This two-day lesson plan aims to teach 9th grade girls about nutrition. On day one, students will review what they know about nutrition and food groups. They will then work in groups to analyze why healthy eating is important and identify medical issues related to an unhealthy diet. Using websites and other online resources, students will research and complete a graphic organizer and weight comparison chart. On day two, students will continue their group work by creating a spreadsheet using nutritional information from food labels to analyze their assigned food group. The goal is for students to use decision-making and goal-setting skills to evaluate their health and make choices for a nutritious diet.

1. EDUC 7106 PBL Instructional Unit-Marion Bush
TECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USE
Lesson Plan B-Day 1
Lesson Title: Lets Create Menu-Analyze the Related Lesson: Nutritious Lunches
School’s Cafeteria Menu
Grade Level: 9th Grade Girls Unit: Nutrition
Goals
Content Standards
Health Education
HE H.S.5: Students will demonstrate the ability to use decision-making skills to enhance health.
Description: Students will use decision-making skills to identify, apply, and maintain health-
enhancing behaviors. High school students will apply comprehensive decision-making processes
in a variety of situations to enable them to collaborate with others to improve their quality of
lives now and in the future.
Elements:
e. Analyze the potential short-term and long-term impact of each decision on self and
others.
Examples:
Analyze the consequences of the excessive eating of unhealthy foods.
Analyze the consequences of using illegal drugs for oneself, for one’s family, and for the
community.
f. Justify the health-enhancing choices when making decisions.
Examples:
Justify the benefits of eating healthy foods and beverages over less healthy foods and beverages.
Justify the reasons for not using performance enhancing drugs.
HE H.S.6: Students will demonstrate the ability to use goal-setting skills to enhance health.
Description: Students will use goal-setting skills to identify, apply, and maintain health-
enhancing behaviors. High school students will construct short-term and long-term health goals
based on personal needs. In addition, they will design, implement, and evaluate critical steps to
achieve these goals.
Elements:
a. Evaluate personal health and health practices.
Examples:
Evaluate the pros and cons of various fad diet plans.
Assess your personal physical activity level.
ISTE NETS-S
Technology Standards NETS-S
Creativity and Innovation Communication and Collaboration
Research and Information Fluency Critical Thinking, Problem-solving and Decision Making
Digital Citizenship Technology Operations and Concepts
.

2. Action
Preparation-Before Class
Technology equipment
Groups, food group, nutrient, group member role, and assignment schedule timeline.
Internet Safety Rules on the wall
Folders to keep students assignment in until the next class.
Have a teacher on hand if needed to interpret for non-English speaking students
During Class
Time Instructional Activities Materials
15 Minutes The information that students know about nutrition Group, food group,
will be reviewed. nutrient, group member
role and assignment
The unit problem will be reviewed. schedule timeline paper
Essential Question:
Should you care about what you eat in the cafeteria
and at home?
60 Minutes Students will begin to work in their groups. Graphic Organizer
Weight Comparison
Students will work on the graphic organizer by Chart
answering the questions and statements: Computer
 Why do you need to eat healthy foods? Internet
 Why is it important for your school’s www.google.com
cafeteria to serve students healthy foods? Wikis
 What are some medical problems that can Blogs
occur from not eating healthy? Websites
 List your food group. Webquests
 List 5 foods from your food group.
 .List you nutrient.
 List 5 snacks sold in your school’s vending
machines.
 List 5 snacks sold in your school’s vending
machines.
The students will begin to research the information
for the weight comparison chart using “Google “
search engine and using information from wiki sites,
blogs and webquests which should be listed on their
paper.
15 Minutes  The teacher will closing by reviewing
today’s lesson.
 The teacher will ask the students to continue
to work on their survey and completing it.

3.  The teacher will have students to take up
papers and put them in their folders
Monitor
Ongoing Assessment
The teacher will walk around monitoring closely what the students are doing.
The assessment will be based on the teacher’s observation of students working.
It will also be based on the students cooperation, participation, and time management.
Accommodations
Accommodations will be made for those students that will need more time to complete the
assignment by getting a student that has completed their work to help out the others.
Disabilities (wheelchair, hearing impaired, and blind) by having all material in reach to
accommodate students in wheelchairs and for hearing impaired and blind by providing visual
aids, auditory aids along with a transcript, collaboration tools, worksheets, and lecture notes.
Second language learners by including and providing someone to interpret for non-speaking
and understanding English students.
Visual learners, auditory learners, and kinesthetic learners by including visual aids, auditory
aids collaboration tools, worksheets, lecture notes.
Special education students with IEPs by providing them help from a gifted students, lecture
notes and if needed extended time.
Students with no access to technology at home will be able to complete assignment at school in
the computer lab.
The assignment can run over a day if it is needed.
Let those that are absent from school make up their work in the mornings or during any free time
that they may have after school.
Back-Up Plan
In case the Internet is down, I will have pictures of the food pyramid, different types of food and
vending machines.
Lesson Plan B-Day 2
Lesson Title: Lets Create Menu-Analyze the Related Lesson: Nutritious Lunch
School’s Cafeteria Menu
Grade Level: 9th Grade Girls Unit: Nutrition
Goals
Content Standards
Health Education
HE H.S.5: Students will demonstrate the ability to use decision-making skills to enhance health.

4. Description: Students will use decision-making skills to identify, apply, and maintain health-
enhancing behaviors. High school students will apply comprehensive decision-making processes
in a variety of situations to enable them to collaborate with others to improve their quality of
lives now and in the future.
Elements:
e. Analyze the potential short-term and long-term impact of each decision on self and
others.
Examples:
Analyze the consequences of the excessive eating of unhealthy foods.
Analyze the consequences of using illegal drugs for oneself, for one’s family, and for the
community.
f. Justify the health-enhancing choices when making decisions.
Examples:
Justify the benefits of eating healthy foods and beverages over less healthy foods and beverages.
Justify the reasons for not using performance enhancing drugs.
HE H.S.6: Students will demonstrate the ability to use goal-setting skills to enhance health.
Description: Students will use goal-setting skills to identify, apply, and maintain health-
enhancing behaviors. High school students will construct short-term and long-term health goals
based on personal needs. In addition, they will design, implement, and evaluate critical steps to
achieve these goals.
Elements:
a. Evaluate personal health and health practices.
Examples:
Evaluate the pros and cons of various fad diet plans.
Assess your personal physical activity level.
ISTE NETS-S
Technology Standards NETS-S
Creativity and Innovation Communication and Collaboration
Research and Information Fluency Critical Thinking, Problem-solving and Decision Making
Digital Citizenship Technology Operations and Concepts
Action
Preparation-Before Class
Technology equipment.
Weight comparison chart, groups and food group assignment,
Problem-based learning assignment schedule and timeline.
During Class
Time Instructional Activities Materials
15 Minutes  Review previous day information about what
they know so far about nutrition-food groups
and nutrients.
 Review the instructional unit problem.
Essential Question:

5. Should you care about what you eat in the cafeteria
and at home?
60 Minutes  The students will begin to create their Computer
spreadsheet using Microsoft Excel for their Microsoft Excel
nutritional facts from the label spreadsheet on
their food group. www.google.com
 Students will research the information for the Blogs
nutritional label spreadsheet by researching the Wikis
information using “Google” search engine, Websites
blogs, wikis and webquests. Groups, food group,
 Each student need to work on their part of the nutrient, and group
assignment using group members role sheet. member role for
 Research information for the weight assignment
comparison chart using “Google“ search www.googledocs.com
engine.
 Introduce the students to “Google Docs.
Through the use of Google Docs,” the students
will collaborate with each other about the
assignment.
 Remind the students of the Internet rules and
explain to them how to save their information
either on a jump drive or the hard drive of the
computer.
15 Minutes  The teacher will close the lesson by reviewing
and asking and answering questions.
 Have some students to take up the papers.
Monitor
Ongoing Assessment
The teacher will walk around monitoring closely what the students are doing.
The assessment will be based on the teacher’s observation of students working.
It will also be based on the students cooperation, participation, and time management.
Accommodations
Accommodations will be made for those students that will need more time to complete the
assignment by getting a student that has completed their work to help out the others.
The assignment can run over a day if it is needed.
Disabilities (wheelchair, hearing impaired, and blind) by having all material in reach to
accommodate students in wheelchairs and for hearing impaired and blind by providing visual
aids, auditory aids along with a transcript, collaboration tools, worksheets, and lecture notes.
Let those that are absent from school make up their work in the mornings or during any free time
that they may have after school.

6. Back-Up Plan
In case the Internet is down, I will have pictures of the food pyramid, different types of food and
vending machines
Lesson Plan B-Day 3
Lesson Title: Lets Create Menu-Analyze the Related Lesson: Nutritious Lunch
School’s Cafeteria Menu
Grade Level: 9th Grade Girls Unit: Nutrition
Goals
Content Standards
Health Education
HE H.S.5: Students will demonstrate the ability to use decision-making skills to enhance health.
Description: Students will use decision-making skills to identify, apply, and maintain health-
enhancing behaviors. High school students will apply comprehensive decision-making processes
in a variety of situations to enable them to collaborate with others to improve their quality of
lives now and in the future.
Elements:
e. Analyze the potential short-term and long-term impact of each decision on self and
others.
Examples:
Analyze the consequences of the excessive eating of unhealthy foods.
Analyze the consequences of using illegal drugs for oneself, for one’s family, and for the
community.
f. Justify the health-enhancing choices when making decisions.
Examples:
Justify the benefits of eating healthy foods and beverages over less healthy foods and beverages.
Justify the reasons for not using performance enhancing drugs.
HE H.S.6: Students will demonstrate the ability to use goal-setting skills to enhance health.
Description: Students will use goal-setting skills to identify, apply, and maintain health-
enhancing behaviors. High school students will construct short-term and long-term health goals
based on personal needs. In addition, they will design, implement, and evaluate critical steps to
achieve these goals.
Elements:
a. Evaluate personal health and health practices.
Examples:
Evaluate the pros and cons of various fad diet plans.

7. Assess your personal physical activity level.
ISTE NETS-S
Technology Standards NETS-S
Creativity and Innovation Communication and Collaboration
Research and Information Fluency Critical Thinking, Problem-solving and Decision Making
Digital Citizenship Technology Operations and Concepts
Action
Preparation-Before Class
Set up technology equipment
Folders to keep students assignment in until the next class.
Have a teacher available if needed for a second language learner to interpret .
During Class
Time Instructional Activities Materials
15 Minutes  Review previous day information.
 Review the instructional unit problem.
Essential Question:
Should vending machines be in schools?
60 60 Minutes Continue to work on nutritional label spreadsheet. Rubrics
Microsoft Excel
The teacher will explain to students what how to www.googledocs.com
use and what to use Google Docs for in this unit.
Students will collaborate with others in their
group and classmates by using Google Docs.
Students will begin to gather pictures and setup
template for your menu.
15 Minutes The teacher will close the lesion by reviewing and
asking and answering questions.
Have some students to take up the papers.
Monitor
Ongoing Assessment
The teacher will walk around monitoring closely what the students are doing.
The assessment will be based on the teacher’s observation of students working.
It will also be based on the students cooperation, participation, and time management.
Accommodations
Accommodations will be made for those students that will need more time to complete the
assignment by getting a student that has completed their work to help out the others.
The assignment can run over a day if it is needed.

8. Disabilities (wheelchair, hearing impaired, and blind) by having all material in reach to
accommodate students in wheelchairs and for hearing impaired and blind by providing visual
aids, auditory aids along with a transcript, collaboration tools, worksheets, and lecture notes.
Second language learners by including and providing someone to interpret for non-speaking
and understanding English students.
Let those that are absent from school make up their work in the mornings or during any free time
that they may have after school.
Back-Up Plan
In case the Internet is down, I will have pictures of the food pyramid, different types of food and
vending machines
Lesson Plan B-Day 4
Lesson Title: Lets Create Menu-Analyze the Related Lesson: Nutritious Lunch
School’s Cafeteria Menu
Grade Level: 9th Grade Girls Unit: Nutrition
Goals
Content Standards
Health Education
HE H.S.5: Students will demonstrate the ability to use decision-making skills to enhance health.
Description: Students will use decision-making skills to identify, apply, and maintain health-
enhancing behaviors. High school students will apply comprehensive decision-making processes
in a variety of situations to enable them to collaborate with others to improve their quality of
lives now and in the future.
Elements:
e. Analyze the potential short-term and long-term impact of each decision on self and
others.
Examples:
Analyze the consequences of the excessive eating of unhealthy foods.
Analyze the consequences of using illegal drugs for oneself, for one’s family, and for the
community.
f. Justify the health-enhancing choices when making decisions.
Examples:
Justify the benefits of eating healthy foods and beverages over less healthy foods and beverages.
Justify the reasons for not using performance enhancing drugs.
HE H.S.6: Students will demonstrate the ability to use goal-setting skills to enhance health.
Description: Students will use goal-setting skills to identify, apply, and maintain health-
enhancing behaviors. High school students will construct short-term and long-term health goals

9. based on personal needs. In addition, they will design, implement, and evaluate critical steps to
achieve these goals.
Elements:
a. Evaluate personal health and health practices.
Examples:
Evaluate the pros and cons of various fad diet plans.
Assess your personal physical activity level.
ISTE NETS-S
Technology Standards NETS-S
Creativity and Innovation Communication and Collaboration
Research and Information Fluency Critical Thinking, Problem-solving and Decision Making
Digital Citizenship Technology Operations and Concepts
Action
Preparation-Before Class
Technology equipment
Folders to keep students assignment in until the next class.
During Class
Time Instructional Activities Materials
15 Minutes  Review the information from the
previous day.
 Review the instructional unit problem.
Essential Question:
Should vending machines be removed from
schools?
60 Minutes  Tally Surveys Rubrics
 Write an answer based on the survey Surveys
questions and the research based on the Weight Comparison Chart
weight comparison chart and the Microsoft Publisher
nutritional label spreadsheet.
 Begin the layout for the menu using
Microsoft Publisher.
15 Minutes  Summarize and review today’s nutrition
information.
 Go over information for the next day.
 Have students to take up papers and put
them in folders.
Monitor
Ongoing Assessment
The teacher will walk around monitoring closely what the students are doing.

10. The assessment will be based on the teacher’s observation of students working.
It will also be based on the students cooperation, participation, and time management.
Accommodations
Accommodations will be made for those students that will need more time to complete the
assignment by getting a student that has completed their work to help out the others.
The assignment can run over a day if it is needed.
Gifted students by giving them leadership roles, encouraging them to assist other students if
needed.
Visual learners, auditory learners, and kinesthetic learners by including visual aids, auditory
aids collaboration tools, worksheets, lecture notes.
Special education students with IEPs by providing them help from a gifted students, lecture
notes and if needed extended time.
Cultural differences by not including information that will offend any students.
Different intelligence (Gardner’s multiple intelligence) by including learning activities that
require, creating, remembering, producing communicating, comparing, organizing and designing
Let those that are absent from school make up their work in the mornings or during any free time
that they may have after school.
Back-Up Plan
In case the Internet is down, I will have pictures of the food pyramid, different types of food and
vending machines
Lesson Plan B-Day 5
Lesson Title: Lets Create Menu-Analyze the Related Lesson: Nutritious Lunch
School’s Cafeteria Menu
Grade Level: 9th Grade Girls Unit: Nutrition
Goals
Content Standards
Health Education
HE H.S.5: Students will demonstrate the ability to use decision-making skills to enhance health.
Description: Students will use decision-making skills to identify, apply, and maintain health-
enhancing behaviors. High school students will apply comprehensive decision-making processes
in a variety of situations to enable them to collaborate with others to improve their quality of
lives now and in the future.
Elements:
e. Analyze the potential short-term and long-term impact of each decision on self and
others.

11. Examples:
Analyze the consequences of the excessive eating of unhealthy foods.
Analyze the consequences of using illegal drugs for oneself, for one’s family, and for the
community.
f. Justify the health-enhancing choices when making decisions.
Examples:
Justify the benefits of eating healthy foods and beverages over less healthy foods and beverages.
Justify the reasons for not using performance enhancing drugs.
HE H.S.6: Students will demonstrate the ability to use goal-setting skills to enhance health.
Description: Students will use goal-setting skills to identify, apply, and maintain health-
enhancing behaviors. High school students will construct short-term and long-term health goals
based on personal needs. In addition, they will design, implement, and evaluate critical steps to
achieve these goals.
Elements:
a. Evaluate personal health and health practices.
Examples:
Evaluate the pros and cons of various fad diet plans.
Assess your personal physical activity level.
ISTE NETS-S
Technology Standards NETS-S
Creativity and Innovation Communication and Collaboration
Research and Information Fluency Critical Thinking, Problem-solving and Decision Making
Digital Citizenship Technology Operations and Concepts
Action
Preparation-Before Class
Technology equipment
During Class
Time Instructional Activities Materials
15 Minutes  Review the information from the
previous day.
 Review the instructional unit problem.
Essential Question:
Do you think students will continue to eat in
the cafeteria or bring junk foods from home
since vending machines will be removed from
the campus?
60 Minutes Students will work on finishing up their menu. Rubrics
Microsoft Publisher

12. 15 Minutes Students will turn in their assignment.
The teacher will close the lesson by reviewing
and asking and answering questions.
Have some students to take up the papers.
Monitor
Ongoing Assessment
The teacher will walk around monitoring closely what the students are doing
The assessment will be based on the teacher’s observation of students working.
It will also be based on the students cooperation, participation, and time management.
Accommodations
Accommodations will be made for those students that will need more time to complete the
assignment by getting a student that has completed their work to help out the others.
The assignment can run over a day if it is needed.
I do not have the following type of students in my class but my PBL unit can accommodate:
Gifted students by giving them leadership roles, encouraging them to assist other students if
needed.
Visual learners, auditory learners, and kinesthetic learners by including visual aids, auditory
aids collaboration tools, worksheets, lecture notes.
Special education students with IEPs by providing them help from a gifted students, lecture
notes and if needed extended time.
Students with no access to technology at home will be able to complete assignment at school in
the computer lab.
Cultural differences by not including information that will offend any students.
Let those that are absent from school make up their work in the mornings or during any free
time that they may have after school.
Back-up Plan
In case the Internet is down, I will have pictures of the food pyramid, different types of food and
vending machines