Lesson Title SLOs Assessment Key Questions Learning Activities Instructional Equipment/

related to this Strategies Resources/

Lesson Technology

1. Energy W-9.5 Observation Do students You are what you eat Direct -Blocks, sugar
Drinks/Fast W- (F) understand the large (block/sugar) game Instruction packets,
Food/Junk 9.10 amounts of sugar spoons
Food Food log (S) and fat in typical fast Cafeteria Food Peer Instruction
food meals or -Copies of
Detective
(Friday Class) popular junk food weekend food
choices? log
Assignment: Weekend
food tracker

2. Canadas Food Observation Do students Fill in the blank Direct -Handouts of

Guide W-9.4 (F) understand macro worksheet Instruction Canada's
W-9.5 nutrients and what Food Guide
& W- they do for the Nutrition Jeopardy
9.10 human body?
Nutrition Analyzing their intake
Basics Do students have an based on Canadas
understanding of the recommended daily
recommended food intake
intakes in the
Canada Food
Based on what they
Guide?
find, writing one
nutritional goal for the
Can students use
week. They will check
the information
in on Friday to see if
learned to do an
they met their goal
analysis of their food
log?

3.
Customized W-9.4 Observation Do students have an Discussing calories in Direct -25 copies of a
Nutrition W-9.5 (F) understanding of versus calories out Instruction meal plan
W- customized nutrition Talking about an template
(Meal Planning 9.10 Food Log (S) based on activity and athletic needs versus
 R-9.1 age? a non athletic -
Healthy Eating Meal Plan Create weekly meal
on a Budget) (S) Can students create plan that falls under a
a weekly meal plan given budget
based on their
individual needs?

4. Body types
Body Image W-9.4 Observation Do students (endomorph, etc.) Direct
(F) understand the Analyzing Instruction
different types of advertisements
body types? Draw a Disney
character with a more
Can students realistic body
analyze and
understand the
negative effects
advertisements have
on body image?

5. Supplements Direct
& Dangerous W-9.4 Observation Can students Dangerous diet Instruction
diet extremes (F) recognize false extremes
W-9.5 claims made by Supplements
Goal Setting W- Goal Setting diet/supplement Goal setting
9.10 (F) companies?
R-9.1
Do students know
the dangers of too
much
supplementation?

Can students set

SMART goals
related to nutrition
and personal body
image?
6.
Sleep Do students
understand how
(Friday) sleep is an important
piece of the puzzle
to healthy living?
Introduction

In this unit, students are to learn about nutrition and healthy living as well as body image. I want to include
nutritional information as well as teach the class how to apply this in real lie. One class will be focused on
meal planning, budgeting for healthy food, and meal prep in the hopes that the skills learned will carry
over into students future.

Body image will also be discussed. Students will discuss hidden messages in modern advertisements and
TV. On the second day, they will discuss eating disorders, supplements, and how to set realistic goals
when it comes to their eating and exercise habits.

SLOs

W-9.4 analyze and develop strategies to reduce the effects of stereotyping on body image; e.g. health
risks of altering natural body size/shape to meet the media ideal

W-9.5- develop strategies that promote healthy nutritional choices for self and others; e.g. adopt goals
that reflect healthy eating, encourage the placement of nutritious food in vending machines

W-9.10 assess the quality and reliability of health information provided by different sources; e.g. on the
internet.

R-9.1 identify strategies to foster positive feelings/attitudes

Unit Plan Goals

To give help students understand the basic fundamentals of nutrition

To teach students how to meal plan, budget, and meal prep in hopes they will use these skills in
the difference
That students will be able to recognize and critically analyze body image messages they see in
advertisements, TV and movies

Key Questions/Ques

Do students understand the large amounts of sugar and fat in typical fast food meals or popular
junk food choices?
Do students understand macro nutrients and what they do for the human body?
Do students have an understanding of the recommended food intakes in the Canada Food
Guide?
Can students use the information learned to do an analysis of their food log?
Do students understand the different types of body types?
Can students analyze and understand the negative effects advertisements have on body image?
Can students recognize false claims made by diet/supplement companies?
Do students know the dangers of too much supplementation?
Can students set SMART goals related to nutrition and personal body image?
Do students understand how exercise & sleep are the two final pieces to healthy living?
FINAL SUMMATIVE EVALUATION (SCORE: / ?? points)

Self-Evaluation- Final evaluation where student grades reflects on their participation in

class and reflect on what their mark should be. (20 points)

Food log- Students will log their food consumed over the weekend. This food log will be

used in a future lesson to help them better understand their food choices. (5 marks)

Meal Plan- Students will plan out a one week meal plan of all three meals and snacks.

They will do so also using budgeting techniques to keep the weeks groceries or this

meal plan realistic. (7 marks)

Participation/Attitude- Student participated in activities and demonstrated a good

attitude throughout the unit. (?? points)

 Lesson 1- Energy Drinks/Fast Food/Junk Food
Unit: Healthy Eating/Body Image Lesson Duration: 40 minutes

SPECIFIC OUTCOMES FROM ALBERTA LEARNING OBJECTIVES Formative & Summative

PROGRAM OF STUDIES
(2-3, clear, and measurable) ASSESSMENTS (How
will you know they met
learning objectives?)
Students will:

W-9.4 analyze and develop 1. Understand the large amounts of

strategies to reduce the effects of
stereotyping on body image; e.g.
health risks of altering natural body
size/shape to meet the media ideal
W-9.5- develop strategies that
promote healthy nutritional choices
for self and others; e.g. adopt goals
that reflect healthy eating,
encourage the placement of
nutritious food in vending machines
sugar and fat typically in fast food Observation (F)
meals and junk food choices
Food log (S)
2. Find reliable internet sources to
help them break down the
nutrient content of the schools
cafeteria meals

W-9.10 assess the quality and

reliability of health information
provided by different sources; e.g.
on the internet

LEARNING RESOURCES CONSULTED

Resource #1: myfitnesspal.com

INSTRUCTIONAL STRATEGIES

MATERIALS/ EQUIPMENT/ GYM SET UP

- You Are What You Eat - Junk Food PowerPoint

- Wood Blocks/Spoons/Sugar Packets = Food Kit
- Energy Drinks (empty bottles)
- Buzz In a Bottle (Video)
- Fast Food Jeopardy but not jeopardy
- Nutrition Planning Sheet

Prior to Lesson:

PROCEDURE
Introduction (2 min.):
(hook, pre-assessment, connection to curriculum, focus/learning area, expectations, Transition, groupings, overview)
Assessment

For the last week of class we are going to be talking about healthy eating and
body image. This is an important topic to learn about now because it will help
you make healthy decisions in the future.
 Body (35 min.):
Formative & Summative Assessments, Key Content Areas, Game/Activity Rules & Expectations, Specific Learner Considerations: Transitions

Lesson Activity #1: Class Poll (5 minutes)

Have students get out phones and go through 7 question Kahoot survey. Observation (F)
Questions include: Food log (S)
How often do you eat fast food?
How often do you eat chips, chocolate, or candy?
How often do you eat vegetables?
How often do you drink pop?
How often do you drink sports drinks?
How often do you eat fruit?
How often do you drink energy drinks?

SAY: We are going to spend the next several days talking about nutrition and
how to use food as fuel for our bodies.

Lesson Activity #2: Game- Whats in Your Food? (15 minutes)

- Have students get into partners. Each pairing will need a food kit.
Each food kit is equipped with wood blocks, spoons and sugar packets
needed to complete the assignment

- Open the You Are What You Eat PowerPoint. Go through the images
and have students recreate the volume of sugar and fat, associated
with the common foods from fast food restaurants, corner stores and
vending machines, utilizing their food kits.

Lesson Activity #3: Cafeteria Food Detective (15 minutes)

N groups, students will each take one menu item from this weeks cafeteria
menu and use online resources to break down the meal and estimate the
calories, sugar and fat in these meals.

Assign partners which menu item to research.

When everyone is done, go around and share with the class.

Lesson Activity #4: Weekend Assignment- Tracking (5 minutes)

Students to track food and exercise for Saturday/Sunday.

They can use paper log handed out in class or download an app like
MyFitnessPal to store the information.

SPONGE ACTIVITY:
 Fast Food Jeopardy 36 total questions May or may not use all
questions time dependent.
Handout and go through energy drink tag line sheet and have students
complete

Closure (3min.): * Connect your closure with learning objectives*

Consolidation/Assessment of Learning, Feedback from Students, Feedback to Students, Transition to Next Lesson
Assessment
FOOD LOG IS IMPORTANT!

Lesson Reflections (After you teach):

What went well:

What can be improved upon:

Describe how the students met your lesson objectives:

 Lesson 2- Canadas Food Guide & Nutrition Basics
Unit: Healthy Eating/Body Image Lesson Duration: 72 minutes

SPECIFIC OUTCOMES FROM ALBERTA LEARNING OBJECTIVES Formative & Summative

PROGRAM OF STUDIES
(2-3, clear, and measurable) ASSESSMENTS (How
will you know they met
learning objectives?)
Students will:

W-9.5- develop strategies that

promote healthy nutritional choices
for self and others; e.g. adopt goals
that reflect healthy eating,
encourage the placement of
nutritious food in vending machines
W-9.10 assess the quality and
reliability of health information
provided by different sources; e.g.
on the internet
1. Understand macro nutrients and Observation (F)
what they do for the human body
2. Explore the recommended food
intakes in the Canada Food
Guide
3. Apply the information learned in
class to do an analysis of their
food log

LEARNING RESOURCES CONSULTED

Resource #1:

INSTRUCTIONAL STRATEGIES

MATERIALS/ EQUIPMENT/ GYM SET UP

Copies of the Canada food guide
21 copies of the fill in the blank worksheet
21 copies of Food Analysis checklist

Prior to Lesson:

PROCEDURE
Introduction (2 min.):
(hook, pre-assessment, connection to curriculum, focus/learning area, expectations, Transition, groupings, overview)
Assessment

Body (65 min.):

Formative & Summative Assessments, Key Content Areas, Game/Activity Rules & Expectations, Specific Learner Considerations: Transitions

Lesson Activity #1: Nutrition- Fill in the Blanks (20 minutes)

- Hand student fill in the blank nutrition PowerPoint sheets out. Observation (F)
- Go through the PPT with the class and have them fill in the items Food log (S)
missing from their copy of the presentation

- Open the image of the food label (In the PowerPoint). Go through the
 nutrients on the food label and show students how to read a label.
Have students fill in the information from the food label on their copy of
the notes packet. ie. How much protein is in the sample, calories,
portion size, etc.

Lesson Activity #2: Analyzing their Food with the Food Guide (10
minutes)

Pull up food guide on slide and tell students we are going to go into more
details after trying to use it to analyze their food logs.

Using the food guide for recommended daily intakes have students look at their
two day food log and see where they met recommendations and where they
didnt. Use worksheet

*** Have the portion sizes implements out so they can see what constitutes ***

ASK: Did anyone have any issues when doing this analysis? What are some
problems with the food guide?

Lesson Activity #3: Canada Food Guide (10 minutes)

- Go through the Canada Food Guide and how to utilize it.

- Discuss issues that may/may not exist with the Canada Food Guide.
What are its merits? What are its drawbacks?

Changes that have been made over the years have improved it,
but it is still lacking.

Choices let you off the hook by still incorporating negative foods
and processed foods in the most often choice category (Choose
most often, sometimes, least often)

Issues surrounding grains/wheat and gluten. Gluten = Food Glue.

No nutritional value associated.

Issues surrounding milk. Processing of milk, meeting demand via

hormones and over farming

Overwhelming knowledge of overweight and diabetic population. If

it didnt work for the last 100 years should we really keep doing the
same thing hoping for a different result.

Incorrect balance of nutrients to support diabetic epidemic

Lesson Activity #4: Nutrition Jeopardy (15 minutes)

Let students break up into groups of 4-5 and create a scoreboard on the
whiteboard to track money.

See if there is a volunteer who wants to manage the score board.

Lesson Activity #5: Setting A Goal (15 minutes)

We will talk more about goal setting at the end of the unit. But ask students to
commit to one nutritional goal for the week. It can be drinking more water,
eating more veggies, avoiding poop, tell them to write it on a post it note and
stick it on the wall.

Closure (3min.): * Connect your closure with learning objectives*

Consolidation/Assessment of Learning, Feedback from Students, Feedback to Students, Transition to Next Lesson
Assessment

Lesson Reflections (After you teach):

What went well:

What can be improved upon:

Describe how the students met your lesson objectives:

 Lesson 3- Customized Nutrition
Unit: Healthy Eating/Body Image Lesson Duration: 72 minutes

SPECIFIC OUTCOMES FROM ALBERTA LEARNING OBJECTIVES Formative & Summative

PROGRAM OF STUDIES
(2-3, clear, and measurable) ASSESSMENTS (How
will you know they met
learning objectives?)
Students will:

W-9.5- develop strategies that

promote healthy nutritional choices Do students have an understanding of Observation (F)
for self and others; e.g. adopt goals customized nutrition based on activity and
that reflect healthy eating, age?
encourage the placement of
nutritious food in vending machines Can students create a weekly meal plan
based on their individual needs?
W-9.10 assess the quality and
reliability of health information
provided by different sources; e.g.
on the internet

LEARNING RESOURCES CONSULTED

Resource #1: https://www.choosemyplate.gov/myplate-daily-checklist-input/spanish
https://www.niddk.nih.gov/health-information/health-topics/weight-control/take-charge-your-health/Pages/take-
charge-your-health.aspx
https://choosemyplate-
prod.azureedge.net/sites/default/files/myplate/checklists/MyPlateDailyChecklist_3000cals_Age14plus.pdf
https://www.hsph.harvard.edu/news/press-releases/healthy-vs-unhealthy-diet-costs-1-50-more/
https://grainddiction.files.wordpress.com/2012/05/healthy-eating-on-a-budget-2.jpg

INSTRUCTIONAL STRATEGIES

MATERIALS/ EQUIPMENT/ GYM SET UP

Food budgeter worksheet

Prior to Lesson:

PROCEDURE
Introduction (2 min.):
(hook, pre-assessment, connection to curriculum, focus/learning area, expectations, Transition, groupings, overview)
Assessment
We talked about nutrition including the Canada Food Guide, but those are general
guidelines. Guidelines made for the average person.
Today we are going to talk about customizing your nutrition based on you and your
personal needs.

Body (65 min.):

Formative & Summative Assessments, Key Content Areas, Game/Activity Rules & Expectations, Specific Learner Considerations: Transitions
Lesson Activity #1: Nutrition- Every Person Has Different Needs (20
minutes)
Observation (F)
Yesterday we discussed calories and how to maintain, gain or lose weight, you
have to balance your calories. The more active you are, the more calories you Food log (S)
need per day. Males need more than females.
Meal Plan (S)
PP presentation.

Weight Loss slide, tell them that we are not addressing healthy eating for
weight loss in this unit. But if we are talking calories in and out we need to say
to see a professional before trying a weight loss program and to do so SAFE.

Some teens try to lose weight by eating very little; cutting out whole
groups of foods like foods with carbohydrates, or "carbs;" skipping
meals; or fasting. These approaches to losing weight could be
unhealthy because they may leave out important nutrients your
body needs.

In fact, unhealthy dieting could get in the way of trying to manage

your weight because it may lead to a cycle of eating very little and
then overeating because you get too hungry. Unhealthy dieting
could also affect your mood and how you grow.

Athletes & Nutrition If you participate in sports you require more food
because youre burning more energy.

SAY: You are going to get your customized calories and food serving
recommendation from the U.S. National Choose My Plate website.

https://www.choosemyplate.gov/myplate-daily-checklist-input/spanish

Enter your age, weight, height, and activity levels

Get a customized suggested caloric intake and food servings
Page 2- Think of your favourite foods in each category

Hold on to these pages for your next activity.

Lesson Activity #2: Budget Healthy Eating (30 minutes)

Youre going to learn to create a meal plan but it also has to come in under
budget. It has been proven that eating healthy is more expensive, but with
careful planning it doesnt have to be.

Tips for Healthy Eating on a Budget slides.

Meal plan. Open Microsoft Word Templates and type in Meal Planner for a
create weekly meal planning template. Use the list of your favourite foods in
each food group you listed, and plan your meals accordingly.

A great way to keep things under budget is to eat similar meals. Ex. If you buy
rice, create different rice dishes for your meals.

Think of the various budget items discussed and try and incorporate them into
your meals.

After your meal plan is done, you are going to see if you can come in under an
$80 budget.

Budget. Next, go to the Superstore website and price out the items you created
on your weekly menu. Use the budget table worksheet to help you.

Did your meal plan come under budget?

Closure (3min.): * Connect your closure with learning objectives*

Consolidation/Assessment of Learning, Feedback from Students, Feedback to Students, Transition to Next Lesson
Assessment
Questioning: Who was able to make a meal plan under budget? What did you think of
this exercise? Did it help? Questioning (F)

Turn in your food log & meal plan today for marks.
Lesson Reflections (After you teach):
What went well:

What can be improved upon:

Describe how the students met your lesson objectives:

 Lesson 4- Body Image
Unit: Healthy Eating/Body Image Lesson Duration: 72 minutes

SPECIFIC OUTCOMES FROM ALBERTA LEARNING OBJECTIVES Formative & Summative

PROGRAM OF STUDIES
(2-3, clear, and measurable) ASSESSMENTS (How
will you know they met
learning objectives?)
Students will:

W-9.4 analyze and develop

strategies to reduce the effects of
stereotyping on body image; e.g.
health risks of altering natural body
size/shape to meet the media ideal
Can students recognize false claims Observation (F)
made by diet/supplement companies?
Do students know the dangers of too
much supplementation?

Can students set SMART goals

related to nutrition and personal
body image?
LEARNING RESOURCES CONSULTED
Resource #1:

INSTRUCTIONAL STRATEGIES

MATERIALS/ EQUIPMENT/ GYM SET UP

10-15 Copies of Disney Colouring Sheets

Prior to Lesson:

PROCEDURE
Introduction (2 min.):
(hook, pre-assessment, connection to curriculum, focus/learning area, expectations, Transition, groupings, overview)
Assessment
Today we are talking about body image. What it is, and how we are influenced.

Body (65 min.):

Formative & Summative Assessments, Key Content Areas, Game/Activity Rules & Expectations, Specific Learner Considerations: Transitions

Lesson Activity #1: What is Body Image? (20 minutes)

Slides
Two Youtube videos- One for each gender Observation (F)

Lesson Activity #2: The Four Body Types (10 minutes)

Ectomorph

Definitive "Hard Gainer"

 Delicate Built Body

Flat Chest

Fragile

Lean

Lightly Muscled

Small Shouldered

Takes Longer to Gain Muscle

Thin

Mesomorph

Athletic

Hard Body

Hourglass Shaped (Female)

Rectangular Shaped (Male)

Mature Muscle Mass

Muscular Body

Excellent Posture

Gains Muscle Easily

Gains Fat More Easily Than Ectomorphs

Thick Skin (means they tan better)

Endomorph
 Round Physique

Soft Body

Underdeveloped Muscles

Weight Loss is Difficult

Gains Muscle Easily

May have stalky appearance (more developed upper

body than lower)

Combination

Very frequently, people fall into mixed categories, such as ecto

mesomorphs, or endo mesomorphs, where largely, they are like
the mesomoph, but with traits of the ectomorph (such as small
joints or a trim waist), or traits of the endomorph (such as a
tendency to gain fat easily).

Lesson Activity #3: Society & Body Image (10 minutes)

Read through slides.

As a class, go through a few of the ads from the 4th R and talk about the
message from those ads.

Lesson Activity #4: Realistic Disney Characters (15 minutes)

Draw a Disney character with a more realistic body. If time, share with class
how you changed them and why.

Sponge Activity: Videos

http://www.youtube.com/watch?v=U8qSRMYEia8 (8:35) Body Image
http://www.youtube.com/watch?v=4ytjTNX9cg0&feature=related (2:41) Dove film- a girls self esteem
http://www.youtube.com/watch?v=QGCpMOmZ_3s&feature=related (6:03) Male body image-part 1
http://www.youtube.com/watch?v=mZchVttd3Xs&feature=related (6:41) Male body image-part 2

Closure (3min.): * Connect your closure with learning objectives*

Consolidation/Assessment of Learning, Feedback from Students, Feedback to Students, Transition to Next Lesson
Assessment
Self improvement is a good thing, but it has to be realistic and true to you.
Lesson Reflections (After you teach):
What went well:

What can be improved upon:

Describe how the students met your lesson objectives:

 Lesson 5- Supplements, Eating Disorders & Goal Setting
Unit: Healthy Eating/Body Image Lesson Duration: 72 minutes

SPECIFIC OUTCOMES FROM ALBERTA LEARNING OBJECTIVES Formative & Summative

PROGRAM OF STUDIES
(2-3, clear, and measurable) ASSESSMENTS (How
will you know they met
learning objectives?)
Students will:

W-9.4 analyze and develop

strategies to reduce the effects of Observation (F)
stereotyping on body image; e.g. 1. Be able to analyze false claims
health risks of altering natural body made by diet/supplement
size/shape to meet the media ideal companies.

W-9.5- develop strategies that 2. Understand the dangers of using

promote healthy nutritional choices supplements improperly.
for self and others; e.g. adopt goals
that reflect healthy eating,
encourage the placement of
nutritious food in vending machines

W-9.10 assess the quality and

reliability of health information
provided by different sources; e.g.
on the internet.

R-9.1 identify strategies to foster 3. Set SMART goals related to Written Goal (F)
positive feelings/attitudes nutrition and personal body
image

LEARNING RESOURCES CONSULTED

Resource #1:

INSTRUCTIONAL STRATEGIES

MATERIALS/ EQUIPMENT/ GYM SET UP

Prior to Lesson:
- Open supplement video and have ready
- Open the sponge videos for if there is time at end of day

PROCEDURE
Introduction (2 min.):
(hook, pre-assessment, connection to curriculum, focus/learning area, expectations, Transition, groupings, overview)
 Assessment
ASK: What is body image?
ASK: Why do you think we talk about nutrition and body image in the same unit?

Show slide 1- After ASK: What are the three body types?
Show slide 2

Body (65 min.):

Formative & Summative Assessments, Key Content Areas, Game/Activity Rules & Expectations, Specific Learner Considerations: Transitions

Lesson Activity #1: Eating Disorders (20 minutes)

Anorexia Nervosa Observation (F)

Anorexia is an eating disorder characterized by an abnormally low body weight,
intense fear of gaining weight and a distorted perception of body weight. People
with anorexia place a high value on controlling their weight and shape, using
extreme efforts that tend to significantly interfere with activities in their lives.

To prevent weight gain or to continue losing weight, people with anorexia

usually severely restrict the amount of food they eat. They may control calorie
intake by vomiting after eating or by misusing laxatives, diet aids, diuretics or
enemas. They may also try to lose weight by exercising excessively.

No matter how weight loss is achieved, the person with anorexia has an intense
fear of gaining weight.

Anorexia can be very difficult to overcome. But with treatment, you can gain a
better sense of who you are, return to healthier eating habits and reverse some
of anorexia's serious complications.

Binge Eating

Like bulimia, binge eaters consume an excessive amount of food in one sitting.
However, binge eaters do not purge their calories. Instead, they deal with
feelings of extreme shame or guilt from the binge-eating habits.

Binge eaters withdraw from social situations because of their

shame and guilt associated with food.
Binge eating can lead to medical problems such as: heart disease,
type II diabetes, or high cholesterol or blood pressure.
Binge eating can be treated with different types of therapy or anti
depressant or anxiety medications.

Eating Disorders Not Otherwise Specified (EDNOS)

In addition to the above mentioned eating disorders, there are also other eating
disorders that do not fit in those categories. These are described as EDNOS, or
eating disorders not otherwise specified. They are disorders involving food that
causes significant distress or impairment on an individual, but does not meet
the criteria for the specific eating disorders. Some examples of these include:

Anorexia nervosa where an individuals weight is not below normal.

Bulimia nervosa with less frequent purging behavior,
 Binge-eating with less frequent binging occurrences.
Purging without binge eating.
Night eating syndrome in which excessive food is consumed after
hours.
Orthorexia

ASK: What are some of the potential reasons a person will develop an eating
disorder?

Read through slides

Finish with video.

*** BRAIN BREAK *****

Lesson Activity #2: The Dangers of Supplements (20 minutes)

Open by saying unhealthy weight loss or gain is not always in the extreme form
of eating disorders. Many people think that supplements are a healthy and
natural way to meet their body goals.

*** Show video *******

Caffeine- Caffeine has been shown to increase endurance, improve alertness

and concentration, reduce perceived exertion and pain and enhance
performance in some sports. However, at high doses, it poses a number of
risks, including increased heart rate, changes in heart rhythm, dehydration,
sleep problems and addiction.

Creatine

Studies do suggest that it is effective in the short term, when used with
a carefully designed training program. However, there are still no
studies showing that it is safe over the long term, and it has not been
tested in teenagers.

known side effects include weight gain and muscle cramps and an increased
risk of heat illness associated with dehydration. There have also been individual
reports of kidney problems, high blood pressure and heart problems from
creatine use. As a result, major sports organizations strongly discourage young
athletes from using it.

Whey Protein: Even athletes who are training hard should not eat more than 2
g of protein per kilogram of body weight per day. The body cannot use it, and
too much may be harmful.

Diet Pills

** Read from Slide then tell this story ***

The popular weight loss aid Hydroxycut was recalled and banned in 2004 when
the FDA discovered that the product contained a toxic ingredient.

The company reformulated their diet pills and began selling them again.
Just five years later in 2009, Hydroxycut was recalled and banned once more
after a 19-year-old user died and 23 people reported significant liver damage.

The FDA warned the public not to use Hydroxycut diet pills.

However, the company once again reformulated its product and got it back on
the market, where it remains available today.

Quackery Assignment- Using phones, students will look for two

advertisements for a supplement or diet pill company and answer the questions
given on the assignment sheet.

Lesson Activity #3: Goal Setting (10 minutes)

Explain the process of how to write a SMART goal.

Talk to your elbow partner and try to set a SMART goal based on this course.

Based on your food log, your analysis, and everything weve been over- you are
going to set two SMART goals related to your health for the year.

Read through as a class.

Sponge Activity: Videos

http://www.youtube.com/watch?v=U8qSRMYEia8 (8:35) Body Image
http://www.youtube.com/watch?v=4ytjTNX9cg0&feature=related (2:41) Dove film- a girls self
esteem
http://www.youtube.com/watch?v=QGCpMOmZ_3s&feature=related (6:03) Male body image-part 1
http://www.youtube.com/watch?v=mZchVttd3Xs&feature=related (6:41) Male body image-part 2

Closure (3min.): * Connect your closure with learning objectives*

Consolidation/Assessment of Learning, Feedback from Students, Feedback to Students, Transition to Next Lesson
Assessment

Lesson Reflections (After you teach):

What went well:

What can be improved upon:

Describe how the students met your lesson objectives:

 Lesson 6- Exercise & Sleep
Unit: Healthy Eating/Body Image Lesson Duration: 40 minutes

SPECIFIC OUTCOMES FROM ALBERTA LEARNING OBJECTIVES Formative &

PROGRAM OF STUDIES Summative
(2-3, clear, and measurable)
ASSESSMENTS
(How will you know
Students will:
they met learning
objectives?)

W-9.4 analyze and develop strategies

to reduce the effects of stereotyping on Do students understand how exercise & Observation (F)
body image; e.g. health risks of sleep are the two final pieces to healthy
altering natural body size/shape to living?
meet the media ideal

W-9.5- develop strategies that promote

healthy nutritional choices for self and
others; e.g. adopt goals that reflect
healthy eating, encourage the
placement of nutritious food in vending
machines

W-9.10 assess the quality and

reliability of health information
provided by different sources; e.g. on
the internet.

Students will identify how being

R-9.1 identify strategies to foster Written Goal (F)
physically active and getting
positive feelings/attitudes
adequate sleep promote mental
health. Using the Sleep and
Bedtime Activities Diary, students
track their sleep for a week.
Students will analyze the impact of
inadequate or poor quality sleep e.g.,
how does this impact school
functioning and day-to-day life, what
steps could you take to improve sleep
quality and quantity.

LEARNING RESOURCES CONSULTED

Resource #1: https://science.education.nih.gov/supplements/nih3/sleep/guide/nih_sleep_masters.pdf
http://www.nytimes.com/2011/05/24/health/24brody.html
http://www.albertahealthservices.ca/assets/programs/ps-7344-active-living-gr8.pdf
INSTRUCTIONAL STRATEGIES

MATERIALS/ EQUIPMENT/ GYM SET UP

Prior to Lesson:

PROCEDURE
Introduction (2 min.):
(hook, pre-assessment, connection to curriculum, focus/learning area, expectations, Transition, groupings, overview)
Assessment

Body (35 min.):

Formative & Summative Assessments, Key Content Areas, Game/Activity Rules & Expectations, Specific Learner Considerations: Transitions

Lesson Activity #1: Sleep (25 minutes)

Worksheet- What do you know about sleep? (7-8 minutes) Observation (F)
https://science.education.nih.gov/supplements/nih3/sleep/guide/nih_sleep_master
s.pdf

Go through answers and discuss with class.

Teens & Sleep- (4 minutes)

ASK: Have students pull out a piece of paper and write down the average time
they go to bed and wake up on weeknights and on weekends.

Have them share and compare with their elbow partners.

ASK: Get a sense on the average amount of hours the class gets at night.

Teens & Sleep PowerPoint (5 minutes)

Teenagers need more sleep than adults eight and a half to nine and a quarter
hours a night, according to the sleep foundation but the times at which they get
sleepy and are able to awaken naturally and feel rested shift in a way that does
not mesh with the start times at most schools.

Review- How are the sleep needs of teens different from those of younger
children and adults?

Describe the disconnect between the natural sleep rhythms of most teens and the
start of the school day in most school districts.

Sleep Deprivation: Ask class what happens to them if they dont get a good
nights sleep. Compare their answers with those on the PP.

Exercise: Ask them to write down on a post it, one thing that keeps them from
getting enough sleep. If they have more than one, use a different post it from each.
Then have them stick them to the whiteboard keeping post its with similar reasons
together.

Reflect on what the most popular reasons are and what they can do about it.
 Stay away from stimulants like caffeine in the evening, including
chocolate, colas, and other caffeinated beverages. These delay sleep and
increase night waking.

Video (6 minutes)
https://www.youtube.com/watch?v=3eLfn7Ewx_s&t=221s

Lesson Activity #2: Self Evaluation (5 minutes)

Sponge Activity:
https://www.youtube.com/watch?v=SVQlcxiQlzI
https://www.youtube.com/watch?v=_FG9mLXLdHU&t=13s

Closure (3min.): * Connect your closure with learning objectives*

Consolidation/Assessment of Learning, Feedback from Students, Feedback to Students, Transition to Next Lesson
Assessment
Thank them for participating in classes and wish them luck.

Remind anyone who owes assignments to turn them in!

Lesson Reflections (After you teach):

What went well:

What can be improved upon:

Describe how the students met your lesson objectives: