLvxJF568

27 x 2.5 = 67.5
67.5 / 4= 16.8 = 17

Serving Size
Water

Orange juice

Soda

Diet Soda

Apple Juice

Milk

Gatorade

Iced Tea

Green Tea

Red Bull

GRAMS/ 4= teaspoons

Grams

Teaspoons
Water

Orange juice

Soda

Diet Soda

Apple Juice

Milk

Gatorade

Iced Tea

Green Tea

Red Bull

Red- Drink Rarely, If At All

Yellow- Drink Occasionally

Green- Drink Plenty

Guided Notes
1.

______________ foods make you feel

hungry because they cause blood sugar

2.

to rise quickly.
______________ foods make you feel full
because blood sugar remains constant.

3.

What is a food label?

__________________________________________

4.

________________________
How does sugar affect our bodies?
a.Cavities
b.Weight gain
c. Causes highs and lows in blood sugar
d.All of the above
Serving size

grams

Water

Orange juice

34

Soda

65

Diet Soda

Apple Juice
Iced Coffee

20

Milk

20

Gatorade

29

Iced Tea

20
(40)

Green Tea

25

Red Bull
Rockstar

31
(62)

Teaspoons
Water

Orange juice

8.5

Soda

16.25

Diet Soda

Apple Juice
Iced Coffee

Milk

Gatorade

7.25

Iced Tea

10

Green Tea

6.25

Red Bull
Rockstar

15.5

Guided Notes
1.

High glycemic foods make you feel

hungry because they cause blood sugar

2.

to rise quickly.
Low glycemic foods make you feel full

3.

because blood sugar remains constant.

What is a food label?
A resource we can use to determine the
nutrition information of food and drinks

4.

How does sugar affect our bodies?

a.Cavities
b.Weight gain
c. Causes highs and lows in blood sugar
d. All of the above