Health Sciences 20 Diet Intervention LP

Date: January 11, 2016

Subject: Health Sciences 20
Author: Nicki Marquis and Robin Severson
Grade Level: 11
Time Duration: 50 mins plus student journaling
Overview of Lesson: Students carry out a diet/food intervention on
themselves
Professional Growth Guide Goal(s):
4.1 Knowledge of Saskatchewan curriculum and policy documents
and applies this understanding to plan lessons, units of study and year
plans using curriculum outcomes as outlined by the Saskatchewan
Ministry of Education.
2.4 Demonstrates ability to use technologies readily, strategically, and appropriately.
Outcomes:
HS20-NU2 Analyze dietary choices based on personal and cultural
beliefs and scientific understanding of nutrition.
Indicators:
f. Design an appropriate diet representation based on personal lifestyle
choices.
Cross Curricular Competencies:
Students learn to think critically, contextually, and creatively. Students
learn to understand and value oneself physically. Students express
understanding and communicate using nutritional literacy.
Materials:
-booklet for food journal
-pens/pencils/erasers/rulers
-computers, excel, printers, paper
-poster board

Activities and Procedures:

Overview/Agenda/Review/Introduction:
o Journal rubric and intervention task is reviewed
o Students monitor and journal about their nutrition habits
for one week (pre-intervention stage)
o Students then choose one change to implement in their
diet and journal about for two weeks (intervention stage)

o Students record any differences they noticed in their

journal (quantitative or qualitative)
Subject Content and Teaching Strategies: Journal, class
discussion
This lesson will begin with class discussion: we will reflect on
prior knowledge learned throughout this unit, and what eating
habits can impact our health (15 mins). Next we will discuss an
introduction and description of the intervention assignment task
(20 mins). Students will then be provided journal booklets that
they will be asked to document their food intake for the next
week, including a reflection on how they felt overall across each
day. They will decide what types of criteria they will utilize to
assess their intervention (ie: BMI, weight, measurements, blood
sugar, heart rate, blood pressure, rating scales, etc.). The
journaling rubric will be discussed and any potential questions
will be answered. After their pre-intervention stage is complete,
students will initiate one major change in diet/food choice they
would like to make for their intervention (ie: less sugar, more
veggies/fruit, less carbs, more water, more fiber, no junk food,
etc.). During the intervention stage (2 weeks), students will
continue to journal and record evidence as they had been in
Stage 1. After the intervention (stage 2), students will analyze
their data findings, graph changes using the Excel program, and
complete a final reflection on their intervention (postintervention stage 3). A mini-lesson on excel will be needed on a
subsequent day. After students are finished evaluating the
effects of their nutrition, they will create a poster of their findings
which will be shared in a class museum walk. Students will be
able to explore differences in how people from various other
cultures/ethnic backgrounds incorporate different food choices
into their diets. The rubric for their presentation will be created
collaboratively in class at a late date. After the assignment is
explained students will use the rest of their class time to
research how they will measure their evidence through the
intervention (15 mins).

Consolidation: Student share their findings in a class museum

walk

Assessment: Students hand in their journal for assessment and

feedback; their final poster project will be evaluated based on a
collaborative rubric created in class for presentation skills, content, and
design. Students will be assessed by the teacher, and two of their
peers; and they will also complete their own self-assessment.

Reflections on the lesson:

1) How was this lesson effective/not effective?
2) Suggestions for a future lesson of this type
3) Changes made to the lesson while teaching
4) What strategies could I use to reinforce this lesson?
(Ideas and/or suggestions from others)