Lesson Plan Title: Food Guides from around the World

Date:TBA
Subject: Health Science 20 Grade: 11
Topic: Nutrition Essential Question: How do different countries value food and
nutrition differently than Canada?

Materials:
Worksheet A
5 Different Food Guides from around the world-Print 5 at least 5 of each
Canadian Food guide-at least 5 so each group has 1

Stage 1- Desired Results – you may use student friendly language

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

-Students will need to be able to compare and contrast various countries food guides to the Canadian food
guide.
-Students need to understand that Food Guides relate to each country’s heritage, culture and geographical
location.

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 compare other countries food guides from around the world and see
how other cultures are similar and different to Canada.
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 will foster inquisition about food guides, the
knowledge of reading a food guide will help students be life-long learners in nutrition.

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 food guides.
Developing identity and interdependence- students will be given the opportunity to lead others in discussion
and also be active members within the group.
Developing literacies-the worksheet will help develop their ability to see a visual and interpret the
information given.
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.

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help determine next steps.

I will monitor the students during the group activity to ensure all students are actively participating. I will ask
various students questions about the worksheet to ensure they are understanding what they are doing.
During group discussion, I will ask upon multiple students to gauge their understanding of content.

Assessment OF Learning (summative) Assess the students after learning to evaluate what they have learned.

Students will complete 5 worksheets, 1 for each country they learned about. Students must hand in the work
sheet at the end of class. This will be a way to determine if students are understanding the content. This
activity is not for marks but for an understanding if students are prepared to move on.
Stage 3- Learning Plan

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

-start the class with a review of the Canadian Food Guide and macro and micronutrients. Write the words
macronutrients and micronutrients on the board. Ask the class for a definition for each of these terms. Then
write examples for each nutrient.

Macronutrients are the structural and energy-giving caloric components of our foods that most of us
are familiar with. They include carbohydrates, fats and proteins. Micronutrients are the vitamins,
minerals, trace elements, phytochemicals, and antioxidants that are essential for good health.

-ask students what are the main food groups listed in the Canadian food guide
Answer: Vegetables and Fruit, Grain Products, Milk and Alternatives, Milk and Alternatives and meat and
alternatives.
-ask students how the information from the Canadian food guide tells us about nutrition and its importance in
Canada.

Main Procedures/Strategies:
-Master Time(15 minutes) Students will be placed into five different groups and will be assigned a food guide
to discuss and “master” as a group. There will be 5 students per group at least. There will be five food guides
so the groups should be divided equally. They as a group will fill out the Worksheet A based on the
information they receive from the assigned food guide.

Jigsaw activity (20mins) Once all groups have completed their food guide worksheet they will be divided up
so that there is a master from each food guide in each new group. They will form new groups so there is one
master of a certain food guide in each group. Each master will share the information they gathered from their
research on their food guide, during this time they will also display their food guide image. Other students
must complete the worksheet while the master is explaining their answers. Once all students in each group
have shared about their food guide the class will go back to their original spots.

Discussion (15 minutes) I will then display each food guide on the board and we as a class will discuss the
main points about each one. Focus on getting students to connect the food guides countries values, beliefs
and resources.

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.

Closing of lesson (5 mins)

To close I will reiterate the importance that every culture has different beliefs surrounding food. That it is
important to look at my different world views in order to have a better understanding of what different
countries place emphasis on their nutrition. To do this I will use the First Nations food guide to demonstrate
 the how their pictures are represented of the food their culture eats. For example the presence of fish and
bannock and how that is reflective of food that is readily available in their culture.

Personal Reflection:
N/A

M. Wilkinson ’16 *Adapted from Understanding by Design (McTighe and Wiggins, 1998)

Worksheets and the different food guides

Around the World Food Guide JigSaw

Food guides differ around the world. We will be looking at how different countries view nutrition
differently around the world. Please look at the food guide you are given and compare it with Canadian
Food Guide.

1.) What country is your food guide from?

 2.) What did you find interesting about this food guide?

3.) What are the features you notice about this food guide that differ from the Canadian Food Guide?

4.) List the food groups and the serving sized associated the food groups, list this as least important food
group to most important.

5.) What does the information from this food guide tell you about this cultures idea of nutrition?

Canadian Food Guide

First Nations food guide

Japanese Food Guide

Swedish Food guide
Chinese food guide

American food guide

Reflection
 The unit this lesson plan will be a part of is the nutrition unit plan. The outcome that I am

formatively assessing in this lesson is: HS20-Nu20Analyze dietary choices based on personal and

cultural beliefs and scientific understanding of nutrition. ([SI, CP]) the indicator I focused on is: Examine

how the dietary recommendations in Eating Well with Canada's Food Guide and Eating Well with

Canada's Food Guide – First Nations, Inuit and Métis compare with recommendations in food guides

from other countries. This activity directly will compare the Canadian food guide with that of other

countries and from the First Nations food guide.

This activity is designed to have a lot of group work and so that students are given the

opportunity it cooperates and collaborate together. This lesson has various instructional strategies

such as direct instruction with a structured overview. Then interactive instruction with the group work

jigsaw activity. This is also an opportunity for peer teaching of students to each other. Interactive

instruction will also occur with the closing of the lesson when we are discussing the various food guides

and how their dietary recommendations are different to the Canadian Food guide.

I choose to do my lesson like this because the lesson previous to this would have a lot more

direct instruction so I believe it beneficial for students to be taught in a variety of ways. This is also a

way to create a safe environment where students are able to work with each other. Students will

initially work together but then they will all be put in a leadership position when they have to present

their food guide to their new group. Since the new groups will be small it will be a safe place for

sharing and less nerve racking than presenting in front of a while group.

Lessons leading up to this lesson will be a lesson on Macro and Micro nutrients, the Canadian

food guide, following this lesson I would plan to have a knowledge keeper come and talk to the class. I

would have them discuss the indigenous views on nutrition. This would be an opportunity for students

to have a guest speaker and that has real life experience with the topics discussed.
 Classroom management- I will make the groups so that they will be able to work

collaboratively. Students who struggle with group work will be placed with students that are able to

stay on task. As this lesson is very student driven I will monitor student behavior as they are working

on their worksheet. I have attached all the documents and important information so that a sub is able

to teach this lesson with ease. This is also a lesson that is student driven so they will not have to do

much direct instruction. This activity allows students to work on their writing but also on

understanding visual representations from the food guides.

I believe that this lesson is sub ready. I have clearly outlined the procedure of the lesson and

given enough information that a sub that has no science background. A major part of classroom

management will lie in the group making. Since this is a hypothetical class I am unable to know who

would work well together and who would struggle. I would have the groups made before the lesson

began in order for it to work smoothly.

Goals for this lesson: I want to be able to encourage students to be work cooperatively. I want

to make sure that I am teaching in a wide variety of instructional strategies and this lesson allows me

to try a few different teaching strategies.

This lesson gets students out of their desks and working with others. This will increase

connection between students and student ownership of learning. Students working collaboratively will

build connections between each other.