Dietary Lifestyle Decision

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Program Title (as applicable):

  Nutrition and Wellness

  Course Title:

  Nutrition and Wellness

  Course Number:

  8500355

  Career Cluster:

  Hospitality and Tourism

  CIP Number:

  09200117PA

  Course Type:

  Non-Career Preparatory

  CTE Standard(s) and Benchmark(s):

  5.03 Develop a plan by which persons with medical conditions or physical impairments can meet their nutritional needs.

  6.02 Plan menus considering nutritional needs, schedules, and budget, aesthetics and food preferences.

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “The Healthy Meal Choice.” See CPALMS resource ID# 209288.

• Career Connection

  
  

  In this lesson students will practice research, evaluation, collaboration, and decision-making skills to engage in healthy meal planning.

• Learning Objectives

  
  

  Students will be able to:

  • Research possible high value proteins and low glycemic carbohydrate foods or carbohydrate replacements that promote healthy food relationships for a person with diabetes.
  • Plan a menu for a person with diabetes based on research.
  • Demonstrate how a meal can be created to meet dietary restrictions and lifestyle choices through family collaboration.

• Prior Knowledge

  
  

  Students should be familiar with:

  • Six essential nutrients and their primary functions in the body.
  • Health concerns that require specialized diets (diabetes, cancer, obesity, high blood pressure, etc.).
  • Meal planning basics for different lifestyles (busyness of the family, vegetarian or vegan, stages of the life cycle, etc.) of families.
  • Online research and nutrition websites.
  • The concepts, proteins and carbohydrates.

• Guiding Questions

  
  
  • Why might families need to create a diet that is restrictive to the members?
  • How can picky eaters enjoy planned family meals?
  • What are minor changes to a meal plan to enable all members of the family to enjoy family-favorite meals together?
  • How can family members get involved in planning meals?

• Procedure

  
  

  1. To introduce the lesson, prepare students for reading and completing the activities asking the guiding questions. Display the guiding questions on the board or on chart paper.

  • Why might families need to create a diet that is restrictive to the members?
  • How can picky eaters enjoy planned family meals?
  • What are minor changes to a meal plan to enable all members of the family to enjoy family-favorite meals together?
  • How can family members get involved in planning meals?

  2. Break students up into small groups for the activities (four in a group is ideal) and give students a copy of the case study, “The Healthy Meal Choice.” (see CPALMS resource ID# 209288).

  • Review concepts listed in prior knowledge with students.

  3. Have students read through the case study as a group. Keep the guiding questions visible for students to review as they read.

  • As they read, have students:
  • • make notes in the margin outside of the reading section that matches one of the guiding questions on the board/chart paper.
    • highlight vocabulary words that have been part of the nutrition unit or circle any words that seem unfamiliar or that they need further help with understanding.
    • review their notations and help each other with questions they indicated during reading. Instruct groups to ask for help if they cannot help answering member questions. Give time for the discussions to happen.

  4. Hand students the Survey and Notes handout (see attachments). Have the members individually answer the survey questions and record their thoughts in Part 1.

  • The questions ask students about Amiya going vegetarian, eating organic only foods, or if she should get used to her new eating plan before making further lifestyle changes.
  • Ask students, “Is it feasible for the entire family to accommodate Amiya’s preferences to adjust for medical concerns?”

  5. Ask groups to discuss their responses to the questions in Part 1 and add further questions based on the group’s discussion (see Part 2 on the Survey and Notes handout).

  6. Have students complete the survey again and reflection on the handout (see Part 3 on the Survey and Notes handout).

  7. Next, ask students to divide the research tasks within the group (see Part 4 on the Survey and Notes handout). See Teacher Notes for suggested websites.

  • 2 group members will research and recommend three foods for each type of protein that will meet recommendations for a diabetic menu and agreed upon family lifestyle.
  • The other 2 group members will research and make three suggestions for each column that focus on finding food substitutes for carbohydrates that would work best for the menu update for a diabetic staying at 30g or less per meal.
  • Both groups will list their findings on the chart in Part 4 of the Survey and Notes handout.

  8. Once the research is done, each subgroup will share their findings with the group.

  • As a group, students will decide the food choices for the meal plan portion of the activity.

  9. Ask students to create a meal for breakfast, lunch, and dinner incorporating their researched foods for Orlando to take back to the dietician as a sample of the family’s weekly meal plan.

  • Students can spotlight the researched proteins and carbohydrates in the meal components meeting the dietary guidelines for all food groups in that meal (breakfast, lunch or dinner).
  • The lifestyle selected by the group will focus on the food choices for use in the meal creation.
  • Remind students to include foods that a picky eater would enjoy when creating the meal for the family.

  10. To bring the lesson to a close, ask each group to share how their meals address the family’s concerns and will improve the family’s nutrition.

• Teacher Notes

  
  
  • Suggest having students investigate recommendations from CDC, USDA Dietary Guidelines, or National Institute of Health websites to get their information during the research portion of the activity.
  • For the group researching carbohydrate alternatives, guide students to investigate plant-based foods that mimic carbs is intended to focus on replacing flour-based items. (i.e. riced cauliflower for rice, zucchini noodles for pasta, etc.) without that particular search option listed.

• Optional

  
  

  Extension Ideas:

  • Students can conduct further research in distinguishing vegetarian and vegan meal plans.
  • Students can research of other dietary restrictions for food intolerances (e.g.., gluten intolerance) with meal plans that show the challenges and opportunities for varied food choices.