Overview and Background: Unit: Nutrition

 

Randy Leroux : Cheney USD 268

Physical Education, Wellness. : Health : Freshmen Health/Physical Education

Cheney : Grades 9 - 9 : Aug. - Jun.

 

Title:

Nutrition

Topics:

Nutrition

Time Frame:

3 weeks

Start Date:

-

Status:

Draft

Date Revised:

 

 

Other Designers:

 

Summary:
This unit will look at nutrition and its effects.

 

Print Materials Needed:
Physical Dimensions workbook from workshop
Food Pyramid Guide

Resources:

 

Resource Attachments:

Internet Resource Links:

 

Notes:

 

 

Stage 1: Identify Desired Results

 

State:

KS      

Title:

 

Standard(s):

Physical Education 5
Identify personal behaviors that support a healthy lifestyle and participate regularly in physical activity that contributes to attainment and maintenance of personal activity goals.

Science 6.1
The students will make decisions based on scientific understanding of personal health.

 

Understandings:

user

Nutrition will aid toward good personal wellness.
Guidelines exist to help make wise nutritional choices.

 

Essential Questions:

User

1)What are the implications of the food guide pyramid? Why should we use it to develop our diet?
2)How does a diet following the six key nutrients and seven dietary guidelines affect the body's performance?
3)How does the media's portrayal of nutrition affect your lifestyle?
4)How have food labels promoted good nutrition?

 

Knowledge and Skills:

K
The USDA new food groups guidelines.
The types of foods in each food group.
The number of recommended daily servings of each. food group.
The six nutrients.
Serving size dimensions.
The seven dietary guidelines.

S
1) Use the food guide pyramid to analyze their own personal diet.
2) Describe the influence of nutrition on health and development.
3) Use food labels to determine nutritional value of a product.
4) Analyze media advertisements to determine effect on public perspective.

 

Stage 2: Determine Acceptable Evidence

 

Assessment Summary:
Students will assume the role of a nutritionist for the school system. They will compare and contrast different snack foods' nutritional value. Their analysis will determine which snacks are to be served during the school's morning snack break. The goal is to inform the student council about the nutritional value of the snack items.

 

Task/Prompt: Nutritionist

 

Type:Performance Task

Topics: Nutrition

 

Summary:
Students will assume the role of a nutritionist for the school system. They will compare and contrast different snack foods' nutritional value. Their analysis will determine which snacks are to be served during the school's morning snack break. The goal is to inform the student council about the nutritional value of the snack items.

 

Print Materials Needed:

 

Resources:

 

Resource Attachments:

 

Internet Resource Links:
Link 1: http://
Link 2: http://
Link 3: http://
Link 4: http://
Link 5: http://

 

 

Notes:

 

Student Directions:
You are a nutritionist for the school system. Compare and contrast different snack foods' nutritional values. Your analysis will determine which snacks are to be served during the school's morning snack break. Prepare a report to inform the student council about which snacks have the best nutritional value of the snack items. Your report should be accurate and thorough.



 

Task/Prompt: School Lunch Menu

 

Type:Performance Task

Topics: Nutrition

 

Summary:
Each student will plan out three balanced meals for a five-day school week. The fifteen- meal menu is to follow the USDA's Food Pyramid guidelines, plus the school's budget.

 

Print Materials Needed:

 

Resources:

 

Resource Attachments:

 

Internet Resource Links:
Link 1:
Link 2:
Link 3:
Link 4:
Link 5:

 

 

Notes:

 

Student Directions:
You are the Director of Food Services for a hospital. You need to plan out three balanced meals for a five-day week. The fifteen-meal menu is to follow the USDA's Food Pyramid guidelines, plus the hospital's budget. Your menus should be well-balanced and nutritionally sound for a normal adult.



 

 

Other assessment evidence to be collected:

Student self-assessment

 

Peer critique of food label analysis. Each student will critique the classes' analysis worksheets. The students will then be able to update and finalize their analysis. Analysis will then be posted around the classroom for other classes to view.

 

Selected Response/Short-answer test/quiz

 

Students are given a post test on their personal dietary habits.
 

 

Stage 3: Plan Learning Experiences and Instruction

 

Learning Activities:

1. Students are on a deserted island and three containers of food wash ashore. They do not know what the food is but they do know the ingredients. Each student must choose only one food item to consume until they are rescued.
2. Students are given a pre-test on their personal dietary habits.
3. Background discussion on four food groups, dietary guidelines and essential nutrients.
4. Teacher lecture with class discussion.
5. Informational worksheets on the four food groups, USDA dietary guidelines, and the six essential nutrients.
6. Media exposure towards diet and appearance critique sheet and collage.
7. Students will assume the role of a nutritionist for the school system. They will compare and contrast different snack foods' nutritional value. Their analysis will determine which snacks are to be served during the school's morning snack break. The goal is to inform the student council about the nutritional value of the snack items.
8. Peer critique of food label analysis. Each student will critique the classes' analysis worksheets. The students will then be able to update and finalize their analysis. Analysis will then be posted around the classroom for other classes to view.
9. Cafeteria Menu - Each student will plan out three balanced meals for a five-day school week. The fifteen- meal menu is to follow the USDA's Food Pyramid guidelines, plus the school's budget.
10. Students are given a post test on their personal dietary habits.