Digital Unit Plan Template

Unit Title: Better Nutrition, Better life Name: Ignacio Espinoza

Content Area: Nutrition Grade Level: 6
th
& 7
th

CA Content Standard(s)/Common Core Standard(s):
6
th
grade
4.5- Explain the effects of nutrition and participation in physical activity on weight control, self-concept, and physical performance.
7
th
grade
4.5 Explain how the intensity and duration of exercise, as well as nutritional choices, affect fuel use during physical activity.
4.7- Compile and analyze a log noting the food intake/calories consumed and energy expended through physical activity.
Big Ideas:
Knowledge of Macronutrients (Proteins, Carbohydrates, Fats)- Students will become knowledgeable in the different amount of calories that each macronutrient contains
Knowledge of Micronutrients (Water, Vitamins, Minerals)- Students will be able to understand the different types of micronutrients the body requires to maintain a
healthy body
Knowledge of how to create and use a working meal plan- Students will be able to create a meal plan in which they will have proper portions to be able to accomplish set
goals of losing, gaining, or maintaining an ideal bodyweight.
Knowledge of how to gain weight- Students will be able to understand that being in a caloric surplus, eating more calories that body requires for maintenance will cause
them to gain weight in terms of body composition.
Knowledge of how to lose weight- Students will be able to understand that being in a caloric deficit, eating less calories then the body requires for maintenance will cause
them to lose weight in terms of body composition.

Unit Goals and Objectives:

Each Student will:
. Describe factors that influence ones food choices.
. Define carbohydrates, proteins, fats, vitamins, minerals, and water.
. Recognize the importance of proper nutrition and the benefits that it will have on their body.
. Demonstrate the ability create and plan menus that will be both beneficial to their family and themselves.
. Describe the role of water in maintaining good health.
. Name the six food groups and recommended servings for each food group.

Unit Summary:
Do students really know what healthy eating is? Most students can tell you that vegetables are good for you and that cookies are not. However, they dont necessarily
comprehend why thats the case, how different foods affect their bodies, and what food choices to make at school, home, and when eating out.

In this lesson, students will use investigative questions to examine their own eating habits and explore why fruits and vegetables are integral to good health. Then, theyll
brainstorm ways to eat more fruits and vegetables, and take part in a challenge to increase their fruit and vegetable intake. By the end of the lesson, students will understand
the reasons fruits and vegetables are good for their bodies, will have personal nutrition goals, and will take the first steps toward a lifetime of good health eating more
fruits and veggies!
Assessment Plan:
Entry-Level:

Survey: looking at your daily Nutrition
Formative:

Flash Cards: Nutrition Vocabulary
Quiz: Nutrition Vocabulary
Think, Pair, Share: Students will be thinking about
how to incorporate healthy eating into their daily diet.
Discussion: Looking at their daily diet
Summative:

Final Test: Nutrition Vocabulary
Family Diet Plan project: Create a working diet plan
for a family member.
Lesson 1
Student Learning Objective:
Demonstrate an
understanding of purpose of
proper healthy nutrition and
how it relates to health.

Acceptable Evidence:
Students can identify several
common reasons that proper
healthy nutrition is important
for a healthy body and mind.
Instructional Strategies:
Communication
Collection
Collaboration
Presentation
Organization
Interaction
Lesson Activities:

This lesson will serve as an introduction to the unit theme, identity. It will
also introduce students to several nutritional terms as well as gauge the daily
diet of the students.

Survey:
This unit begins with an entry-level assessment that gauges students
understanding of identity as a theme and identity in relation to their lives.
The survey asks students to provide their own definitions of identity and
name some important aspects of their identities. This assessment will give
me a clearer idea of how students view the unit topic, and it will prepare
students for the unit by prompting them to think about some of the units big
ideas and essential questions. Students should take this survey at home in
preparation for an in-class discussion of the same topics.

Teacher Lecture:
After completing the survey on different nutritional topics, students will
read/watch a teacher lecture that introduces them to the different nutritional
terms and ways to keep a healthy body. Students will learn why certain
macronutrients are to be consumed at a lower portion then others. The
lecture also provides students with information on the process of making
working healthy diet plans, which will lay the foundation for later activities
that call for students to create working diet plans for a family member.

Guided notes will help students record and organize critical information,
allowing them to easily reference this lectures information throughout the
unit.

Lecture & Guided Notes: http://mrespinozanutrition.weebly.com/lesson-1-
teacher-lecture.html



Lesson 2
Student Learning Objective:
Analyze the different types of
macro and micronutrients
and learn about the different
amounts of calories they
contain.

Acceptable Evidence:
Student can respond to a diet
plan by proposing a
reasonable hypothesis for the
set macronutrients and
explaining how those
numbers can get desired
results.
Instructional Strategies:
Communication
Collection
Collaboration
Presentation
Organization
Interaction
Lesson Activities:

Review of Teacher Lecture:
This lesson begins with a review of some of the concepts introduced in
Lesson 1. Review the different nutritional vocabulary words and discuss how
we can use this knowledge to help create a working healthy diet plan that ca
be followed throughout a lifetime.

Webquest (F):
This activity will introduce students to the process of creating a working
healthy diet plan. The webquest will ask students to collect information,
synthesize that information, analyze artworks, and make judgments about
nutrition. It provides students with specific questions to help them determine
the most useful information for analyzing a work.
Webquest: http://questgarden.com/q/espinozaphysed
Lesson 3
Student Learning Objective:
Collaborate with others to
research, analyze, and create
a working diet plan for a
family member with proper
range of macro and
micronutrients.
Acceptable Evidence:
Groups of students submit a
written assignment in which
they create a working diet
plan for their family member
and explain how the
macronutrients will cause
them to get the results that
they wish.
Instructional Strategies:
Communication
Collection
Collaboration
Presentation
Organization
Interaction
Lesson Activities:

Read 3 articles
Students will be begin this part of the unit by reading three articles, which are
linked below, and that deal with the array of different ways that a good diet
and nutrition is linked to many benefits that one can enjoy.
http://www.livestrong.com/article/522808-5-effects-of-good-nutrition/
http://fitnafit.com/five-effects-of-good-nutrition/
http://ezinearticles.com/?5-Effects-of-Good-Nutrition---Learn-Why-Good-
Nutrition-is-Important&id=3705581

Watch A short YouTube Clip
After student read these three articles, the students will watch a short
YouTube clip in which again health benefits of healthy eating is covered.
Students will be expected to be taking detailed notes during both the readings
and the YouTube clip in order to complete the following assignment, which
will be to fill in the organization chart using the information found in both the
readings and the YouTube video clip. All of this will be assigned as homework
to be completed by each student individually.
https://www.youtube.com/watch?v=FiZc81u9nRo

Graphic Organizer
Students will complete graphic organizer with information found in the three
articles along with the YouTube clip, which are all found on the Nutrition Unit
Plan page.

Peer Critique
After students complete the organization chart they will be handed to
another student, in class, in which they will be using the rubric provided to
critique another students organizational chart.
Unit Resources:
Digital Unit Plan Site
http://mrespinozanutrition.weebly.com

Nutritional Survey
https://www.surveymonkey.com/s/7NMD7F7

Teacher Lecture on Nutritional Terms & Guided Notes
http://mrespinozanutrition.weebly.com/lesson-1-teacher-lecture.html

Nutrition Vocabulary
http://quizlet.com/_r4h9f

Nutritional Webercise:
http://questgarden.com/173/08/2/140719221442/

Mr. Espinozas Physical Education Class
http://espinozaphysicaleducation.weebly.com

Good Nutrition Graphic Organizer
http://mrespinozanutrition.weebly.com/lesson-3-graphic-organizer.html

Nutritional Games:
Healthy Neighborhood Game
Nutrition Flash Cards
Talking My Plate Game
Nutrition Jig Saw Puzzle
Nutrition Expedition Games
Nutrition Sudoku and Word Search
Create a Healthy Pizza Game
Power Up Your Breakfast Game

Useful Websites:
http://www.factsupfront.org
http://www.nutrition.gov/smart-nutrition-101
http://nutritiondata.self.com
http://www.calorieking.com/foods/
http://nutritionfacts.org
http://fnic.nal.usda.gov
http://fnic.nal.usda.gov/food-composition/macronutrients
http://www.mckinley.illinois.edu/Handouts/macronutrients.htm
http://www.macronutrients.net/nutrient/