Stage 3 Learning Plan

Lesson: Smoothies & Video AFL

Course: FOD1080: FOOD & NUTRITION BASICS

Lesson Essential Question(s):

Lesson Knowledge:

Lesson Skill(s):

Students will know:

Students will be able to:

identify and explain the

interrelationships among food
choices, nutrients and wellness
(specifically carbohydrates, fat,
protein, minerals, and vitamins)

4. demonstrate knowledge and skills

in the planning, preparing and
evaluating of nutritious foods
4.1.1 the four food groups and related
nutrients
Total time: 60 min
Resources
Time
Attendance Sheet
1
Smoothie Recipe

What are the four food groups,

macronutrients, micronutrients and
how do they relate to our recipe?

Bridge-in:
Attendance
Hand out recipe
Objective of the lesson:

Whiteboard & Pen

Students will be able to answer essential questions.
Pre-Assessment:
Go over journal question:
What is a balanced meal?
A balanced meal is when you have a meal with all four food groups. Fruit &
vegetables, grains, meat and alternatives, and dairy.

Journal sheets
Whiteboard & Pen

recipe

Smart board

Assessment question:
Is our smoothie considered a balanced meal?
Participatory Learning:
Teacher Activities
Write the four food groups on the
board. Have one student come up to
the board to write the answers. Go
through the recipe as a class and
have students tell you which
ingredient goes into what category.

Learner Activities
Students will follow along on the
recipe, listen, and volunteer answers.
Students have the option to take notes
at this time.

Go over the benefits of hemp seeds

and spinach. Pull up Pinterest page.
Talk about the micronutrients provided
from spinach and hemp seeds.
Write the macronutrients on the board
(fat, carbs, and protein) Have one
student come up to the board to write
answers. Go through each ingredient
and have class tell you which
macronutrient they fit under.

Pineapple
Cutting board
Serrated knife

Give a demonstration of how to cut a

pineapple.
Divide students into kitchen labs with
4 students in each group. Remind
them to use their personal hygiene
skills before entering the kitchen.

Students will wash hands, put on

aprons, and tie hair back if needed.
Get into groups with recipe and start
recipe.

Will assess students as they complete

Students will work through recipe as a

Teacher Name: Amanda Theroux

Kitchen lab
2

recipe. Will assess students on

accuracy in measuring, mixing
procedures, pan preparation,
doneness, compensating for failures
and defects. Complete kitchen checks
and give grade on lab assessment
sheet.

group and set out mise en place to be

assessed. Complete kitchen clean-up
& extra cleaning task. Have a kitchen
check completed before leaving
kitchen.

Once theres 20 minutes left in class

start the health snack video.

As students finish lab they can sit

down with their smoothie and watch
the video. Students have the option to
take notes at this time.

Assessment sheet
White board with
tasks assigned

20

smart board
20

Post-Assessment:
Ask specific lab related questions to
ensure understanding.

Students will answer questions

throughout the lab and after the lab is
completed.

Summary/Closure:
Ask the students if they have any questions after the video finishes. Remind
students tomorrow is a theory day is class and Friday we will be making chicken
and fries.

Other resources & Facilities: Kitchen Lab

Extensions: Talk about lab as a group with a focus on successes and failures of the lab. Students can also work on
their work booklets if they are behind.
References:
http://www.education.alberta.ca/media/2205552/fod.pdf
http://www.pinterest.com/atheroux/teaching/

Teacher Name: Amanda Theroux

Teacher Name: Amanda Theroux