Amber Hartford

10/21/2016
Nutrition Food Label Lesson Plan
1. Learners and the Learning Environment
a. Engaging and Supporting Diverse Learning:
This class is a diverse group of learners. There are two students
with IEPs, both requiring more time for assignments, and
occasionally needing directions read to them. Luckily one of the
IEP students sits with his group of friends who are driven to do
well, and they help him along the way. He is very motivated to
learn, and to please his teachers, so getting him engaged in the
work is not a problem, he just needs a little more time. My other
IEP student has some behavioral issues, mostly stemming from
getting overwhelmed by class work. She is sweet, and funny, but
when the work starts to get more difficult she tends to give up.
To combat this I often help her order her thoughts before she
begins the work. We start off with the basic knowledge, and I let
her lead me through to the harder information. Once she
completes this I allow her to work independently or in a group. If
I see her begin to get frustrated I walk back over and have her
retrace her steps for me again.
The majority of the students in this class are animated and
chatty, which means they can easily get off task. I allow a few
detours from learning (usually in the form of a random science
question a student thought of) during the class just so they do
not go stir crazy. The good thing about this level of animation is
that most students are eager to be engaged and learn, making
this class much more enjoyable for all involved.
It is important to mention one students who has many behavioral
issues. He is one of the most intelligent students in the class, but
he does not like to work, or follow rules. He has a way of
distracting all the people around him as well, so often he needs
to be pulled aside, and worked with separately. He is contrary,
and likes to question his teachers, in a nonconstructive manner.
He enjoys metal music (he wears band shirts/ hoodies almost
every day) and follows the culture of blowing off school. He does
have a good backing, his father is very involved in his education.
To keep him on track I always try to relate what he is learning to
his life, because his favorite argument is to ask why he needs to
learn the topic.
 Some students are newer to the English language, and may need
more guidance with directions. These students are not fully ELL,
but sometimes need extra help understanding the tough
vocabulary found in a Biology classroom. I like to walk around to
their tables more, because often times they are embarrassed
raise their hands. If I walk by it gives them a way to talk to me
without bringing the attention of the class to themselves.
The ratio of boys to girls is 2:1, and the boys can be a bit rowdy.
They need to be reminded that we are not in a gym, and that
they cant touch each other or run around the classroom. With
this in mind, allowing for collaborative work lets them have more
freedom in the class while still keeping them on task.
Many of the students are involved in schools activities three are
in football, and four are in theatre. Using this knowledge,
learning can be brought to the students real life. Since this
lesson is on nutrition, we often refer back to how bad or good
nutrition effects their performance in afterschool programs.
a. Materials and Digital Tools Needed:
Students: whiteboards, dry erase markers, and their worksheets
from last week. The whiteboards as well as markers will be on
the lab tables for each group. The worksheets students worked
on, and discussed with the class, will be in students interactive
binders. For the Nutrition Labels lab, students need chrome
books, which have been checked out of the library, and access to
google classroom, which is provided by the school district.
Laptops will be located at the front of the classroom, in the
computer cart.
Teacher: projector and a white board to illustrate any molecules
students have trouble with. Additionally, I will need the
smartboard technology, to have students write on the board. The
projector and smartboard are already installed in the classroom,
so these are always available.
2. Outcomes and Assessment
a. State Standards and Student Outcomes:
HSCE standards B2.2A, B2.2C, B2.2D, B2.2E
1. B2.2A: Explain how carbon can join to other carbon atoms in
chains and rings to form large and complex molecules.
2. B2.2C: Describe the composition of the four major categories
of organic molecules (carbohydrates, lipids, proteins, and
nucleic acids).
3. B2.2D: Explain the general structure and primary functions of
the major complex organic molecules that compose living
organisms.
 Student Outcomes:
1. Students will be able to explain how carbon forms rings
and chains to make large molecules.
2. Students will be able to use the composition of the four
major categories of organic molecules (lipids,
carbohydrates, proteins and nucleic acids) to read nutrition
labels.
3. Students will be able to describe the major functions of
the four main organic molecules in a living body, and apply
this knowledge to provided food labels.
4. Students will be able to differentiate and list the major
monomers and polymers of the four biomolecules.
b. Assessment and Evaluation:
Assessment: Assessment will be in two parts, one assessment of
the bell work, and another of the food label analysis.
(a) Students will write their answers to the bell work on the
interactive white board, one macromolecule per group. The
students will be formatively assessed based on the answers
they write down, as well as additions provided by other
students, to add to the groups answer.
(b)Student knowledge of the food label lab will be assessed
based on the completion of the provided chart, seen below.
Evaluation: Student will be evaluated on their research, and
understanding of the nutritional labels being provided to them.
Evaluation will be based on completion of the chart, as well as
answers to the analysis. Research will lead students along
different paths, so completion is what will be evaluated. Attached
at the end of this lesson is the analysis form students will
complete. Answers will be grade based on research. A simple
rubric will be used for this lesson, giving credit for the research
completed.
4 3 2 1
Research Student Student Student Student does
researches researches researches not complete
every idea in answers to some topics, research,
the analysis all questions, but answers every
questions, and many question is
and goes completes all questions answered
above and with using no based on the
beyond to adequate evidence. students
provide evidence assumptions,
evidence of provided. not on fact.
their
 answers.
Quality of Student Student Student gives Student does
Answer eloquently details their some not complete
detail their research information the analysis
research, through the from their questions,
using questions, research, but and questions
complete including all do not use that are
sentences, the required complete answered do
and adding material. sentences, or not contain
extra do not complete
information complete sentences.
they feel is every part of
important. every
question.

3. Instructional Practice
a. Introduction: Students will be instructed to grab white boards and
dry erase markers. Students will be directed to the board at the
front of the class, on which the following chart will be posted:
Macromolecule Monomer Polymer
Carbohydrates
Lipids
Proteins
Nucleic Acids
Students will complete this chart, to review the definitions of
monomer and polymer, as well as relate them to the previously
discussed macromolecules.
Students will be reminded of the previous worksheets they have
in their interactive binders, because they completed this already,
just in the form of questions.
Groups will be allowed to discuss the bell work for about ten
minutes, depending on how quickly the students can fill out their
charts.
As students are working on their charts in groups, I will be
walking around asking questions, including Are there more than
one type of polymer for this macromolecule? and What exactly
is a monomer, and how does it compare to a polymer? Using that
information, what can you say about the composition of (insert
macromolecule)?
 Once student groups complete their charts, they will bring their
attention back to the front of the classroom. The interactive
white board will be opened, and student groups will come up to
the board and write their answers for one macromolecule each.
Students will get the chance to volunteer their group to answer
one of the rows, but if no group volunteers, I will choose them at
random.
If any students write partial answers, or those who arent exactly
correct, the class will be prompted to add. Some questions asked
by me will include Can anyone add to this? Are there any
other monomers/polymers not provided? Would anyone change
something that was written?
Throughout this lesson, students will be reminded to complete
their whiteboards, as they will have to have them completed to
get their laptop for the next part of class.
If any questions arise on the structure of the monomers,
polymers, or macromolecules, I will have a whiteboard available
to draw each of the molecules for the students, so they will be
able to see what we are talking about.
b. Instructional Procedure:
Once the bell work is complete, students will get their chrome
book out of the computer cart, based on their number in class.
Students will be instructed to get onto google classroom,
where they will be directed to the lab sheet for the nutrition
label lab. Students will be told that they need to pick fifteen of
the provided labels to investigate, and fill out the chart for
each label.
When students are logged onto google classroom, and open
the food label chart, I will pull it up on the whiteboard in front
of the class. Each column will be explained to the students as
a whole class. The numbering system will also be explained,
so students label the rows based on the label number, not just
1-15.
Once students understand the directions, they will be allowed
to begin looking at the labels, and collecting the data for the
chart.
Students will complete the table in google classroom. During
the independent work, I will be walking around the classroom,
making sure students are on task, and answering any
questions. Since the lesson is online, I will be monitoring their
computers as well, to make sure they are not accessing any
inappropriate websites. Once students reach the end of class,
 they will be asked to save their work and put the chrome
books back in the correct slot, plugging them in as they do.
c. Technology as an Effective Tool for Teaching and Learning:
As preparation for this lesson, various product websites were
used to get nutrition information, and many images of
nutrition labels were found online, so students can see exactly
how the labels are organized.
Students use chrome books and google classroom to
complete their assignments. Google classroom allows
students to be engage in the computers, so they dont have to
transfer their research from internet to paper. Skipping this
step gives students more time to research, instead of
worrying about getting the information where it needs to go, it
makes the lesson run smoother.
d. Closure: Students will answer the analysis questions (found on the
analysis sheet at the end of this lesson plan) after they collect data.
These questions will link the standards with the activity, so the
students will be able to see exactly how macromolecules tie into
everyday life. In addition to answering the analysis sheet questions,
I will ask students other questions to tap into their knowledge and
bring the lesson back to the main focus, the structures,
compositions, and functions of macromolecules. These questions
will also engage students in thinking about their own nutrition, and
their eating habits. Samples of questions that I will ask the students
include:
Thinking about how often you eat or drink these
foods/liquids, do you feel that they are impacting your health
in any way? If so, in what way?
Based on the function of the macromolecules we have
learned about, how would the ingredients on this label change
the chemistry of your body? (This includes the standards
directly into the lesson)
Do you think this type of food impacts your ability to
compete in sports, or to perform in any other activity?
After completing this lesson, do you think you should change
your eating habits?
Do you agree with the research you found? Do you feel that
nutrition is really a big deal, or do you feel that people are too
worried about nothing?
4. References and Resources:
Macpherson, Michael (2016) Food Label Analysis Worksheet and
Analysis Questions
 High School Content Expectations, Michigan Department of
Education pg. 14.
https://www.michigan.gov/documents/mde/Essential_Science_20
4486_7.pdf
5. Professional Responsibility: Teacher Reflection:
Many portions of this lesson went exactly as planned, and had many
great outcomes, the portions of the lesson that I feel had great
outcomes include:
a. The use of the interactive white board during the bell
work was a very helpful resource. It engaged
students, because they could physically write in front
of the others. I feel that any time you can get
students up and moving, they are going to be more
interested. The students also seemed to enjoy just
being able to write with the smartboard pen, because
they are always intrigued by any technology.
b. Using food labels for foods that students typically eat
was another successful portion of the lab. I was
worried that students may get distracted by the
labels because they would get into talking about
their favorite foods, but the opposite happened.
Students were more engaged with the lesson
because it did directly involve them and their health.
Some parts of this lesson did not got according to plan, and I will
change them in the future. These include:
a. Some links on google classroom did not get
entered correctly, which distracted students,
and got them off task. In the future I will check
the links the morning of before classes start,
and make any needed changes.
b. The analysis questions (again provided at the
end of this lesson) were great for getting
students involved in research, but there were a
lot of them, and it took a lot more time than
expected. In the future I will keep the analysis
questions, but condense them a bit, to allow
more time for the actually research, because
researching is a vital skill that every person
needs.
To better support student learning in the future, I will go over one row
of the chart with students. I will show them exactly how to read the labels,
and how to organize their information. This is one part of the lesson that I felt
was really lacking. Helping students through their first label would have
introduced them to how they are organized, and where they can find the
information they are looking for. Many students would say they couldnt find
a certain nutrition fact, but when they were guided through the label, they
located it. To do this in front of the whole class would make every student
more confident, and would eliminate any missed information caused by not
reading the label correctly.
By the end of class students were able to read the nutrition labels, and
point out the key nutrients we were discussing. Using the information from
previous lessons, when asked how a higher carb level would affect them,
students were able to answer that they would get more quick energy, but
then would crash afterwards. Using this, students were then able to see what
different levels of lipids and proteins would do to their bodies as well. When
going back to the macromolecules, students were also able to relate different
carbon bonding patterns to different functions. For example, one students
realized that fatty acids had long chains of carbon, which would make sense
since their function is long term energy storage.
Using the analysis questions, as well as the label chart, I will be able to
see where students excelled, and where they struggled. Students will receive
feedback from me indicating what needs to be worked on, and what was
completed well. After reading the questions, if many students had trouble
with a certain concept, the bell work for the next day will include this topic,
so we can go over any troubles the students have together. If all students
seem to get the material, then I will proceed with the next topic. Before any
testing will be completed a review sheet will be given to the students, with
new questions, as well as instructions to look back at this lab, as it lays out
the information in an easily readable way.

Food Label Lab Analysis

1. You can get an idea of the overall nutritional content of a food from the first (1 st) & second (2nd)
ingredients. Review all of your nutritional labels, what ingredient is found most often in the first &
second ingredients of each label? Is this beneficial to the health of the consumer or is it detrimental?
(Support your answer with reasoning)

2. Take a look at the Totinos Pizza Rolls ingredient list & youll find that they are not actually made
with cheese. Totinos Pizza Rolls utilizes a Mozzarella Cheese Substitute. Please provide an
explanation of what each of these ingredients are & any health issues they are related to below.

Ingredients What is it?

Water Liquid that accounts for 65-70% of the human body
Palm Oil From Palm Fruit; Rain Forest Deforestation to increase production

Rennet Casein

Modified Corn Starch

Soybean Oil

Potato Starch

Sodium Aluminum
Phosphate
Vital Wheat Gluten

Salt

Potassium Chloride

Citric Acid

Potassium Sorbate
(Preservative)
Sodium Citrate

Titanium Dioxide
(Artificial Color)
Maltodextrin

Magnesium Oxide

Zine Oxide
 Riboflavin

Vitamin A Palmitate

Vitamin B12

3. What is a TRANS FAT aka hydrogenated vegetable oil? Why are they detrimental to the health of
individuals? What is partially hydrogenated vegetable oil?

4. What type(s) of fat(s) provide the greatest increases in health? Where do they come from ?

5. Spirulina is the most protein dense food on earth with 58 grams of protein per 100 grams. What is
it? Where can you get it? What are its benefits?

6. What Macromolecules are not included in the food labels? Justify your answer as to why you
think they are not included.

7. Based on the Carbohydrate, Lipid & Protein contents of each food, which foods (at least 5) would
you choose to provide yourself with the nutrition necessary to build a strong body & mind? Explain
why you choose each food.

8. What is added sugar? Why is it a danger? Please provide 10 different names companies use to
hide added sugar.

9. The Edsel Ford Special! The ingredients in the table below are found in Diet Mountain Dew &
Diet Mountain Dew Code Red. Please complete the following table identifying what affect each of
these ingredients has on your health.

Diet Mountain Dew/Diet Mountain Dew Code Red

Carbonated Water

Citric Acid

Potassium Benzoate (preserves

freshness)
Natural Flavor

Citrus Pectin

Aspartame

Potassium Citrate
 Caffeine

Acesulfame Potassium

Gum Arabic

Calcium Disodium EDTA (to

protect flavor)
Red 40

Brominated Vegetable Oil

Yellow 5

Blue 1

Phenylketonurics (Contains
Phenylalanine)
Phenylalanine