Healthy Snacks Lesson Plan

Lesson Plan Support Resources: Lesson Plan Rubric, Lesson Plan Development Tutorial, Exemplars
Candidate: Hannah Bettge Course: T&L III Date: 4/15/2017

School/Classroom: Turner Middle School Subject: Physical Education Grade level: 8th

Standards: (Highlight content-nouns and skills-verbs)

NHES Standard 3: Students will demonstrate the ability to a

ccess valid information and products and services to enhance health.
7.EE STD 3. Solve multi-step real-life mathematical problems with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using
tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of
answers using mental computation and estimation strategies.

Concepts: Health, Information

Learning Goal: Physical activity and knowledge of valid information pertaining to health helps lead to a healthy, and balanced
Understand lifestyle.
(Big Idea, title, enduring
understanding,
generalization)

Critical Content: Critical Skills:

Know Pricing of Groceries Do Perform simple math to calculate prices
How to calculate the price of individual Think critically about what they are consuming
items and why

Essential Does it cost me more to make healthy choices when buying snacks?

Objectives/Target/I can statement: Assessment Plan

Identify the verb, is it measurable? Sentence Stem:
The condition (if any) under which it will occur Formative/Summative/Performance: Students will... Teacher will... Ex: Formative: Students use white boards to display answer. Teacher
The criterion of acceptable performance. observes answers and notes students that miss one or more problems for small group time during independent practice.

Make healthy cost effective snack choices Formative: Students make healthy cost effective snack choices 80% of the time (See Table Below)
Integration of Literacy: Reading Key Language Objectives: Answer questions
Writing
(Reading, Writing, Listening, vocabulary: Includes either the academic Think critically
Speaking, Viewing, Visual Listening language you will be teaching or
Visual Representation Look up prices
Representation) the language processes you will
expect the students to use during
the lesson. Ex: Ask and answer
questions. Orally defend a
position.

Technology Standards 1. Empowered Learner: Students leverage technology to take an active role in choosing, achieving and demonstrating
(ISTE) competency in their learning goals, informed by the learning sciences.

Innovative Materials & Ex: Google Docs: modification: Students will use google slides to collaborate in groups on a presentation
Ex: Google Doc: substitution: Teacher will use google docs to organize cooperating groups and show students what group they are in for centers.
Technology Tools:
(Tool: Label SAMR Level, iPads: Augmentation: All students have iPads or cellphones they can bring to class. The students will work in groups to create their health snack list.
Describe)

Responsive The content of this lesson (buying healthy snacks) was differentiated in response to student readiness and interest (Red bull and
Teaching/Differentiation: gas station snack habits).
What will I do if they dont
get it? How will you
remediate?
What will I do if they get
it? How will you extend?
How will you include all
learners?

Introduction:
(Includes: Hook the learner increase interest, activate prior
knowledge, review, preview content and vocabulary,
essential questions posed, and relevance established)
Today we are going to be doing something a little different and we are going to be talking about healthy snacks.
How many of you go to the gas station and buy snacks before or after school? How often do you do that and what
kind of snacks are you buying? Do you think that there might be some cheaper and healthy choices? Today we
are going to be looking at the snacks we are eating and better choices. The goal today is to find healthy, more
affordable choice for your gas station snacks that you all enjoy buying. I want you try to find at least 4 out of the 5
that are more affordable and healthier choices.
Lesson Procedure (The following three categories occur simultaneously)
Instruction
(Specific & Scripted)
1. You are going to create a list of snacks that
we enjoy buying at the gas station, and
then we are going to look up a healthier
snack at walmart and see if it is cheaper.
So by doing that you will right down your
snack or drink and put the price, if you do
not know the price then put down Then,
you can look on a grocery cite, I know that
Walmart lists their prices and you can pick
a healthier snack, that may look that it is
more expensive because you can buy
everything in bulk, but then you are going
to calculate to get the single price of the
item and the number of days it will last you.
If it is something like a jar of peanut butter,
you will look at the serving size.
2. Okay, now that everyone hopefully understands
what we are doing, we are going to split up into 3
small groups. Count off by threes.
3.I want you to pick out at least 5 examples with
your group, if you get done and the other groups
are still working, you may continue to find more
examples and then we will talk about it as a group.
4. Each group pick out one example to share with
the class.
Modeling Checking for Understanding
(Specific & Scripted) (Include blooms level, question, strategy)
Ex: Application question: How does ___ apply to
you?-Think-Pair-Share
1 I will walk the class through an example: 1. How do check the price of the individual
A bag of potato chips at the gas station is $2.50. apple in the basket?
Then, we find our healthier snack and let's say How many days would that bag of apples last
that is cucumbers. So we go to
you?
grocery.walmart.com and type in apples. We see
there is a 3lb bag of fugi apples. It doesn't tell us
What do you do if you do if you do not know
how many are in there, but I bet we can take a the price of something?
pretty good guess I am thinking there are Could you add on more to your healthy
about 10. snack and it still be at a good price?
So we are going to write down 4.74 as the cost. a. Let's say a jar of
Then we take 4.74 divided by 10 and what do we peanut butter to go with your
get? We will round to the nearest 10th. So we apples.
get that each apple is about 47 cents. That is
way cheaper than the bag of chips.
4. Was your choice cheaper in the long run or more
expensive?
Is there something else on your list that could have
been cheaper?
Is there something that you could add with your
snack?
5. So is it more expensive to buy fruit/healthy choices
at the grocery store?
Is it cheaper than you expected?
Guided Practice: We will

Independent Practice:
Students will work on the worksheet in groups

Students will perform the exercises in the circuit

Closure: So now that we have finished our activity, what did you find out about picking healthy choices?
(Review Objective, Student Is it cheaper than you expected?
Reflection, Relevance)
Okay now we are going to do a think-pair-share. So, let's say someone tells you that eating healthy is too expensive and they cant
afford it. How would you explain to them that it is not, or that there are some healthy choices that are very affordable. Think about
your answer and write it down on a piece of paper if you want.
Now get with a partner and talk about your answers.
Okay, so who now wants to share some of their answers they had?

Self Reflection: Did my students meet the objectives?

What went well? Were my students engaged?
What will I change?
 Gas What is Total Quantity Price Per Check the
Station/ it? Price Item Affordable
Grocery Snack
Store

1. Gas Station

Grocery Store

2. Gas Station

Grocery Store

3. Gas Station

Grocery Store

4. Gas Station

Grocery Store

5.Gas Station

Grocery Store

6.Gas Station
Grocery Store