Name: ___________Tony Cook_________________________________ Date: ______11/19/3012____________

Health Education Lesson Plan Template

Grade: _________7
th
_________

Health Unit/Theme: Nutrition/Snack Attack

Health Topic: Healthy Snack Choices/Reading nutrition labels

Lesson #__3
rd
lesson

Purpose: Inform students about nutritional labels and enlighten them on health of general snack foods.
How to read the nutrition label and interpret this data.

Objective(s)/Benchmark: TSWBAT read a nutritional label when presented with a variety of them during class activities.
TSWBAT know what a serving size is and how it relates to the nutritional facts for several snacks during Snack Attack activity.
TSWBAT comprehend metabolic rate and fact that all these percentages are based off 2000 calorie diet during activities.
TSWBAT utilize data from snacks to determine the healthiest choice presented in snack attack activity by verbally agreeing as a class.
TSWBAT understand uniqueness of each person and know that activity will increase caloric use and increase need.

National Health Standard(s):
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.



Materials: -6 different snack foods
- Internet example of a nutritional label for students to learn from

Preparation: Prior lessons would be what nutritional content is and which are healthy and which are unhealthy. (examples: sodium, fats
(saturated or unsaturated), sugars, calories, carbohydrates, protein)
(What lessons need to be taught prior to this one to prepare the students? What does the teacher need to do to prepare both themselves and
their students in order to teach this lesson?)

Facilitating the Lesson/Activity The lesson is simply a progression looking this:
1 discuss food label and nutrition facts for students so they understand how to read it.
2 discuss what percentages mean and what are good ingredients
3 challenge the students to make educated guesses about snacks they know and love.
4 use data to actually organize snacks into healthiness categories
5 talk about choice and ask students to talk about dietary intake and healthy snack options
6 discuss serving sizes and dont be fooled by nutritional labels

Time: Step by Step Lesson Design: Resources Needed:
2:00-2:05 Discussion of normal snacks consumed. How could you find out
the healthiness of these snacks? Whats in each?
none
2:05-2:10 Visual of nutritional label displayed on overhead. Followed with
discussion of how to find what youre looking for. Layout of
different labels. Ingredient list and whats in the order. The
explanation that each individual has a different metabolic rate
and the suggestion is 2000 calories.
Internet/overhead. Couple of examples to
pass around.
2:10-2:30 Snack attack activity. Have six familiar snacks for the class to look
at. Then have the class order the snacks from least to most of
following ingredients per serving: sugars, calories, saturated vs.
unsaturated fats, sodium, and protein. Then, have students look
at labels and re-order them on the board. Discuss the snacks that
6 snack foods and a white board/marker.

are always healthy, unhealthy, or in the middle. Are you
surprised?
2:30-2:38 Discussion of snack in regards to serving size. How many actually
eat one serving if the item contains more than one?
Couple of snack examples.

Checking for Understanding: Informal questions that reinforce understanding of food label, ingredients, serving size, and healthiness of snacks.
As well as the ability of each student to correctly find the nutritional facts when asked during the snack attack activity.
Formative/Authentic Assessment: Assessment will be after snack attack activity when class agrees on what snacks are healthy and a verbal
explanation from each student on reasons to eat healthier. Demonstration of verbal understanding of calories and how our body uses them
each day. As well as the ability of each student to correctly find the nutritional facts when asked during the snack attack activity.

Self Reflection:
(Teacher reflection of lesson after lesson is delivered to maintain or improve lesson.)