Focusing on Health Education, I'd connect a nutrition lesson plan to a scene in Chapter 8 of "A Long Walk to Water". In this chapter, Salva is in a fishing community and has an abundance of different foods surrounding him that he hasn't had access to in the past. The abundance of vegetation in this area is more than Salva has seen in a very long time. While teaching about micronutrients and macronutrients, I'll use this scene in ALWtW so my students can identify what nutrients are presented and where they are coming from. Prior to incorporating the book, a lesson on micro and macronutrients would be presented to my students by a short lecture. After lecture, I'd transition into a more interactive parts of the lesson including reading, writing and oral communication.

The start of this health lesson will include the basics of micro and macronutrients. For instance, we will go over what each of these nutrients include and where you can obtain them. Students should be able to then take this knowledge and apply it to the book "A Long Walk to Water". To start the reading portion, students will independently read Ch 8 in ALWtW while using annotation to high light major points, key details and other important statements that could have possible connection to nutrition and nutrients. I will give students prompts before hand so they know what they should focus on while annotating. After reading and annotating, I will bring students together to do some Response Writing from 50 Routines. This routine will let students gather their annotations into deeper thoughts and write down any questions or impressions about the reading. In these responses, students will compare information they were just given on micro and macronutrients to the foods in the book. I'll give them questions such as the following: What foods mentioned in the reading fall under macro and micronutrients? Do we get our nutrients from the same types of food today? What nutrients are the characters in the book lacking? The purpose of the responsive writing activity is to reflect on the book's examples and connect them to the lesson on nutrition.

After response writing I'd bring my class into group discussion to combine everyone's thoughts and questions. We would talk about the questions I gave them while reading and write them down on the Smartboard. I'd use a Smartboard at the end of this lesson so students can combine everyone's answers together. This gives students a way to stay interactive and involved while also using a visual aide to assist the learning environment.

This activity would be taught to a high school health class. The standard that goes along with this lesson is Health Education Standard 1: Comprehend concepts related to personal health promotion and disease prevention to enhance health. A part of this standard is "Compare and contrast the benefits of, and barriers to, practicing a variety of healthy behaviors" which is what this lesson connects to. This might not seem like a lesson that fits perfectly in this standard, but the nutrition unit plan as a whole fits with it. Students are figuring out types of macro and micronutrients and where they can be found. Personal health promotion has a huge focus on nutrition. The lesson looks at the nutrients available to Salva therefore it connects to heath education standard 1.

This lesson, along with my other health lessons, connects the The American Experience within Grand Challenges. Correct health and nutrition is essential to living a long, healthy lifestyle. In this lesson, we talk about what important nutrients are vital for our body. The more one is educated on nutrition, the more likely they are going to be living in good health. We take the scene from ALWtW and determine what nutrients were available during Salva's living conditions. Knowledge on nutrients and sources to get them from can benefit one's life, therefore it's all part of The American Experience.