5E Lesson
Plan # 6
AUTHORS’
NAMES: Ryan
Davila
TITLE
OF THE LESSON: How
do fats, carbohydrates, and proteins affect your health?
TECHNOLOGY
LESSON (circle one):
Yes No
DATE
OF LESSON: 11/10/2008
LENGTH
OF LESSON: 35
-45 minutes
NAME
OF COURSE: 9th-10th
Grade Health
SOURCE
OF THE LESSON: Carbohydrates,
Fats, Proteins for Athletes.
http://ezinearticles.com/?Carbs,-Fat,-and-Protein-for-Athletes&id=112592
TEKS
ADDRESSED:
§115.32.
Health 1, Grades 9-10 (One-Half Credit).
(b) Knowledge
and skills.
(1) Health
information. The student analyzes health information and applies
strategies for enhancing and maintaining personal health throughout the
life span. The student is expected to:
(A) relate the nation's health goals and objectives
to individual, family, and community health;
(B) examine the relationship among body composition,
diet, and fitness;
(C) explain the relationship between nutrition,
quality of life, and disease;
(D) describe the causes, symptoms, and treatment of
eating disorders;
CONCEPT
STATEMENT:
Fats,
Carbohydrates, and Proteins are an essential part of your everyday
diet. The energy required to perform everyday activities is derived
from these three nutrients. Students should realize the importance of a
balanced diet, daily intake percentages, and an overall healthy diet.
PERFORMANCE OBJECTIVES:
·
The student
will be able to:
o
Know the
percentages each nutrient requires for a balanced diet.
o
Know how
essential fats, carbohydrates, and proteins are to perform daily
activity.
o
Know that a
balanced diet can prevent sickness, and/ or food borne diseases.
RESOURCES:
Materials: Overhead, Power
Point Note on overhead slides, Power Point handouts for each student.
SAFETY CONSIDERATIONS:
The safety issues will be at a minimum for
this lesson. The students will be in their own desks, in the classroom.
Although, if an argument breaks out between students, we will have to
take control of the situation and take action.
SUPLEMENTARY MATERIALS, HANDOUTS:
Materials will be a Fats, Carbohydrates, and
Protein Power Point handout.
Engagement
|
|
Time:
________
|
What the
Teacher Will Do
|
Probing
Questions
|
Student
Responses
Potential
Misconceptions
|
I will first
hand out the Power Point notes to each of the students.
|
Does everyone
have a highlighter, pen, or pencil?
|
Are we going
to finish all these slides today?
|
I will then
have the notes on the projector to show the students exactly what point
in the notes I am on.
|
Does every
ones notes go through slides 30?
|
Do we have to
write down any information that you go over that’s not on the slides?
Teacher: it
would be wise to highlight points I go over more than once, and to
write down information I say is important.
|
Exploration
|
|
Time:
________
|
What the
Teacher Will Do
|
Probing
Questions
|
Student
Responses
Potential
Misconceptions
|
Tell the
students about how important Fats, Carbs,
Proteins are to your diet.
|
Does anyone
know what carbohydrates are used for?
|
Carbohydrates
are basically sugars. They are just added to foods for flavor.
|
Explain how
these nutrients are macronutrients and are needed in their daily diet.
|
Can anyone
tell me the difference between a Micronutrient and a Macronutrient?
|
Micronutrients
are small nutrients and Macronutrients are large nutrients.
Teacher: your
close, actually micro means that the nutrients are needed in small
amounts in your diet. Macro means the nutrients are needed in large
amounts in your diet.
|
Explanation
|
|
Time:
________
|
What the
Teacher Will Do
|
Probing
Questions
|
Student
Responses
Potential
Misconceptions
|
Begin
breaking down the percentages of intake your diet requires of each
nutrient.
|
What
percentage of fats is required for your daily intake?
|
Why do we
need more carbohydrates than protein in our diets?
|
Tell the
students that the percentages change depending on the amount of
physical activity they perform each day.
|
Does a person
who performs little to moderate exercise need more or less fats, carbs, proteins, than a person who exercises at
a high level?
|
Why wouldn’t
a person who doesn’t exercise need more protein to help them maintain
weight?
|
Elaboration
|
|
Time:
________
|
What the
Teacher Will Do
|
Probing
Questions
|
Student
Responses
Potential
Misconceptions
|
I will break
it down into how many calories there are in each gram of Fats,
carbohydrates, proteins.
|
How many
calories are in one gram of Carbohydrates, and how different if it than
proteins?
|
Why are fats
double the amount of calories in
carbohydrates and proteins?
|
Discuss the
different types of carbohydrates, proteins, and fats.
|
Why are there
different types of fats, and are some types better than others?
|
All fats are
the same and are all equally bad
|
Evaluation
|
|
Time:
________
|
What the
Teacher Will Do
|
Probing
Questions
|
Student
Responses
Potential
Misconceptions
|
Show the
students a 10 minute video clip over fats, carbohydrates, and proteins.
|
Can everyone
here the clip?
|
I didn’t
realize there were fats that are worse than fats.
|
I will ask
warm up questions at the beginning of class tomorrow over the material
we discussed today.
|
|
Are the
warm-up questions going to be on the test?
|