The lesson plans summarize a 5-day nutrition unit for 9th grade girls. On day 1, students review nutrition concepts and begin researching cafeteria menus in groups. Day 2 has students create spreadsheets analyzing food groups and nutrients and start a weight comparison chart. On day 3, students continue their analysis and collect pictures for a menu template. Day 4 involves finalizing the menu and surveying classmates. The unit concludes on day 5 as students present their analyses of the school cafeteria menu and whether changes should be made.

1. EDUC 7106 PBL Instructional Unit-Marion Bush
TECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USE
Lesson Plan C-Day 1
Lesson Title: Final Project-Analyze the Related Lesson: Nutritious Lunches
School’s Cafeteria Menu
Grade Level: 9th Grade Girls Unit: Nutrition
Goals
Content Standards (Based on the Georgia Standards for 9th-12th Grades)
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
Action

2. Preparation-Before Class
Technology equipment
Groups, food group, nutrient, group member role assignment.
Problem-based learning assignment schedule and timeline.
Internet Safety Rules
Folders to keep students assignment in until the next class.
During Class
Time Instructional Activities Materials
15 Minutes  The information that students know about
nutrition will be reviewed.
 The problem for the instructional unit on
“Nutrition” will be reviewed.
60 Minutes  Go over the rubric for the graphic organizer Rubric-
again.
 For this part of the assignment each student Graphic Organizer
will be responsible for answering the questions
on the graphic organizer which each individual Group No., Food
will turn in to the teacher. Group, Nutrient,
 Students will begin to work in their groups. Group Member Role and
 The students will begin to research the Assignment Schedule
information for the weight comparison chart and Timeline
using “Google “ search engine at
www.google.com and using information from www.google.com
websites, wiki sites, blogs and webquests
which should be listed on their paper. Website
Computer and Internet
15 Minutes  The teacher will close by reviewing today’s
lesson.
 The teacher will ask the students to continue to
work on their survey and completing it.
 The teacher will have students to take up
papers and put them in their folders.
Monitor
Ongoing Assessment
Rubrics for the KWL chart, graphic organizer, video notes and survey.
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.

3. 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.
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.
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 C-Day 2
Lesson Title: The Final Project-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

4. 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, food group, nutrients, group member role and assignment schedule 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:
Should you care about what you eat in the cafeteria
and at home?
60 Minutes  Each group will begin to create their -Microsoft Excel
spreadsheet using Microsoft Excel for their Spreadsheet
nutritional facts from the labels for their food -Rubrics
group. -www.googledocs.com
 Students will begin to add their information to -Surveys
spreadsheet. -Assignment Schedule
 After adding their information to the and Timeline
spreadsheet, they will add information to the -Group No., Food
weight comparison chart. Group, Nutrient, and
 Students will use information from Group Member Role
www.google.com searches to for the Assignment
 complete the weight comparison chart. -Weight comparison
 The groups and group members will chart
collaborate with each other using “Google
Docs” at www.googledocs.com
 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

5. 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
Collaboration Rubric and Weight Comparison Rubric
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.
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 C-Day 3
Lesson Title: Analyze the School’s Cafeteria Related Lesson: Nutritious Lunch
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

6. 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
Set up technology equipment
Folders to keep students assignment in until the next class.
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?

7. 60 Minutes  Continue to work on nutritional label Microsoft Excel
spreadsheet. www.googledocs.com
 Students will continue to collaborate Rubric
with others in their group and other
groups by using Google Docs.
 Students will begin to gather pictures
and setup template for your menu.
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
Collaboration Rubric, Participation, Spreadsheet, and Menu Rubrics
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.
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.
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

8. Lesson Plan C-Day 4
Lesson Title: Analyze the School’s Cafeteria Related Lesson: Nutritious Lunch
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
Action

9. Preparation-Before Class
Technology equipment
Folders to keep students assignment in until the next class.
Have a teacher on standby to interpret for second language learners.
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  Student that is responsible for surveys Survey Rubric
will tally them up and answer each Surveys
question based on the number of Microsoft Publisher
responses taken from the student
survey.
 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
Collaboration Rubric, Weight Comparison Rubric, Participation, Spreadsheet, and Menu Rubrics
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.
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.
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.

10. 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 C-Day 5
Lesson Title: The Final Project-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.
Assess your personal physical activity level.

11. 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.
 Each student that is assigned rubrics
should have a rubric filled out for each
student in the group including
themselves.
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
Collaboration, Weight Comparison, Participation, Spreadsheet, and Menu Rubrics
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.
Gifted students by giving them leadership roles, encouraging them to assist other students if
needed.

12. 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.
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