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Unit' design status: "Completed template pages-Stages 1, 2. and 3
rilf Peer reviewed riJ Content reviewed ~ Field tested o Validated o Anchored
327
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Established Goals:
How
• Whatcan educators
is healthful stay up to date on
eating? CD Students will understand that . ..
new
• Aretechnology
you a heathfulintegration?
eater? How would you know? In order to keep current on technology
• How could a healthy diet for one person be integration,
• A balanced dietvarious toolstocan
contributes be used,
physical and
unhealthy for another? including:
mental health.
• Why are there so many health problems in the • The USDA food pyramid presents relative
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United States caused by poor nutrition despite guidelines for2.0
nutrition.
-Classroom
all the available information? • Dietary requirements vary for individuals based
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on age, activity level, weight, and overall health.
-• Delicious
Healthful living requires an individual to act on
available information about good nutrition even
if it means breaking comfortable habits.
What key knowledge and skills will students acquire as a result of this unit?
328
Sample 6-Page Template
1~ S_t_ag_8_2_-D_et_8_rm_in_8_A_cce_P_ta_b_I_8_E_V_id_8_n_C_8 _
at evidence will show that students understand?
Performance Tasks:
Teachers will be giving a informal presentation about what they have learned about the
You Are What
various tools.You Eat-Students
They create
will follow the anput
rubric illustrated
togetherbrochure to teach
by the class thatyounger children
will identify the
key aspects
about of learning.
the importance of good nutrition for healthful living. Offer younger students ideas for
breaking bad eating habits.
Chow Down-Students develop a three-day menu for meals and snacks for an upcoming
Outdoor Education camp experience. They write a letter to the camp director to explain why
their menu should be selected (by shoWing that it meets the USDA food pyramid recommen-
dations, yet it is tasty enough for the students). Include at [east one modification for a
specific dietary condition (diabetic or vegetarian) or religious consideration.
Other Evidence:
(e.g., tests, quizzes, prompts, work samples, observations)
Through discussion, I will be able to see if the teachers have gained the understanding
ofQuiz-The
the tools.
food groups and the USDA food pyramid
Also, I will be working
Prompt-Describe witht the
two health teachers
problems thatoncould
theirarise
sitesasand will be
a result of watching to see
poor nutrition andhow
they arehow
explain using their
these tools.
could be avoided.
The students will use the group created rubric to assess themsleves.
1. Self-assess the brochure, You Are What You Eat.
2. Self-assess the camp menu, Chow Down.
3. Reflect on the extent to which you eat healthfully at the end of unit (compared with the
beginning).
Stage 2-Determine Acceptable Evidence (contlnuedl
[~~_J
Teachers will
Students will use
plan the tools
appropriate identified
diets for to
find resources to benefit
t;hem5el"es 8"d others. their
classroom.
What criteris are implied in the stant/ard5o and unden'Ulndings regardless of the Ulek specifb,7 Wh8t qualitiet:>
must student work demorl!>trate CO signify that standards were met'?
[
This will be determined
• Nutritionally sound by the group
• Compari50rI of t85te v£;. nutrition
• Fe8sible
J
Through what authentic performance task will students demonstrate understanding?
Task Overview:
1. During previous sessions teachers researched various web 2.0 tools.
G
Since we hMe been k:arning about nutrition, the camp director at the Outdoor Ed Curter has '\H'iked U5 to
2.
propose a will
They present
nutritionally their tool
balanced me~u and tell
for our how they
three-day trip toused the tool
the center laterand
this tell
yeM.about what
Using the USDA
they found.
food pyramid guidelines tind the nutrition ftict!3 on food la\?el!3, design a plan for three days, including the
3. wemain
three willmeal!3
discuss howsnacks
and three we will use
(a.m., them
p.m., in the classroom.
and campfire). Your goal 113 a tasty Md nutritionally \?alanced
menu. In addition to your menu, prepare a )etur to the camp director explaining how your menu meets the
USDA nutritional guidelines. Include a chart showing a breakdown of the fat, protein, carbohydrate!3, . . ita·
mins, mineral!3, snd calorie!3.
What student products and performances will provide evidence of desired understandings?
informal
Menu with presentations
a resource
using
chart of nutritional ....alue!3the wiki as
[~_L_<t_te_,_to_,_a_m_p_d_;'_""_to_' J
By what criteria will student products and performances be evaluated?
The group
• Menu established
meets criteria
USDA guidelines • Effecti....e explanation of nutritional yalue and
• Nutritional ....alues chsrt 15 accurate snd t8!3U appeal of prop0!3ed menu
compleu • Proper letur form
• Menu addresse5 the audience and the !3ituation • Correct spelling and con....entlon!3
330
SlImple 6-PIIge Templele
WHERETO
Whst s~qu~nc~ of teschfng snd lesrning ~xperi~nc~s will equip e>tudents to engage with, develop. snd demonstrate
the d~e>ired understandings? Use the following sheet to lie>t the key teaching snd learning sctivities in ~quence.
Code each entry with th~ sppropriate initlsle> of the WHERETO elemente>.
Module
1. Begin 4: How
with do Iquestion
an entry use my PLN
(Can to help
the foode> you me in thezite>!')
eat cause classroom?
to hook e>tudente> into considering •
1.
theTeachers will take
effect!> of nutrition timelives.
on their to search
H for resources in their subject areas
2.2.Teachers
Introduce thewillEssentisl
present how their
Quee>tione> tool helped
sMd die>cue>s them. unit performsnce tSe>ks (ChOW Down sMd
the culminating
Eating Action Plan). W
3. Note; Key vocsbulsry terme> sre introduced ss needed by the vsriOue> lesmiMg sctivitiee> snd performance
tSe>ks. Students resd snd discue>s r~jevsnt selectioM from the Heslth teKtbook to support the lesn1ing
sctivitie!> snd tsske>. As sn ongoing sctivity, e>tudents keep s chsrt of their daily eating snd drinking for
[ster review and evsluation. E
4. Pr~e>ent concept stUlinment lee>son on the food groups. Then hsve e>tudents practice cstegorizing
pictures of foods accordingly. E
5. Introduce the food pyramid snd identify food!> In esch group. Students work in groups to develop a
poster of the food pyramid contsining cut-out pictures of foods in each group. Display the po!>ters in
the clsssroom or hallway. E
6. Give quiZ on the food groUp5 <ilnd food pyr<ilmid (mstehlng form<ilt). E
7. Review <ilnd di!>Cue>e> the nutrition brochure from the USDA. Di!>Cussion question: Must everyone follow
the S<ilme diet to be heslthy!' R
8. Working in cooperative groups, students analyze a hypothetical family's di~t (d~lib~rately unbalanced)
and m<ilke recommendations for improved nutrition. r~acher observes and coach~s students as th~y work.
E-2
9. Hav~ groups shar~ their diet <ilnalyses and di!>Cuss ss s class. E, E-2
(Note; Tescher collects and r~vieW5 th~ diet analys~s to look for misund~rstandlngsn~~ding instructional
attention.)
10. Each student d~5igns an illustrated nutrition brochur~ to te<ilch younger childr~n about th~ import<ilnce
of good nutrition for h~a!thy liVing and the problems aS5QCisted with poor eating. This <ilctivity is completed
outside of clsss. E, T
11. Stud~nts exchange brochures with members of their group for a peer assessment bssed on s criteria
lie>t. Allow students to make revie>ions bssed on feedb<ilck. R, E-2
12. Show and discuss th~ video MNutrition and You:' Di!>Cuss the health probleme> linked to poor e<iltJng. E
13. Students listen to, and question. <il guest spe<ilker (nutritionist from the loc<ill hospital) about health
problems caused by poor nutrition. E
14. Students respond to written prompt: De!>Cribe two h~a!th problems thst could ari~ as til result of
poor nutrition <ilnd eKplain what chang~s in eating could h~lp to svoid them. (These are collected <ilnd graded
by tescher.) E-2
15. Te<ilcher models how to read and interpret food lab~1 information on nutritional values. Then students
practic~ using donated boxes. cans, and bottles (emptyl). E
16. Stud~nts work Ind~p~nd~ntly to develop the three-day camp menu. Evaluate 8Md give fe~dback on the
camp m~nu proJ~ct. Stud~nts e>elf- and peer-assess their projects using rubrics. E-2, T
17. At th~ conclusion of the unit. students review their completed daily esting chsrt snd self-assess the
healthfulness of their eating. Have they notic~d chang~s7Improv~ments7Do they notice changes in how
they feel snd their app~arance7 E-2
18. Students develop a personal Meating action pl8n~ for h~slthful ~sting. Th~s~ are saved and presented
at upcoming student-involved parent conferenc~s. E-2. T
19. Conclude the unit with e>tudent self-evaluation r~garding their p~rsonsl eating habi'[;s. Have each
student develop a personal action plan for a Mheslthful eating~ goal. E-2, T
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