Practical Eating Disorders Middle School Lesson Plans Pictures - Lesson plan format instructor call: mr. Zapanta area: 1st/third content: fitness chapter five lesson 3 grade/course: 7th timeline: 2-three days eslrs addressed: (pick out all that practice) a chievers of educational fulfillment m odel residents of the network s killed users of era to hook up with the global community general(s); ccss: three.Zero goal (lesson education [siop]) gdoe health schooling standards & overall performance signs • ms.1.6 - describe the advantages of and limitations to training healthy behaviors. ?? ms.1.7 - study the likelihood of damage or contamination if carrying out bad behaviors. ?? ms.2.7 - give an explanation for how the perceptions of norms have an impact on healthful and unhealthy behaviors.?? • ms.7.1 - provide an explanation for the significance of assuming obligation for personal health behaviors.?? lesson review; lesson motive:(increase new lesson goal(s): (we can: know, recognize, and be knowledge or expand and apply information) able to do; need to be measurable and manageable) in this lesson, students can be able to: • retaining a healthful weight • perceive impacts on their meals alternatives. ?? speak the dietary wishes of teenagers and ways to plan for accurate vitamins. ?? give an explanation for the three nutritional suggestions. ?? describe ways to maintain a healthy weight. ?? describe the 3 important varieties of consuming issues. With eighty accuracy via word taking, question and answer, and quiz studying goals (rigor) ø 2.Zero easier content: (one grade level underneath) ø 4.Zero extra complicated: (one grade level above) vocabulary: (constructing history [siop],vocabulary cognizance query(s): (unit crucial questions or huge thoughts) [big 8]) • what are the usda’s 3 nutritional pointers for healthy teens? ?? calcium; saturated fat; cholesterol; sodium; calorie; anorexia nervosa; bulimia nervosa description of lesson (lesson delivery; comprehensible enter [siop] anticipatory set: ( _____ mins) (cues/questions, constructing history, [siop] interaction, [siop] write to study [big 8] teacher & scholar wondering [big 8]) commands that are italicized encompass students engagement techniques. Instructions that are underlined embed checking for information. (Educational techniques are in parentheses i.E. Marzano) [brackets are instructional strategies pertaining to siop, big 8, citw]. Impartial exercise: ( _____ mins) (homework, interplay [siop], write to examine [big 8]) • episode 3 o [students will take notes in their notebook, labeled “5.3 notes”] accommodations/changes: (thing three: supporting students increase and apply knowledge [citw], constructing heritage [siop], pupil dialogue & grouping [big 8], textual content and media complexity [big 8]) • five.Three quiz may be open e-book • five.3 notes can be idea mapping or cornell fashion notes resources (textbook and supplemental): (leveled substances and virtual, multi-media sources [big 8]) teacher: • glencoe teacher wraparound edition • lap pinnacle • multimedia projector • overhead projector • overhead projector binder • health curriculum binder pupil: • glencoe teenager health textbook • pen/pencil • pocket book lesson reflection/% discussion: 1. What do we count on our students to study? (Dreams/expectancies) 2. How can we know they are mastering? (Evaluation) three. How will we reply after they don’t research? (Intervention) four. How can we reply in the event that they already realize it? (At mastery).