Lesson Plan Title: Recipes from All Over

Date: TBA
Subject: Health Science 20 Grade: 11
Topic: Nutrition Essential Question: How can you assess nutritional value
from recipes?

Materials:
- Each student will bring a recipe from their family heritage or one they have found online.
-My Irish stew:
https://www.thespruce.com/traditional-irish-stew-recipe-435757
-smart phones or ipads
-Appendix A- Nutrition Bingo
Stage 1- Desired Results – you may use student friendly language

What do they need to understand, know, and/or able to do?

-students will be able to determine the macro and micronutrients present within the recipe.
-students will be able to work collaboratively and gain a deeper understanding of different individual
cultural background.

Broad Areas of Learning:

Engaged citizens- By investigating different cultures, students will have to think about the world
around them. They will be given the opportunity to see how their recipe may be similar or different to
other students around them.
Sense of self, community and place- Students will gain an understanding of how different cultures
view nutrition differently and have an appreciation for the differences between different cultures.
Lifelong learners-information students learn from this lesson how to work as a group and to be
culturally responsive. Students will gain a deeper appreciation of the similarities among various
cultures. Students will take the information from this lesson and be able to critically analyze future
recipes.

Cross-Curricular Competencies:
Developing thinking-students will be given the opportunity to construct the knowledge to make sense
of the world around them. They will build on what they already know to make observations of various
recipes from various students.
Developing identity and interdependence- students will be given the opportunity to lead others in
discussion and also be active members within the group. They will work together to reach a common
goal of blacking out the whole bingo sheet.
Developing literacies-students will read their recipes and other students recipes and develop their
abilities to interpret information given from this activity.
Developing Social responsibility- In group work students will work harmoniously with each other to
reach a common goal.
Outcome(s): HS20-Nu20Analyze dietary choices based on personal and cultural beliefs and scientific
understanding of nutrition. ([SI, CP])

PGP Goals:

2.3 Knowledge of First Nation, Metis, and Inuit culture and history.


4.2 The ability to incorporate First Nations, Inuit, and Metis knowledge, content and perspectives in
all subject areas.

1.4 a commitment to service and the capacity to be reflective, lifelong learners and inquirers.

-encourage students to be life-long learners and see the benefits of assessing recipes. That the
strategies of looking at the macro and micronutrients are beneficial in their day to day lives.

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help determine next
steps.
-start class with a review of yesterday’s lesson. Ask students questions and gauge their understanding
of content. Demonstrate how to analyze a recipe and ask students if they have any questions.
Monitor the room during the partner activity to ensure they are able to determine what
macronutrient and micronutrients are present within their recipes.

Assessment OF Learning (summative) Assess the students after learning to evaluate what they have
learned.
-students will hand in their information surrounding the macro and micronutrients present within
their recipe.
Stage 3- Learning Plan

Motivational/Anticipatory Set (introducing topic while engaging the students) (5 mins)

Students will be asked to all bring in a recipe that is apparent of illustrative of their culture. If their
family doesn’t have a recipe they can chose any culture and find a recipe from that culture. Open
ended guided Questions- How can food and nutrition be a way a culture expresses themselves?

Main Procedures/Strategies:
Review(10 mins) - review the concepts of macronutrients and micronutrients. Make a word bank of
different examples of micronutrients and macronutrients.
Introduction(10 mins) - show on the board a recipe I brought from my culture. The link is an example
of my recipe. By using my own recipe, I will explain what macro and micronutrients are present in my
recipe.

Partner work(10 mins) -students will be put into pre-determined groups, In the groups they must
explain the recipe they brought to their partner. Together they will make a list of the macro and
micronutrients that were present within the recipe. They can use their smart phones or the ipads to
help determine what maco and micronutrients are present.

Bingo (20 mins) They will then play macro and micronutrient Bingo. Students must go around the
room asking for different micro or macronutrients present within another student’s recipe. If the
student has that macro or micronutrient they will write the students name and name of recipe.

Adaptations/Differentiation:
-EAL students will be given guided notes and will be placed in master groups with students that will be
able to help the students
-students who are unable to finish in allotted time will be given the opportunity to have more time.
-groups will be predetermined based on strengths and weaknesses.

Closing of lesson (5 mins)

Go through the bingo with the class asking for different examples for individuals recipes that
highlighted the nutritional requirement. Use open ended questions about nutrition and the finding
they found today.
Appendix a
Nutrition bingo
Write the name of the person and the name of the recipe that corresponds to the appropriate
Macro or micronutrient. Try to get a name for each box!
Vitamin A Protein Potassium Vitamin E

Calcium A micronutrient of your Potassium Fats

choice

Carbohydrates Vitamin K Iron Vitamin B

Write up:

You will also review and make any revisions to your previous unit plan in such a way that it
better addresses the need for the inclusion of diverse perspectives and ways of knowing within
your particular teaching context. You will provide a 2-3 page write-up that explains the decisions
you made in the creation of the lesson plan and the revisions/changes/additions you applied to
your unit plan. Explain the context and outline specific techniques, activities, expectations,
guidelines, environmental factors, and/or rules that will be applied to make your instruction
culturally-responsive and inclusive. How will you communicate these expectations and begin to
foster your desired learning environment? Reflect on your own philosophy of education as you
discuss the ways in which your plan encourages a growth mindset among learners, and how it
addresses the particular need for awareness and inclusion of FNIM perspectives and ways of
knowing within a Saskatchewan context
Rationale:
I had made some small changes to my Unit Plan in order to make it more culturally
responsive. I believe that my unit had aspects already that fostered for a culturally responsive
unit. My Final Task and my Around the World Jigsaw Activity are both opportunities for
students to bring their own culture, identity and experiences into the classroom. I added to my
CCC’s in order to make sure they foster to individuals background experiences and knowledge. I
plan to use student centered learning, responsive feedback and inquiry as ways to support all my
students throughout this unit. I use collaborative teaching in order for students to for students to
learn from collective experiences. In one lesson from this unit I will be bring in a Knowledge
Keeper to discuss various aspects of nutrition and to be a resource for students to ask questions.
Prior to the Knowledge Keeper coming to the class I would make expectations of respect so that
students know that all cultures viewpoints are welcome within the class. That having a
Knowledge Keeper come to our class is a privilege and we must be thankful and treat every
guest in the class with respect.
This lesson was created for the context of the St. Joseph grade 11 Health Science class.
This lesson follows student centered learning which responds to the students individual learning
needs. I choose for students to bring in their own recipe in order for them to have choice but to
also have an opportunity to share information about their culture. I will also allow students to
find a recipe online if they do not have access to a recipe from their culture. The partner work
and bingo is a way for students to interact with one another and a chance to discuss their culture
with each other. At the start of the class I model what is expected of the students, this will benefit
EAL students in the class and students who learn best from observing. I choose to have students
work in partners because discussing with one individual is a more welcome environment than a
large group. After students work cooperatively with one another they will be given the chance to
walk around the room and interact with other students to play Macronutrient Bingo. This lesson
uses the instructional strategies of modelling, students centered learning and collaborative
teaching. By using various instructional strategies this will help reach many different students
and their learning needs.
In the outline of the activity I will make sure students are aware that this is a safe space
for students to talk about their culture. I will create a classroom environment that fosters
inclusion for all students by showing pictures, posters that represent many different cultures.
This is in alignment to symbolic curriculum which will help elevate diverse student learning. I
will give responsive feedback that students’ individual and cultural preferences. I will draw upon
students own experiences in order to help them with their learning process. I will communicate
my expectations directly but also model appropriate behavior that includes all individuals and
cultures in the room. I will use language and give feedback that is sensitive to individuals
cultures.
My philosophy of education is that everyone is able to learn and that we as teachers need
to find ways to help students to learn. I believe that we need to be able to differentiate
instruction, assessment, and teaching practices in order to respect everyone’s cultures and
identities. I will use the strategies I have learned from this class in order to create a culturally
responsive classroom. I as a teacher need to be able to incorporate FNIM perspectives and ways
of knowing to all units I teach. I must encourage students to have a growth mindset and to be a
guide to help them achieve the best they can achieve. In order for them to be successful
academically I must ensure that their culture, identity learning style are respected by myself as
the teacher and by the class as a whole. I hope to be able to create a community in my classroom
that is a safe space for all learners.