Student: Joseph Gerner

Course: EDU 521

Grade: 7

Professor: Ricky Moroney

Date: 10/12/14

Topic: Healthy Snacks and Obesity

Content Areas: Health

INSTRUCTIONAL OBJECTIVE(S)
Students will learn how unhealthy snacks can lead to obesity. Students will
watch a brain pop video on obesity so they can have a firm grasp on why it
happens and how it can be avoided. They will learn how it is a major problem in
the United States today but as a whole, we can change our habits and ways.
After students engage in a class discussion about obesity students will fill out a
KWL chart on the knowledge obtained from class. As a class, we will watch a
Brain Pop video on the SmartBoard to strengthen their knowledge on the topic.
They will also bring outside information that they have discovered doing their
own research on Ipads. They will research what are the main causes of obesity.
Students will be assessed on their class participation as well as what valid and
key points they bring to the discussion on obesity.

STANDARDS AND INDICATORS FROM NEW YORK STATE

COMMON CORE LEARNING STANDARDS
Standard 1 Students will comprehend concepts related to health promotion and disease prevention to
enhance health.
Standard 3 Students will demonstrate the ability to access valid information, products, and services
to enhance health.
Standard 5 Students will demonstrate the ability to use decision-making skills to enhance health.
Standard 7 Students will demonstrate the ability to practice health-enhancing behaviors and avoid or
reduce health risks.

ISTE Nets Standards for students

1. Creativity and innovation: This will be evident when students
bring background knowledge into the lesson by doing
homework prior to group discussions.
3. Research and information fluency: Students will use Ipads
in class and computers at home to research causes of obesity
and how this problem could be avoided.

4. Critical thinking, problem solving, and decision-making:

This will be evident during discussion questions and how
students are working in groups to answer high level questions.
They will identify problems and talk about solutions based on
their findings.
MOTIVATION

Students will watch a brain pop video explaining to them what

causes obesity and how by eating healthy snacks combined with
a 60 minute a day exercise program can reduce their chances of
obesity and as a whole can put an end to the obesity epidemic.
MATERIALS
White/Smart Board
Brain pop video
Laptop
Ipads for Internet research as to what causes obesity
Computers at home
STRATEGIES: Some strategies that students will be using throughout the lesson is that
students will be doing cooperative learning in their groups to get feedback from each other
and get different opinions on topics such as what are some healthy snacks and how they
view the obesity epidemic. Direct instruction will also be given so that students fully
understand what to look for on a food label when looking at foods and how to avoid
unhealthy snacks and what foods lead to obesity.

ADAPTATIONS:
Adapting the class for students with disabilities is very important. One student has a
hearing aid. He will be positioned in front of the class and will also wear an FM
radio/speaker that is connected to the instructors shirt so that the instructor can speak
directly to him and he can hear everything that is being said during that class period.

DIFFERENTIATION OF INSTRUCTION:
Tier one: Students will be able to write down 5 healthy snacks and compare them to 5
unhealthy ones and be able to tell the differences on the food label.

Tier two: Students will be able to write down 10 unhealthy snacks. Write down what in
those ten snacks make them unhealthy and what are some long term health risks linked to
those snacks.
Tier three: Students will be able to write a detailed paragraph as to how obesity occurs and
what long term health risks go along with eating unhealthy foods and snacks. How/what is
cardiovascular disease? When someone suffers from a heart attack how does that correlate
to eating unhealthy?
DEVELOPMENTAL PROCEDURES
After watching the Brain Pop video and conducting their own research students will be
asked a variety of questions such as:
1.) Since obesity is such a huge American issue, should the United States government
take a bigger stance in stopping this problem?
2.) What could the government do to help us as citizens and what options could they
offer us?
3.) How could we as a nation come up with a plan to limit our unhealthy ways and limit
foods such as unhealthy snacks and drinks?
4.) Students will have a journal for one week comparing one healthy vs. unhealthy
snack a day. They will list the differences of that snack off the food label and write
how that snack is a healthier option.
The teacher will assess by students answers if learning has occurred. By asking
higher level learning questions with multiple entry points about the topic of obesity
students now have a better understanding on how this issue is a huge topic of
discussion in the United States today and what we can do to fix these problems.

ASSESSMENT:
Students will be graded on a class debate. Should soda be legal or illegal in the United
States? The first 20 minutes of class will be gathering data using research articles on the
topic and the last 20 minutes of class students will have to engage in a class debate as to
whether or not soda should remain legal or should be made illegal. Students get graded
based on valid points they make in class and whether or not their research is correct or not.

FOLLOW-UP: ACADEMIC INTERVENTION AND ACADEMIC ENRICHMENT

Direct Teacher Intervention: As a Health teacher the instructor sees all students
Tier 1 through Tier 3. The instructor must alter the lesson so that all students
have a firm grasp of the topic. Go at a slower pace, or even re-teach certain areas
where students have questions or do not understand the material. As a teacher,
using visuals is a great way to relate to students when talking about healthy
snacks so students can see pictures of what they should be looking for.

Academic Enrichment: Students will write a journal entry based on the healthy
snacks they have eaten for a week. They will write down nutrition facts about
these foods and what makes them a better alternative then eating junk food such
as cookies, chips, etc.

Independent Practice: Homework: Students will choose one healthy snack that
we have talked about in class. They will write one paragraph on why that snack is
a healthier option for them and how they will incorporate it in their everyday life.
When looking for a healthy snack what should they be looking for? How do you
compare foods? Research on the computer different ingredients that are on
snack labels. What ingredients should you avoid? Which ones are OK to eat?

TEACHER REFERENCES
Bronson, M. (2011) Glencoe Health
Hales, D. (2007) Invitation to Health
https://www.brainpop.com/health/diseasesinjuriesandconditions/obesity/

Health- Mr. Gerner

Assessment for class discussion
Rubric for class debate: Should soda be legal or illegal in
the United States?
CATEGORY 4

Identifies Student lists all the

main points of the
important article without
information having the article in

The student lists all

the main points, but
uses the article for
reference.

The student lists all The student cannot talk

but one of the main about important information
points, using the
with accuracy.
article for reference.
S/he does not
highlight any
unimportant points.

front of him/her.

Identifies
facts

Student accurately Student accurately Student accurately Student has difficulty locating
locates at least 5
locates 4 facts in the locates 4 facts in the facts in an article.
facts in the article
article and gives a article. Explanation
and gives a clear
reasonable
is weak.
explanation of why explanation of why
these are facts,
they are facts, rather
rather than opinions. than opinions.

Summariza
tion

Student uses only 1- Student uses several Student summarizes Student has great difficulty
3 sentences to
sentences to
most of the article summarizing the article. Has
describe clearly
accurately describe accurately, but has trouble identifying the topic.
what the article is
what the article is
some slight
about. They get
about.
misunderstanding.
straight to the point
Has trouble
and points are valid.
identifying key
points.

Identifies
opinions

Student accurately Student accurately

locates at least 5
locates at least 4
opinions in the
opinions in the
article and gives a article and gives a
clear explanation of reasonable
why these are
explanation of why
opinions, rather than these are opinions,
facts.
rather than facts.

Student accurately Student has difficulty locating

locates at least 4
opinions in an article.
opinions in the
article. Explanation
is weak.