Terry T.

Gough FRIT 7430: Instructional Design Stage 3, Understanding by Design Fall 2012

Title of Unit

Real Health

Grade Level

9, 10,11

Standard: HE H.S.3: Students will demonstrate the ability to access valid information and products and services to enhance health. The students will access valid health information and health-promoting products and services. High school students will critique the validity of health information, health promoting products, and services to prevent and detect health problems. Using critical thinking and analysis skills, high school students will be able to assess the validity of health information and products and services used in the prevention, early detection, and treatment of health problems.

Understandings: - Dietary products are labeled based on 2000 calories per day. (Explanation) - Marketing decisions have intended and unintended consequences on our health. (Interpretation) - Caloric reduction diets are not always the best means of controlling weight. (Application) - There is a difference between weight and body fat. (Perspective) - Societys depiction of the perfect body does potential harm to young women as well as young men. (Empathy) - They may lose or gain weight but will never change their body type. (Self-Knowledge)

Essential Questions: Overarching Questions: Are Health products really healthy? If youre thin, are you healthy? If youre big, are you unhealthy? Topical Questions: What are all these numbers and why are they important? How do I know if something is really healthy for me? If losing weight is bad, why is everyone trying to do it? What are two schools of thought on weight control and why should I care? How do Hollywood and the fashion world affect our perception of what is healthy?

Stage 3: Plan Learning Experiences

Week 1 Day 1 * The unit will begin with a brief pretest to determine the students levels of awareness and knowledge of health, qualities of healthy diets, nutritional supplements, etc. The pretest is not an off-the-shelf pretest. It is made up of several teacher-made tests and quizzes from earlier units that were covered in earlier units.

Special Education students will be given extended-time for the quiz and be provided
with a small group setting. 1. After having given the pretest, students will watch the video:
Get Fat, Gain Weight, And Become As Unfit As Possible which is a whimsical, almost backward, spoof, which looks at health in a different way. This video is shown to hook the students. (H)
http://www.videojug.com/film/get-fat-gain-weight-and-become-as-unfit-as-possible?sourcelink=horizontalrecommendation

2. When the video is complete, a short discussion will take place on the real meaning of the video and to clear up any misconceptions. (W, E) 3. Essential Questions of the unit will be introduced and discussed. The overarching question Are Health products really healthy will be the main focus today. (W, E) 4. The culminating project (Performance Task, Stage 2 Evidence) will be introduced. (W) 5. Discuss recommended daily allowances, the Food and Drug Administration, food labels and what they mean. Introduce key vocabulary for this unit. (E) 6. Introduction of the topical essential question what are these numbers and why are they are important? (W) Day 2 1. As a class, we will discuss the term Healthy and what it means to be healthy. (E) 2. Quiz given on the vocabulary introduced in yesterdays lesson. (Matching format with a word bank from the classrooms word wall) (E)

Special Education students will be given extended time to take the quiz and provided
with a small-group setting in accordance with the student support section of their IEP.

3. An activity will be introduced where the students will be given three different scenarios of individuals with different health levels, dietary regiments, and daily physical activity levels. The students will then have to analyze each and tell the teacher what effect each scenario will have on each individual as it pertains to his/her level of health. (E, R, E2) (Differentiation of Instruction) - For struggling students, scenarios will be reduced to two. - In order to challenge students, the students will describe the long-term effects of one of the individual scenarios over a five-year span. The prediction should include evidence in order to back-up the prediction. 4. Students will begin keeping track and charting of their daily caloric intake for the next 3 weeks. Analysis will take place at the end of the unit. (E, O, T, E2) Day 3 1. The topical question If losing weight is bad, why is everyone trying to do it? will be introduced. 2. Today we will focus on various types of Fad diets. We will revisit and briefly discuss Basal Metabolism and how it relates to our body weight. Students will work to find their own basal metabolism through the basal metabolism equation. (E, R, W) 3. With a partner, students will be given five Fad diets to review. They will ascertain the healthiness of each based on previous information received. They will also determine the risks involved in each of the Fad diets. Each student will have to place, in order from the most risky to the least. (E, R, E2, O) (Differentiation of Instruction) - Struggling students may brainstorm in a small cooperative group a reduced number of Fad diets (three). Together they will submit the information for three of the Fad diets from most risky to least. - To challenge students, students will research a celebrity that has used one of the Fad diets and his/her experience. The student will note if this supports or goes against their original assessment of the degree of risk. 4. The term Basal Metabolism again, will be re-visited and discussed. This was covered in a previous unit demonstrating the concept of caloric intake vs. caloric use. This time, the teacher will introduce two scenarios of different individuals, their caloric intake and caloric use. Students will compute the Basal Metabolic Rate of each. (E, T, O) (Experimental Entry Point)

Day 4 1. We will delve into the topical question What are the two schools of thought on weight control and why should I care? 2. We will discuss body weight vs. body fat today. We will also talk about the pressures of Hollywood on the way we think about body weight. Does Hollywoods vision of the perfect body affect the way we feel about ourselves and does it determine how we see others? (E, R, E2) (Foundational Entry Point) 3. Students will write a reflective essay on societys effects on the way they feel about themselves. (W, E, E2) (Narrational Entry Point) Day 5 1. The question Does thin necessarily mean youre healthy? will be posed to the students. (H) 2. We will hold a brief discussion about the word thin. Students will be given a blank body-type chart. They will circulate around the room and gather data of their classmates different body types. Afterward, they will participate in small group discussion to share their results to ensure that everyone has the same idea of each body-type. Students will complete a body-type worksheet and will have a short discussion about different body types and how they cannot be changed. (E, R, E2) (Logical-Quantitative Entry Point)

3. Students will be taken to the computer lab where they will begin researching information about what is considered proper nutrition. In addition, they will use this information to answer questions in their guided notes. (E, R) (Technology) Week 2 Day 1 1. The video How to Lose Fat and Gain Muscle will be shown to introduce this weeks idea of how body weight differs from body fat and how muscle can be gained while losing body fat. (H, E, W)
http://www.videojug.com/film/how-to-lose-fat-and-gain-muscle?sourcelink=horizontalrecommendation

2. The class will discuss and take notes on how weight training affects the basal metabolism of an individual and the misconceptions of muscle gain during weight loss. (E, R, T)

Day 2 1. Today the class will analyze the information from yesterday. Questions will be posed to the students concerning how metabolism may be manipulated, how an individuals diet affects metabolism, and how misconceptions arise about weight loss and muscle increase. (E) 2. At the end of class I will explain what we will be doing in the computer lab tomorrow. (W) Day 3 1. Today will be spent in the computer lab. Students will create a voice-thread explaining how Marketing plays a role in the dietary supplements that are sold in nutrition stores, television, and on the internet. Each voice-thread will be from 2-3 minutes in length. This exercise will help in putting together the culminating Performance Task. Students will also be informed of an upcoming quiz by weeks end. (E, R, E2, T, O) (Technology) Day 4 1. The topical question of How do Hollywood, and the fashion world affect our perception of what is healthy? will be introduced and discussed. 2. Students will be in the computer lab for half of the period today to finish their voicethread about the Marketing of dietary supplements. (E, R, E2, T, O) (Technology)

3. We will return to class and discuss how we, as consumers, are bombarded with certain marketing strategies, how the fashion industry, and society have a way of dictating our values, and views of what we consider to be healthy. (E, R, E2, T, O) (Rethink/Reflect) Day 5 1. A quiz will be given at the beginning of class over information that has been covered during the week. (R, E2) Special Education students will be given extended time and will be able to take the quiz in a small-group setting if they choose in accordance with the student support section of their IEP. 2. Students will exchange quizzes with other students for a peer assessment. Teacher will go over the answers. Students will be allowed to make revisions based on feedback from teacher and peers. (R, E2) (Rethink/Reflect)

3. Teacher will go over the quiz answers as the students look over their own quiz. (R) 4. Students will be given time to reflect as to why they missed certain questions and what they need to do in order to increase quiz scores. (R, E2) (Rethink/Reflect) 5. The rest of the period will be spent discussing the culminating Performance Task (Stage 2 Evidence). (E, T, O) 6. Time will be given to work on organizing information for their Performance Task presentations next week. (O, W)

Week 3 Day 1 1. The video How to Burn Fat the Fastest will be shown to get the students attention.
http://www.videojug.com/film/how-to-burn-fat-the-fastest?sourcelink=verticalrecommendation

(H) 2. Students will present their voice-thread projects from last week. (E, E2, T) 3. Students will be given time today to further prepare for their culminating Performance Task (Stage 2 Evidence). (E, O) Day 2 1. In small groups, students will read and interpret nutritional information on various food and food supplement labels that have been provided by the teacher. We will discuss the 2,000 calorie diet upon which these labels are based. (E, E2, T, O) 2. We will discuss the question If youre big, are you unhealthy? (E) 3. Todays activity: Students will make a collage using materials (poster board, scissors, glue, magazines, etc.) provided by the teacher. The theme of the collage will be What I view as the perfect body. Collages will be posted in the room so that every students work can be viewed by all. (E, R, T) (Aesthetic Entry Point) 4. Students will be given time to work on the culminating project. (E, E2)

Day 3 1. Students will spend a good portion of the day in the computer lab on the interactive website: http://www.pecentral.org/websites/healthsites.html. (Technology) (E) 2. Once completed with the following links: Smart-Mouth.org, Exercise Daily! Magazine, My Food Pyramid, and NourishInteractive.com; students will write a brief summary of the information they have obtained from each of the links. (E, R, T, O) (Technology) (Rethink/Reflect) 3. Time at the end of the period will be given to each student to work on the culminating project. (E, E2)

Day 4 1. Students will present their culminating project. (O) (Performance Task Stage 2 Evidence) Day 5 1. Students will take a final assessment on the unit. This assessment will be made up of teacher-made; multiple-choice, true and false, fill-in-the-blank, and essay type questions. (O) 2. Students will review their completed daily eating charts and self-assess the healthfulness of their eating for the past 3 weeks. They will ask themselves the following questions: 1. Have they made changes? 2. Have there been improvements to the way they feel? 3. Have they noticed changes in how they feel and in their appearance? (E2)

All Special Education students will be given extended-time to complete the exam as
well as being offered a small-group setting in accordance with the student support section of their IEP.

Notes to the Instructor

All Scoring Rubric expectations have been met:

Each activity has been clearly coded with WHERETO. A Pre-test has been included. There is alignment between the strategies, standard, and understandings. All essential questions, understandings, skills, and knowledge are matched with a corresponding instructional strategy. Gardners Five Entry Points have been clearly labeled. Differentiation of Instruction has been used within the plan and has been clearly labeled. There are numerous opportunities for students to reflect and rethink and they are clearly labeled. Technology has been used in a meaningful way and has been clearly labeled. The assignment is organized and assignment instructions have been followed. Spell-check was used before submission to ensure no grammatical errors or misspellings.