1. Nutrition Unit Plan Katie Seleskie Erin Railing EDCI 432 Fall 2005

2. Table of Contents Unit Description Unit Rationale Unit Plan Goals Unit Plan Objectives National Health Education Standard Performance Indicators Unit Block Plan Unit Special Considerations Lesson Plans Unit Assessment Strategies Unit Resources

3. Unit Description Content Area: Nutrition Skills: Accessing Valid Information, Products and Services; Communication; Decision Making; and Self Management, Health Advocacy Grade: High School Number of Lessons: 10 Length of Class Periods: 55 Minutes

4. 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 Objectives http://www.healthypeople.gov/Document/HTML/Volume2/19Nutrition.htm Department of Health and Human Services: The Surgeon General's Call to Action to Prevent and Decrease Overweight and Obesity http://www.surgeongeneral.gov/topics/obesity/ Institute of Medicine: Preventing Childhood Obesity: Health in the Balance http://www.iom.edu/report.asp?id=22596

5. 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.

6. Unit Plan Objectives Lesson 1: Why Proper Nutrition  Students 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 Pyramid  The 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.

7. Unit Plan Objectives Lesson 5: Daily Food Choices  Students 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 Disorders  Students 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

8. Unit Plan Objectives Lesson 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 Day  Students 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.

9. Indiana Academic Standards for Health Education Performance Indicators Lesson 1  Content 9.1.7: Describe health issues common at different stages of life.  Skill 9.5.1: Demonstrate skills for communicating effectively with family, peers and others. Lesson 2  Content 9.1.8: Analyze how the prevention and control of health problems are influences by research and medical advances.  Skill 9.4.4: Evaluate the impact of technology on personal, family and community health and health behaviors.

10. Indiana Academic Standards for Health Education Performance Indicators (continued) Lesson 3  Content 9.1.9: Explain complex health terms and concepts  Skill 9.6.1: Demonstrate the ability to utilize various strategies when making decisions related to the health needs and risks of young adults. Lesson 4  Content 9.1.2: Analyze how behavior can impact health maintenance and disease prevention.  Skill 9.5.1:Demonstrate skills for communicating effectively with family, peers and others.

11. Indiana Academic Standards for Health Education Performance Indicators (continued) Lesson 5  Content 9.1.5: Analyze how environment influences personal and community health.  Skill 9.6.6 Formulate an effective plan for lifelong health that adapts to changing needs. Lesson 6  Content 9.1.1:Analyze the role of individual responsibility for enhancing health.  Skill 9.3.6 Develop strategies to improve or maintain personal, family and community health.

12. Indiana Academic Standards for Health Education Performance Indicators (continued) Lesson 7  Content 9.1.4: Explain the interrelationships between behaviors, the functioning of body systems and overall health.  Skill 9.4.1: Analyze the influences of family, peers, schools and communities on the health and health behavior of individuals. Lesson 8  Content 9.1.9: Explain complex health terms and concepts.  Skill 9.5.4: Demonstrate ways to communicate care, consideration and respect of self and others.

13. Indiana Academic Standards for Health Education Performance Indicators (continued) Lesson 9  Content 9.1.9: Explain complex health terms and concepts.  Skill 9.7.1: 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.  Skill 9.7.2: Demonstrate the ability to give accurate information and express opinions about health issues.

14. Unit Block Plan Lesson Content Descriptor(s)Skill(s) 1 Why Nutrition: Nutrition and Health Decision Making, Accessing Valid Health Info, Self Management 2 The New Food Guide PyramidHealth 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 ChoicesDecision 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 DisordersCommunication, 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 DayDecision Making, Communication 10 Test DayDecision Making, Communication

15. 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.

16. Lesson Plans Lesson 1: Nutrition Quest Lesson 2: The New Food Guide Pyramid Lesson 3: Read that Label Lesson 4: L.O.A.F.S- Learning on a full stomach Lesson 5: Snack Lesson Lesson 6: Meal Planning Lesson 7: Eating Disorders Lesson 8: Dealing with Eating Disorders Lesson 9: Review Game Lesson 10: Test Day

17. Unit Assessment Strategies Nutrition  Lesson 1 Performance Event Word Scramble Sheet, WebQuest Performance Task Spread Sheet, Bar Graph, Food Guide Pyramid Creation  Lesson 2 Performance Event Recipe Collection from the internet Performance Task Family Tradition Recipe

18. Unit Assessment Strategies Nutrition  Lesson 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)

19. Unit Assessment Strategies Nutrition  Lesson 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

20. Unit Assessment Strategies Nutrition  Lesson 7 Performance Event Eating Disorders Scenarios Sheet  Lesson 8 Performance Event Disorder Presentations Performance Task Disorder Research

21. Unit Assessment Strategies Skills  Accessing Valid Information, Products and Services: Why Nutrition(L1), The New Food Guide(L2), Importance of Wellness(L4), Daily Food Choices(L5), Creating Menus(L6), Dealing with Eating Disorders(L8)  Communication Reading a food Label(L3), Creating Menus(L6), Eating Disorders(L7) Dealing with Eating Disorders(L7), Review Day/Test (L9/10)  Decision Making Why Nutrition(L1), Reading Food Labels(3), Importance of Wellness(L4), Daily Food Choices(L5), Creating Menus(L6), Eating Disorders(L7), Dealing with Eating Disorders(L8), Review/Test(L9/L10)

22. Unit Assessment Strategies Skills  Self Management The New Food Guide(L2), Importance of Wellness(L4), Daily Food Choices(L5), Creating Menus(L6), Eating Disorders(L7)  Health Advocacy The New Food Guide(L2), Reading Food Labels(3), Eating Disorders(L7), Dealing with Eating Disorders(L8) Self Management Why Nutrition(L1), The New Food Guide(L2), Importance of Wellness(L4), Daily Food Choices(L5), Creating Menus(L6), Eating Disorders(L7)

23. Unit Resources  Health Teacher.com  WEBQUEST  Donald P. Ayers Slippery Rock University, PA