Nutrition Unit Plan

Katie SeleskieErin Railing

EDCI 432Fall 2005

Table of Contents

Unit DescriptionUnit RationaleUnit Plan GoalsUnit Plan ObjectivesNational Health Education Standard Performance IndicatorsUnit Block PlanUnit Special ConsiderationsLesson PlansUnit Assessment StrategiesUnit Resources

Unit Description

Content Area: NutritionSkills: Accessing Valid Information, Products and Services; Communication; Decision Making; and Self Management, Health AdvocacyGrade: High SchoolNumber of Lessons: 10Length of Class Periods: 55 Minutes

Unit Rationale

Good nutrition is essential for the growth and development, health and well being of not only students, but faculty, staff, and the community. Dietary factors have been contributed to 4 of the 10 leading causes of death in the United States (Department of Health and Human Services). It has become apparent that quality nutrition education, as part of the coordinated school health program, should be a top priority of school districts and local communities. Curricula which encourage specific, healthful eating behaviors can lead to favorable changes in student dietary behaviors (Department of Health and Human Services). Nutrition education of school-aged children can decrease factors associated with CVD, diabetes, and stroke, thus improve the quality and longevity of life. One of the goals of Healthy People 2010 is to reduce the proportion of children and adolescents who are overweight and obese. Currently, 16% of children and adolescents ages 6-19 years are overweight and approximately 9 million school-aged children are obese (Institute of Medicine). These starting facts reinforce the urgency and importance of arming today’s students with proper nutrition information and education that should be taught in an academic setting by a qualified health education specialist.

References:Department of Health and Human Services: Healthy People 2010 Nutrition and Overweight Objectiveshttp://www.healthypeople.gov/Document/HTML/Volume2/19Nutrition.htmDepartment of Health and Human Services: The Surgeon General's Call to Action to Prevent and Decrease Overweight and Obesityhttp://www.surgeongeneral.gov/topics/obesity/Institute of Medicine: Preventing Childhood Obesity: Health in the Balancehttp://www.iom.edu/report.asp?id=22596

Unit Plan Goals

The students will be able to recognize the importance of proper nutrition and the benefits that it will have on their body.

The students will demonstrate the ability create and plan menus that will be both beneficial to their family and themselves.

Unit Plan Objectives

Lesson 1: Why Proper NutritionStudents will identify why proper nutrition is important in developing and maintaining a healthy body. Students will create a poster that advocates for proper nutrition.

Lesson 2: The New Food Guide PyramidThe students will be able to access the new food guide pyramid and complete the quiz with 80% accuracy. The students will be able to describe the food groups that are included into the new food guide pyramid.

Lesson 3: Reading and Understanding a Food Label

Students will be able to read and understand the contents of various food labels. Students will be able to calculate the amount of calories, fat, carbohydrates, and sugar in 3 different foods.

Lesson 4: Importance of Wellness on classroom and sport/activity performance

Students will identify ways in which healthy food choices can affect performance outcomes.Students will be able to tell a friend 4 performance enhancing food choices that could be added to their daily diet.

Unit Plan Objectives

Lesson 5: Daily Food ChoicesStudents will identify healthy snack choices that they can implement into their after school routine. Students will be able to choose between healthy and unhealthy snack choices.

Lesson 6: Creating Personal/Family Menus

Students will choose 3 healthy meals that they could add to their family recipe book.Students will create a 2 day menu using all of the food groups.

Lesson 7: Eating DisordersStudents will identify and define the three types of eating disorders

Students will explain the influences that media has on body image. Dealing with Eating Disorders

Unit Plan ObjectivesLesson 8: Dealing with individuals that have eating disorders

Students will be able to recognize at least 4 symptoms of each eating disorder.Students will create a bookmark that will contain phone number and resources that could help a classmate dealing with an eating disorder.

Lesson 9: Review Day (Tic/Tac Toe Game)Students will be able to answer 5 question correctly during the Tic/Tac Toe Review Game. Students will work cooperatively through communication skills with their teammates during the review game.

Lesson 10: Test DayStudents will correctly answer 80% of the questions that are given on the Nutrition Exam. Students will be able to create a daily meal plan on the final portion of the exam, using the information that has been given in the previous lessons.

Indiana Academic Standards for Health Education Performance Indicators

Lesson 1Content

9.1.7: Describe health issues common at different stages of life.

Skill9.5.1: Demonstrate skills for communicating effectively with family, peers and others.

Lesson 2Content

9.1.8: Analyze how the prevention and control of health problems are influences by research and medical advances.

Skill9.4.4: Evaluate the impact of technology on personal, family and community health and health behaviors.

Indiana Academic Standards for Health Education Performance Indicators (continued)

Lesson 3Content

9.1.9: Explain complex health terms and concepts

Skill9.6.1: Demonstrate the ability to utilize various strategies when making decisions related to the health needs and risks of young adults.

Lesson 4Content

9.1.2: Analyze how behavior can impact health maintenance and disease prevention.

Skill9.5.1:Demonstrate skills for communicating effectively with family, peers and others.

Indiana Academic Standards for Health Education Performance Indicators (continued)

Lesson 5Content

9.1.5: Analyze how environment influences personal and community health.

Skill9.6.6 Formulate an effective plan for lifelong health that adapts to changing needs.

Lesson 6Content

9.1.1:Analyze the role of individual responsibility for enhancing health.

Skill9.3.6 Develop strategies to improve or maintain personal, family and community health.

Indiana Academic Standards for Health Education Performance Indicators (continued)

Lesson 7Content

9.1.4: Explain the interrelationships between behaviors, the functioning of body systems and overall health.

Skill9.4.1: Analyze the influences of family, peers, schools and communities on the health and health behavior of individuals.

Lesson 8Content

9.1.9: Explain complex health terms and concepts.

Skill9.5.4: Demonstrate ways to communicate care, consideration and respect of self and others.

Indiana Academic Standards for Health Education Performance Indicators (continued)

Lesson 9Content

9.1.9: Explain complex health terms and concepts.

Skill9.7.1: Evaluate the effectiveness of communication methods for accurately expressing health information and ideas related to health issues.

Lesson 10(Test Day)Content

9.1.9: Explain complex health terms and concepts.

Skill9.7.2: Demonstrate the ability to give accurate information and express opinions about health issues.

Unit Block PlanLesson Content Descriptor(s) Skill(s)

1 Why Nutrition: Nutrition and Health

Decision Making, Accessing Valid Health Info, Self Management

2 The New Food Guide Pyramid Health Advocacy, Accessing Valid Health Information, Decision Making, Self-Management

3 Reading and Understanding Food Labels

Communication, Health Advocacy, Decision Making

4 Importance of Wellness on classroom and sport performance

Decision Making, Goal Setting, Accessing Valid Health Information, Self Management

5 Daily Food Choices Decision Making, Goal Setting, Accessing Valid Health Information, Self Management

6 Creating Personal and Family Menus

Communication, Decision Making, Goal Setting, Accessing Valid Health Information, Self Management

7 Eating Disorders Communication, Decision Making, Health Advocacy, Self-Management

8 Dealing with Individuals that have Eating Disorders

Communication, Decision Making,, Accessing Valid Health Information, Health Advocacy

9 Review Day Decision Making, Communication

10 Test Day Decision Making, Communication

Unit Special Considerations

When teaching students about proper nutrition one must consider cultural backgrounds that could effect food choices. Considerations must be made to socioeconomic status when dealing with a variety of students. If a family can not afford to purchase appropriate food items that will be asked in class, they will have the opportunity to seek assistance from the teacher and school. One must be aware that students in the class could have experienced or have been affected by an eating disorder. Confidentiality will be a top priority when talking about sensitive subjects such as eating disorders.

Lesson Plans

Lesson 1: Nutrition QuestLesson 2: The New Food Guide

PyramidLesson 3: Read that Label Lesson 4: L.O.A.F.S- Learning on a

full stomachLesson 5: Snack LessonLesson 6: Meal Planning Lesson 7: Eating DisordersLesson 8: Dealing with Eating

DisordersLesson 9: Review Game Lesson 10: Test Day

Unit Assessment Strategies

NutritionLesson 1

Performance Event• Word Scramble Sheet, • WebQuest

Performance Task• Spread Sheet, Bar Graph, Food

Guide Pyramid Creation

Lesson 2Performance Event

• Recipe Collection from the internet Performance Task

• Family Tradition Recipe

Unit Assessment Strategies

NutritionLesson 3

Performance Event: • Design a food and packaging

Performance Task: • Courtroom Drama: Legal Labels?

Lesson 4: Performance Events: Motorized Vehicle Safety Fact Sheets (#6), Motorized Vehicle Safety Role Plays (#6)Performance Task: Safe Riding Comic Book (#6)

Unit Assessment Strategies

NutritionLesson 5

Performance Events: Water Safety Posters and Poster Presentations (#8), Water Safety Scenario Worksheet (#8)

Lesson 6: Performance Event:

• Paragraph about the Healthy Eating Habits

Performance Task: • Dietician Planning(5 day plan)• 5 day food log included into

portfolio

Unit Assessment Strategies

NutritionLesson 7

Performance Event• Eating Disorders Scenarios Sheet

Lesson 8Performance Event

• Disorder Presentations Performance Task

• Disorder Research

Unit Assessment Strategies

SkillsAnalyzing Influences

Performance Tasks: Checking Out Violence Activity (#1), Evaluating TV Violence Activity (#1)

Conflict ResolutionPerformance Events: Win or Lose Worksheet (#2), Learning to Listen Worksheet (#2), Conflict Resolution Role Play Development and Presentation (#2), Conflict Resolution Conversation Activity (#2), Conflict Resolution Script (#3)

Unit Assessment Strategies

SkillsRisk Assessment

Performance Events: Going to Court Presentations (#4), Water Safety Posters and Poster Presentations (#7), Water Safety Scenarios (#7), Performance Event: Riding the Bus Skit (#19)Performance Task: Gang or Bullies Infomercial (#4), Public Transportation Safety Brochure (#9)

Unit Assessment Strategies

SkillsAccessing Valid Health, Information, Products, and Services

Performance Events: Questions About Suicide Worksheet (#5), Motorized Vehicle Safety Fact Sheets (#6)Performance Task: Suicide Prevention Brochures (#5)

Unit Assessment Strategies

SkillsDecision Making

Performance Task: Safe Riding Comic Books (#6)

Refusal SkillsPerformance Event: Practicing Ways to Say No (#8), Saying No Worksheet (#8)

Unit Assessment Strategies

SkillsFirst Aid

Performance Event: Checking Up on First Aid Chart (#10), First-Aid Responses Worksheet (#10), Responding to An Emergency Worksheet (#11)Performance Task: Developing First Aid Procedures Learning Centers (#10), CPR Pocket Poster (#11)

Unit Resources

StudentMerki, M. B. (1999). Teen health: Course 3 Student Text.New York, NY: Glencoe McGraw-Hill.

TeacherMerki, M. B. (1999). Teen health: Course 3 Teacher’s Wraparound Edition. New York, NY: Glencoe McGraw-Hill.