FL Agenda Week of September 29, 2014

Monday, 9-29-14 *Substitute*

Standards: HUM-FL-3

Design and demonstrate a nutritious diet.

3.1 Define and demonstrate an understanding of the components of a nutritious diet by planning menus for different age groups using Dietary Guidelines for Americans, other sources of consumer dietary guidance including My Plate, and the Exchange

Lists for Meal Planning, and Food Labels.

ESSENTIAL QUESTION: What resources are available to promote wellness across the lifespan?

Opening Warm-up AND/OR Activator (highlight one): NONE

Work Session: 1. Sub Agreement- Read, sign your name, date and period. Give it back to the substitute.  YES, you will still be 

accountable for any bad decisions or choices you make..you choose the behavior you choose the consequence!!!

2. Activity: MyPlate Servings: Read the prompt and complete the activity.

3. Review Learning Questions p.103 questions 1-11 *write the questions*

{Label your work}

4. Handout” (Activitiy C) Personal Plate: Read the directions. Students will label groups of MyPlate and give recommended daily amounts for each group. Then they will write the names of three of their favorite foods from each group in the apporiate spaces on the activity.

Turn in all three assignments at the end of class. 

Closing/Summarizer:none

Daily Homework: NONE

Tuesday, 9-30-14

Opening Warm-up AND/OR Activator (highlight one):  Handout: Catch Nutrition Fever {Share responses}

• Students will share MyPlate rap, song or poem*

ESSENTIAL QUESTION: What resources are available to promote wellness across the lifespan?

Work Session: Teacher will show Youtube clip: Myplate and Dietary Guidelines

 Whole class will discuss My Personal Plate Activity C handout.

If necessary students will complete review learning questions p. 103/ 1-11

MyPlate: Web based lesson. Students will use laptops/desktop to complete assignment.

Closing/Summarizer:

Portion Sizes: Students will read the activity and complete the student activity.

Daily Homework: NONE

Wednesday, 10-1-14

Standards: HUM-FL-3

Design and demonstrate a nutritious diet.

3.1 Define and demonstrate an understanding of the components of a nutritious diet by planning menus for different age groups using Dietary Guidelines for Americans, other sources of consumer dietary guidance including My Plate, and the Exchange

Lists for Meal Planning, and Food Labels.

Opening Warm-up AND/OR Activator (highlight one):  List five things you find on a nutrition facts panel

.ESSENTIAL QUESTION: What resources are available to promote wellness across the lifespan?

Work Session. 1. Complete MyPlate web based lesson. 

 2.  Independent Reading: Empty Calorie foods vs. Nutrient Dense foods article. Summarize reading in own words.

3. Activity: Mad Scientist-Students will draw a food that contains high nutrient density. *share responses*

Closing/Summarizer: Students will answer 3 questions form the test bank: 11, 13, 25

Daily Homework: NONE

Thursday, 10-2-14

Standards: HUM-FL-3

Design and demonstrate a nutritious diet.

3.1 Define and demonstrate an understanding of the components of a nutritious diet by planning menus for different age groups using Dietary Guidelines for Americans, other sources of consumer dietary guidance including My Plate, and the Exchange

Lists for Meal Planning, and Food Labels.

Opening Warm-up AND/OR Activator (highlight one): Describe the difference between an empty calorie food and nutrient dense food.

ESSENTIAL QUESTION: What resources are available to promote wellness across the lifespan?

Work Session: 1.  Activity p. 96 Empty Calories vs. Nutrient Dense Foods (The class will be divided into two groups. Each group will send one person at a time to pick a junk food card and supply a nutrient dense alternative).

2. Meal Planning with Exchanges: Teacher will demonstrate how to complete meal exchanges. Students will complete WB pages 84-85 Mia’s Meal Pattern ..Meal Planning with Exchanges.

Friday, 10-3-14

Standards: HUM-FL-3

Design and demonstrate a nutritious diet.

3.1 Define and demonstrate an understanding of the components of a nutritious diet by planning menus for different age groups using Dietary Guidelines for Americans, other sources of consumer dietary guidance including My Plate, and the Exchange

Lists for Meal Planning, and Food Labels.

 ESSENTIAL QUESTION: What resources are available to promote wellness across the lifespan?

Opening Warm-up AND/OR Activator (highlight one): List five things you find on a nutrition facts panel.

Food Labels and Daily Value

Work Session: Students will complete Mia’s Meal Pattern exchange list.

 2. Teacher will show Youtube clip…Nutrition Labels 101..What does percent daily value mean? Students will take mini notes.

3. Student volunteer(s) will read . 100. Whole class will complete Math Link: Calculating % Daily Value (DV)

4. Students will compare two foods (same type, product) labels and write conclusions about the relative contents of the various brands and types of product (if available).

5. Students will complete Snack Inspection, Activity B, WB. Students will make predictions about the nutritional content of four snack foods. Then students are to compare the nutrition facts panel provided to evaluate the accuracy of their predictions and write conclusion.