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    Kinesiology Lesson Plan

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    api-533004402
    This lesson plan focuses on the difference between micronutrients and macronutrients. Students will watch a video comparing micro and macronutrients. They will then have a lecture and complete activities to research Canada's Food Guide and create a nutritional label for a smoothie. To assess learning, students will identify micronutrients and macronutrients in their favorite foods. The teacher will reflect on what parts of the lesson were successful and ways to improve meeting all students' needs.

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    Download as DOCX, PDF, TXT or read online from Scribd

    Kinesiology Lesson Plan

    Uploaded by

    api-533004402
    237 views3 pages
    This lesson plan focuses on the difference between micronutrients and macronutrients. Students will watch a video comparing micro and macronutrients. They will then have a lecture and complete activities to research Canada's Food Guide and create a nutritional label for a smoothie. To assess learning, students will identify micronutrients and macronutrients in their favorite foods. The teacher will reflect on what parts of the lesson were successful and ways to improve meeting all students' needs.

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    kinesiology lesson plan

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    This lesson plan focuses on the difference between micronutrients and macronutrients. Students will watch a video comparing micro and macronutrients. They will then have a lecture and complete activities to research Canada's Food Guide and create a nutritional label for a smoothie. To assess learning, students will identify micronutrients and macronutrients in their favorite foods. The teacher will reflect on what parts of the lesson were successful and ways to improve meeting all students' needs.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    237 views3 pages

    Kinesiology Lesson Plan

    Uploaded by

    api-533004402
    This lesson plan focuses on the difference between micronutrients and macronutrients. Students will watch a video comparing micro and macronutrients. They will then have a lecture and complete activities to research Canada's Food Guide and create a nutritional label for a smoothie. To assess learning, students will identify micronutrients and macronutrients in their favorite foods. The teacher will reflect on what parts of the lesson were successful and ways to improve meeting all students' needs.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 3

    Lesson Planning in HPE - 3 Part Lesson Plan

    Unit/Conceptual Focus: Human Performance


     
    Lesson #:    5             Focus: Nutrition: Micronutrients vs. Macronutrients

    Curriculum Expectations: (List overall and specific expectations)


    B2 Demonstrate an understanding of and assess factors that affect performance during human movement.

    B2.3 Describe the role of nutrition in supporting physical activity (e.g., healthy nutrition maintains the nutrient
    balance needed to meet daily activity requirements; macronutrients provide energy and build muscle;
    micronutrients and hydration help the body function effectively), and assess the nutritional needs of
    individuals or specific groups within the population in relation to their activity levels
     
     

    Learning Goals: (In student-friendly language)


    We are learning to: 
     Differentiate between Micronutrients & Macronutrients
     Use the Canada’s Food Guide to make health focused nutritional decisions
     Educate ourselves on the usefulness of food labeling  
     

    Guiding Questions: (List 2-3 questions that frame student’s learning)


    1. What is the difference between Micronutrients & Macronutrients?
    2. How can we use food labels to guide our nutritional decisions?
    3. How can we use Canada’s food guide to make healthy food choices?
     
     

    Time: 5 Before: Minds On (Establish a positive learning environment, connecting to Materials


    mins prior learning or experiences, setting the context for learning – can be warm  
    up/fitness blast specific to game/sport for activity based class) 

    Micro vs. Macro: Learning from the WORLDWIDE WEB


    https://youtu.be/5Wr1N1nazZ4
     Pose a few general questions post- video to kick start thinking prior to YouTube
    lecture
    Ex. “ What are some examples of macronutrients?”
     
    Time: During: Action! (Introducing new learning or extending/reinforcing prior learning, Materials
    50 mins providing opportunities for practice and application for learning)  
     
    1. Micronutrients vs. Macronutrients in Depth
     Lecture component
     Explain in depth the importance of both micro and macronutrients within PPT
    our diet, and the importance of portion size (Canada’s Food Guide)

    2. Canada’s Food Guide: What did you learn?


     Students will look through the Canada’s Food Guide researching healthy
    food choices, and identifying micro and macronutrients on the diagram
    provided  Internet

    3. Creating a Nutritional Food label for a Smoothie 


     Students will get in small groups and choose preassigned ingredients to
    make a healthy blended smoothie  Workbook
     Completing the assigned pages in their Kinesiology Workbook (pg. 224-
    225)

    Time: 5 After: Consolidation & Connection (Helping students demonstrate what they have Materials
    mins learned, providing opportunities for consolidation and reflection)  
     
     
     Exit Task: Identify Macro and Micronutrients of Food Items in our Favourite
    Foods Handout 
     Students will complete a worksheet analyzing the macronutrients and
    micronutrients of their favourite food(s)

     
     

    Assessment Opportunities
    Assessment as Learning: Exit Task - Identify Macro and Micronutrients of Food Items
    Assessment as Learning: Action - Creating a Nutritional Food Label for a Smoothie

    Next Steps 
     Ensure students are able to use the Canadian food guide to make healthy food choices 
     Getting students to understand the concept behind supplementation (e.g, vitamins, minerals,
    protein, etc)
    Self-Reflection
    What parts of your lesson were successful in helping your students understand the Big Idea(s)?
    What instructional decisions were successful in meeting the needs of all students?
    Reflect on your planning and delivery of the lesson and record any changes/modifications that you might 
    make as you continue to move forward with unit lesson delivery.

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