Andy Williams

November 22, 2010

EDUC 352

Lesson Plan # 8

Lesson: Nutrition (Weight Management)

Length: 50 minutes
Age or Grade Level Intended: 7th

Academic Standard(s):
Health and Wellness 7.1.1: Examine how healthy behaviors influence personal health.

Performance Objective(s):
The students will identify at least 3 ways of controlling psychological factors, physical
activity, and food intake, by writing down their ideas prior to group discussion, with at
least 2/3 of their ideas being valid.

Assessment:
After outlining the four factors that affect weight management (psychological factors,
physical activity, food intake, and genetics), students will be instructed to brainstorm at
least 3 ways to control each of the first 3 factors. They must write them down and turn
them in as an informal assessment of their knowledge.

Advance Preparation by Teacher: Prepare guided notes, print off

worksheets, obtain electrical impedance calculator.

Procedure:
Introduction/Motivation:
Explain to the class that up until the late 1800’s, being overweight was a
sign of attractiveness and wealth. If you were overweight, it was assumed that you were
rich enough to have servants doing all your manual labor for you. Interestingly enough,
we have a paradox on our hands: as being thin has become idealized, Americans have
become increasingly overweight. About 65% of American adults are now considered
overweight, and the prevalence of adolescent obesity has tripled. Why do you suppose
these changes have taken place? What can we do to correct them?

Step-by-Step Plan:
1) Have students get out their homework. They were supposed to bring in media
advertisements for weight loss or body building products. They could be from
newspapers, magazines, recorded from television, or they could bring in a written
 description. Have several people share/summarize their advertisements. Discuss
whether or not they think that these advertisements show realistic expectations for
what most people are capable of achieving (Gardner’s verbal/linguistic
Intelligence, Bloom’s Evaluation).

2) Implement Power Writing as a writing to learn strategy. Have the students take
out paper and pencil, and give them the term “weight management”. Then
explain that their task is to write down everything that they know about the topic
in 2 or 3 minutes (Gardner’s verbal/linguistic Intelligence, Bloom’s
Comprehension). Afterward, have them count the number of words that they
wrote down and record this for future reference. If this writing to learn activity is
done again over a different topic, their goal will be to beat this performance.
Allow some students to share the ideas that they came up with. Collect their
papers at the end of the discussion, but give them back the next day after having a
chance to look them over.

3) Give the students guided notes with the following vocabulary terms: body
composition, body mass index (BMI), overweight, obese, anorexia nervosa,
bulimia nervosa, binge-eating disorder. Discuss each of these terms, what they
mean to us, and their implications.

4) Explain how to find their BMI based on their height and weight (Multiply your
weight in pounds by 703, divide the result by your height in inches, then divide
that result by your height in inches again)(Gardner’s Logical/Mathematical
Intelligence). Explain how this is a way for determining if someone is obese,
overweight, in their healthy zone, or underweight. Ask for reasons why this may
or may not be an accurate way of determining whether or not someone is at a
healthy weight (Bloom’s Evaluation). (If someone is extremely muscular but
very lean, they will still appear to be overweight according to BMI because it
does not factor in your percentage of body fat).

5) Give students time to complete worksheet pg. 30 (Weight Management) in pairs

(Gardner’s Interpersonal Intelligence). When they are done, go through the
worksheet and discuss possible answers for each question.

6) While students are completing the worksheet, pass around an electrical impedance
body composition calculator. Before they begin the worksheet, demonstrate how
to enter personal information as a class (height, weight, age, gender, etc.). Have
them write down their percent body fat. Explain how this is personal information
and they have no obligation to share it with anyone. When everyone has had a
chance to calculate their body composition, reveal the healthy percentage range
for men and women (12-15% for males, 18-21% for females). Also explain that
women are usually higher than men do to their body’s needs for childbirth, and
that individuals who are particularly active (ie: athletes) may have a percent that
is lower than this “healthy” range.
 7) Outline the four main factors that effect weight management (genetics, food
intake, physical activity, and psychological factors). Have everyone write down
at least three ways of controlling these factors (except for genetics of course) in
order to manage weight in a healthy way (Bloom’s Synthesis). Then have
students get into groups of about three and compare their ideas (Gardner’s
Interpersonal Intelligence). When the discussions seem to be dwindling, bring
them back together to share their findings. Make a list of positive ideas on the
board. Collect the ideas that they wrote down individually as an informal
assessment.

Closure:
-Ask the students to review why there is a problem with the American perception of body
image and its contrast with the lifestyles that we are living.

-Ask students to call out some diseases or disorders that can result from long-term poor
eating habits.

-Explain that next class will cover nutrition in sports, and how it can help our bodies to
perform to their maximum potential.

Adaptations/Enrichment (Students with Mental Retardation):

1) Only require them to write 1 way of controlling each of the factors of weight
management (#6 above).
2) Carefully choose their partner to help them on the worksheet (# 4 above).
3) Provide personalized guided notes that are already filled in except for an
occasional blank space where a key word must be written in.

Self-Reflection:
1) Did I meet my performance objective?
2) Did the students understand the connection between calorie intake and physical
activity in weight management?
3) Were there any problems with overweight students feeling uncomfortable about
this topic?
4) Did students with mental retardation meet their performance objective? Were
they able to comprehend the material?
5) Are there any changes I would make if I were to teach this lesson again?
 Guided Notes: Weight Management

Body Composition:

Healthy range for males:

Healthy range for females:

Body Mass Index (BMI):

Overweight:

Obese:

Anorexia Nervosa:

Bulimia Nervosa:

Binge-Eating Disorder: