Stevens, Doherty, Global Mini Project Plan

1.) PBL Essential Elements Checklist

NAMES OF GROUP MEMBERS:
Casey Stevens, John Doherty

PROJECT TITLE:
Nutrition and Health

PROJECT SOURCE: Good Eats

HTTP://CONNECTEDCALIFORNIA.ORG/DOWNLOADS/C
URRICULUM/GOODEATS_CA.PDF

GRADE LEVEL: This project is geared

Does the project?

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Explain
Reasoning
and Offer
Possible
Modificatio
ns

FOCUS ON SIGNIFICANT CONTENT

The content
of the
project is
focused on
why
students
should care
about what
they eat.
Nutrition and
good health
practices are
essential to
development
and living a
healthy
lifestyle. This
project gives
students the
skills and
knowledge
to identify
good

At its core, the project is focused on teaching students

important knowledge and skills, derived from standards
and key concepts at the heart of academic subjects.

towards the experienced learner. Upper

elementary and secondary education
students (Grade 5-7). We have adjusted
the material to fit grades 2 and 3
curriculum.
This project is a year-long curriculum
unit.

nutrition,
and why it is
important.
Projects uses
many
standards
and subjects
including art,
english
language,
health,
science,
social
studies, and
world
languages.
Project
addresses
these
academic
subjects by
incorporatin
g national
healthcare
standards
which
include
academic
foundations,
communicati
ons,
healthcare
maintenance
practices,
information
technology
application
and
teamwork.
Specific
examples of
how the
original
project
addresses
these
subject

include:
Function and
processes of
the digestive
system,
Descriptive
statistics
(mean,
median, and
mode),
Scientific
writing,
Healthy
eating
habits,
Factors
influencing
self-image,
Cultural
perspectives
on nutrition,
Oral
presentation
,
Perspectives
on hunger
from various
countries,
Multiple
causes of
hunger and
famine
throughout
the world.
Students
also reflect
on their own
diet and
health
status, and
connect the
impact of
nutrition and
food
production
to the
welfare of

the global
community.
One possible
modification
that could
be made
would be to
partner with
a local
restaurant.
DEVELOP 21 CENTURY SKILLS
ST

Students build skills valuable for todays world, such as

creativity, critical thinking and problem solving,
collaboration, and communication, which are
taught/practiced and assessed.

Students use
advanced
science and
mathematic
al skills to
connect
nutrition to
themselves,
to society,
and to the
world.
Students use
critical
thinking and
problem
solving skills
to identify
the
connection
between
nutrition and
health. In
order to
relating
nutrition to
ones self,
with society,
and in the
world this
project
addresses
specific
issues such
as body
image,
nutrition and

growth,
arithmetic of
hunger and
world
hunger.
Students are
asked to
work with in
groups or
teams to
collaborate
and share
ideas about
health and
nutrition and
how to solve
issues that
relate to bad
health
practices
and the
repercussion
s of living an
unhealthy
lifestyle.
Examples
include
studying of
cause and
consequenc
e of obesity
and
assessment
of current
health status
and how it
could be
improved.
ENGAGE STUDENT IN IN-DEPTH INQUIRY
(For 397 Focus on Global Competence)

Students are engaged in rigorous, extended process of

asking questions, using resources, and developing
answers.

Students will
examine the
issue of
adequate
nutrition at
both the
individual
and societal

levels,
reflecting on
their own
diet and
health status
and the
importance
of making
good
choices.
They will
also analyze
issues
connecting
nutrition and
food
production
to the
welfare of
the global
community
by
exploring
the impact
of recent
famines in
Africa and
other parts
of the world
and apply
this research
to decisions
about their
own roles.
Specifically
the original
lesson ties
English and
Language
Arts to
Arithmetic of
Hunger. Here
students are
introduced
to the
experiences
and

implications
of hunger
around the
world, and
they write
their
personal
reactions to
the effects
of hunger.
Then, tieing
World
History or
World
Geography,
students
study
several wellknown
famines in
history and
their
underlying
causes,
exploring
the complex
interactions
among
politics,
economics,
and food
production
and
distribution.
In order to
tie to the
essential
question
Why should
we care
about what
we eat?
Students will
explore the
incidence
and
geographic

distribution
of hunger
and famine,
including the
various
political and
economic
factors that
contribute to
the problem,
why it is a
major
problem and
why it
matters.
ORGANIZE TASKS AROUND AN ESSENTIAL
DRIVING QUESTION

Project work is focused by an open-ended question that

students explore or that capture the task they are
completing.

ESTABLISH A NEED TO KNOW

Students see the need to gain knowledge, understand

concepts, and apply skills in order to answer the
Driving Question and create project products, beginning
with an ENTRY EVENT that generates interest and
curiosity.

This projects
essential
question is
should we
care about
what we
eat? Why?
This
question will
drive
students to
look at their
own
personal
nutrition,
and how
nutrition and
health
affects
society and
the world.

This
projects
main goal
is to educate
students on
nutrition and
how to
maintain a
healthy

lifestyle. To
kick off the
unit, the
learning
scenario
provided
asks
students to
look at the
effects of
bringing in
unhealthy
snack
choices from
an offering
company in
order to fund
their school
stadium and
uniform
costs.
Students are
asked what
should be
done, and
whether or
not they
should
accept the
donation
with the
catch of
using the
Crispy
Munchy
name, and
continuing
or modifying
the Nutrition
Campaign
that they
have in
place at
their school.
Students are
also asked to
think about

the driving
question,
followed up
by other key
questions
such as
What is
good
nutrition and
why is it
important?
and What is
a healthy
weight and
how is it
measured?
and Are
there
statistical
differences
in weight
(and other
health
indicators)
among
different
populations
around the
world? A
small
introductory
activity like
asking
students to
list healthy
foods would
be a great
intro to
lesson one
on proteins,
carbohydrat
es, and
lipids.

ENCOURAGE VOICE AND CHOICE

Students are allowed to make some choices about the

products to be created, how they work, and how they
use their time, guided by the teacher and depending on
age level and PBL experience.

INCORPORATE REVISION AND REFLECTION

The project includes processes for students to use

feedback to consider additions and changes that lead
to high-quality projects, and think about what and how
they are learning.

Lessons do
not have
student
voice or
choice
incorporated
. Students
do not have
very many
options to
choose from
in the
project.
Simple
modification
s could be to
allow
students
choose and
perform
their
experiments
on the foods
of their
choice. The
second could
be to let
student
research an
illness due
to obesity
that they
choose.
There are
many health
problems
related to
obesity that
affect
societies
today.
Throughout
the
instructional
period,
students will

reflect on
their
findings and
synthesize
their
acquired
knowledge.
Students will
demonstrate
both their
academic
and
technical
learning in a
variety of
ways,
including
expository
essays,
PowerPoint
presentation
s, collages,
speeches,
and other
written and
applied
work.
Students will
reflect on
their work or
offer
reflection to
their peers
by assessing
their own
diet,
evaluating
their own
fitness and
fitness of the
class based
on statistical
data, and
finally
explaining
the need to
take good

care of
oneself by
eating right,
getting
enough
sleep, and
being active
as well as
how these
activities
contribute to
developing a
positive
body image.
Students are
asked to
write journal
entries,
participate
and share in
group and
partner
discussion,
as well as
complete
worksheets
on obesity
and its
associated
health risks
that they
learned in
the lesson.
INCLUDE A PUBLIC AUDIENCE

Students present their work to other people, beyond

their classmates and teacher.

Project
allows
students to
present their
work at
various
points. They
will present
conclusions
to their
peers and to
biomedical
and

healthcare
professionals
who will visit
their school.
Students will
also
have the
opportunity
to
participate
in work
based
learning
activities
alongside
nutrition
scientists,
demographe
rs, and
science
writers.

2.) Global Mini-Project Project

Overview
names of group members: Casey Stevens, John Doherty
project title: Health and Nutrition
grade level: This project is geared towards the younger elementary level students (Grades
2)
project length: This project is 4 weeks in length for this unit.
LINKS TO ONLINE RESOURCE(S): (URLS)
HTTP://BIE.ORG/PROJECT_SEARCH/RESULTS/SEARCH&CHANNEL=PROJECT_SEARCH&CATEGOR
Y=320&PS_FIRST=320/
HTTP://WWW.MDK12.ORG/INSTRUCTION/CURRICULUM/HEALTH/STANDARD6/GRADE3.HTML

Projects Essential Driving Question

WHAT

IS GOOD NUTRITION AND WHY IS IT IMPORTANT TO LIVE A HEALTHY

LIFESTYLE?

Project Overview
For this global mini project students will participate and complete a number of activities and
discussions relating to health and nutrition. Students will be asked to demonstrate the ability to use
nutrition and fitness knowledge, skills, and strategies to promote a healthy lifestyle. They will
partner with a local restaurant and work together to create a menu of healthy and nutritious food
options that most people would really enjoy and want to purchase. By doing this, students will be
able to demonstrate sound knowledge of healthy food choices and why it is important for the
human body. Students will also be asked to reflect on their own diet and health status, and engage
in group discussion to share their thoughts and feeling on good nutrition. Finally students will
connect the impact of nutrition and food production to the welfare of the global community.
Students will promote global health awareness by creating a Health Awareness Day at school.
Students will host the Health Awareness day for the school and community in order to share the
knowledge they have learned through their research. Students will use the research process to
explore the health and lifestyle of a pro athelete. They will invite these athletes and coaches to join
them for the Health Awareness Day to share their own personal knowledge on health and nutrition.
By doing this students will use the knowledge that they have gained about health and nutrition to
educate the community and educate other fellow students.

Project Products
Menu
-Students will create a menu featuring healthy and nutritious food options for the everyday person.
Presentation
-Students will give a brief presentation on a popular pro athlete of their choice, that exhibits a
healthy lifestyle
Health Awareness Day
-Students will host a variety of different athletes, and health coaches at school, inviting all grades
to participate in a day of fun, fitness, and lectures on health and nutrition.

Global Awareness
It is extremely important for students to learn about health and nutrition at a young age. Promoting
a healthy lifestyle from an early age, will help to reduce the growing rate of obesity across the
globe. Serious health risks are associated with obesity and is a huge problem, especially in the
United States. Good nutrition is one of the most important parts of the living a healthy lifestyle.
Global public health campaigns offer great potential to raise awareness and understanding about
health issues and mobile support for action from the local community and international stage.
(World Health Organization) Campaigns spreading awareness of health and nutrition can help

create a healthier classroom and world. Students will fulfill all four aspects of Global Competency
by investigating the world beyond their immediate environment. They will do this by researching
parts of the world that society struggles to live a healthy and whole life style and analyze the
negative effects it poses to the world as a whole. Students will also recognize perspectives of their
own as well as others in their class, health professionals, and their community. They will look at
their own health choices and compare them to what they have learned to their existing practices,
and what they can do to be healthier. They will
communicate their own ideas as well as the perspectives of others by hosting the Global Health
Awareness Day and inviting professional athletes and healthcare professionals to speak on behalf
of good health and nutrition. They will host this day for fellow students and the community who
wish to join them in the experience. By hosting this event the students will
be taking action and translating their ideas and findings to help improve the health of other
individuals in their school and community.

3.) Curriculum Alignment Matrix

Projects Essential Driving Question
WHAT

IS GOOD NUTRITION AND WHY IS IT IMPORTANT TO LIVE A HEALTHY

LIFESTYLE?

English Language Arts Standards Alignment

ELA STANDARDS:
RL1 ASK AND ANSWER SUCH QUESTIONS AS WHO, WHAT, WHERE,
WHEN, AND HOW TO DEMONSTRATE UNDERSTANDING IN A TEXT.

(SC, 2)
ESSENTIAL SKILLS AND KNOWLEDGE
APPLY APPROPRIATE STRATEGIES BEFORE READING, VIEWING,
LISTENING TO A TEXT:
USE PRIOR KNOWLEDGE AND EXPERIENCES TO MAKE

OR

AND EXPLAIN CONNECTIONS TO THE TEXT

MAKE PREDICTIONS OR ASK QUESTIONS ABOUT THE TEXT
BY EXAMINING TITLE, COVER,
ILLUSTRATIONS/PHOTOGRAPHS/TEXT, AND FAMILIAR AUTHOR
OR TOPIC
SET A PURPOSE FOR READING AND IDENTIFY TYPE OF TEXT
APPLY APPROPRIATE STRATEGIES TO MONITOR UNDERSTANDING
DURING READING, VIEWING, OR LISTENING TO A TEXT:
RECALL AND DISCUSS WHAT IS UNDERSTOOD

REVISIT, READ ON, AND RESTATE THE DIFFICULT PARTS IN

YOUR OWN WORDS
MAKE, CONFIRM, OR ADJUST PREDICTIONS
PERIODICALLY SUMMARIZE WHILE READING
VISUALIZE WHAT IS READ
SEARCH FOR CONNECTIONS BETWEEN AND AMONG IDEAS
DEMONSTRATE UNDERSTANDING AFTER READING, VIEWING, OR
LISTENING TO A TEXT:
CONFIRM OR REFUTE PREDICTIONS
RETELL AND DISCUSS THE TEXT
IDENTIFY AND EXPLAIN WHAT IS DIRECTLY STATED AND
WHAT IS IMPLIED IN THE TEXT
SUMMARIZE THE TEXT ORALLY
CONNECT TEXT TO PRIOR KNOWLEDGE OR PERSONAL
EXPERIENCE
PARTICIPATE ACTIVELY AND APPROPRIATELY IN DISCUSSIONS ABOUT
LITERARY TEXT. (SEE CCSS 2 SL1, 2, 3.)
GENERATE ORAL AND WRITTEN QUESTIONS ABOUT DETAILS IN THE
TEXT.
RESPOND ORALLY AND IN WRITTEN FORM TO SPECIFIC QUESTIONS
USING KEY DETAILS IN THE TEXT. (SEE CCSS 2 SL3, CCSS 2

W8.)
USE

KNOWLEDGE OF LANGUAGE AND ITS CONVENTIONS WHEN

WRITING, SPEAKING, READING, OR LISTENING. (CCSS 2 L3.)

LEARNING EXPERIENCES/ACTIVITIES:
STUDENTS WILL DEMONSTRATE THEIR ABILITIES

TO IDENTIFY, UNDERSTAND, AND RESPOND

WITH ANSWERS TO QUESTIONS PERTAINING TO MATERIAL DISCUSSED AND READ IN CLASS
ABOUT NUTRITION AND HEALTH. STUDENTS WILL DEMONSTRATE THEIR ABILITY TO RETELL AND
EXPLAIN THEIR FITNESS JOURNEY AT THE END OF THE PROJECT.

Mathematics Standards Alignment

MATH STANDARDS:

STANDARD: 2.MD.10
DRAW A PICTURE GRAPH AND

A BAR GRAPH (WITH SINGLE-UNIT SCALE) TO REPRESENT A DATA

SET WITH UP TO FOUR CATEGORIES. SOLVE SIMPLE PUT TOGETHER,TAKE-APART, AND COMPARE
PROBLEMS USING INFORMATION PRESENTED IN A BAR GRAPH.

(SC 2)
ESSENTIAL SKILLS

AND

KNOWLEDGE

 ABILITY TO COLLECT, SORT, ORGANIZE AND GRAPH DATA

KNOWLEDGE OF THE ELEMENTS OF PICTURE GRAPHS AND BAR GRAPHS
ABILITY TO ANALYZE GRAPHS, ANSWER QUESTIONS ABOUT THE DATA, AND

MAKE DECISIONS

BASED ON THE DATA

STANDARD: 2.OA.1
USE ADDITION AND SUBTRACTION

WITHIN 100 TO SOLVE ONE- AND TWO-STEP WORD

PROBLEMS INVOLVING SITUATIONS OF ADDING TO, TAKING FROM, PUTTING TOGETHER, TAKING
APART, AND COMPARING, WITH UNKNOWNS IN ALL POSITIONS, E.G., BY USING DRAWINGS, AND
EQUATIONS WITH A SYMBOL FOR THE UNKNOWN NUMBER TO REPRESENT THE PROBLEM.
ESSENTIAL SKILLS AND KNOWLEDGE
ABILITY TO EXPLORE ADDITION AND SUBTRACTION WITH MANIPULATIVES TO BUILD THEIR
CONCEPTUAL UNDERSTANDING (E.G.,SNAP CUBES, SUBITIZING CARDS, TENS FRAMES,
HUNDREDS CHARTS, NUMBER LINES AND EMPTY NUMBER LINES)
ABILITY TO TAKE APART AND COMBINE NUMBERS IN A WIDE VARIETY OF WAYS
ABILITY TO MAKE SENSE OF QUANTITY AND BE ABLE TO COMPARE NUMBERS
ABILITY TO RECORD THEIR THINKING USING >, =, AND < WHEN COMPARING QUANTITIES
ABILITY TO USE FLEXIBLE THINKING STRATEGIES TO DEVELOP THE UNDERSTANDING OF THE
TRADITIONAL ALGORITHMS AND THEIR PROCESSES
KNOWLEDGE OF AND ABILITY TO APPLY PROPERTIES OF ADDITION AND SUBTRACTION
(CCSS, PAGE 90, TABLE 3)
ABILITY TO APPLY THE KNOWLEDGE OF ADDITION AND SUBTRACTION TO CHOOSE THE MOST
EFFICIENT STRATEGY TO SOLVE A PROBLEM
ABILITY TO SOLVE VARIOUS TYPES OF ADDITION AND SUBTRACTION WORD PROBLEMS
(CCSS, PAGE 88, TABLE 1)

LEARNING EXPERIENCES/ACTIVITIES:
STUDENTS WILL DEMONSTRATE THEIR ABILITIES TO ADD AND SUBTRACT SPECIFIC NUTRITIONAL
PERCENTAGES. STUDENTS WILL DEMONSTRATE THEIR ABILITIES TO COMPARE QUANTITIES OF
FOOD AND PERCENTAGES OF FOOD AND FOOD INTAKE. STUDENTS WILL DEMONSTRATE THEIR
ABILITIES TO CALCULATE THE AMOUNT OF TIME IT TAKES TO EXERCISE DAILY AND WEEKLY.
STUDENTS WILL BE ABLE TO DEMONSTRATE THEIR ABILITY TO COMPARE USING BAR GRAPHS.

Science Standards Alignment

SCIENCE STANDARDS

STANDARD 1.0 SKILLS AND PROCESSES

STUDENTS WILL DEMONSTRATE THE THINKING
SCIENCE.
TOPIC
A. CONSTRUCTING KNOWLEDGE
INDICATOR

AND ACTING INHERENT IN THE PRACTICE OF

1. RAISE

QUESTIONS ABOUT THE WORLD AROUND THEM AND BE WILLING TO SEEK ANSWERS
TO SOME OF THEM BY MAKING CAREFUL OBSERVATIONS AND TRYING THINGS OUT.

OBJECTIVES
DESCRIBE WHAT

CAN BE LEARNED ABOUT THINGS BY JUST OBSERVING THOSE THINGS

CAREFULLY AND ADDING INFORMATION BY SOMETIMES DOING SOMETHING TO THE THINGS AND
NOTING WHAT HAPPENS.
SEEK INFORMATION THROUGH READING, OBSERVATION, EXPLORATION, AND INVESTIGATIONS.
USE TOOLS SUCH AS THERMOMETERS, MAGNIFIERS, RULERS, OR BALANCES TO EXTEND THEIR
SENSES AND GATHER DATA.
EXPLAIN THAT WHEN A SCIENCE INVESTIGATION IS DONE THE WAY IT WAS DONE BEFORE, WE
EXPECT TO GET A VERY SIMILAR RESULT.
PARTICIPATE IN MULTIPLE EXPERIENCES TO VERIFY THAT SCIENCE INVESTIGATIONS GENERALLY
WORK THE SAME WAY IN DIFFERENT PLACES.
SUGGEST THINGS THAT YOU COULD DO TO FIND ANSWERS TO QUESTIONS RAISED BY
OBSERVING OBJECTS AND/OR PHENOMENA (EVENTS SUCH AS, WATER DISAPPEARING FROM THE
CLASSROOM AQUARIUM OR A PET'S WATER BOWL).
USE WHOLE NUMBERS AND SIMPLE, EVERYDAY FRACTIONS IN ORDERING, COUNTING,
IDENTIFYING, MEASURING, AND DESCRIBING THINGS AND EXPERIENCES.

TOPIC
B. APPLYING EVIDENCE AND REASONING
INDICATOR
1. PEOPLE ARE MORE LIKELY TO BELIEVE YOUR IDEAS IF YOU CAN GIVE GOOD REASONS FOR
THEM.
OBJECTIVES
PROVIDE REASONS FOR ACCEPTING OR REJECTING IDEAS EXAMINED.
DEVELOP REASONABLE EXPLANATIONS FOR OBSERVATIONS MADE, INVESTIGATIONS
COMPLETED, AND INFORMATION GAINED BY SHARING IDEAS AND LISTENING TO OTHERS' IDEAS.
EXPLAIN WHY IT IS IMPORTANT TO MAKE SOME FRESH OBSERVATIONS WHEN PEOPLE GIVE
DIFFERENT DESCRIPTIONS OF THE SAME THING.

LEARNING EXPERIENCES/ACTIVITIES:
STUDENT WILL DEMONSTRATE THEIR ABILITIES

TO ANSWER QUESTIONS RAISED ABOUT

NUTRITION BY USING WHOLE NUMBERS AND SIMPLE, EVERYDAY FRACTIONS IN ORDERING,
COUNTING, IDENTIFYING, MEASURING, AND DESCRIBING CALORIC INTAKE.

Social Studies Standards Alignment

SOCIAL STUDIES STANDARDS:

STANDARD 1.0 POLITICAL SCIENCE

STUDENTS WILL UNDERSTAND THE HISTORICAL DEVELOPMENT AND CURRENT STATUS OF THE
DEMOCRATIC PRINCIPLES AND THE DEVELOPMENT OF SKILLS AND ATTITUDES NECESSARY TO
BECOME RESPONSIBLE CITIZENS.

TOPIC
C. PROTECTING RIGHTS AND MAINTAINING ORDER

INDICATOR
1. DESCRIBE THE

RIGHTS AND RESPONSIBILITIES OF BEING A PARTICIPATING MEMBER OF THE

SCHOOL AND THE COMMUNITY

OBJECTIVES
RECOGNIZE AND

DESCRIBE HOW MAKING CHOICES AFFECTS SELF, FAMILY, SCHOOL, AND

COMMUNITY
IDENTIFY CONCERNS IN THE COMMUNITY, SUCH AS SAFETY ISSUES AND POLLUTION PROBLEMS
AND WAYS TO RESOLVE THESE CONCERNS

LEARNING EXPERIENCES/ACTIVITIES:
STUDENTS WILL DEMONSTRATE THEIR

UNDERSTANDING OF HOW MAKING PROPER NUTRITIONAL

CHOICES AND LIVING HEALTHY LIVES CAN IMPACT THEMSELVES AND OTHERS BY EXPLAINING
THEIR KNOWLEDGE OF NUTRITION IN A PRESENTATION FOR ANOTHER CLASS.

Additional Standards Alignment (Health, P.E., Tech, Fine Arts,

World Languages etc.)

STANDARD 6.0 NUTRITION AND FITNESS

STUDENTS WILL DEMONSTRATE THE ABILITY TO USE NUTRITION AND FITNESS KNOWLEDGE,
SKILLS, AND STRATEGIES TO PROMOTE A HEALTHY LIFESTYLE.
TOPIC
D. NUTRIENTS
INDICATOR
1. IDENTIFY AND DEFINE FUNCTIONS OF NUTRIENTS.
OBJECTIVES
DESCRIBE THE SIX MAJOR NUTRIENTS AND HOW THE BODY USES THEM.
DESCRIBE WHY THE BODY NEEDS WATER.
TOPIC
E. FOOD AND HEALTH
INDICATOR
1. DEMONSTRATE THE RELATIONSHIP AMONG FOOD INTAKE, PHYSICAL ACTIVITY, AND WEIGHT
MANAGEMENT.
OBJECTIVES
DEFINE HEALTHY WEIGHT.
DISCUSS FACTORS THAT AFFECT A PERSONS WEIGHT, SUCH AS AGE, GENDER, HEIGHT,
FAMILY, SOCIETY, ACTIVITY LEVEL, AND ILLNESS.
ILLUSTRATE THE IMPORTANCE OF BALANCING FOOD INTAKE WITH PHYSICAL ACTIVITY.
TOPIC
F. NUTRITION AND PHYSICAL ACTIVITY GUIDELINES
INDICATOR
2. ANALYZE THE NUTRITION FACTS LABEL.
OBJECTIVES
IDENTIFY THE INFORMATION PROVIDED ON THE NUTRITION FACTS LABEL.

EXPLAIN WHY THE NUTRITION FACTS LABEL IS A VALID SOURCE OF INFORMATION.

COMPARE THE RELATIONSHIP BETWEEN SERVING SIZE AND SERVINGS PER CONTAINER.

LEARNING EXPERIENCES/ACTIVITIES:
Students will demonstrate the ability to use nutrition and fitness knowledge,
skills, and strategies to promote a healthy lifestyle. They will physically
demonstrate their knowledge of the physical exercises taught by certified
trained professionals at the final event day on the last day of the plan.

4.) Project Entry and Exit Event Plans

Projects Essential Driving Question:
WHAT

IS GOOD NUTRITION AND WHY IS IT IMPORTANT TO LIVE A HEALTHY

LIFESTYLE?

ENTRY EVENT
Overview: In this project entry event, students will analyze photographs of several well known
athletes. Students will start by brainstorming together what all of athletes presented have in
common. Students will then work in small groups of 4 to research and examine the lifestyle,
health, and nutrition habits of one or more of the athletes presented. Students will also be able to
explain why and how they take their health and nutrition seriously. Students will break from their
groups to share some of their most important facts with the class during a brief discussion and
share session. Students will then break in pairs and choose one athlete to research and present to
the rest of the class. Students will share the athlete they have chosen to the class during a 3
minute presentation. After all of the student pairs have presented their athletes, we will close
with a brief discussion of our essential question, and explain how successful athletes take
nutrition and health seriously.
Instructional Materials:

10-12 photographs of popular pro athletes that are well known to the school
age child (In order of appearance L to R: Michael Jordan, Serena Williams,
Jennie Finch, Paul Rabil, Bryce Harper, LeBron James, Brian Shaw, Chris
Davis, Robert Griffin III, Joe Flacco, Andy Deck, Kristen Pope )

(In order of appearance L to R: Michael Jordan, Serena Williams, Jennie Finch, Paul Rabil,
Bryce Harper, LeBron James, Brian Shaw, Chris Davis, Robert Griffin III, Joe Flacco, Andy
Deck, Kristen Pope)

Paper
Pencil
Timer (optional)

Technology: At least 4-5 computers (4 students per computer) will be necessary to be available
to students in order to research a chosen athlete that exhibits healthy lifestyle choices that will
be presented to another class of our choice to have the information presented to.
Time Duration: Approximately 60 minutes

Instructional Sequence:
Event
Approxima
Segmen te time per
ts
segment

Detailed Steps/Procedure

Set-up

-The teacher will research and print of pictures of 1012 popular athletes that will be presented to the
class.

(2 minutes)

Students will be asked to identify what all of the

athletes have in common.
Question written on the board: What do all of these
athletes have in common?
Launch

Small
Group
Activity

(5 Minutes)

As a class brainstorm together what you think

all of these athletes have in common. Look at their
physical characteristics, what you already know
about them, and explain what you think they do to
stay healthy and in shape.
-List ideas on the board for the whole class to see
(20 minutes) and refer to.

Students will work in groups of 4 (groups selected by

counting off to 4) to research one or more athlete of
their choice. They can choose from the ones
presented to them, or get approval to research an
athlete of their choice.
-Computers will be available for students to use and
research their chosen athlete.
As a team you will work together to create a list of
healthy characteristics, fitness routines, and
nutritious meals that athletes love and help to
contribute to an overall healthy lifestyle. This list will
be written on Microsoft word on the computer (this
will help develop their typing skills too) and will be
printed off upon completion. Look at what makes
these athletes successful. How does one succeed at
balancing good nutrition and healthy habits?
(20
minutes)

Once you have come up with a substantial list on

one or more athletes, we will break to discuss your
results.

-Students will split from their groups into pairs and

select one athlete to compose a presentation on.

Present

Closure

As you choose your athlete for you presentation be

sure to look at their successes and how living a
healthy and nutritious lifestyle helped to contribute
to that success. Using the information you gather
with your partner, create a 3 minute verbal
(18 minutes) presentation that you will give to the rest of the
class.

(5 minutes)

Students be sure to pull 2-3 photographs of your

athlete to include with your verbal response. Both
partners must share and be able to explain why their
chosen athlete is a good example of good health.
-Students will share their presentations to the rest of
class. Each pair will have 3 minutes to share their
photos and facts they have gathered about their pro
athlete.
-Teacher will listen to every presentation and post the
photos on the bulletin board Titled Healthy Heroes.
After every group has shared, everyone will reflect
on what they have learned.
Teacher will go back to our essential driving question
and other including:
WHAT IS GOOD NUTRITION AND WHY IS IT
IMPORTANT TO LIVE A HEALTHY LIFESTYLE?
Please raise your hand and explain how successful
athletes take nutrition and health seriously.
What are some nutritious foods that you enjoy?
What are some things you can implement into your
everyday life to improve your health?

Students will share their responses aloud to the class.

You have just taken the first step to improving your life and
educating yourself on good nutrition and health practices.
When you go home tonight I want you to think about what you
eat everyday, and what you can do in order to improve your
overall health and fitness. Taking your health seriously is the

first step in being a productive member of society, and helping

to contribute to the overall health and wellness of the world.

EXIT EVENT
Students will share the product(s) or result(s) of their investigation, receive feedback, and
celebrate their learning with the larger community. In order to do this, students will create a
Health Awareness Day that they will invite the entire school to attend. During this Health
Awareness Day there will be a number of fitness activities to participate in, healthy menu options
from which to choose from, and a number of guest speakers that will discuss their strategies to
promote healthy living. Good nutrition is the key to healthy living, and after the students have
researched and created their ideal menu items, they will talk to the cafeteria manager about
serving some of those options. [KS1] Students will be introduced to a number of guest speakers
that have backgrounds in health and wellness, [KS2] as well as a few professional athletes. After
students participate in a day full of fun and fitness, they will be asked to write letters [KS3] to
Michelle Obama explaining to her that want to have more nutritious options available to them,
and more time to participate in physical activity during school hours.
Instructional Materials:
Paper
Pencil
Poster board
Markers/colored pencils
Technology: Computers must be available for students to research their topics.
Time Duration: (Approximately 1/2 school Day)
Instructional Sequence:
Event
Segments

Approxima
te time per
segment

Set-Up
(5-10
minutes)

Launch

(10 minutes)

Detailed Steps/Procedure

- Gather materials needed.

-Students will create signs and posters that
will be displayed all over the school,
promoting Health Awareness Day. Students
will advertise using posters they have
created using their knowledge they have
learned about healthy habits and wellness.
- Together students, with the help from guest athlete
speakers, will help launch a full day of fitness

activities in the cafeteria or gym by creating signs

and posters to post around the cafeteria/gym and the
halls for other students to see.

(2-3 hours)

Promoting wellness throughout their community

starts within the classroom. Create a poster using a
variety of colors and mediums that help attract
young adolescents to want to gain knowledge about
living healthy.

Assembly/Physi
cal activities
-Students from all grades will be invited to participate
and listen in on a variety of activities and games.
These will be planned by the athlete/speaker.

(1 hour)

Closure

As the teacher, I have connections with professional

athletes and health professionals that I have
networked with in the past that I plan to invite to
speak at the event. After receiving approval from my
superiors I will extend formal invitations to the
speakers, asking them to join our school in sharing
their health and nutrition lifestyle tips.

Teacher

will go back to our essential driving

question:
WHAT

IS GOOD NUTRITION AND WHY IS IT

IMPORTANT TO LIVE A HEALTHY LIFESTYLE?
Reflection: Students will take the opportunity to write
a short letter to Michelle Obama about what they
have learned about health and nutrition. Students will
focus on topics like nutritious meal options, as well as
request more time for physical activity through the
school day.

Students will take the opportunity to address

Michelle Obama by writing her a letter proving what
they have learned about living a healthy and
nutritious lifestyle. She herself plays a huge role in
trying to incorporate healthy options to students in
schools all across the U.S
-By doing this hopefully students can help reinforce
the importance of good nutrition and become
educated on healthy living.